Abstract

DIONISIO, Bruno. Reversibility policies: extentions and oppressions of school justice. ETD [online]. 2018, vol.20, n.2, pp.455-474. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i2.8650903.

Extensive studies denouncing the persistence of indicators of inequality, injustice or educational exclusion often fail to account for the more or less invisible, painful, or unbearable school routines that seek to reverse them. This text maps a set of existing devices in public schools whose mission is to work on the reversibility of educational problems. They illustrate extensions of school justice to new spheres of intervention (guiding, caring, protecting) that have in the idea of vulnerability the key for public action. Based on instruments for measuring effectiveness, these devices metamorphose teaching work and school governance modalities, conditioning the way educational actors engage and qualify situations. The feelings of oppression provoked by the political imperative of effective inclusion test the limits of reversibility, school justice, and the possibilities of fabricating a common school world.

Keywords : Public Policies in Education; Educational Inclusion; Educational Justice; School Effectiveness.

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