Starting from the idea that it is difficult to build an inclusive school within a society of progress and abundance but where inequalities abound, it is important to examine to what extent schools, combining the best of the past with the present changes and the future advancements, can play a role in reversing this situation. This opportunity makes us reconsider the social mission of schools and defend that the curriculum developed in schools assumes himself as a collective space of commitments, a stimulus to participation and a way to develop a true moral education, where the values assume themselves as structural axes of a fairer, more solidarity and more democratic society. Teachers assume greater responsibilities in this process, because the excellence of the pedagogical act depends largely of their intellectual abilities and of the virtues of its character. It is, therefore, around these assumptions that I intend to, throughout this text, challenge the school and the curriculum in search of a new utopia.
Curriculum; Changing practices; School democratization