The article seeks to clarify certain conflicts in which theories of education and teacher formation incur, following the precepts of recognition. For that purpose, having as starting point the division proposed by Charles Taylor in his monumental “Hegel” (1975), when he denotes the existence of two opposing forces present in the heart of modernity: the Romantic spirit, on one side, and that of Illustration, or Illuminist, on the other. From the correlation of these ideas with the philosophies of Rousseau and Kant, the article proposes a rethinking of the presence of expressivism, or romanticism, in education, by asking: “How do we reflect on education beyond the system’s panoptic, natural to the hegemonic - today on a global level - public policies’ evaluation systems? Or, “how to develop resistance to equivocous policies while avoiding the pitfalls of romanticism?” In this manner, an articulation is sought, that of considering expressivity with the objectivity of norms and procedures in the field of academic research, as well as the rethinking of its presence in the improvement of results of educational campaigns for the change of social mindset
Key words:
Modernity; Expressivism; Objectivity; Theories of education; Teacher formation.