ABSTRACT
For the last decades, there has been a continuous debate between two discourses: the discourse of Modernity and the discourse of Post-modernity. This debate has given rise to important developments in different fields of knowledge, from Social Psychology to Anthropology, from Geography to Art, with deep implications for both social and natural sciences. It goes without saying that Education has been no exception here. This paper will put forward two different ways of understanding education as a counter-hegemonic activity: the critical discourse in education and the post-critical educational discourse. Both discourses start with the same premises – education understood as a counter-hegemonic activity aimed at promoting a fairer and just society – but then they take separate directions according to their different philosophical roots.
