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This text aims to throw into question issues in the political-curricular debate that have been mobilized, due to the need for social distance, caused by the pandemic related to the disease COVID-19. The discussions, raised in the text, are based on the reflections of researchers in the field of curriculum, and in the field of education and technology, as well as in interviews with parents/guardians and teachers from public and private schools in the Brazil-Portugal axis, specifically in the cities of Rio de Janeiro and Lisbon. Thus, in the light of post-structural and post-colonial perspectives, carefully in dialogue with the thought of Homi Bhabha, the movement of a political-educational crisis is discussed, from the perspective of both countries, which was not caused by the pandemic, but that, in the midst of many tensions, rekindles negotiations in the political-curricular process. Negotiations that involve disputes about meanings related to continuing teacher education, about evaluation and about working with technology, demarcated by speeches that have been trying to standardize teaching through the use of ready-made platforms, as if it were possible to frame the political-curricular process in a feasible art.

Um tempo – nem tão novo tempo – advindo da Covid-19: desafios político-curriculares no eixo Brasil-Portugal