School inequalities begin at birth

Abstract

Whatever our parents’ social class, ethnic or regional background, or our gender, we are all born gifted enough so that appropriate training allows us to perform varied activities very well. Nevertheless, differences persist from childhood and throughout life. Some perspectives explain it in terms of the unequal distribution of power and privilege in society. Without denying it, neurosciences have contributed to the understanding of these differences through the results of research showing how, from birth, emotions, perceptions and modes of acting are constituted through the beliefs and cultural patterns of our socio-economic environment. Language is the core of this embodied culture that marks us throughout our lives, hence the fundamental role of education. The argument is based on contributions from the neurosciences to support the key role of public education in inclusion. Educating all members of society means enhancing their chances of economic-technological development, scientific research and artistic creativity; that in our current society are all collective activities. Democracy is a collective construction supported by the respect of freedom and creativity of people and institutions.