“…Studies that aim to understand the dynamics of competencies in virtual work for Distance Learning (DE) are recurrent, such as the research by Meirelles et al (2017), which shows low development of technological skills due to resistances in the adoption of technologies involved; of Cassundé, Mendonça, and Barbosa (2017), who define "e-skills" or "e-competencies", reinforcing that teachers need to keep in touch with new generations; Coelho Júnior, Faiad and Rêgo (2018), Beraldo and Maciel (2016), Mattar et al (2020) situate the need for technological skills, in addition to other competencies, such as managerial and communicational, as well as collective learning; Almeida and Santos (2017), study competencies for DE at the operational level, or technical-pedagogical, which involves the conceptual separation of competencies defined by Gramigna (2007): the technical competencies and the support competencies (which underpin the technical ones); Jiménez and Azofeifa (2018), seek to understand the "level" of competencies of teachers in Costa Rica, recommending greater investment in collaborative knowledge construction; García-Cabrero et al, (2018), furthermore, presents an evaluation model for skills in virtual work, called the Model for Evaluating Teacher Competencies for Teaching inLine (MECDL) and, on the same path, Luna Serrano and Villafaña (2020) present the development of a formative evaluation questionnaire of competencies for online teaching.…”