Reseña

The outbreak of the COVID-19 pandemic in Latin America commencing in March 2020 forced the different countries in this region to suspend face-to-face classes. After several months of interruption of the school cycle, the governments designed different strategies to resume classes in a non-face-to-face fashion, that is, via virtual, distance, remote classes,
or some other modality.
In the time that has elapsed since then up to time of writing this report, the attention of the educational authorities was mostly focused on achieving the continuity of the school year, preferably in person, or otherwise in one of the other modalities. The primary concern was that children, adolescents and young people could continue to receive lessons.
Education International Latin America (EILA) has always considered the didactic-pedagogical dimension of any teaching-learning process to be one of the core aspects of teaching practice that deserves to be accorded a permanent forum for reflection and teacher training.
For this reason, since 2011, EILA has promoted regional meetings, forums for training, reflection and the exchange of educational experiences within the framework of the Latin American Pedagogical Movement. Included among the objectives of this movement is the
elaboration of alternative pedagogical teaching proposals, which can serve as a basis for the design of public policy, and which can contribute to the process of transformation of the region's educational systems from a liberational, humanistic, participatory, and comprehensive
perspective.
For this reason, between the months of April and July 2021, EILA carried out an initial research effort of an exploratory nature in three of the region's countries (Honduras, Costa Rica and Paraguay) aimed at discovering the didactic-pedagogical implications of the implementation of non-face-to-face class modalities in countries in the Latin American region in the context of the COVID-19 pandemic.