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Because cities have a curriculum, the purpose of this article is to show the constitution, as an educational territory, of a path taken by children organized in a comprehensive education experience characterized by activities outside the school space: the Programa Escola Integrada (Belo Horizonte/MG). Based on the postcritical perspective of curriculum studies, the article shows that, in the experience of the curriculum of the city, although children are enrolled in a world whose way of being adult is standardized through the device of infanthood (which produces child subjects since the beginning of Modernity), children learn in/with the city, which enables educational territories creation. Using elements from educational ethnography and Foucauldian discourse analysis, we present aspects to reflect on the pedagogical practices, especially those related to the constitution of subjectivities, of full-time education programs in Brazil. [ABSTRACT FROM AUTHOR]