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The public library made all of these divides visible.
What began as a technocratic centralized plan did not succeed in becoming an open decentralized system allowing teachers and pupils to use it creatively and according to their own needs and ideas. The technological — or perhaps we should call it technocratic perspective — makes us blind to the underlying phenomena concerning, for example, the family situation, deterioration of school buildings, lack of support for school libraries or even the development of digital centres run by the schools themselves instead of being monitored top-down by a state agency.
According to the UNESCO report, these challenges can be addressed if the teachers are prepared to face them, particularly in secondary schools where the use of digital devices does not seem to be as widespread as in primary schools [19, p. If digital divide means that better-off children possess laptops while marginalized children do not, but the latter are provided with a ceibalita, infrastructure and some content instead of books and libraries, then indeed there is no digital divide in Uruguay.