The present study exercises a construction of knowledge in education through the body, bringing an unprecedented contribution to teacher education through the affirmation of pure difference. The central thesis of the work points out that thought is body. In this way, the argument is constituted through a logic of surfaces, in which a sensation materializes in a writing that invites the reader to touch. Each blade, or each page, is a place, face to face, leaf to leaf, singularities of a body without a precise location of meaning. A book is proposed to touch, read, move, enter, and leave through a procedure that explores the surface of language to access a construction of knowledge through the body. Here, then, is a reading to experience with the body and build possible knowledge. Welcome!