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COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning

COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning

COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning