Abstract
By reading the UNDP and UNESCO documents, which make up the United Nations system, it is possible to see prospective models - concerning justice, just school, school justice - which are connected to a vast academic literature on education and human rights as well as education and social justice. This is a documentary research which aims to find out in which ways the documents entitled Education for All Global Monitoring Reports (REPTs) of UNESCO and Human Development Reports (RDHs) seek, at the threshold of the 21st century, to certify the effectiveness of education and school as promoters of social, economic and political inclusion of individuals. Their prescriptions are made to States, civil society organizations and political leaders committed to a more just and democratic education. It was emphasized, in the course of the analysis, that the diagnoses and prescriptions, present in the respective documents, as their goal is to reach expressively broad territorial spaces as well as social and political contexts, are not sufficiently concerned with the conflicting processes that can, under specific social, educational and political conditions, make it impossible to expand justice, in general, and school justice, in particular. Due to the diverse nature of the prognoses present in these reports, it is not possible for their formulators to pay attention to the singularities of different societies as a space of innumerable conflicts that tend to increase the difficulties of substantive advances towards increasing school justice.
Right to education; Human rights; Just school; Social justice