Escuelas unidocentes y bidocentes: mitos y realidades de su funcionamiento

The research dealt with the myths and realities of single-teacher and two-teacher schools. It was carried out in the Zonal Education Coordination six. The objective was to make known the realities of single-teacher and two-teacher schools, through a direct inquiry to teachers, to disprove widespread myths. The specialized theoretical contributions helped to have a vision of this type of institutions regarding the physical space, methodology, evaluation, grouping of students and curriculum. The materialist-historical or dialectical paradigm was used within the critical research supported with the participant. The approach was qualitative as it was an educational topic and the study was exploratory, with a phenomenological design. The information was collected through the interview, applied in a hybrid manner to a convenience sample, according to connectivity and availability, taking into consideration the two questions of the instrument that was subjected to validation under the Likert scale, with a range of one to six and an average greater than four for its relevance. The systematization of the data was carried out through segmentation, which allowed critical reflection to be reflected in the discussion. The main results assert that single-teacher and two-teacher schools are valuable for the sectors where they are located, schoolchildren deserve equal opportunities for improvement and educators have fourth-level training. It was concluded that there are myths related to students, teachers, educational establishments, counseling and parents that are refuted by teachers who work in these institutions.