**Author details**

One of the major problems of teaching and learning process that the teacher faces is the differences between the students, their styles, and learning rhythms [27] that in the attempt to homogenize of these characteristics ends up marginalizing many students in the classroom and concentrating only on those whose school culture approaches the familiar hegemonic culture. Therefore, the homogenization of students in the classroom, or even in school, in general, can be the main reason for the stigmatization of students labeled as disinterested, who

It is in this context that Goodson [28] understands that each school occupies a certain position relative to the others, and the student population of each school also occupies a certain posi-

It was notorious that there was a greater influx of students in schools at the beginning of the school year, but throughout the year they abandoned them for different reasons, some of them referenced throughout this text. As suggested by Candau [17], if we want to strengthen the processes of school learning in the perspective of guaranteeing the right to education, we must affirm the urgency of working on issues related to the recognition and appreciation of

In this order of ideas, based on the study of Ball [29], the school is not neutral in relation to the perpetuation of school differences and, therefore, to social differences. If the schools surveyed understood that all students were the same, they had the same learning conditions and, therefore, did not observe their differences, they ended up perpetuating and multiplying both social and school inequalities. That is, we cannot analyze the educational processes discon-

We extend our sincere thanks and acknowledgments to Professor Dr. Jose Goncalves Gondra, source of inspiration during our doctoral training, who energetically and relentlessly dedicated her time in the orientation and production of this research. We thank professors Rita da Cássia Frangella and Maria Isabel Ortigão, from the State University of Rio de Janeiro, for having contributed to the way of thinking, seeing, and interpreting educational phenomena.

We would also like to thank the State University of Rio de Janeiro Postgraduate Program in Education professors, including Professor Walter Kohn, for the encouragement and meetings

A special thanks goes to the professors Talita Vidal Pereira, Ângela Maria Souza Martins, Ana Maria Ferreira da Costa Monteiro, Rosanne Evangelista Dias, and Alice Casimiro Lopes, who

We also thank the Academy of Police Sciences, in particular the Magnificent Rector, Colonel José de Jesus Mateus Mandra, for having embraced the project for the production of this chapter.

do not dedicate themselves, do not do jobs, weak, among other categories.

nected socioeconomic issues and the differences between the students.

They also helped us in the deconstruction of some scientific "taboos."

tion in relation to the populations of students of other schools.

cultural differences in school contexts.

180 Open and Equal Access for Learning in School Management

**Acknowledgements**

they gave us.

unconditionally supported this project.

José de Inocêncio Narciso Cossa<sup>1</sup> \*, Maria de Lourdes Rangel Tura2 , Mouzinho Mário3 and Octávio Zimbico<sup>3</sup>

