The school system naturalizes violence and structural poverty in the admission and permanence process in high school education

Abstract

Based on the theories of reproduction,this paper inquires on how the school system exercises and naturalizes structural violence in the processes ofentry and permanence in high schooleducation. It marginalizes a largenumber of young people by deny-ing them a place in public academicinstitutions. By these means, it alsodiscriminates young people through symbolic violence due to their socialorigin, gender or religious beliefs,excluding them from school. Likewise,this paper’s purpose is to outline analternative based on the theories of resistance and critical pedagogy, inorder to find a possibility of change within the scholastic institution itself.