El apoyo técnico del Director Coordinador de Escuelas Rurales en la educación pública uruguaya: percepciones y opiniones de docentes y tomadores de decisión, 2024.
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Ortega Izaurralde, Patricia del Carmen
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Montevideo, Uruguay: FLACSO Sede Uruguay
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Abstract
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El Director Coordinador de Escuelas Rurales (DICER) es un apoyo técnico del sistema
educativo uruguayo al servicio de las escuelas primarias rurales. Fue creado en el 2022.
Sustituyó al Maestro del Centro de Apoyo Didáctico para Escuelas Rurales (CAPDER),
figura que existía desde el año 2000. Tiene la tarea de acompañar y apoyar a la escuela rural
en todas las dimensiones de la gestión institucional. En el 2024 se constató un problema de
desigualdad en cuanto a su disponibilidad en todo el país. De las 1014 escuelas rurales
uruguayas, el 11% se encontraba sin DICER. A estas escuelas concurrían el 7,6% de las/os
estudiantes de educación primaria e inicial del medio rural. Se diseñó una investigación
cualitativa de carácter exploratorio descriptivo con el objetivo de analizar las percepciones y
opiniones de docentes y tomadores de decisión acerca del apoyo técnico DICER en la
educación primaria rural uruguaya en el 2024. Se recabó la información a partir de
cuestionarios y entrevistas semiestructuradas aplicadas a cuatro docentes de escuelas rurales
primaria de tres Inspecciones departamentales del país, dos docentes que se desempeñan
como DICER, dos docentes de nivel técnico y dos docentes de nivel político. Los resultados
del estudio confirmaron la importancia y el alto valor del apoyo técnico DICER para las
escuelas rurales. Su ausencia provocó inequidades en el sistema, afectando la gestión
institucional en todas sus dimensiones. La presencia, la horizontalidad en las relaciones, la
construcción de vínculos de confianza, la implicancia, la buena comunicación, la
contextualización, la continuidad, la sistematización y la planificación articulada de los
recursos que se ofrecen a la escuela rural emergieron como elementos fundamentales que
abonan la calidad del apoyo técnico DICER.
The Coordinating Director of Rural Schools (DICER) is a technical support of the Uruguayan education system at the service of rural primary schools. It was created in 2022. Hereplaced the Teacher of the Didactic Support Center for Rural Schools (CAPDER), a figure that had existed since 2000. It has the task of accompanying and supporting rural schools in all dimensions of institutional management. In 2024, a problem of inequality was found in terms of its availability throughout the country. Of the 1014 rural schools in Uruguay, 11% were without DICER. These schools were attended by 7.6% of primary and initial education students in rural areas. A qualitative research of an exploratory descriptive nature was designed with the aim of analyzing the perceptions and opinions of teachers and decisionmakers about DICER technical support in Uruguayan rural primary education in 2024. The information was collected from questionnaires and semi-structured interviews applied to four teachers from rural primary schools in three departmental inspectorates of the country, two teachers who work as DICER, two teachers at the technical level and two teachers at the political level. The results of the study confirmed the importance and high value of DICER technical support for rural schools. Its absence caused inequities in the system, affecting institutional management in all its dimensions. The presence, horizontality in relationships, the construction of bonds of trust, involvement, good communication, contextualization, continuity, systematization and articulated planning of the resources offered to rural schools emerged as fundamental elements that contribute to the quality of DICER technical support.
The Coordinating Director of Rural Schools (DICER) is a technical support of the Uruguayan education system at the service of rural primary schools. It was created in 2022. Hereplaced the Teacher of the Didactic Support Center for Rural Schools (CAPDER), a figure that had existed since 2000. It has the task of accompanying and supporting rural schools in all dimensions of institutional management. In 2024, a problem of inequality was found in terms of its availability throughout the country. Of the 1014 rural schools in Uruguay, 11% were without DICER. These schools were attended by 7.6% of primary and initial education students in rural areas. A qualitative research of an exploratory descriptive nature was designed with the aim of analyzing the perceptions and opinions of teachers and decisionmakers about DICER technical support in Uruguayan rural primary education in 2024. The information was collected from questionnaires and semi-structured interviews applied to four teachers from rural primary schools in three departmental inspectorates of the country, two teachers who work as DICER, two teachers at the technical level and two teachers at the political level. The results of the study confirmed the importance and high value of DICER technical support for rural schools. Its absence caused inequities in the system, affecting institutional management in all its dimensions. The presence, horizontality in relationships, the construction of bonds of trust, involvement, good communication, contextualization, continuity, systematization and articulated planning of the resources offered to rural schools emerged as fundamental elements that contribute to the quality of DICER technical support.
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Keywords
PERCEPCIÓN DOCENTE, EDUCACIÓN RURAL
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Tesis de maestría
Date
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97 p.
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Ortega Izaurralde, Patricia. 2025. El apoyo técnico del Director Coordinador de Escuelas Rurales en la educación pública uruguaya: percepciones y opiniones de docentes y tomadores de decisión, 2024. Tesis de maestría, Flacso Uruguay.
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