FACE-TO-FACE VERSUS VIRTUAL: Where does that leave pedagogy?

The outbreak of the COVID-19 pandemic in Latin America at the beginning of 2020 forced most countries to immediately suspend face-to-face classes for several months. Given the prolongation of the pandemic, after a time governments began to design strategies to resume schooling in a non-face-to-face fashion (using virtual, blended, remote, community, and home modalities, among others).

Information and analysis on the difficulties of implementing non-face-to-face modalities since the outbreak of the COVID-19 pandemic has been abundant. There has been ample discussion about the difficulties faced by schools, especially public ones, in successfully dealing with this new challenge, since most countries lack the necessary educational infrastructure (especially in the technological area), with teachers and students alike lacking the necessary training in Information and Communications Technology (ICT) management in the educational field, given that public education until the advent of COVID-19 had essentially been face-to-face.