Systematization of educational experiences in the context of transition to virtuality in the Faculty of Humanities and Educational Sciences, Uruguay

The suspension of face-to-face classes due to COVID-19 in Uruguay on 13 March 2020 meant that very quickly the teaching staff of the Faculty of Humanities and Educational Sciences (FHCE) of the University of the Republic had to adapt to the implemen-tation of virtual teaching. The aim of this article is to systematize the changes in university teaching in some courses of the FHCE during 2020, giving account of the perceptions of teachers about that first year of transition of modality. The methodological approach was carried out through the systematization of experiences, according to Jara (1994, 2019). Under this approach, the following were identified: a) main problems and challenges in the transition from the face-to-face classroom to the virtual classroom; b) pedagogical decisions regarding the adaptation of courses to the new format; c) methodologies applied between the first and second semester, and d) elements to be maintained or adapted in the return to face-to-face teaching. To this end, we worked with unstructured interviews, documentary records, categorization and triangulation of information related to the experiences and adaptations to the new scenario. The conclusions include contributions on the role of the teacher, pedagogical decisions, institutional tensions and teaching methodolo-gies, their regulatory support, evaluation, and the reconfigurations necessary in a post-pandemic context.