This paper brings a series of reflection about some peculiarities and similarities among the intercultural resistance practices of education leaderships in the building process of (local and regional) emancipating political-pedagogic projects for public schools, at the time of redemocratization. Through this more indirect way of the teachers organizations, it presents some clues to counterbalance the homogenizing effects of the education policies, which tend to reproduce a state of conformism into the historical dynamics, that explains the conservative, capitalist modernity.
Emancipating political-pedagogic projects; Intercultural resistances; Democratic administration of schools