The meritocratic legitimacy of inequality. Disadvantaged educational relegation of Paraguay

Authors

  • Luis Ortiz Universidad Católica “Ntra. Sra. de la Asunción”

Keywords:

Social inequality, Educational system, Meritocracy, Equal opportunity, School hierarchies

Abstract

The logic by which judgments are implemented school reveals a social process in which school officials evaluated based on configurations, consisting of consensus between the different actors of the educational process, so that the performance of students and the credibility of the teachers together legitimate pedagogical authority of the school. The effect of these judgments makes some excellent youth media students and other students, developing own hierarchies to the school. In this context, the school reinforces the effect of tacit arbitration and educational trajectories, the classifications are based on the socio-spatial segregation. The ideology of merit, that the education system serves to organize social inequalities, updates the old notion of talent, own the educational model of a structure of social inequality.

Author Biography

Luis Ortiz, Universidad Católica “Ntra. Sra. de la Asunción”

Doctor en Sociología por la Escuela de Altos Estudios en Ciencias Sociales (París, Francia). Master en Ciencias Sociales por la Facultad Latinoamericana de Ciencias Sociales (México D.F., México). Licenciado en Sociología por la Universidad Católica del Paraguay. Profesor de la Universidad Católica “Ntra. Sra. de la Asunción”, Asunción – Paraguay y de la Facultad Latinoamericana de Ciencias Sociales, Asunción – Paraguay. Director del Instituto de Ciencias Sociales de Paraguay (ICSO Paraguay).

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Published

2014-11-01

How to Cite

Ortiz, L. (2014). The meritocratic legitimacy of inequality. Disadvantaged educational relegation of Paraguay. Revista Latinoamericana De Educación Inclusiva, 8(2), 235–246. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/8_2_014

Issue

Vol. 8 No. 2 (2014): Current Research in Inclusive Education

Section

Temática Libre

License

Copyright (c) 2014 Revista Latinoamericana de Educación Inclusiva

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