This paper strives to understand education as a social practice and political act. Due to the complexity and polysemous character of the concept of quality, it analyzes how this term, used for economic ends, has also begun to be used as a concept for public education. It then presents the approaches and signalizing dimensions of the social quality of school education in order to, through teaching experience and pedagogical practices, point out alternative references for a school education with social quality.
Educational policies; Social quality; Democratic management; Public basic education