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The article aligned contributions to the concept of curriculum of becoming, conveyed in an earlier article. The methodology was based on a survey of the pertinent literature to the thematic and the production of differentiated curricula, outlined in the last two decades, published in dissertations and theses originated from Post Graduation Programs in northern Brazil. It rescues discussions about curricula designs and articulates two metaphors of the Huni Kuin language, offering other possibilities that go beyond the curtailment of national proposals. The understanding of the concept of curriculum in becoming is articulated with the perspective of studies by Deleuze (1988; 2003), in which the subjects of the educational process ethically assume the leading role of actions, based on studies, dialogues and reflections, without the submission to others who don’t experience school. To Deleuze art would be the apogee of the process of articulating language. The artist undertakes the process of resignification of signs, freeing them from the social anchors that imprison them. The curriculum of becoming would have this free, polysemic design, open to the creation of possibilities. Two Huni Kuin language metaphors are articulated because they contain an explanatory potential that can clarify the concept of curriculum of becoming: Yube (boa constrictor) and Kene ku (true drawings), reversing the predominant order of tree design that guides curricula.

ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR