Since 19th century the national education systems have been consolidating as a specific educational model, developed on the institutional and organizational school context, and therefore designated broadly as formal education. The hegemonic characteristics of this model have been naturalized their educational assumptions and they have been accepted now in the West scholar as the educational classic normative integration model based into an educational arrangement practice which hallmark is totalitarian and prescriptive. Thus, this paper shares the main recent criticisms of this classic scholar education model. In addition to, this work also envisages hope on the new theoretical proposals present in the critical perspectives of educational thought, raising reflections that go beyond philosophy, policy and anthropology fields of knowledge, and offering support to educational research and educators training.
liberation pedagogy; critical thoughts; social emancipation