There are some heroes. They are real and moral heroes. In the square. You won't see them. You won't hear them either. Let me introduce you: they are the teachers of the reception classrooms. But, hey, the ones who always speak in Catalan. Hello (in Catalan).

Perhaps the worst move by the Isla administration so far is the phantom agreement reached with the teachers' unions. This agreement, which only involved the minority unions in the sector—UGT and Comisiones Obreras—was nevertheless announced with great fanfare, hailed as "historic," and given extraordinary publicity. This left teachers feeling not only neglected but also mocked, thrown to the wolves by a public opinion all too receptive to the caricature of the teacher who takes two months of vacation and then complains. It was a tactically disastrous move because it left the major unions no option but to demonstrate their strength in the streets, in the most forceful way possible.

Every so often, the educational debate returns to the same point: the increase in conflicts in schools and the growing sense of vulnerability among teachers. The latest study by the Spanish teachers' union STEs-I, which found that 83% of teachers perceive an increase in verbal and physical aggression from students, has revived a familiar narrative: that of the school as a space in permanent crisis.

We are experiencing intense weeks of strikes, protests, and agreements in education. There is concern, uncertainty, and exhaustion within the sector, but also commitment, enthusiasm, and an admirable determination to continue providing education.

Quality education accessible to all, regardless of a student's family's economic status, is one of humanity's greatest achievements. It is essential for building a society of free citizens who think for themselves and understand the many alienating strategies employed by political and economic powers. Emancipatory education is not instruction aimed at producing functional, efficient, and obedient adults who can easily integrate into the productive machinery of capitalism. Good education equips children with the necessary tools to understand themselves and their place in the world, to be aware of the importance of the bonds that unite us with others, and of the human and humanistic values ​​that make collective life a good life. It is an education that fosters kindness, that nurtures and develops each child's innate abilities, that empowers them to stand firmly on the ever-shifting ground of existence. It is not about curricula or projects: it is about connections and coexistence, about recognition and respect. And we will have role models who guide us beyond the family sphere.

Education today is a system as complex as it is crucial for our collective future. Classrooms are a melting pot of inequalities, shifting expectations, and decisions that will shape life trajectories. But complexity isn't just what comes through the door: it's also how the system organizes itself to respond.