El Mito Inmovilista de las Teorías Críticas: Una Problematización desde Proyectos Escolares Transformadores

The immobilist myth of critical theories in education posits that schools inscribe a monolithic type of consciousness or subjectivity that serves the reproduction of the social order. In the current context, this subjectivity is identified as neoliberal. The aim of this article is to problematize this myth by evidencing instances of interruption and the construction of non-hegemonic subjectivities in education through the implementation of school projects that promote social transformation, address contemporary social challenges, and foster students’ agency. To this end, a case study was conducted in a secondary school in Barcelona that actively pursues this approach. Data collection included interviews with the management team and teaching staff, a questionnaire administered to the student body, and the follow-up of three of these projects. The results show that the implementation of these projects fosters the development of students’ critical consciousness, enabling them to question dominant values and promote alternative or anti-hegemonic discourses. However, tensions remain regarding the structural impact of these initiatives. The study concludes that while education faces challenges in becoming a space for real transformation, the subjectivities it shapes are neither entirely static nor univocal, thus challenging the static perspective predominant in critical theories.