Abstract

" The article proposes an interpretative framework to explore the possible links between educational policies and subjectivities shaping. Considering, as building blocks, the contributions of phenomenology and hermeneutics, it is presented a proposal that aims to disrupt dichotomous and reductionist readings of current educational phenomena; restricting the present educational policy to a theme of ""administration""and resource management instead of leading to an insight into the strategically issues, purposes and the real meaning of education. "