This article applies the theory of semiperipheral societies developed by the portuguese sociologist Boaventura de Souza Santos to the spanish educational observed at work in Spain's school system. The article reviews the main educational developments and changes from Santo's theorical perspectives, and concludes by arguing that this type of analysis might change the automatic transportation of theories produced in central countries to those of the periphery and semiperiphery. It is proposed that a shift in frameworks can be particularly useful in comparative studies in the Mediterranean region.