This paper highlights how educational policies have been motivated by attempts to fight inequalities. However, since they focus on intraschool inequalities, such policies and their analyses are impoverished. Yet they are enriched since they progress in the understanding of the historical processes of production-reproduction of social inequalities. This text is faced with some questions: what should change in the policy formulation and analyses when inequalities have a new quality? When collectives made so unequal affirm themselves as policy subjects. In this new framework, this paper advances wondering how the State is thought and how collectives made unequal are thought. What is the new role of the State and of its policies in the management-control of the processes of political affirmation of these collectives? Are we heading to the refoundation of the State and of the policies?
Educational policies; Social and educational inequalities; New social subjects; Refoundation of the State