| dc.description.abstract | This thesis's main objective is to analyze how inclusion and school inequalities are articulated in educational statistics after the Federal Constitution of 1988. The analyzed materials cover educational statistics in groups of graphics, figures, and tables produced and/or shared by national and international agencies on the educational policies field. The analytical focus is the indicators of access, permanence, and performance in the Basic Education trajectories. The analyzed period takes as begins with the normative mark of the Federal Constitution (FC) of 1988 and the guarantee of education as a social right. The study objective embraces a thematic articulation between inclusion, learning, and school inequalities from the educational field to the sociology of education. For this purpose, it establishes an articulation as the main methodological tool. In the light of the school inequalities, it is concluded that they decrease when it comes to access to. However, permanence and performance highlight the inequalities that remain and increase by the Basic School trajectories. Considering variables such as race/ethnicity, income, and location, are identified, at least, three mechanisms that exemplify nonsuccessful trajectories in Basic Education: in/exclusion, expulsion, and precarious stays. It concludes that, if once the school was a place for few people, on the democratized school the selection is endogenous and inherent to the inclusion process. Concerning the school inequalities, the inclusion operates since the maintenance of an unstable balance, between groups and conditions tagged by multiples inequalities: far from achieving equality conditions, the inequalities lose touch – sometimes more, sometimes less – than it could be considered as a mark of equilibrium, metaphorically understood as an equality condition. | en |
