2026-06-28T20:28:43Zhttps://docta.ucm.es/rest/oai/request
oai:docta.ucm.es:20.500.14352/1298622026-01-13T01:15:40Zcom_20.500.14352_14col_20.500.14352_15
Docta Complutense author Vázquez Cupeiro, María Susana author Montes, Alejandro 2026-01-12T10:33:54Z 2026-01-12T10:33:54Z 2025-05-06 Montes, A., & Vázquez-Cupeiro, S. (2025). Informed Discourses to Tackle Educational Inequalities: Three Premises to Articulate the Spanish Agenda. RECERCA. Revista De Pensament I Anàlisi, 30(2). https://doi.org/10.6035/recerca.8578 1130-6149 10.6035/recerca.8578 https://hdl.handle.net/20.500.14352/129862 2254-4135 http://dx.doi.org/10.6035/recerca.8578 https://produccioncientifica.ucm.es/documentos/68cd9ba589758c6fb8ba7e35https://www.e-revistes.uji.es/index.php/recerca/article/view/8578https://dialnet.unirioja.es/servlet/articulo?codigo=10381354https://www.scopus.com/pages/publications/105019225252?origin=resultslisthttps://www.webofscience.com/wos/woscc/full-record/WOS:001586854000012 Abordar las desigualdades en las escuelas es un elemento crucial de la política educativa europea. Los enfoques hacia este fenómeno varían considerablemente, tanto en la definición del problema como en la implementación de iniciativas. Sin embargo, se sabe poco sobre cómo entienden y perciben la desigualdad escolar quienes influyen en la política educativa. Este artículo analiza los discursos de actores clave involucra-dosen la lucha contra la desigualdad escolar en España, con el objetivo de identificar los marcos, tanto conceptuales como pragmáticos, que articulan su comprensión de las desigualdades educativas. A partir de este enfoque cualitativo, emergen tres premisas dominantes distintas: ir más alláde la igualdad formal y avanzar hacia una perspectiva de justicia social; abordar la desigualdad desde un marco relacional, considerando fac-tores tanto internos como externos a la escuela; y entender la desigualdad como un proceso dinámico y acumulativo que requiere de un enfoque preventivo. En conjunto, el artículo contribuye a arrojar luz sobre la compleja interacción entre perspectivas y estrategias como un proceso clave para comprender las desigualdades educativas, considerando las ecologías específicas vinculadas a cada país.Addressing inequalities in schools is a crucial element of European education poli-cy. Approaches to this phenomenon vary considerably, both in the definition of the problem and in the implementation of initiatives. However, little is known about how those who influence educational policy understand and perceive school inequality. This article examines the discourses of key stakeholders engaged in tackling school inequali-ty in Spain in the aim to identify the frameworks, both conceptual and pragmatic, that articulate their understanding of educational inequalities. Drawing on this qualitative approach, three distinct dominant premises are revealed: going beyond formal equality and moving toward a social justice perspective; addressing inequality from a relational framework, considering factors both inside and outside of school; and understanding inequality as a dynamic and cumulative process that requires a preventive approach. Overall, the article contributes to shedding light on the complex interplay between perspectives and strategies as a key process for understanding educational inequalities considering the linked ecologies specific to each country. eng Attribution-ShareAlike 4.0 International Informed discourses to tackle educational inequalities: three premises to articulate the spanish agenda Discursos informados contra las desigualdades educativas: tres premisas para articular la agenda española journal article 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URL https://docta.ucm.es/bitstreams/44627272-cbb3-4500-bb1e-f3d0a903c68a/download File MD5 be175f53c7b35943332d36dde467f8e8 734558 application/pdf Informed Discourses to Tackle Educational Inequalities.pdf