| Summary: | This article presents an analysis of the “traditional” and “new” categories used to explain pedagogical, didactic and educational positions in general. It is based on the hypothesis that, under the false appearance of a debate between conservatism and progressivism, issues that merit a more complex and profound treatment are simplified. The article proposes to recognize the heterogeneity of visions that are presented as “criticisms of traditional education”, where the liberating ideals of the newschooling of the early twentieth century coexist with other speeches set forth since the neo-liberal reforms, of efficient, neuroscientific and moralizing features.
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