<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0797-3691</journal-id>
<journal-title><![CDATA[Dixit]]></journal-title>
<abbrev-journal-title><![CDATA[Dixit]]></abbrev-journal-title>
<issn>0797-3691</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0797-36912020000100061</article-id>
<article-id pub-id-type="doi">10.22235/d.vi32.2118</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entre el cuaderno de comunicados y el smartphone: Los desafíos para la gestión en centros educativos uruguayos en el contexto de comunicación digital]]></article-title>
<article-title xml:lang="en"><![CDATA[Between the communication notebook and the smartphone. The challenges for the management in Uruguayan educational centers in the context of digital communication]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dodel Schubert]]></surname>
<given-names><![CDATA[Matías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pepe]]></surname>
<given-names><![CDATA[Ana Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<numero>32</numero>
<fpage>61</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S0797-36912020000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S0797-36912020000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S0797-36912020000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo explora cómo se gestiona la comunicación en los centros educativos con uno de sus stakeholders prioritarios: las familias. Los centros se enfrentan a un entorno que combina un uso masivo de comunicación digital por parte de las familias, junto a una importante varianza en los contextos socioeconómicos, políticas organizacionales y liderazgos. Se presenta un estudio de caso de una red de doce colegios privados en Montevideo (Uruguay), en los que se realizaron entrevistas semiestructuradas a directores y maestros. Los hallazgos señalan que, a pesar de la masificación de dispositivos digitales, directores y docentes continúan expresando preferencias por canales tradicionales para la mayoría de los emergentes comunicacionales. Aún sin un rechazo explícito a las tecnologías digitales, aparecen diferentes barreras que impiden su implementación. Se brindan recomendaciones para repensar la comunicación a partir de las estrategias organizacionales]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article assesses how schools manage their communication with students' families. Schools face a challenge that combines the massive use of digital communication by families, considerable socioeconomic variance in their educational contexts, and a diversity of organizational policies and leadership styles. Based on a case study of a network of twelve private schools in Montevideo, we conducted semi-structured interviews with principals and teachers. Our findings indicate that, despite the massification of digital devices, principals and teachers continue to express preferences for traditional non-digital channels of communication, for the majority of school-related topics. Even without an explicit rejection of digital technologies, respondents manifest diverse barriers that prevent their implementation. Recommendations are provided for rethinking communication based on organizational strategies]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación digital]]></kwd>
<kwd lng="es"><![CDATA[competencias comunicacionales]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[desigualdad social]]></kwd>
<kwd lng="en"><![CDATA[digital communication]]></kwd>
<kwd lng="en"><![CDATA[communication skills]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[social inequality]]></kwd>
</kwd-group>
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