The article discusses the ongoing debate surrounding the need for a new educational law to replace the 2006 education law in Argentina. It suggests that while there is a consensus about the deficits in the education system reflected in poor learning outcomes, the current proposals do not present substantive innovations. Instead, they merely reiterate existing concepts that have been part of the historical context of Argentine education. The author emphasizes that the recognition of educational freedom and the family as the first educational environment can coexist with a state that guarantees the right to education and promotes equity.

Furthermore, the article highlights the importance of diverse educational initiatives from various societies, NGOs, and religious groups that contribute to a pluralistic and dynamic education system. It suggests that these initiatives do not conflict with the state’s role in ensuring equitable education for all. The participation of parents and families is also acknowledged as an integral part of the system, further enhancing the educational landscape in Argentina.

Overall, the author proposes that rather than enacting new legislation, it is essential to focus on addressing the existing issues within the educational system and building on the current consensus to improve outcomes for students. The discussion raises critical questions about the effectiveness of legislative change in addressing educational challenges and the necessity of engaging multiple stakeholders in the reform process.