This dissertation results from following the traces of hedonism and its relations with education in an ethical and aesthetic direction. The research required a theoretical approach and a recognition of the educational experience in university classroom contexts. From the general objective that guided the research. Constitute a constellation of meanings of hedonism in an educational key; the polyphonic tones of ascetic, utilitarian, vitalist and libertarian hedonism are recognized; some strokes for a hedonistic Education are outlined; some contraptions or principles are presented for a hedonistic “aprEnsenar” that arise from the educational experience in classroom contexts; and Classrooms of 100 m2 of pleasure are facilited to achieve greater intensity and exercise a vital function, since these expand the spectrum of hedonism in an educational key and focus its attention on the body. The thesis that we arrive is that an education that has as its goal the pleasures, has to highlight a vitalist 2 education, and we aspire that a teacher be able to strengthen the intensive strength of the classroom and generate some trans (formation) as teacher.