This paper introduces narrativeexercises about a pedagogic, urban and political adventure experienced by the authors in the current year. These narrative exercises are developed in the light of Spry’s (2001) perspectives about autoehnography, considered as a “method and a text of diverse interdisciplinary practices” (p. 711). We focus on ourselves and our situatedness in a unique adventure. The uniqueness of our adventure lies in a set of characteristics that make us all strange to it:

• we are not kindergarten teachers and we are working with three groups of kindergarten children;
• we are not researchers or professionals of urban planning/urbanity and we are promoting children’s presence in urban spaces (some made for children, others were not);
• we are not children and we are interested in playing and experiencing time and activities in childlike modes;
• we are not doing participatory research with children and we are interested in what they think and how they prefer enjoying out-door life;
• we don’t have specific objectives about children’s learning and we are engaged in educational events;
• we care about children and we enjoy wandering in cities’ public spaces - and that is what we are doing with children.  

Masschelein & Simons (2010) argue about the school as a public space, retrieving its original Greek word (scholè) and practices (free-time for wandering about in the company of others and a philosopher). We propose a more attentive look at the physical practice of coming out of the school building as a school group to enter streets, squares, other buildings, public transports, etc, as one other element for understanding the school as a public place, by disrupting one of its central up-to-date feature: the (sheltering) gate.

Rancière (2010) conceptualizes Jacotot’s intellectual adventure in the 19^th century and defines the paradoxical concept of “the ignorant schoolmaster” as the one who ignores the distance between the pupils’ ignorance and knowledge (the supposed to be learned knowledge). Biesta (2010, p. 91) defines a “pedagogy of interruption” as the one that interrupts the smooth operations of information transmission; it rather “acknowledges the fundamental weakness of education (...) which is at the very same time its existential strength because it is only when we give up the idea that human subjectivity can be educationally produced that spaces might open for uniqueness to come into the world”.

In this scenario, our narrative exercises are our way of thinking through our lived experience as it happens, aiming to understand and conceptualize it as an embodied experience framed by a set of theoretical perspectives about urbanity, pedagogy and politics. 

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