Challenging the crisis: the future of education between catastrophism and hope

Over the past four years, there have been significant and unexpected changes in educational institutions and policies due to various global crises, including climate-related, pandemics, and wars. These crises have deeply affected soci-ety and have raised questions about values and the symbolic sphere. This paper explores recent studies on how this scenario has influenced education, focus-ing on the concepts of relational sociology, morphogenetic approach, and criti-cal theory. It emphasizes the importance of reflexivity in understanding the fu-ture of education beyond these crises. The future of socio-educational relations relies on the collective effort to shape new forms of relationships and to en-courage individuals to pursue their goals from a relational and reflexive per-spective. Additionally, the paper addresses social justice and education issues, which are key concerns in global policies. However, these issues are challenged by the changing social, economic, and political landscape. The paper argues that achieving social justice in educational policies involves not only ensuring equal access to resources and information, but also restoring the role of social and cultural action in shaping meaning for individuals, moving beyond the paradigm of optimization and perfection.