that has characterized conventional education systems (which are essentially patriarchal, utilitarian and segregating). When it comes to combating discrimination in the field of education, and especially in terms of the social minorities that have been and are discriminated against and excluded, we must insist on the danger of concentrating only on access to a model that is in itself Is already predominantly undemocratic. Recalling the words of Zafaroni, we must say that pretending that a member of a minority learns to live in freedom in a school that is segregating or insensitive to diversity, is something like pretending to play football in an elevator. Access itself is not only not sufficient for the realization of the right to education, but may also have a more devastating effect, by forcing a student to live in an environment (a programme and a school practice) that attacks their dignity and their rights. Furthermore, the school is not an isolated cell. On the contrary, it almost always reproduces the discriminating environment of the community in which it has been inserted. However, it is also true that the school has a potential for change that other social institutions do not have, so that public policies, affirmative actions and a growing awareness about the inability of the "standardizing" educational model can enhance educative action towards the construction of active citizenship, committed to the rights of all people. It is worth mentioning, however, that the school cannot solve the problems that politicians do not want to solve either, but the attention of these problems necessarily goes through the implementation of the legal principles established by the main instruments Of international human rights law. Among them, the Universal Declaration remains a cornerstone in the realization of human rights. In the preamble to the Declaration, it is wisely stated that ignorance of rights has been the main cause of the suffering of humanity. Therefore, it is explicitly emphasized in the preamble to the Universal Declaration that human rights learning must be the central effort that calls upon the governments of the world and is indispensable for progress towards peace and equality. Cognitive processes reflect and model cultures. If all peoples do not participate in this cognitive ecology, education inevitably loses its legitimacy, not only because these peoples lose their cultural base, but also because their learning becomes trivial and become into mere subjects in service of markets and employers. The learning of human rights goes beyond school, certainly, but it implies it completely. It is for this reason that we must work in depth by giving back education its meaning, its object and its mission. It is okay for us to fight for progress in schooling, in access. In fact, if we look at UNESCO statistics, we know that we have made progress in this field. However, it is also true that so many educated people had never killed so many others. We had never before caused so many environmental problems