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This paper analyzes paradoxes in the concrete and situated configuration of the legal principle of equality and non-discrimination, as well as the paradigm of respect for diversity through which conflicts about discrimination are addressed at school. With an ethnographic approach that privileges social categories and meanings over legal terms such as discrimination, it analyzes interpersonal relationships and the emotions that children verbalize. It starts by considering aspects of the state discourse on discrimination such as the legal approach to discriminatory acts and their tendency to constrain it to terms of treatment and attitudinal bias. These aspects are reconstructed in everyday practices and relationships in a public school 1 Este trabajo presenta resultados parciales de una investigación finalizada, la tesis doctoral de la autora (2017). Dicha investigación ha sido financiada por el Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET). * Doctora en Antropología, docencia de grado y posgrado y participación en equipos de investigación, Universidad de Buenos Aires, Facultad de Filosofía y Letras-Sección de Antropología Social-Programa de Antropología y Educación y, Universidad Pedagógica Nacional, Departamento de Ciencias Sociales y Educación. Argentina. lauvicmartinez@yahoo.com.ar Recibido: 07 de noviembre de 2018 | Aceptado: 06 de enero de 2019

Paradojas en el discurso educativo sobre la discriminación: ¿un trasfondo disciplinar?