Experiences and challenges of mandatory online education. Pandemic and secondary schools in Chile and Uruguay

Abstract

This article explores the strategies to digitize teaching-learning practices implemented by Chilean and Uruguayan secondary schools from vulnerable contexts, at the beginning of the pandemic, based on the mandatory suspension of attendance. Besides, discusses the challenges in virtual learning in both countries. The analysis, of a qualitative nature, is based on the intersection of three key resources: 1) semi-structured interviews with the management teams of the observed high schools 2) contextual reports of each institution, and 3) the review of governmental documents published between March and October of 2020. The results presented are part of the regional study Youth, digital skills and content gaps in Latin America.