TRAVEL:

Insights from a Fulbright Journey in Uruguay

My blog, in words and pictures, of my international field experience to Uruguay, as part of the Fulbright Teachers for Global Classroom program.

Travel Blog - Uruguay
June 16, 2024 - My Favorite Memory
June 11, 2024 - Postcard Celebrities
June 10, 2024 -Rural Uruguay
June 9, 2024 -Natural Uruguay
June 6, 2024 -Magic Minas!
June 5, 2024 - Educational Technology
June 4, 2024 - Lifetime Memory
June 3, 2024 - Educational Initiatives
June 2, 2024 - A Seat With A View
March 25, 2024 - Ten Weeks To Go!
March 1, 2024 - The Country Assignment

June 16, 2024 - My Favorite Memory

The last few days of my field experience seemed to move faster than most. We were able to fit in a few more school visits, including to a dual-language program (Sign Language\Spanish) and a teacher training school, see a few more cultural and natural sites (Piriápolis, and the Atlantic Ocean), and I was able to enjoy asado one more time. Our reunion in Montevideo with the other groups was just as nice, and it was eye-opening to hear the stories of their trips, and see the intersections and common themes throughout the country’s school system.

But when I return home, and when someone asks me my thoughts about Uruguay - about what stood out the most - I will most likely talk about what happened on the evening of June 12th. We were not visiting any schools that evening, nor did we venture to a cultural landmark. Instead, we dressed up a bit and went to the home of Gabriela, one of our host teachers in Minas.

We had met Gabriela earlier in the week; she was a teacher at a rural school in Minas, and had been our guide through a street market as well. Gabriela seemed to know everyone in that market! We could not move three booths before she recognized someone and gave them a kiss.

She invited us to her home for a light meal, and with an apology that her house was small. When we arrived, Gabriela greeted us as if she had known us her whole life, and we were quickly seated around a small table that held a large amount of food. Not shy to be the first one to eat, I quickly sampled each homemade finger-food on the table, settling on a snack that was, unfortunately, set right in front of me. When I finished the last one, she brought out another tray and encouraged me to eat more. I was already stuffed!

Also in attendance were Gabriela’s husband, her teenage son, and her sister and niece - it was a full house! And the conversation was fantastic; it was about family and schools and Chicago and dancing and airsoft guns and music and more dancing. On a whim, I called my wife and she and my family were able to video chat with the group, who were more than happy to say hello! We had a few presents we gave to Gabriela, and she had a few presents for us! We had cake, and Gabriela opened the champagne she was waiting to open for a special occasion. And after three hours, we left.

The party that evening encapsulated the Uruguayan experience for me. It was the perfect illustration of what I found to be endearing about Uruguay and its culture. At the party, I felt welcomed; there was no rush to move to the next part of the evening. Time together took precedent. The food was excellent and the conversation was pleasant. And it was in those small moments, like when Gabriela was sharing with us her thoughts about her own Fulbright experience, or when her son shared his World Cup football sticker book with me, that I felt part of her family.

And I soon remembered that I had felt that way before, several times in my field experience, at each of the schools we visited. The party was a reminder of the community that was intentionally created by the teachers and administration, and that I was freely invited into. I was reminded of the students that happily spoke to me and asked questions, not caring that I could only respond with my broken Spanish. And like the schools I had visited, the party reminded me of the warmth and hospitality that permeate Uruguayan culture. It’s in these moments of connection and shared experiences that I felt a profound sense of belonging.

And so, when I return home, and someone asks me my thoughts about Uruguay - about what stood out the most - I will most likely talk about what happened on the evening of June 12th. We were not visiting any schools that evening, nor did we venture to a cultural landmark. Instead, we dressed up a bit and went to the home of Gabriela, one of our host teachers in Minas and someone I will never forget.

June 11, 2024 - Postcard Celebrities

I had one of the most memorable classroom visits yet. We visited another rural elementary school in Minas, and we were greeted by the principal there. She took the time to explain the setup of the school and showed us around the classrooms. The school was bright and decorated, featuring many of the murals I had become accustomed to seeing in schools across Uruguay.

I was shown a classroom providing intervention support to three students in a separate space—this was so encouraging to see! I was able to understand more about how special education and inclusion work in the classroom, and while I wished I saw this support in more classrooms, I also have this wish for classrooms back in Florida.

The students were happy to see us, and they were very responsive to our slideshow presentations. This was also the first time I presented in Spanish; while Selene later gushed with pride about how I did—and to be honest, it wasn’t half bad—I realized I had a way to go before I could teach a class in Uruguay! Nevertheless, the students had many follow-up questions. I was asked if I liked Uruguay, and I enthusiastically proclaimed (with my best Spanish) that I really enjoyed the people and the culture, and I wanted to visit Uruguay again, this time with my wife. This seemed to be my most popular response, and it elicited a big cheer from the students. (I received a similar cheer when I mentioned that I had decided to support Peñarol. Peñarol, inteligencia.) After I passed out postcards, the students even asked me to sign them—Nicole and I felt like celebrities!

Finally, I was able to visit a class working on a project on their laptops. They were learning a new program on the laptops, and I was asked to help out as needed; you do not have to tell me twice to help students figure out a new program! For the most part, the students were able to figure the program out on their own, and as they worked independently, the teacher showed me her laptop and the programs available to instructors. We discussed challenges she faced with broken hardware, missing power cords, and forgotten laptops at home. Again, these were similar problems to what my son’s school’s laptop program faced.

After a nice lunch, we left the school, and as we drove away, I was struck by a commonality between schools in Uruguay and the U.S. In every school we visited, no matter the resources or the size of its student population, the culture of the school was set by the administration and faculty. In every school we visited, we always had a glimpse of the pride the administration and faculty had in their school and how intentional they were in creating a sense of community among the students.

June 10, 2024 - Rural Schools in Uruguay

Today we visited a rural school in Minas. The only difference between this school and any other school we visited was the size; the school had about 30 K-5 students from four different schools!

They had joined together to meet us, and our team enjoyed delivering our presentations to a very receptive group of children. Later in the day, we met with the middle school. I was once again impressed with their emphasis on sustainable living and was happy to see their working Ceilab.

What made my visit unique was the first-hand lesson I received about special education in Uruguay. Of course, such a topic is nuanced and cannot be completely understood in the span of an hour. But today I was given a gift! I received a snapshot of special education from three different people: a teacher, a mother, and a student.

I was able to speak to a teacher about how special education works in Uruguay and how it works for a student in her class. This student attends her school for socialization but goes to a special education school for instruction. The conversation took many turns as we talked about the nature of inclusion in Uruguay, the services offered to students with special needs, and even attitudes toward these children and their education. While I was encouraged that this student was receiving an appropriate education, the educator expressed areas of concern, concerns I had for my own son who is on the spectrum.

I was able to speak to the mother of this particular student, who was happy to share how much her son enjoyed this school. She shared that her husband’s work required them to move every two or three years, and I felt her sadness about possibly leaving the school. I felt her pride as she talked about her son’s interests, and I nodded in understanding when she mentioned the lack of parental support outside the school.

Finally, I was able to speak with a student, who I will identify as B. I noticed B. right away as I was setting up my presentation. He seemed eager to help, so I had him plug in my computer, turn it on, and turn on the television. He didn’t sit with the other children, at least not for the most part. He was always up and moving, investigating one thing or another, and at one point he had gathered a pen, a piece of paper, and a container of sticks. “He has autism,” one teacher told me, “so be patient.”

When I went outside, while other students were completing an assignment, B. was busy placing newly created signs to warn others that there was a railroad crossing ahead, which he also created with a pair of rakes.

B. and I never spoke to each other, even when I handed him a few gifts toward the end of my stay. But he didn’t need to; in his actions, his high-fives, and the lean-in hug he gave me to say goodbye, he communicated a lot.

June 9, 2024 - Natural Uruguay

Over the last two days, our group has been out of the classroom, but our fabulous host teacher, Selene, provided us a chance to experience some natural wonders of Uruguay and the Minas region.

First up was Cerro Arequita, where we were able to climb a natural rocky outcropping and learn about the ombú, a tree-like herb unique to South America.

We visited the impressive statue of General Artigas on a horse, overlooking the city of Minas, and Parque Salto del Penitente, which features a small waterfall.

Though we heard it from several people over the last week, I was able to experience the slow-paced life of Uruguay firsthand, especially when dining. Meals are not rushed here, and the time between ordering a beverage and receiving the check can exceed a few hours! It seems counterintuitive, but I am really going to miss this when I leave. I know that once I get back to the States, I will resume piano lessons, bath time routines, and other tasks that fill up my schedule. I will miss sitting down, enjoying a long meal, and engaging in unhurried conversations with my family. This relaxed dining experience in Uruguay has been a wonderful way to connect with my colleagues and host teachers, and it is something that is often lost in the routine of everyday life back home.

June 6, 2024 - Magical Minas!

Today we headed off to our separate departments. Our group traveled two hours east toward Minas. Now, if you read one of my first entries in this blog, you might remember something I was looking forward to; today, I got it.

After a great lunch, we checked into our lodging for the week and soon headed back out to the countryside and the beautiful rolling hills of Minas. Our destination was a campsite where children from around Uruguay spend two and a half days in the countryside. At the camp, they are able to play, hike, swim, and sing around a campfire. Of course, there are a few lessons spread throughout the day, but it all seems like a good time for the students. After we finished a tour of the campsite, we joined the students for a mile-and-a-half hike through the campgrounds. The path was muddy and much of it was uphill, but the conversation was great! I was able to speak with several students on the hike, all of whom had no issue with the little Spanish I had at my disposal.

As we dodged cow patties and skipped over mud puddles, the students and I talked about many different things. First, we gave our names and talked about where we lived. We talked about our families and pets, and they laughed at my expression when someone mentioned he had four sisters! We talked about soccer and basketball, and along the way, they would point out interesting sights they thought I would like to take a picture of, which I happily obliged. We got to the top of a very high hill; the view didn't disappoint.

The trip down was a little faster than the way up, and the conversation continued, though the tone turned toward American customs. “Are the homes in the US like the movie Edward Scissorhands?” asked one student. “Not really,” I replied. “Is it true that in the United States there is only wealth?” asked another student. “My mother tells me that there is much more poverty in the United States than we think.” “Tu madre tiene razón,” I had Google translate for me, and I told him that there are many people in the U.S. who are without a home or a job.

“Are you going to stay and have a snack with us, if they let you, or do you have to go?” I stopped and looked for my host teacher, and I think she knew what I was going to ask her before I could ask it.

June 5, 2024 - Educational Technology in Uruguay

As excited as I was to visit the Ceibal headquarters later in the day, I was ready for another round of school visits. Both of the schools we visited today were unique in their setup; I think they resembled what I would call a charter school in my state. At our first school, Liceo Jubilar, I was able to speak with a technology teacher for the first time. She spoke to us about project-based learning (a big theme so far this week) and how students would choose their own themes, research them, and create and present a project using Canva. Learning how to use Canva also helped students create presentations for their language course. I spoke with a student creating pixel art for use in a MakeCode arcade game. The teacher told me he was ahead of most students in the class.

At Los Pinos, I was guided by two students who showed me and my colleagues around the different classrooms, explaining how each grade at the school would have different themes for their project learning, such as green energy, hydraulics, and rockets. The boys were very happy with their school, and one of them told me he traveled an hour and a half to get to the school! (He said it was worth it!)

Both schools were religious schools; the heads of the schools informed us that while they hoped the students would carry with them the important life lessons imparted through the religion, it was not a problem if they did not convert or even believe. They both felt that there was room for everyone. Again, the dedication of the principals at these schools was a further reminder of how each school does its best to place the student at the center of every decision they make.

My last stop of the day was the headquarters of Ceibal, the government initiative that provides digital technology and educational resources to all public school students and teachers. I had been looking forward to this visit all day, and I was not disappointed. It was such a spectacular space that held a maker lab and repair and testing workshops. I tried not to monopolize our guide, but I asked many questions about software and hardware specifics, privacy, the type of data they collected, and the future of Ceibal. When I earned my master’s degree in educational technology, this place was what I had in mind for a career. I encourage you to visit Ceibal to learn more about this wonderful program.

June 4, 2024 - Lifetime Memory Created

The job of writing can be a challenge for me; I feel confident I can write meaningful essays, but the tasks often take me longer than perhaps they should. With that being said, I will not attempt to describe the events that happened today during my visit to two schools in Uruguay. It was quite easily one of the most memorable experiences in my 21 years of teaching, and if my trip stopped today, the time spent at these two schools would have made it worthwhile.

Instead of detailing my day, I want to attempt to relay my emotions about the trip. Every student we met greeted us with a smile. I felt welcomed in every classroom, and they never once made me feel bad about not being able to speak Spanish. I saw the pride every student had as they went over their projects with us, some providing detailed explanations of each step, using presentation software to illustrate their points. Even the smallest students were able to share their "Pirate BOX" with us. The principals were outstanding, and I appreciated how they worked with the teachers to ensure the students got what they needed. At our last school of the day, even the parents showed their dedication to their students' success and they provided merienda for us to enjoy.

I must admit, my experiences and emotions on this trip may have been affected by the fact that I am a virtual school teacher, and I have not been afforded the luxury of seeing my students every day, or even at all. Being around these students was a reminder of what drew me to teaching in the first place. Seeing the dedication of the teachers encouraged me to bring my best to every encounter I have with my students and to continue to search for innovative ways to engage them.

June 3, 2024 - Exploring Educational Initiatives in Uruguay

My excitement for the list of speakers today, our first official day of activity in Uruguay, was immense, and I am happy to report that the day did not disappoint. Each speaker offered a brief overview of their specialty, helping us discover various educational initiatives in the country. Although all the speakers were engaging and knowledgeable, I found myself particularly attracted to the two presentations on technical education policies and programs in Uruguay. I will attempt to keep it brief!

We heard from Dr. Rodolfo Silveira, a board member of the Technological University of Uruguay (UTEC). He talked about the role of UTEC in providing high-quality education in technological and applied sciences to students in Uruguay. I was very interested in how they incorporate language learning in the program and how they design all curricula with Universal Design for Learning (UDL) concepts. ("UDL benefits ALL students, not just students with disabilities.") They also have a “Godparent” program that connects Uruguayans around the world with students in Uruguay to support their academic and professional development.

We heard from Professor Rosanna Mantaras, a program leader within the UTEC innovation program. This is where I made my first connection with my guiding question about the disparities between boys and girls who study technology. Technological education (through Ceibal) can be part of every classroom, allowing both boys and girls to participate in courses and lessons about technology. (Perhaps my school could make computer education compulsory through 8th grade, requiring different types of technology classes to be completed.) However, when they get to UTEC, the percentage of students studying IT is 69% males, 31% females, which matches numbers in the US and Europe. What is happening that girls are not staying in the field? I hope to speak to more people about this question later this week.

My favorite presentation was about the successful Ceibal initiative, a program that brings digital technology to Uruguayan schools. In particular, Dr. Florencia Talmon spoke about Ceilab, a maker space expanding throughout the country. It promotes principles of design thinking and maker practices, encouraging project-based learning and the development of critical technological skills. In short, awesomeness! I have no idea why my school does not have something like this, and it is something I am putting on my to-do list when I get back to the States.

I wish I could go over all the details of each presentation; they all offered an exciting glimpse into the state of education in Uruguay, and it looks bright.

After these presentations and a delicious lunch, we went on a bus tour of Montevideo. I wish I had a few more days to explore this beautiful city! It has so much history and so much to see and do. One of the highlights of this trip: we stopped by the Estadio Centenario and noticed some kids playing. As it turns out, they are students using the stadium as their school building! When they saw us, they ran up to the gate and asked us questions. “Where are you from?” one boy asked excitedly. When we told him we were from the U.S., he excitedly asked, “Do you know Mr. Beast?” Well, as a dad to three young boys, I certainly did know who that popular YouTuber was! I mentioned to the boy that I knew who he was and liked his candy bar. This made him more excited to talk to me, and all of the children ran up to ask their questions! This was a nice experience, one that was normal, our host teachers reminded us, and we should prepare for similar reactions when we meet other students.

June 2, 2024 - A Seat with A View

Toward the end of a 9 hour flight, I noticed the passenger in front of me staring out his window, I opened my window, and was treated with this site:

The snow-capped Andes Mountains were quite a spectacular sight, especially considering the highest point in Florida is a 345-foot hill. I have realized that It is these types of striking changes that I am looking forward to seeing the most on my international field experience to Uruguay. My hope for my IFE is that in every interaction that I have with administrators, teacher and students, I am challenged to rethink how I engage and teach my students. I hope to bring back new perspectives and innovative practices that will enrich my teaching and benefit my students in my goal to create global student-citizens. .

March 25, 2024 - Ten Weeks To Go!

As I am headed toward my last quarter of the school year, the business of work has shrouded the fact that in ten weeks I am going to Uruguay! I am so excited! As I mentioned in my last post, I realized my excitement could be placed into two areas: my excitement for the field experience, and the excitement I have for experiencing the culture. In this post, I want to talk about the excitement I have for the culture, and write about the top five things I am looking forward to experiencing in Uruguay:

5. Practicing my Spanish: I have come to terms with the fact that I cannot speak Spanish in a way that I would like. I am a solid A1 Spanish speaker. I have what someone labeled ‘tourist Spanish’, and I probably have the accent to go with it. But it’s okay! Being Hispanic but not a speaker of Spanish has been a point of anxiety for me for a long time. But I recently spoke with a seasoned traveler who gave me some good advice, among it that even broken communication can be a good start toward building bridges with my hosts and the students I meet. This traveler gave me an increased sense of confidence, and I am ready to go and make mistakes, and hopefully some friends, too!

4. Mate: Mate (pronounced, Ma-te) is more than just tea – it is a national ritual that is embraced by the entire country! There are special mate gourds and metal straws you use to drink the herbal brew, and etiquette you use when you drink mate with family or friends. I am not a big tea-drinker, but I am excited to try it, and I most definitely plan on taking home a mate gourd as a souvenir.

3. Music: I am enamored with world music, and I have taken to listening to the top hits from Uruguay in my daily commutes. I love exploring the popular culture of a country, especially the music. And as much as I want to hear from the students about what they listen to, I am excited to share what my students listen to.

2. Montevideo: Montevideo is the capital of Uruguay and is known for its architecture, beaches, and art scene. I am excited to explore the city, especially La Ciudad Vieja (The Old City), and I hope we can visit one of its many museums.

1. The Food: When I read the ingredients of the Chivito, I was sold. I initially thought it had goat (chivo means ‘goat’ in Spanish), but the name has come to reflect the size if the sandwich – as big as a little goat! Growing up in Hispanic culture, I am familiar with asado and empanadas, but it won’t stop me from trying them again. Also, dulce de leche – it’s a kind of caramel sauce; I knew it best as a flavor of candy. In Uruguay, they seem to take it to the next level, putting it on toast and in cakes and on ice cream and just eating it by itself. But I heard they can put it inside a churro. I’ll have 3, please.

March 1, 2024 - The Country Assignment

As part of the application process, Fulbright asks if there is a country that I would prefer to visit. While there are MANY countries I would like to visit, I wrote that I did not have a preference for where I wanted to visit. The truth is, I would be happy visiting anywhere in the world! I have not had the opportunity to travel internationally (I did visit Montreal and Puerto Rico once!) and I knew that I would enjoy a trip to whichever country Fulbright would choose for me.

(My letter informing me of my host country)

When I opened the email and saw that I was bound for Uruguay, I was a little stunned - mostly because I suddenly realized how little I knew about this country! And so I read. I read and I read, and then I read some more, and then I watched YouTube videos. And now, I have to stop myself when someone asks me about Uruguay because I want to let everyone know everything I learned about this beautiful country! The culture! The food! Plan Ceibal! The food!

As I spoke to my fellow Fulbrighters, I realized my excitement could be placed into two areas: my excitement for the field experience, and the excitement I have for experiencing the culture. I have three months before I leave, which means I have plenty of time to fill you in on each of these areas. And perhaps I will talk about my only fear in traveling to a Spanish-speaking country: that fact that I, Jason Torres, cannot speak Spanish. It’s complicated….

June 16

June11

June 10

June 9

June 6

June 5

June 4

June 3

June 2

March 25

March 1