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The Curriculum Trivium, developed by Ubiratan D'Ambrosio, proposed a new vision for educational processes and is rooted in the humanization of school spaces. In this paper is discussed the process of development of this curriculum within two small urban communities overseas: located in Costa de Caparica – Portugal. Is also stressed the emerging local socioeconomic and cultural dynamics, during and after the development of a specific transdisciplinary scientific educational project, and its relations with this curriculum. This path is chosen aiming to sharpen both a reasoned discussion on research experiences in street contexts, as the political dynamics (dis)engaged in collectively built researches. Concepts such as courage (NIETZSCHE, 1878/1996) and blindness (SANTOS, 2001) are cores in this discussion, as I have been insisting, which mainly aims to contribute to the humanization of education in street context. The Social Critical Theory is evoked to support this educational research experience and, at the same time, is fundamental to highlight the Ethnomathematics posture built. The paths outlined here designed a "different thing" in the sense adopted by Harvey (2012), showing that social transformation via the educator-research is not only possible but essential to the definition of revolutionary trajectories. This "something else" (1) was born out of the wishes, feelings, opportunities, practices and thoughts of all members involved in the research and (2) came to unravel how the meaning of their (members) everyday relationships are constructed and reconstructed.

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Caminhos à fertilidade intelectual. O curriculum trivium em contexto de rua / Pathways to intellectual fertility. The curriculum trivium in street context