Since the beginning of the 1970s there has been a teachers' movement in Spain (Movimiento de Renovación Pedagógica -"Pedagogical Renovation Movement") which has been devoted to producing alternative public narratives about education in the face of the hegemonic discourse of dominant policy-makers and experts. One subgroup of this movement is entitled the "Learning through research projects teachers' group." In different schools around Spain, Primary and Infant Schools teachers meet regularly to generate pedagogical knowledge by reflecting and analyzing their experiences and their overall professional and personal trajectories. In this self-organized movement teachers produce their own narratives, participate in spaces for teacher development, generate innovative school practices, and every two years organize a symposium. Throughout, they endeavor to create a democratic and participatory learning structure that allows all participants to generate new kinds of professional and personal knowledge.This paper will explore these components of what quality of education means for those teachers who are involved in a pedagogical and political project where passion for knowledge, personal commitment and the recognition of each child's subjective expression are the main characteristics of their educational practices.