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Have eight general education laws served to achieve an inclusive and quality system? Or, on the contrary, have LOGSE, LOE, LOMCE or the recent LOMLOE contributed to consolidate a populist and neoliberal political model in our country? How does the ideology of continuous disruptive change, practiced by both left and right cabinets, affect educational quality? How to break this circle of clichés that education has caged in a bureaucratized newspeak? How to imagine a real alternative to the classist and economistic one, returning pedagogy to its original function? At what point do we give up teaching to cover up our failures? These are questions that this essay tries to answer.