The political question about educational reforms, their legacies and impacts on school life is becoming increasingly relevant and has been placed on the educational research agenda (Cantero and Celman, 2006; Frigerio, 2000; Giovine, 2008; Gorostiaga and Tello, 2011; Grinberg, 2008; Miranda, 2001; Tiramonti 2015). We describe the meanings and effects of secondary education reform, which, anchored in a school day approach, give an account of the structuring of logic that polarise teachers and students. However, we see how teachers develop multiple strategies for student inclusion and learning. Thus, we challenge the tension between, on the one hand, effects revealing polarisation and disputes over the objectives and modalities of policies and, on the other hand, a series of bets denouncing the political nature of education and placing students as subjects of rights.