Para uma abordagem sistémica da crise da escola

The authors reflect about the limits of an analysis of the school system that is not capable of highlighting the vast set of social conditions – economic pressures, the weight of the urban logics on the access to housing, the growth of the recruitment base to social groups with popular impoverished origins, etc. These “exterior” to the school factors influence in a decisive way the action of the institutions and of other education agents, as well as the possibilities of effective democratization of the school. Thus, the political measures of compensation reveal to be simple measures of remedy, where one of their ideological foundations tends to considerer schools and teachers as the great responsible for the school’s defeat. According to the authors, with the absence of the comprehension of the social factors that take place in educational access and success, we risk to resign to perfect school learning and to contribute in an effective way to the combat against social inequalities