COVID-19 pandemic has changed teaching and learning relationships. Affected by social distancing, teachers and students used digital technological resources for non- presential lessons. This article presents the journey eight students and a teacher performed while developing the subject Social Music Therapy in this context. Autoethnography and principles of thematic analysis were the methodological options for text construction. Final considerations showed that the teaching and learning process conducted in a virtual environment allowed class continuity despite the changes in physical space, aesthetics, and relational ecology between students and teachers; pedagogical interactions even in virtual environments are crucial for the production of social and mental health.
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