ABSTRACT
Due to the spread of COVID-19 in the world, almost all countries closed their borders and decreed social confinement, "forcing" face-to-face formal education to migrate to distance education. Educational institutions gradually adapted to distance education according to their possibilities, exposing the enormous digital gaps that exist between students, educational institutions, cities and social classes. Under these conditions, the Social History and Geographical Sciences program of the Hermilio Valdizan National University, Peru, began the process of executing a transdisciplinary curriculum, structured based on training projects that, by its nature, requires direct contact between students and the social environment to solve context problems, as a means to develop the expected competencies. The research, which aims to describe the execution of the training projects in the online mode and interpret the experiences of the students, was carried out with the phenomenological-hermeneutical method that allowed establishing six categories of the accounts of the students' experiences: New formative experience, reading promotion, information divergence, collaborative work, transdisciplinarity and learning-research articulation;evidencing that it is possible to develop transdisciplinary curriculum in times of social confinement.