The law governing compulsory high school education, enacted in 2006, has been one of the greatest landmarks in Argentine education since the beginning of the 21st century. Having passed more than a decade since its enforcement, the six articles included in this volume intend to explore, from different angles, what exactly this extension of compulsory education involved and to reflect on how to construct a pedagogical thought that may confront efficiency-centred discourses affecting the teaching practice. The authors of The Right to Education and Pedagogies. A Contribution to 21st-Century Pedagogical Thoughts seek the answers to these questions in the study of the dynamics of teacher training programmes that have been in place since the 19th-century, taking into account the new populations of teachers and students and the manners in which their inter-generational bonds are reshaped. These papers also analyze young and adult education issues through experiences designed to modify high school formats, without ignoring the tension created by the law between teachers and managers responsible for its enforcement.