LAUSR

This essay discusses Biesta and Safstrom’s Manifesto for Education relation between time and freedom in education. I debate three theoretical nodes of this relation. First, I relate history of educational research in Latin America for demonstrate the strong theoretical and spatiallimitation of Biesta and Sasftrom concept and how temporal articulationsare similar in two antagonist perspectives: new educational theories and quality of education. Latter, is central in historical phenomena when educational research professionalization produce teachers deprofessionalization. Second, I argue how the temporal articulation based in the regime of historicity called presentism , reduce freedom possibilities in education, especially teacher’s freedom to be.  Finally, the political and theoretical principles of the proposal of Manifesto are shared , but it opposes universal temporary articulation that restricts divergent paths to diverse forms of freedom in the educational sphere.