This study is a philosophical reflection and stresses the importance of freedom spaces inside the pedagogical relationship as a tool for the constitution of a critical and creative professional. We view the teaching "art" in the educational work as a possibility for freedom, with projects arising from the objectives established within his/her contextualized reality. It is paramount to value the intersection space as a privileged space for freedom and authonomy to be expressed, where the pedagogical relationship favors a practical and thougth-provoking learning, rescuing the creative potential of individuals and their self-guidance.