Abstract
per se. During the COVID-19 pandemic, formal education systems around the world were severely affected, leaving millions of children, young people, and adults without face-to-face classes, therefore, more vulnerable to present and future violence (which could arise). In this context, the Transition to Digital Education Project arises in Paraguay, to continue formal education but at a distance. The Project impacted in various interesting ways in the lives of students and their educators, for this reason, it is necessary to know their developments, problems, and main consequences; for this, in this work we analyze academic articles, Paraguayan legal regulations (during the pandemic), and related documents, as well as, through an ethnographic perspective, the authors' own experience. The main pedagogical deficiencies before the pandemic will be presented, which influence the development of digital education rapidly imposed. The conclusions show that the collaboration between the State, educational institutions, and civil society (mainly volunteers) in favor of education has served as a mechanism to curb different expressions of violence, contributing less to the deterioration of living conditions due to COVID-19 and avoiding that thousands of students did not lose their academic year or drop out of school.
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