DIREITOS EDUCACIONAIS E DESIGUALDADES SOCIAIS

OBSTÁCULOS À PERMANÊNCIA ESCOLAR DE GRUPOS HISTORICAMENTE MARGINALIZADOS

Abstract

School retention constitutes a fundamental dimension of the social right to education in a society marked by structural inequalities that affect access to, progression through, and completion of schooling. This study examines the relationship between social justice and educational public policies, understanding school retention as a concrete expression of the realization of rights and as an indicator of the State’s capacity to address socioeconomic, territorial, and institutional vulnerabilities that produce educational exclusion. The general objective of the study is to critically analyze school retention as a dimension of the right to education from the perspective of social justice. The specific objectives include examining the historical and constitutional construction of the right to education, analyzing the relationship between social inequality and school dropout, investigating the role of public policies, and identifying institutional strategies to confront structural barriers. In light of this context, the study asks: how can school retention be effectively ensured as an expression of social justice within Brazilian educational public policies, considering the structural inequalities that permeate society and the education system? The research adopts a qualitative bibliographic methodology, based on the critical analysis of academic and legal literature. The results indicate that guaranteeing school retention depends on the articulation of adequate funding, intersectoral policies, social oversight, and the confrontation of structural inequalities, demonstrating that social justice in education requires a reconfiguration of the institutional design of public policies and the expansion of mechanisms for the protection and recognition of school subjects.