Presentation

Abstract

When this editorial was being written, we were in the second stage of confinement, a measure that governments took on the recommendation of the health sector to protect society and thus mitigate the spread of Covid-19 disease infections. As is known, at all educational levels, those of us who do teaching, research and extension work have been immersed in entirely virtual scenarios that, even with some or no experience in the matter, led us to challenge our ability to adapt; this because virtuality was thought of as a complementary resource, in contrast to the more widespread model of teaching through face-to-face classes and in the face of the pandemic situation, it became the protagonist.
However, it was not only the little or no experience with virtual environments in the educational area that made the process difficult, but also, in the case of Venezuela, by not having the necessary resources, private or institutional, to carry out our functions as teachers and, even more difficult, that of research; As a consequence, it required a greater effort within the aforementioned tasks. In this sense, in the face of this crisis, a new way of seeing things was opened up, emerging ways of living and working in the face of the change in social interaction, which led to making decisions based on research (an element that concerns us now), increasing confidence and using the talent and resources that teachers had to continue their role as researchers and to be able to report their findings, interpretations and contributions in the educational area to the academic world.