Resumen

CASTRO-PAREDES, Moyra Marcela; CASTANEDA-SANCHEZ, Cristian Ernesto  y  REYES-ARAYA, Daniel Eduardo. Social justice in rural education policy for Chile and Mexico. Sinéctica [online]. 2025, n.65, e1728.  Epub 06-Oct-2025. ISSN 2007-7033.  https://doi.org/10.31391/lbwx6953.

The global health crisis has been resolved, yet its non-health consequences persist. The experience of education between 2020 and 2022 revealed the inconsistency of public policies toward vulnerable sectors, such as rural communities in Latin America. In particular, there has been a general decline in learning outcomes-confirmed by results on national and international standardized tests-while the solutions implemented have often been reductionist in contexts that demand greater sensitivity and contextualization. Teachers across the region have faced constant uncertainty. It is evident that the urgency of the situation led to improvisation in contingency planning. However, states must now move toward educational policies that ensure the fair distribution of resources and the dignified provision of services, which are essential for recognizing and supporting minority groups. Within this framework, teaching experiences from Chile and Mexico were analyzed in order to compare the objective and subjective advantages and disadvantages in rural territories. The findings redefined the professional effort required to teach-from reaching students in their homes to generating learning resources appropriate for remote areas. The results in rural schools highlighted the urgent need to reclaim social justice in the design of educational policies in both Chile and Mexico.

Palabras llave : school management; social justice; covid-19 and territories; educational policies; Latin American rural schools.

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