This study discusses the experiences of teachers in contexts of the forced virtual education in Argentina, due to the COVID-19 pandemic. It is based on testimonies obtained in interviews. The analysis it employs makes use of the theoretical-methodological contributions of Discourse Analysis, as well as the idea of the chronotope, in order to understand the way in which testimonies make the inter-dependence of space and time in the educational experiences it deals with explicit. Such discourses enable one to reconstruct agencies which uphold didactic practices situated in and stressed by a variety of contextual challenges, among which limited possibilities for access.
to equipment and connectivity stand out, along with the deployment of compensatory practices which attempt to overcome difficulties.