ABSTRACT
The mode of historical transformation from collective subject to collective subject, discourse to discourse, is itself historically variable. The practical reformation of education that de-schooling aimed at was soon caught by the same political defeat that shaped new sociology of education. The school ideology contains and limits the motive force of education as a symbolic movement; as a process of discursive transformation that changes the character of the collective subject by bringing it continually into historical movement. Discursive self-formation as part of collective re-definition, in the process of collective action, is a current active educational principle. Active criticism means cultural reappropriation, reversing current mythological translations of everday life into pseudo-concrete, serialized realism. New sociology of education unintentionally served the ideology of the school by failing to articulate a contextual, institutional, educational politics. There are different paths of action before us, through which we determine ultimately the meaning of knowledge in relation to educational practice.
