This article, based on research, examines schools in a rural municipality in Chile, characterized by its low rate of school enrollment and employment, as well as its physical isolation. Its aim is to understand the impact of COVID-19 on supervisory and pedagogical management and its link with the social environment. It uses the questionnaire as a technique. It concludes that, along with the expected consequences in the ambit of the use of technology, the educational management in question evidences the lack of the territorially distributed skills and attributions that would make their students' right to education effective.