This objective of this study is to contradict the discourse of the neutrality in education. Firstly at a theoretical level, with criticisms of the model of the neutral school and then, through an analysis of the discourse of Veja magazine, seeking to identify the ideological training and the discourse strategies used to defend neutral education. Based on this, there is an attempt to outline some considerations regarding the impossibility of maintaining a discourse on neutrality in education and the consequences of sustaining this pedagogical vision.