The emergent situation of the COVID-19 pandemic, that forced a transition to teaching and learning through virtual platforms, allowed an exploration on the perceptions of both teachers and students on virtual education, teachers and learners roles, successful and unsuccessful activities and strategies, and their suggestions on how to incorporate the lessons learned into a future return to face to face classes or hybrid modalities -including technological tools that were not used before-. To articulate the analysis of such data we assumed a multidisplinary approach arguing that this transition might even be ontological when passing from constructing subjects at a disciplinary institution to becoming a medium for the administration of populations in a biopolitically securitized society. To understand the observed strategies used to try to bring the classroom to the virtual realm the analysis was articulated with the concept of deterritorialization/multiterritorialization from human geography. Implementing strategies from sensory ethnography was also considered, since the body language feedback became significantly inaccessible and what happened beyond the screen seemed uncontrollable. The attempts to regain control over subject’s bodies were criticized in focus groups and reflected upon in order to imagine and design strategies that could bring technology into the classroom and incorporate a dialogical and relational paradigm as a constant concern to promote the negotiation of meaning under the preexisting logics of the virtual world.