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The present article approaches the epistemological solvency and the innovative potential of the pedagogical knowledge of Education policy for the current design and the most disputed questions of the educational system. Recognising the necessary political dimension of education and its irreducible complexity does not mean that we have to accept the exclusively ideological character of education policies or the disability pf the reason to construct an educational project. From a new epistemological approach, indebted to the critical approaches of pragmatics and a systemic and normative conception of rationality which assumes the fallible character of all scientific activity full of values, Educational policy managed to construct a sensible knowledge body where the uncertainty and complexity in which the cognitive, practical and evaluative domains interact to establish rationality as one of the goals whose justification occurs in the practical environment, without the necessity to adopt irrational positions. New emerging possibilities for the predicament of the reason and the conditions of the scientific activity within the educational policy and politics, which conform education as a result of the values which guide the living together in a plural society. [ABSTRACT FROM AUTHOR]