Abstract

An infinity of possibilities have led us to think that the restructuring at the time of teaching is essential for education to stop being a tool of indoctrination and become a way to expand the horizons of students, leading them to overcome their own barriers and at the same time being more critical and participative in their education. In this sense, the constructivist paradigm, covers the need to correct the gaps that traditional education left adrift, focusing its teaching objectives on the child's own interest and on the development of their abilities, giving them a leading role in building their own learning without distancing it from its sociocultural environment. This pedagogical conception centers the interest on the child and on the development of his capacities and the school prepares him to live in a society in which he "learns by doing". For this reason, many have considered a new method based on design (ABED), which opens new possibilities to update traditional forms of teaching. The ABED method is mainly inspired by the so-called Design Based Learning (DBL) that is developed experimentally in Denmark and the United States and has been successful in terms of learning outcomes and especially in the motivation of students and teachers. The objective of the experience, is to validate the ABED model contextualized to Chilean education, taking as a case study rural schools of Pemuco and Chiloé of the south central zone of Chile. The methodology consists of testing the model and the results that are recorded in the stages of: 1) training teachers and tutors, on the transfer of the Compass model of Index, 2) implementing a week-long project in schools which is previously planned and agreed among rural teachers and the research team, 3) at the end of each project week, the schools present an open exhibition to the educational community (parents and guardians are invited) and assemble the projects in an exhibition. The results rescue the subjective experiences of the subjects (students, teachers, parents and tutors) who experienced the strategy in each school, highlighting that the teachers worked in teams on real issues existing in their own schools, developing interesting projects to improve their spaces and educational projects. This created a favorable working climate and appropriation of the project's objectives. In all the developed exercises, the main change observed in the students was attitudinal. In some cases, this change was such that motivated some attorneys to participate in the exercises, collaborating in the construction of final projects. The conclusions point to a positive perception of the actors involved. The students consider that the projects proposed in the classrooms are closer to their interests, since there is an integral formation of them (cognitive, social, emotional) and favors their motivation. Teachers, although they do not find it easy to get out of the traditional approach, are motivated to achieve the appropriation of the strategy. The representatives feel involved and integrated into the projects carried out by their children. The tutors perceive that the process of educational change offers them challenging opportunities for their professional performance in the future.