In this paper, we emphasize the central importance of the school for the development of political modernity in Argentina. The strongly repressive and exclusionary nature of the State Centralized Public Education System (SIPCE, by its initials in Spanish) is not only highlighted regarding its role in the creation of the School of Discipline -which operated on social groups considered exponents of barbarism-, but, above all, regarding its role as the producer of new subjects. The school became the most typical institution for creating citizenship: men and women recognize themselves as Argentine citizens and holders of universal rights because of its deep influence. However, these educational forays into the liberal political project faced resistance from the very beginning of their systematic implementation: there were agents and groups that understood education as a powerful tool to build a socialization that took history into account for transferring and giving a new meaning to it, instead of killing it. Concerning the educational, there are other experiences and meanings to be found in the expectations of the popular sectors, strongly linked to work-related education. The attempts implemented from 1944 onwards by the National Commission for Apprenticeships and Professional Guidance express the moment in which those expectations were able to settle into state institutions.