The contemporary times demand to educational field a debate about the emergent questions and at same time an approach that will go beyond the modern thinking that consider the ‘subjects’ as un uncompleted project of the Enlightenment. Therefore, the special issue aims to discuss problems on educational reality in nowadays but it will try to do it in a post-critical approach. First of all, it talks about ‘subjects’ on plural in order to mean the different forms of say whom are themselves, that is, teachers or students in many possibilities to became ‘subjects’ of education. Second, it will put in question the conception of modern schools that demands the transformation of subjects in free individuals. For that purpose, it will use a post-critical approach based on authors like Michel Foucault, Gilles Deleuze, Felix Guatarri and others that will argument in favor to displace the education of the capitalist logical process on post-modern conditions, and in terms of Jeans Fransçois Lyotard, it needs to face an education that is legitimated through the performativity. Then, the critical task must face the objectivizing, needs to displace the performativity education and discuss educational problems in other plan of immanence, like on Deleuse and Guatarri’ senses for instance. Thus, it will come to examine the role of 'subjects' before the policies (the effect of discourses on subjects in institutions); the curriculum (the organization of knowledge and their images); and the learning (experiences to face the establishment and at same time create the possibility to make education working as a 'line of escape').