In a concept of education that seeks crisis to promote growth as human beings, this paper sets out the aspects that, according to the author, tie the educational experience to the present reality in which they exist. We describe the composition of a quasi-discourse that tries to capture the crisis needed for learning. In addition, we propose that beyond the logic of narratives and incapacitating practices there are also spaces, time and aspects such as humility and lack of discipline that ensure the educational potential of a crisis does not disappear from the life experience of each child.