Resumo

MENESE CAMARGO, Pablo. Education Inequalities at Uruguayan Middle School. Pág. Educ. [online]. 2020, vol.13, n.2, pp.34-58.  Epub 01-Dez-2020. ISSN 1688-7468.  https://doi.org/10.22235/pe.v13i2.2177.

Uruguay has a vocation for educational inclusion since the end of the 19th Century. From a theoretical point of view, educational inequality has always been overlapped by some element of socioeconomic inequality, ergo, most educational claims and policies have been focused on equalizing conditions of the home of origin. However, despite an important series of policies and programs for social inclusion, in one of the countries with the best social and equity indicators on the continent, approximately 60% of the population will never finish High School. The article tries a theoretical systematization and comparison of the main works associated with educational inequality at a national and international level. Among the main conclusions stands out the idea that socioeconomic inequality is only one piece of educational inequality. Therefore, acting solely on socioeconomic inequality is an exhausted theoretical and empirical reduction.

Palavras-chave : education inequalities; middle school; sociology of education; educational inclusion; school dropout..

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