The pedagogical practice is constituted as the transversal axis of the teacher’s work by constituting the orientation on the reflection and implementation of action plans in the educational and pedagogical environments. In this sense, this article aims to show how virtual education carries out the development of pedagogical practices, the difficulties and benefits that can be found through this type of education in the territories. The article raises the following arguments: first, the relationship of virtual education with rural education. Second, the different fields or scenarios on which the pedagogical practice is carried out in virtual education that are not common in face-to-face education. Finally, the contribution of local contexts for the construction of maneuvers that shorten the gaps between the regional and national. The method used for this study was focused on a case study, since it made it possible to understand the context of 625 students who were studying pedagogical practice modules at the Grancolombiano Polytechnic of the Bachelor of Social Sciences, through the implementation of a form that made it possible to collect data for the georeferencing of their places of practice. The importance of the information provided lies in the impact that virtual education has on future teachers of social sciences, the functioning of pedagogical practices in virtual degrees and the transformations that are taking place from the exercise of their pedagogical practice in the territory.