THE SOCIOLOGY OF EDUCATION: SCHOOL INCLUSION UNDER ANALYSIS

Abstract

This article addresses the relationship between the Sociology of Education and school inclusion, investigating how social inequalities influence educational practices and the effectiveness of inclusion in schools. The main objective is to analyze school inclusion from a sociological perspective, considering the impacts of social structures, such as social stratification, economic, cultural and gender inequalities, on education. The methodology used was a bibliographic review of relevant studies on the subject, including analyses of pertinent legislation, sociological theories of education and inclusive pedagogical practices. The discussion reveals that, although the school has the potential to transform inequalities, it often reinforces these disparities due to institutional resistance, prejudice, and the lack of adequate training of educators. In addition, the curricular structure and pedagogical practices are often not adapted to meet the diversity of students, perpetuating exclusion. As main contributions, the article highlights the importance of sociological analysis to understand the dynamics of inclusion and suggests the implementation of public policies that consider diversity, as well as pedagogical practices that promote truly inclusive education. In the final considerations, the need for a critical look at educational practices for a so-called "new Sociology of Education" is reinforced and proposes new research on the interactions between social inequalities and school inclusion policies, with emphasis on teacher training and the construction of an equitable school environment.