This article discusses the displacement observed in the Brazilian mainstream pedagogical ideas and how Foucauldian studies play a role in shaping new ways of thinking, thus contributing for a change in such a scenario. In order to do so, a shift in the interpretative dominant educational discourse, mainly in Brazil, is necessary. The main idea is to discuss the points where some Foucauldian tools--such as disciplinary power, norm, device, archive, government, and governmentality, among others--are being intertwined to operate in the way they do. We know that this kind of displacement causes a strong lag in the certainties and hopes held mostly, of those who are more accustomed to a salvationist and promethean vision of the school and, in a broader sense, of education. Nevertheless, the statements in this article do not mean that a Foucauldian perspective is, in itself, pessimistic or nihilistic. [Translated by Ana Beatriz Gorini da Veiga.]