At the beginning of this century, the relationship between the school and the profound transformations which have taken place in the labor world have become, either at a local or global level, one the most controversial topics in the field of education. To some extent, the growing gap of the primary and secondary socialization instruments, has put the cultural legitimacy of the school form in check. Upon looking for a school paradigm adapted to the particularities of the twenty-first century, the large scale educational reforms - which happened at the end of the decade of 1990 - have stimulated inumerous ideological interventions and disputes. This dissertation is looking for a way to explore how much these transformations influenced - and still influence - the world of education, demanding a rehabilitation and, hence, a recasting of certain knowledges. The result is a besieged school by external organisms, which set guidelines and impose their wills, in conformity with a dispute and global logic of teaching. Using instruments of evaluation and inumerous incentives to the search for better results, we notice how much the school values, due to burocratic mechanisms, are undermined. When the education system stops questioning about its general principles, contents and ways of teaching, becoming only an administrative service, we must reconsider the role of the school in relation to some observations.