ABSTRACT
This article is a critical study of the perspective of exclusion, which became important especially in the 1980s and 1990s and was applied, both in France and in Brazil, in schooling diagnosis, through notions such as exclusion from the school, exclusion in the school and excluded of the interior (exclus de l’interieur). The analyses developed show that, despite the inherent limitations to the notion of exclusion, with a more descriptive than explanatory power, it is still useful to size the challenges yet imposed on the universalization of basic schooling. Indeed, except for the advances achieved since 1980, Brazil still had, in 2010, 3.2 million children and adolescents, aged 4 to 17 years old out of school (excluded from the school), and another seven millions lagging two or more years behind in their studies (excluded in the school).
KEYWORDS:
schooling; diagnosis; school exclusion; Brazil
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