The contemporary school is held responsible for all social transformation, as if all those who legislate in education were scholars in the field of pedagogy, when in fact the guidelines that the school has are nothing more than the result of copies of foreign educational models that sometimes with the conviction that they were resounding failures in other countries are implemented by ours without a restructuring and adaptation of the same; never have the authors of the rules been given the task of building a model according to the social, political and economic needs of our society. In a society in constant evolution, it is necessary to prepare the individual for a fruitful integration, that is to say, the education must tend to an internalization, to an awareness, to a position with responsibility before the great messages and problems of our culture; therefore only this will be an effective instrument of change if it adopts a critical, transforming and emancipating position before the necessary reformulation of its principles, its methods, its powers, its purposes and its regulatory mechanisms.