The article discusses the terminologies used to denote educational processes developed outside the school, and presents a mapping of the trends they follow, based on the philosophical bases they hold, supported by the historical-dialectic materialism. Bibliographic references are used to support the argument that the terminological discussion is not, ethically or politically neutral, and that school and non-school education are determined and determinants of social life. That is because they operate with the mode of production and reproduction of the social being, a relationship of the historical-dialectic type which results in identities among the trends that guide them.