In general terms, the theories of education that wonder about this aspect that guides the human praxis and hence, the pedagogical praxis, do not answer the paradox that avoids that the well-meant educational action ends with a coaction exercise. This is the field of the non-affirmative theories, in other words, facing the question regarding the relationship with the other and the way on how such relationship is established without transforming it into an imposed relationship. In the case of this research, the philosophical proposal by Emanuel Levinas, makes the formulation of an anarchic theory of education possible. It focuses on the recovery of the ethical aspect in the educational relationship, by achieving through the responsibility, the generation of a plural relationship, which creates the conditions of possibility for a policy that is in charge of defending different possible life modes.