POLÍTICAS PÚBLICAS PARA LA CONTINUIDAD DE LA EDUCACIÓN RURAL CHILENA EN CRISIS SANITARIA GLOBAL

In Chile, as in the rest of the world, the pandemic caused by Covid-19 generated significant challenges for the continuity of education in uncertain contexts. According to previous studies, rural education in Chile had pre-pandemic indicators that reflected a significant deficit in institutional support for the improvement and comprehensive development of education in rural schools across the country. This research analyzes the documentation published on the websites of the Ministry of Education (MINEDUC) and the Ministry of Agriculture (MINAGRI) of Chile, which constitutes the textual corpus of public policy, aimed at identifying the proposals and measures promoted by the government during the health crisis targeted at rural education. The results allow for the identification of the measures, their characterization, implementation difficulties, and the involved actors in the improvement and development of formal educational spaces in rural areas of the country. It can be observed that, despite the lessons learned from the crisis context regarding the continuity of educational processes, with a special focus on rural sectors, there persists an inadequate treatment, contrary to the socioterritorial and structural needs of rural schools, which marginalizes them within the state's education agenda. The identification of this deficit in public policy relevant to this educational sector drives a well-founded critique that demands greater involvement from the Chilean State with these schools.