Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery, reconstruction, development, and institutionalization. This article analyzes the response of curriculum to an unpredictable, chaotic, and recursive crisis situation. The article also highlights the role of important, but often forgotten, actors in a formal education system--parents--and examines the stresses the pandemic has placed on them. Finally, in the light of the continuum of the educational crisis and the impacts of COVID-19 on certain curricular dimensions, the article concludes with reflections on the need to rethink curricula, even in education systems that considered themselves robust in their institutionalization.