This article aims to analyze how in school daily life students produce the reality through practices and relationships that contest the structuring principles of the neoliberal educational order. When these practices materialize, they recreate alternative ways for students of constituting themselves as subjects and setting social 'bonds', opening the possibility to build a "presentist" praxis for a kind of lived or experiential counter-hegemony. To support these propositions, a narrative-biographical approach research was carried out with 30 Chilean high school students from different socio-economic groups (SEG) The results show that-although differently for each socioeconomic group-, the experiential counter-hegemony is manifested through two main expressions: resistances and 'bonds'. The articulation of these two, as we will discuss later, can serve as a support for the emergence of a hidden counter-curriculum with a transformative orientation.