Abstract
This paper focuses on education inequalities, discussing the process of assertion of a given culture and of certain ways of transmitting it, such as those determined by the State to be applied by the school system. By analyzing how these advantages are taught within public schools, and how this should help to organize and legitimize the teachers’ work, four conflicting relations were identified. This paper concludes that such conflicts exist because the curricular prescriptions aims at generalizing the dispositions and the relationship with the arts that is very specific to a certain social group, the educated elites, without discussing the social conditions of their production, reproduction and diffusion.
Keywords
education inequalities; curriculum; teacher’s work; arts education; elementary school