This paper addresses how education in emergency contexts becomes a scenario of change and transformation. Educational institutions, teachers, principals, students, and parents are called upon to develop innovation and curricular adaptation processes. It is evidenced that public policies on emergency education are not very comprehensive and do not meet the objective of providing quality education. It is observed that education requires adaptation, updating, and the inclusion of processes that transcend the implementation of ICT tools or virtuality. For this reason, it is necessary to create scenarios that enable teachers to improve their pedagogical practices and develop innovative practices that are subject to meeting and responding to the needs of education in emergencies.