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Considering that schools are dynamic social organizations and that educators are social agents in the institutional context, we seek to identify throughout the history of education practices that presented themselves as opposed to the hegemonic school model, whose disciplinary and fragmented form dates back to the nineteenth century. In this perspective, a possible historical trajectory was traced, evidencing that alternative projects are as old as the traditional school model, and to a greater or lesser extent influenced the school culture. Particular emphasis is placed on the new school movement, both for its representativeness and for the theoretical imprecision in the definition of its beginning and end, and thus covering almost a century. In the sequence are presented some studies that seek to distinguish within this great movement of contrast different tendencies and approaches, offering subsidies for the understanding of the differences and with that provide elements for the construction of alternative proposals that allow the overcoming of the traditional school model. Entre brechas, ousadias, resistência e ciência: uma possível história2 das alternativas educacionais. No final do século XIX o modelo escolar estava se cristalizando e passando a ser difundido pelo mundo. É com a constituição da forma escolar tradicional (BARERRA, 2016) que também podemos localizar o início da história das alternativas educacionais. 2 Com base em pesquisa bibliográfica apresentaremos os principais momentos históricos e experiências não tradicionais de educação, ressaltando que foge desta tentativa de síntese as necessárias análises de contexto, bem como o detalhamento de cada um dos momentos que evidenciam o “acúmulo desigual dos tempos” na educação.

ENTRE BRECHAS, OUSADIAS, RESISTÊNCIA E CIÊNCIA: UMA POSSÍVEL HISTÓRIA DAS ALTERNATIVAS EDUCACIONAIS