Resumo

SILVA, Rodrigo Manoel Dias da  e  PONCONI, Bruna. EDUCATIONAL POLICIES, RECOGNITION AND PLURAL CONCEPTIONS OF SOCIAL JUSTICE: A LITERATURE REVIEW. Eccos Rev. Cient. [online]. 2019, n.49, e8192.  Epub 17-Jan-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n49.8192.

The article aims to produce an interpretation of the relationships between schooling and inequalities, based on the systematized analysis of studies published in Brazilian periodicals in the area of Education. This is a theoretical study carried out in articles published between 2011 and 2015. In addition to a survey of quantitative recurrences, a mapping of qualitative references was carried out, among which two major interpretative traits were identified. First, as regards the sphere of state production and performance, studies have shown a transformation in the political principles that made up, throughout the history of the nineteenth and twentieth centuries, the public agenda of the National States in the West. Second, as regards policies, the authors identified and analyzed the existence of a contemporary convergence to the recognition of socio-cultural diversities in the context of educational policies, even in social formations marked by injustice, to the detriment of discriminatory or excluding positions.

Palavras-chave : Inequalities; Social Justice; Educational Policies..

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