Abstract
A relationship between sociology and an area of education was crossed by misunderstood boundaries, compromising their complementarity. In the case of Brazil, this situation produces gaps that undermine the work of school professionals. We address this issue according to the notion of “double hermeneutics,” in Giddens’s terms, to delimit the problem of sociological responsibility with actual school matters. Three analytical axes are explored, namely: how school education has acquired more value in popular life; the conflicts between school and children’s rights in force since ECA; and the new forms of inequality produced by the school in the trajectory of young people of low income classes.
Keywords:
Sociology of Education; School; City; Social Inequality