In this article, I will present the notion of sociolinguistic justice (Bucholtz et al., 2014) within the frame of the neoliberal tendency in contemporary education, especially in relation to Peru. On the one hand, I will discuss two signifiers of such a tendency and their link with the phenomenon of language: equal opportunities and educational quality for all. On the other hand, I will introduce the notion of sociolinguistic justice and the elements that define it, with the aim of questioning the assumptions of technocratic discourse and delineating more critical, democratic and intercultural language policies.