the text offers the reader, simultaneously, knowledge production and curriculum reinvention. by relating science and culture to one another (letting their different standpoints influence one another), conceiving of education as a fluid process, it argues for the scientific validity of the political-pedagogical experience. the gesture of creating the journal, apontamentos, allows the unfolding of a personal and social space-time; by doing so, it permits reflection on the influences involved in the process of subjectivity (allowing a personal experience and individual interpretation of events). it does so, by amalgamating the texts of various authors, in an attempt to resist hegemonic power relations, in a creative way. the process and the route are theorized to compose a method which is both ethically and aesthetically in opposition to hierarchical structures. the investigation lances the curriculum into a philosophical relationship between knowledge and the care of the self, which gains theoretical support from the work of michel foucault. within this concept, there would be no intentional curricular content, separated according to its form (quality), nor of the aesthetic from the constitution (since it [the constitution] gives shape to the aesthetic experience of living), rather a journal of writing contributions, co-located (and conjugated) with reference to time and in spite of spatial separation (dislocation), hence a curricular living experience, built through the meeting of distinct groups of teachers and students, in different educational contexts and institutions.