Based on selected sources, I explore some conceptual traps stemming from the ancient-modern opposition (that latter yielded innovation) within the dialectical game of modernity. They reveal the temporal substratum of changes, enveloped in a work of false extremes. I then highlight some of their impacts on the modernizing process of the Brazilian basic education, and on its integration with Latino-America. This gives us a better balanced view of the homogenizing effect of the educational reforms, so dear to conservative modernizing policies. Next, I present some research results on the (de)mobilizing foundations of educators in the elaboration of emancipating pedagogical projects. I finally submit a brief outline of the quick policies that repress the public time of though and changes to show how one-way they are.
Innovation; Modernization of basic education; Educational reforms; Political-Pedagogical Project