Abstract

SGRO, Margarita. Social Justice as a political-pedagogical problem. Espac. blanco, Ser. indagaciones [online]. 2019, vol.29, n.2, pp.1-10. ISSN 1515-9485.

This article intends to examine some of the most widespread theoretical views about the relationship between formal education and social justice. We think that a fragmented analysis predominates in them, which is designed to generate, within the opportunities that education gives, especially school education, strategies to reinforce the necessary learnings in the most disadvantaged social sectors. That is, strategies to broaden the official curriculum to include hegemonic or minority cultures; and in this way recognizing cultural diversity, and also tactics to revise learning assessment, considering a broader spectrum of desirable results. The debate is wide, and texts considered to be classics on the topic, such as that by R.W. Connell, end up presenting, even when they deny it, old countervailing measures that prevent us from thinking of education, specifically the educational system, as relatively autonomous of the political orientations of society. In this respect, the relation between education, democracy and social justice cannot be analyzed, in an exclusive way, from the logic of educational systems     and     their     possibilities     of     social transformation. We will support the hypothesis that to adequately study this relation, it is necessary to start from the idea that social justice is the most important political problem that contemporary democratic systems have.

Keywords : Education, neoliberalism, social justice, curricular justice..

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