How can the right to education be ensured when there is no equitable (socio)linguistic distribution in schools? Possible connections between Language Studies and Pedagogy

Abstract

This study investigates the relationship between the right to education and the unequal (socio)linguistic distribution in Brazilian schools, questioning how this asymmetry compromises students’ formation. It is understood that education, although constitutionally guaranteed, still does not fully reach historically marginalized groups. Drawing on specialists such as Bortoni-Ricardo (2005), Bagno (2007; 2015), Lucchesi (2015) and Pietri (2018; 2021), the paper discusses how the unequal distribution of cultural and linguistic goods intensifies inequalities and restricts access to knowledge. The research is guided by the question: how can the right to education be ensured when there is no adequate (socio)linguistic distribution in schools? A qualitative approach is adopted, with a systematic literature review in databases such as SciELO and Google Scholar. The results indicate that such inequality reinforces social cleavages and hinders inclusive education. Moreover, educational policies aligned with neoliberal ideals contribute to emptying integral human formation. It is concluded that ensuring the right to education requires policies that recognize social and linguistic pluralities and promote emancipatory education.