This dissertation proposes to think of the formation and the school curriculum as art, creation,
invention in a collective movement with the cultural knowledge of the rural community of Murutinga,
in the municipality of Abaetetuba-PA. The research tracks configure a cartographic curriculumnomadic
thought as a line of escape and possibility of reinvention of the pedagogical practices of
subjects who experience the community. What we propose to explore here are other ways of thinking
the formation, the language, the curriculum, moved by the local knowledge of the students and
teachers, that is, a "drenched" education of situations and senses / formative experiences. In order to
sew the research, we have as objectives: a) to map formative processes of student-teachers in the plots
of a nomadic curriculum, permeating the rural area of Baetetubense, in particular those of Escola
Maximiliano Antônio Rodrigues; b) reverberate the echoes of a singular Amazonian education
(Abaetetubense), confabulating literary art and creation of realities; c) to enhance the formative
experiences born of the teacher-student interaction in the dialogue with the local histories and
knowledge, in order to recreate the dynamics of the curriculum and the school formation. In
theoretical-methodological terms, the present body of writing is drawn from a perspective of
the Philosophy of Difference in Education (DELEUZE & GUATTARI, 1992, SILVA, 2000,
CORAZZA, 2001, GALLO, 2008, MEYER and PARAÍSO, 2012) Post-criticism of
curriculum and training, and the Deleuzian-Guattarian-inspired Cartography, for bringing the
perspective of a mobile and multiple thinking-research, capable of tearing up the chaos of
education and of experimenting with other ways of inventing an education as art and event.
The mapping course is weaved in dialogue with the narratives and cultural knowledge of
subjects of the community surveyed. In this way, the text is organized in four interconnected
moments: rst scribbles what the training represented and / or represents for the teachers who live and
work in the rural-country space and islands of Abaetetuba since the 1990s; the second presents
training as a voracious mechanism for the construction of a nomadic curriculum (CORAZZA, 2001);
the third deals with the cartographic curriculum, of an education as a creation-invention depicting
process formation, not properly what it is, but what training wants; the fourth, imbibed by an
adventurous formation, to create steps for the mobility of thinking, to wander from one knowledge to
another, creating gaps for a curriculum that dances (SILVA, 2000; COSTA, 2007), who thinks and
invents an education as an event (CORAZZA, 2001) and as sense-experience (LARROSA, 2002). And
finally, in the final lines, I make a brief survey of the itineraries, of the experiences and experiments
built in the intersubjective interaction with the research subjects.
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