The article discusses the State role in guaranteeing the right to education based on the conciliation between government actions and IDEB results in public primary schools. After presenting the basis in which the theoretically analysis operates, especially Weber and Bourdieu, the paper presents and discusses the (non) prioritization to primary education from the data of IDEB. The findings show that the basic education (early or final grades) prioritized by the government tends to provide more homogeneous results, meaning with this some expansion of the right to education. On the other hand, when the government does not prioritize certain part of basic education, heterogeneity seems to dominate, leaving the students who are forced into this position more dependent of other variables to have their right to education guaranteed.
Right to education; Primary education; Educational Policy; IDEB
