The majority of Brazilian public schools are a context where poverty and social injustice become visible, as most of the students come from disadvantaged realities. Their future is at risk, due to a general lack of social mobility and exclusion from civil rights and minimal living conditions. This situation has worsened with the global pandemic emergence; giving attention to this topic has become even more urgent.This paper moves from the example of brazilian public schools to investigate how a disowned and used future could find alternatives and transformation (Inayatullah, 2008) through restoration and inclusion of care in human relations. The discussion draws upon interviews and focus groups held with school teachers in Rio de Janeiro, in relation to a broader research on documentation practices. Following feminist theorist Karen Barad (2007) and post-colonial studies (Spivak, 2010), we exercised diffraction as a research methodology, not separating reality representation from reality construction, yet attentive to mapping past, present and future through “not taken-for-granted” asumptions, about “future-making”. Such a view of education recognizes the dynamic emergence of agential matter in classrooms, curriculum and policies, and makes us aware of the creative and inseparable “other” (Taylor, 2017).In our study, despite precarious resources and lack of public support, teachers proactively showed sensitivity and care. Students were challenged to be active participants on building better imaginaries. These practices inspired learning processes, and give voice and agency to the socially excluded, allowing for alternative thinking to the obviousness of colonial and oppressive relations and decisions.