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In the majority of Brazilian public schools, poverty and social injustice prevail. Most students come from disadvantaged realities, and their future seems to be already defined by a lack of social mobility, exclusion from civil rights, and violence—a situation that has worsened with the global pandemic. Rooted in ethnographic research in public schools in the municipality of Rio de Janeiro, this paper explores the role of pedagogies of care in creating alternative, possible, and preferable narratives about the future of these students. By using the metaphor of "school as soil", the study identifies care in four dimensions: time, heterogeneity, mattering, and fertility. It draws on 12 semi-structured interviews with teachers from eight different public schools that were part of a larger doctoral project. By researching school as soil, we examine how pedagogies of care encourage teachers' speculation about preferable imaginaries for the future of their students. Results show that despite precarious resources and scarce institutional support, pedagogies of care appear in multiple reported situations, aiming to inspire learning processes, give voice and agency to the socially marginalized, and allow for ways of thinking that offer alternatives to the seemingly ubiquitous oppressive relations. [ABSTRACT FROM AUTHOR]