DESIGUALDADES QUE ATRAVESSAM O PORTÃO DA ESCOLA: ANÁLISE DOS FATORES SOCIAIS E SIMBÓLICOS QUE MOLDAM O PERCURSO EDUCACIONAL

This article analyzes the complex intersections between social origin, cultural capital, and educational trajectories in Brazil, focusing on the factors that perpetuate educational inequalities. The research, of a bibliographic nature, uses a qualitative approach to examine how social and symbolic structures influence students' access, permanence, and success in the educational system. Based on the analysis of recent academic productions and official documents, the study explores the persistence of social reproduction mechanisms, even in the face of democratization policies. The results indicate that, in addition to economic conditions, inherited cultural capital and pedagogical practices continue to be decisive elements in shaping educational paths. The analysis shows that inequalities not only persist but are reconfigured, challenging the school to develop more equitable and inclusive pedagogical strategies. It is concluded that overcoming the barriers that cross the school gates requires a deep understanding of the social and symbolic factors that shape educational opportunities, as well as the implementation of public policies and teaching practices that promote equity and social justice in the school environment.