This paper introduces a curricular experience as an everyday exercising of the idea of
educational territory. As this work acknowledges the risks entailed in the semantic-conceptual plurality
of that category, it also seeks nevertheless to aggregate within its reach a series of educational
experiences deriving from the project Gatherer Communities Teachers’ Education, inside the Amazon
forest, in a region known as Terra do Meio (Middle Land), at the confluence of the rivers Xingu and Iriri,
which incontestably evince the concrete possibility for the subversion of a pre-established “curricular
order” as condition for the operationalization of the pedagogical work, whose main and most perverse
consequence is the displacing of the reality of the territory in which such work occurs, culminating in an
almost absolute artificialization of the whole experience of school education carried out with traditional
peoples and communities. Therefore, inspired by the approach by the cartography method, this paper
intends to indicate pieces of evidence regarding school counterculture, which becomes possible due to a
conception of the curriculum as practice both rooted in life experience and intertwined in the fabric of
the territory where it takes place. The territory is, beyond the space where things happen, an educational
factor with a high pedagogical potential for all individuals involved in the experience. Accordingly, this
article assumes the educational experience rooted in the territory as the right to a full development of
the human vocation, to a becoming, but a viable becoming, which is in consonance with the necessities
of concrete individuals, historically situated and existentially potent.
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