The dialectics of the global and local show that school, rather than being a space for emancipation, is a space for control and social reproduction.

Every day, everywhere in the world, the educational adventure is being recreated by devoted teachers who are eager to help children, youth and adults to get educated even in the most adverse conditions. In universities, a lot of professors have spent a great deal of their professional lives trying to serve students with research and teaching, seeking the improvement of school systems and engaging in passionate public debates about educational policies.

Thus, the role of the researcher in education is not disconnected from practical education.

Somehow, the educational researcher is a kind of lawyer for an educational system of quality and relevance in the lives of people. In this way, they seek to expand the frontiers of knowledge considering it could be made a powerful democratic mean for social change.

But historically the workings of schooling and its relationships with politics have justified and reproduced social inequalities. Actually, the impacts of globalization on the public education systems have caused several situations of social exclusion. As Carlos Alberto Torres affirms, a number of elements intervene to produce this outcome, including school tracking, racist behavior, elite networking, disciplinary sanctions, lack of relevance of subject matter for people’s life, inefficient resource allocation and lack of efficacy of schooling as measured in dropout and repetition rates or irrelevant pro forma learning.

Traditional schooling usually reproduces, for instance, classist and patriarchal relationships. This is result of the authoritarianism of administrators and political projects, but also of the authoritarianism of knowledge production, distribution, exchange and consumption.