This paper propose a reflection about the challenge of the school in working the knowledge issue in times of globalization and, specially, in the titled knowledge society. Among the major tasks that, historically, were allocated to school education, the commitment with assimilation, transmission and knowledge production is, certainly, the one that most has generated discussion and controversy. When we refer to the school as a privileged agency that deals, directly and fundamentally, with the knowledge issue, we are faced with many implications and opportunities arising from this statement. In times of rapid changes it is important that the school community reflects about the meaning and the bias of the consensual discourse that presents itself, by now, under the terms of the knowledge society, as well as the pedagogical and curricular practices that are realized in the school on behalf of this consensus. We intent to interpret these implications and possibilities in the light of the contributions of the principles of complexity theory for understanding that this paradigmatic matrix is one of the main and privileged references to understand the multiple meanings of reality and therefore the school education.