This paper explores the concept of deconstruction under a heterodox appropriation of the concept of Jacques Derrida as an antihegemonic instrument for the social sciences from the primary school. In the first chapter focuses on trying to establish what is deconstruction? Until getting to be constituted as a rhetorical question. The second chapter is about disseminations of deconstruction in the field of education, as in other fields of knowledge, to give passage in chapter three to an outline of Derridian proposal for the social sciences in the school.