This chapter examines the impact of social isolation and school closures during the Brazilian COVID-19 pandemic, focusing on regional experiences within the global context of teacher training and work, including the role of resilient teachers. It argues that teacher resilience is key to understanding how teachers, despite difficult working conditions, have remained committed to the profession with emotional balance. Resilient teachers adapt positively to adversity, transforming their work. In 2020, the COVID-19 pandemic created dire situations for teaching as face-to-face education became impossible due to school closures. The chapter presents different logical approaches in this new context of isolation. It includes a brief literature review on teaching resilience in Brazilian public schools and analyzes data from two institutional surveys, as well as qualitative observations of teachers and schools during the pandemic. The main argument is that resilient teachers have adapted to the situation, incorporating new procedures to support students’ learning. The chapter is divided into four parts: (1) concepts and characteristics of teaching resilience; (2) teaching during the COVID-19 pandemic: challenges and possibilities; (3) new logic for teaching; and (4) final considerations.