After criticising the solutionist drift, this article argues for the need for three gestures, in order to build a more problematised Comparative Education: "estrangement," that is, the ability to see the unknown and therefore to distance ourselves from what is already known; "intercession," that is, the ability to perceive the importance of mediators; "communication," that is, the ability to work in common with others, from different positions and perspectives. Based on these three gestures, the article argues for a Comparative Education that seeks to develop three lines of work: to build a science of difference, rather than a 'solution' that tends to homogenise educational directions throughout the world; to strengthen the public space, instead of contributing to the authority of experts; to revitalise the common, instead of yielding to the current fragmentation, in which we interact only with what is similar to us. The arguments are not limited to Southern Europe, as they intend to open up a set of general questions about the meaning of comparative work in education.