EDUCATION AND SOCIAL INEQUALITIES IN BRAZIL: CRITICAL ANALYSIS AND PROPOSALS FOR AN EQUITABLE SYSTEM

Abstract

This study analyzed the reproduction of social inequalities in the Brazilian educational system, highlighting how school practices, public policies, and the curriculum influence the perpetuation or overcoming of these disparities. The main objective was to investigate the factors that contribute to educational inequality and propose solutions that promote a more equitable system. The research used a bibliographic and qualitative approach, based on reference authors and official documents on education and inequality. The theoretical analysis used concepts such as habitus, cultural capital, and meritocracy, addressing the relationships between education, society, and social exclusion. The results showed that, although public policies such as the National Education Plan and FUNDEB have expanded access to education, the quality of education remains unequal across regions and social classes. The educational structure, centered on standardized practices and curricula that privilege dominant cultural codes, reinforces disparities, while insufficient teacher training limits inclusion. The analysis of the impact of affirmative action policies revealed advances in the democratization of higher education, but also challenges related to the retention of students from vulnerable backgrounds. The study's proposals emphasized strengthening public funding, equitable redistribution of resources, revising curricula to include cultural diversity, and valuing ongoing teacher training. It also highlighted the importance of mechanisms for monitoring and evaluating educational policies, as well as coordination between different social sectors. It was concluded that overcoming educational inequalities requires structural and political efforts aimed at building an inclusive, high-quality education that promotes social justice. The study contributed to broadening understanding of the relationship between education and inequality, providing support for academic debates and the formulation of public policies.