El trabajo por proyectos en educación física en primaria: el caso de una docente unitaria

Abstract

Multigrade teaching is defined as a model in which students from various grade levels share the same classroom. This setup presents significant pedagogical and organizational challenges; consequently, Project-Based Learning (PBL) emerges as an ideal methodology to address the diverse nature of such groups. This study analyzes the implementation of project-based work in a single-teacher rural primary school in Baja California Sur, Mexico, with an enrollment of nine students. Adopting a qualitative-interpretative approach, the study design was based on the systematization of experiences, structured in five steps. Data collection involved interviewing the teacher and reviewing instructional materials from the 2024– 2025 academic year. Intersections with physical education were identified across three dimensions: motor skills and capabilities, motor interaction, and healthy living. Critical interpretation was conducted through inductive thematic categorization. The results are organized into four categories: project contextualization, planning flexibility, pedagogical strategies, and the teacher's role. The findings demonstrate that project-based work is developed through an analysis of the local context and community issues. Furthermore, teacher planning operates flexibly, integrating content from different grade levels through task differentiation and collaborative work. The study concludes that PBL is a suitable methodology for multigrade classrooms to incorporate physical education across the curriculum, fostering contextualized learning that holds social significance and aligns with the curricular

fields of the *Nueva Escuela Mexicana* (New Mexican School).