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This article presents a historical and conceptual overview of the theories that address the problem of social inequality in modern and contemporary societies, and then propose an analysis of four studies related to public policies that constitute the background to ongoing research in which investigates the work of teaching of Physical Education teachers in policies aimed at treating social and educational inequality in Argentina, particularly socio-educational policies. The work will allow, on the one hand, to observe how the problem of inequality in the social sciences has gone from a one-dimensional conception of social inequality, with economistic or culturalist explanations, to multidimensional positions and approaches that try to capture the social phenomenon including cultural dimensions, social, economic, articulating different levels. On the other hand, it locates and accounts for the emergence of a novel way of treating social inequality in Argentina, through particular state policies, the so-called compensatory policies of the end of the 20th century and the so-called socio-educational policies in the first decades of the 21st century. With this, the main antecedents of research on this type of policy are presented and analyzed from those sociological perspectives. The analysis shows approaches to a structural macro perspective with emphasis on the economic dimension of social inequality and others that include the macro structural dimension, but emphasizing the level of institutional interactions and local mediations.

Perspectivas teóricas sobre desigualdad(es) social(es): aportes para el análisis de las políticas compensatorias y socioeducativas en Argentina