Abstract

ALMEIDA, Maria Isabel de; DANTAS, Lys Maria Vinhaes  and  FERNANDES, Tiago Rufino. What can the public school before inequalities?. Educ. Puc. [online]. 2021, vol.26, e215328. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v26e2021a5328.

This paper aims to problematize the social role of public schools in confronting inequality, understood as a structural category for reflection on Brazilian society, with expressions in different fields, reason why it is characterized as having a multi-determined nature. The existence and permanence of inequality were discussed in one of its fundamental forms – the educational one –, listing educational inequalities in the scope of inequality as a structural marker. A brief historical overview of the role of the public school was carried out, showing how the modes of schooling have a direct and explicit relationship with educational policies forged nationally and internationally, in addition to highlighting the challenges that allow the formulation of a diagnosis of the current historical framework in educational matters. It is evident that school inequality, combined with a political project is not only the result of the ineffectiveness of public policies, but also their product. In view of these contingencies, some responsive appointments of the school were suggested, especially regarding the curriculum and teacher training. In methodological terms, this is a conceptual bibliographic research, which discusses inequality as a multidimensional concept. The theoretical reference, based on a critical-transformative perspective, with the aid of a critical sociology, sought an approximation with guidelines that aimed to overcome school inequalities.

Keywords : Powerful knowledge; Inequality; Right to education; Emancipation; Public school.

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