| Summary: | The aim of this article is to reflect on the different theoretical positions on the school as an institution of modernity. The central argument aims to interpret the most relevant approaches that some intellectuals have on the school. The methodology used was the reading of documents, categorisation, analysis and comparison of contents between the different authors. The results obtained show that the school, among others, is read and interpreted as a public establishment, an institution where discipline, control and social mobility are exercised, a place where values are institutionalised and measured, and as a space for social reproduction. In conclusion, dissimilar interpretations are identified that invite us to make these theoretical approaches more complex in a new perspective that links the research of intellectuals with the policies of the state and the subjectivities of those who inhabit the space-time of the school institution as a permanent field of research.
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