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The text has an essay character, addressing the power of amorosity, of selfpoiesis and of the "conversations", in the activation of the "we-interlaces" in Education and in Science. It brings the report of reflections, resulting from direct learning paths with Humberto Maturana, in connection with holistic and schizoanalytical education. The essay is based on a scientific production of over 30 years, in research, thesis, dissertation and monograph writing supervisions, in many universes of knowledge, and direct guidance of researchers in the South of Brazil, in Communication, Tourism and Hospitality. It reports emergencies, urgencies, and potentialities, expressed in the conversations and research of Amorcomtur! Study Group on Communication, Tourism, Amorosity and Selfopoiesis, which are sharpened by the demands for the post-Covid-19 pandemic world. Among them is the urgency of a loving 're-evolution', in reflexive and production terms, in which the 'we' - the intense and affective connections of beings and ecosystems - are recognized as the great power of reinvention and as a chance of survival for Education, Science and the Planet. [ABSTRACT FROM AUTHOR]

This text aims to establish a critical dialogue, in view of the context of a pandemic that also affected education, about curricular practice in the remote format of teaching. In this context, the curriculum also seems to have been contaminated by the virus of inaccessibility and social inequality, decharacterizing the democratic rule of law. We understand that managing critical perspective in this format is not easy, but it is possible. Our vision is proclaimed as critical, to the extent that we position ourselves in the group of theories of education and curriculum of the ground close to Marxian thought of explaining the concrete world through dialectical historical materialism. For this, we used as a methodological instrument the bibliographic research to support our reflections, and the semi-structured interview with teachers, students and mothers, in order to understand education/teaching in the context of pandemic, in the range of elementary school of Basic Education. The article outlines an overview of the context of remote teaching during the pandemic and then presents, through the analysis of questionnaires applied to research interlocutors, possible ways to think of a critical curricular organization more humane and emancipatory with a view to the scenario of returning to educational work in the post-covid-19 scenario. [ABSTRACT FROM AUTHOR]