Thirty years after the implementation of the Program for the Improvement of Quality and Equity in Rural Education, this study analyzes the evolution of the Chilean state discourse on the roles assigned to the different stakeholders in rural educational communities. Through the categorical thematic content analysis of 36 official documents issued between 1992 and 2025, this study identifies the ways in which the State has conceptualized and distributed responsibilities among teachers, principals, families, and students. The findings show that while the teacher’s role appears consistent with the literature, other actors—such as educational leaders, families, and students—have a fragmented or subordinate role within the analyzed discourse. This highlights how important the teacher’s role is, suggesting the need to explore approaches that encourage shared responsibility with other stakeholders and raise new questions for future field research.
Mendoza et al. (2026) studied this question.