The present work is situated in the field of philosophy of education and has got as its guiding theme the contributions that hermeneutics can provide for the debates in the area of pedagogy, especially in the reflection on learning processes and human formation. From this point on, we try to show how this current of thought can offer a critical perspective concerning those Universalist theories, which appear in Modernity, so that we can put in question fundamental notions such as subjectivity and rationality. Hence, we try to make clear in which way hermeneutics represents not just an alternative, but also a turning point in the understanding of educational processes, for it puts in check fundamental presuppositions, which are intrinsic to the ideas of subjectivity and rationality. In our work, we also try to think about the contributions that hermeneutics can bring to the search for non-hegemonic narratives in education, so that we can have in view a wider understanding of the plurality of discourses involved in learning processes.