This paper gives an account of the research process that analyzed the discourses in favor and against the proposal of basic learning rights (DBA), of the Ministry of National Education (MEN) of Colombia. Based on Van Dijk's idea of criticism as a form of academic dissent, researchers used critical discourse analysis (ACD) to compare the ideas expressed by formulators and opponents of DBAs to identify tensions and possible meeting points in relationship with initial literacy proposals that are deduced from the first grade language statements. A use of hegemonic power was found in the MEN when formulating and socializing the DAB without consulting the opinion of the academics and teachers of the classroom, in an attitude that denies access to public discourse and ignores educators as valid interlocutors in the formulation of Public politics. An exercise in resistance was also identified in the discourses of the language network, because in view of the MEN's position, this organization exerts hegemonic power based on the academic solvency of its leaders, its research in the classroom and its capacity to summon the teachers they are interested in the transformation of their practices. I draw attention to the possibility of resignifying the concept of basic right in an open dialogue between the MEN and educators, in the search for meeting points to improve training in basic and secondary education.