While working professionally with children aged zero to six in early childhood education institutions, the author noticed that a question permeated the actions of educators: how to deal with the child's "desire" or "will" in the institutionalised educational context? Or, how to proceed in a balanced manner in relation to the child's 'wants' or 'will' in the face of curricular determinations, without these interventions weakening the child's will or leading to excessive liberalism? This book deals with the hypothesis that the difficulties in interactions between educators and students are due to the inability of school education to deal with the activities of the spiritual faculties of thinking, wanting, and judging, which are being suppressed and disregarded in contexts where they are supposed to be privileged and intended for their exercise. The consequences of this for children were highlighted by philosopher Hannah Arendt in her article The Crisis in Education, which is the conformism or delinquency of children. Hence the relevance of seeking new possibilities so that school education can return to educating.