This argumentative text is the result of research conducted in the Academic Master in Education of UFPA, in the Postgraduate Program in Education of PPGED/ICED, which aims to analyze the concept of in-betweenness in the Cultural Studies field and its resonances to think the curriculum in the context of difference. Therefore, it’s necessary a dialogue with authors of Cultural Studies and Post-Critical dimension in education, including: Bhabha (2013); Hall (1999); Silva (1995; 1996; 2006; 2007); Corazza (2001); Costa (2000, 2003, 2013), Paraiso (2005), Skliar (2003); Louro (2007, 2008), Brandão (1986); Bulfinch (2002); Franchini (2007); Pouzadoux (2001). The study questioning consists of the following questions: how the concept of in-betweenness, developed in the field of Cultural Studies, focuses on ways to problematize/think the curriculum in the context of difference? What is meant by In-betweenness places of difference and which its resonances in curriculum field? That in-between places the difference moves in games of power-knowledge that shape the process of (in) visibility in the Faculty of Education at UFPA-Bethlehem concerning gender-issues of sexuality, race-ethnicity, disability-normal? Through which theoretical and analytical consequences can plot the relationship in-betweenness mythology and everyday life, gods and humans in the universe difference? From these questions and dialogue with various authors, we intend to define the analytical perspective of the difference in gender-issues of sexuality, race-ethnicity, disability-normal, giving voice and visibility to border subjects that make up the narrative of this context; students of Education Course of the UFPA-Belém, and mythological characters (Hephaestus, Amazona, Achilles) related to the issue of differences here treated. The study discusses the Post-Critical Education Methodologies, Meyer and Paradise (2013), and its preliminary analysis considers the concept of in-betweenness (and not exactly "betweenness") as an interstitial element which move the differences in the curriculum field, crossed by a set of power-knowledge, negation-affirmation, (in) visibility, silences. Border voices in this paper make up a veritable threshold and imaginary inhabited by gods and humans in the difference game. With this study, we aimed to build another way of looking at the difference through the cracks of the curriculum and imagination, challenging traditionally hegemonic knowledge and glimpsing an interstitial perspective (in-betweenness) to tap into strong and weak points of our differences.
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