SOCIAL INEQUALITY AND CULTURAL CAPITAL: REFLECTIONS ON BRAZILIAN EDUCATION

Abstract

This article analyzes educational inequalities in Brazil based on Pierre Bourdieu's concepts of cultural, social, and economic capital, based on data from the 2023 School Census. The research uses a mixed approach, combining quantitative analysis and theoretical interpretation, to examine how socioeconomic conditions affect school performance, educational infrastructure, and teacher training. The results indicate that limited access to cultural capital negatively influences academic success, especially in more socioeconomically vulnerable regions. The North and Northeast regions, with less infrastructure and teacher qualification, stand out‑for the low educational performance of students. The analysis reveals that teachers with higher qualifications are able to promote more effective pedagogical practices in the transmission of cultural capital, contributing to better academic results. It is concluded‑that public policies focused on improving infrastructure and teacher qualification are fundamental to reduce inequalities and promote inclusive education. The study also points to the need for future investigations with qualitative approaches to deepen the understanding of pedagogical practices that could mitigate these disparities.