Under the new Law of Architecture –which reaffirms the need to be taught in compulsory education– and at the juncture of the spring of pedagogical renewal –which shakes the purposes and methods that hegemonically have existed in classrooms–, this article addresses the disjunctive that architecture is intended as an end in itself or as a medium of accessing other educational scenarios. Based on a review of various experiences, alternatives are explored the purposes of the knowledge of architecture, architectural heritage and the profession of architect. In addition, the inclusion of architecture in curricula is explored as new opportunities to review educational meth-odologies and teaching-learning processes.