Week Three in Uruguay: Reflection, Culture, and Looking Forward

The final week of the Fulbright Teachers for Global Classrooms (TGC) field experience brought me back to Montevideo and into a different pace, one that centered reflection, cultural learning, and return preparation. After two weeks of structured sessions and immersive school visits, I welcomed the space to pause and think about how this experience would influence my work moving forward.

🧭 Reconnecting in Montevideo

I returned from Maldonado on Friday, June 20. The short ride back to Montevideo gave me time to shift gears—mentally and professionally—from in-field observation to analysis and reflection. Over the weekend, I had the opportunity to reconnect with fellow participants and hear about their regional placements in Salto, Rivera, and Minas. Comparing our experiences helped me see the consistency of Uruguay’s national priorities and also appreciate how local communities interpret and implement those goals in context.

On Saturday, I joined a walking tour through Ciudad Vieja, which helped me better understand Uruguay’s historical and cultural foundations. That evening, I attended a candombe performance, an Afro-Uruguayan tradition that speaks to cultural memory, resilience, and collective identity. It was a reminder that education is not limited to classrooms—it’s deeply tied to community, history, and expression.

💬 Debriefing and Presenting

On Sunday and Monday, we turned our attention to structured reflection. During our group debrief, I listened as colleagues shared what they observed, what challenged them, and what resonated most. Despite our different placements, many of us noticed common themes: a strong belief in public education, a relational approach to teaching, and systems that prioritize access and equity.

In Maldonado, teachers build meaningful connections with students and exercise pedagogical judgment within a system that gives them room to lead. I also reflected on the efficiency and equity of Uruguay’s digital infrastructure, especially CEIBAL, and how these structures support rural access and inclusion.

🏛️ Final Moments & Cultural Closure

Monday evening included a final cultural experience—a live performance by Uruguay’s National Youth Choir at SODRE. Watching young people share their talent on a national stage underscored something I’d seen throughout the experience: when education systems are designed with intention, students thrive—not only academically, but artistically, socially, and culturally.

By Tuesday and Wednesday, I was preparing to return home. As I packed, I took time to reflect on the depth of the experience—what it confirmed, what it challenged, and what it clarified for me as a teacher and leader.

🔄 What This Means for My Practice

This final week helped me synthesize the major takeaways of the field experience. I’m returning with:

• A deeper understanding of how centralized systems can still leave room for professional judgment and teacher leadership

• New ideas for strengthening community-school relationships through consistency and trust

• A renewed commitment to embedding global competence into my curriculum, not as a stand-alone unit, but as an ongoing lens

Uruguay isn't the first country where I’ve studied education up close, but it gave me a fresh perspective on what’s possible when systems align with values.