We present education as indispensable for social transformation. Children and young people who will build the society of the future (transforming the present and the future as if it were not in the hands of adults...) is a way to move away from oppressive thoughts, attitudes and actions and build egalitarian relationships. And that is, yes, to reverse this unfair society, we have to necessarily influence education. Although we know that education is somewhat broader, when we hear education comes to the head of school. It is what we want to address: what basis is there in school to move away from the culture of domination?

We can present the school as a regenerator of the culture of domination, as a disciplinary device for the ciisheteropatriar-capitalist colonialist society. But education can also be key to transformation. The question is whether or not it is.

If it is a transformation, we must look at the relations in it. In fact, the transmission of content can be done in a hierarchical way and in a single direction, but values are transmitted with relationships, in a two-way dynamic and with an example. Therefore, we must focus on the power relations that occur in school. Not just among students. In fact, the problem is simply the problem of student relationships, and that is done many times. It seems that in the professor-professor relationship, professor-student, professor of management, professor-other professionals ... there is no relationship of power asymmetry. We're wrong if we think that way.

In our work we see how, when the relationships among students are oppressive, the logic of domination in the relationships among adults at school is often reproduced with force. We also see the consequences of this; teachers who have already lost their passion for transformation, individualism, lack of sense of the community... paralysis and disappointment of the dominated, fruit of the culture of domination.

Therefore, we must become aware of all power relations in school, analyze how far the culture of domination is immersed. If this is not done, it is useless to work values (let us not say the workshops of these agents). We always talk about the fact that egalitarian/feminist values must be addressed in a transversal way, but to do so the first thing to do is to analyze and transform the educational system, the school itself and how all the people in it are crossed by the culture of domination. That is, to become aware of the position and power one has and become an agent of transformation.