This study aims to reflect on the insurgencies of culture at school as a paradigm in post-modernity forged from a critical and reflective dimension about static thinking and the homogenization of society. The discussion approached here is not exhausted in itself, because it is part of the educational context, which is diverse and changeable. It is important to rescue the purpose of education in the post-modern conjuncture, that is, it is necessary to understand the training alternatives for increasingly cosmopolitan citizens, based on moral, ethical, cognitive and affective values, capable of living in a balanced way in an insecure global society, full of fears, uncertainties, endowed with controversies, which guide thought, feelings and actions. The changes depend on the construction of new values and conceptions about education and strategies to educate, teach, and train that are able to operate coherent responses to the new social scenarios, while also considering insurgent perspectives to the dilemmas of post-modern life.