ABSTRACT
The aim of this article is to establish the difference between two currents of thought which, although they come from the same liberal tradition, have given rise to different political trends in the present day, intervening on the democratisation of the contemporary school. Hermeneutic pedagogy is used as a working method to analyse the historical, political and educational path of liberalism, as well as its implications. In this way, two liberal traditions are identified, each of which has advocated a different pedagogical model, reconstructing a political microcosm in schools in order to reproduce itself. It concludes with the idea that our contemporaneity is based on a mistaken idea of the extreme democratisation of schools, which leads to a permanent questioning of the school as an institution.
Keywords:
Liberalism; Education; Democracy; School; Western