In Portugal, schooling is marked today by massification. This process occurs increasingly in the last two decades in the twentieth century and accelerates with the entrance in the new millennium. This morphological transformations show that the act of enrolling the generations in school age are naturalized in the families modes of acting regardless of their positions and class conditions. What once school and schooling represented to the families – such as disqualifying or minor pathways – tend to be replaced by more favorable practical judgments, almost indispensable for their children full education.

            This important change about the meanings of schooling follows along with other problematic processes, such as education inequality, reflected in academic performance of students, the phenomena of indiscipline and incivility, and other problems associated the consideration and respect for the dignity of the student. All this takes place in an historical period marked by greater integration of Portugal into the E.U. in everything related to the implementation of major policy directives emanating from its political bodies.

            It is in this sense the political orientations assumed by Portugal in the definition and implementation, either of their politics, either public actions in the sphere of education, are based on the principle of building an inclusive school which provides an education for all. Is for the school for everyone that the governments democratically elected rehearse, in the second half of the 90’s, the development of decentralizing public policies based on the principle of schools autonomy and, simultaneously, to give schools conditions to be effective in the annual results – in order to reduce costs and more competiveness between schools, each one with their respective educative project. It is within this politics framework dominated by the principles of effectiveness, distinction and differentiation of pedagogical procedures and regulation of school sociability that the Portuguese State has been working in order to establish an inclusive school.

This communication is based on a research project carried out between 2010 and 2012. A central issue guided this scientific work carried in six Portuguese public schools and with a contrasting social morphology school population: how the proofs of the experiences marked by injustice, humiliation and non-recognition are mobilized by students in several school contexts taken from controversies considered (un) bearable.

The purpose of the project is to relate the feelings of injustice in the construction of gender identity with feelings of humiliation and non-acknowledgement that the processes of injustice arouse in students. From the “Pragmatic Sociology” as the theoretical approach, the analysis seeks to focus on perceptions of injustice experienced by students in different school spaces, where the situations of injustice and humiliation are experienced.

This narratives of injustice and humiliation allow the researcher to access to the normative orientations with which the students produce their moral judgments and the regimes of engagement in action presented. The judgments reveal, in the conceptions of “fair” enclosed, convictions about how the life in common should be constructed in a school environment where sociability occurs in a context of diversity of social class, ethnicity, sexual orientation, religion and culture.

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