An approach to the difficulties of distance education in Rural Educational contexts in the COVID-19 pandemic period: case of Chile

Abstract

The present essay aims to describe the main difficulties in distance education in rural contexts in the Ñuble region, Chile. It was developed through research with the qualitative method around key informants such as teachers, parents and students, pedagogy students in practice in a rural context, using descriptive elements, with the contrast of statistical data in relation to the subject. Theoretical analysis was approached, with an approach to the reality of the ñuble region from the experiences, allowing to
obtain an approximation to descriptive results of the difficulties that rural schools in the Ñuble Region had to adapt to this new demand generated by the pandemic of the 2020. As general results, it is necessary to rethink the role of rural schools as agents of change, allowing windows of opportunities for their students, recognizing the shortcomings in access to technologies
and turning efforts to modernize the school according to the century. XXI. On the part of the State, universities should be motivated to investigate the phenomena and processes experienced by rural schools, differentiating future development policies from the urban sector.