Emergency Remote Teaching (ERT) was an alternative used by educational institutions to continue the 2020/2021 school calendar. This study aims to analyze the Portuguese teaching experiences of state school teachers during and after ERT. The specific objectives are to identify the perceptions and challenges experienced by teachers throughout their experiences of teaching Portuguese in the remote format, and to investigate the repercussions of these experiences on their teaching practices in the current context. The research participants are four Portuguese teachers from state schools in the north of the state of Mato Grosso, who worked during ERT and after that period. The theoretical background involves studies on teaching and learning experiences mediated by digital technologies and considerations on emergency remote teaching. The study takes the form of a narrative research (BARCELOS, 2020). Data were collected through the production of three drawings (visual narratives): one representing the experience of teaching Portuguese before the pandemic, another representing the experience of teaching Portuguese remotely, and the last one representing the experience of teaching Portuguese after teaching remotely. Data were also collected through interviews contemplating the explanation of the drawings and the perceptions of the participants about their teaching experiences. With this research, it is expected to give voice to teachers and discuss their teaching stories lived during and after ERT, as well as to understand the implications of the experience of teaching in this format for Portuguese classes.