Effects rippling from the Covid 19 emergency include changes in the personal, social, and economic spheres. Are there continuities as well? Based on a literature review (primarily of UNESCO and OECD publications and their critics), the following question is posed: How can one resist the slide into passive technologization and seize the possibility of achieving a responsive, ethical, humane, and international-transformational approach to education? Technologization, while an ongoing and evidently ever-intensifying tendency, is not without its critics, especially those associated with the humanistic tradition in education. This is more apparent now that curriculum is being conceived as a complicated conversation. In a complex and unequal world, the well-being of students requires diverse and even conflicting visions of the world, its problems, and the forms of knowledge we study to address them.

Starting from the political options in education in Ibero-America, this article focuses on the analysis of measures taken in Portugal in order to respond to the evolution of the Covid-19 pandemic. From the theoretical-conceptual analysis we highlight the systematic use of online education and the effects that accentuate an educational reality discernable by inequality and exclusion. Based on quantitative empirical study, of quantitative, through the implementation of a questionnaire to teachers of basic education (n=280), data characterizing two distinct phases are presented: the closure of schools with the emergence of the pandemic; the return to face-to-face teaching, from the moment when the pandemic was already under control. The empirical data show that teachers emphasize that online learning leads to inequalities among students and contributes to reduced learning, and that teachers have embraced the innovative measures introduced by digital technologies. Teachers reveal a certain skepticism regarding the social valorization of the teaching profession and the school. As a challenge for the post-Covid-19 curriculum, the importance of education for citizenship, organized in the school according to the search for answers to global and local problems, is highlighted.

O texto contém dois propósitos fundamentais: analisar as políticas educativas para o ensino superior na União Europeia, sobretudo nos objectivos estratégicos declarados para esta década, e olhar, de uma forma mais particular, para a realidade portuguesa, num momento em que se discute tanto a missão da universidade no contexto da globalização e das políticas de prestação de contas.

This article highlights the link between curriculum and knowledge, the approach of school knowledge's selection, organization and transformation is based on a revision of the concept of didactic transposition and on the proposal of the concepts

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