The initial thesis of this article is that information and communication technologies have become a structuring dimension of human activity in a close and complex relation with other social, cultural, political and esthetic transformations. It therefore states that the implications of such techno-cultural revolution for education must take these transformations into account and consider the historical process that includes not only the diverse crisis of education in relation to an economical system and to a project of development that requires education to accept its goals, but also the contradictory techno-cognitive transformations of new generations and the configuration of media subjectivities that challenge modern subjectivity and the education institution alike. It finally proposes some reflections on the sense of the school nowadays.