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Objective: International comparisons influence educational policies, but their foundations are seldom examined. The academic dimension is emphasized, despite the goal of integrating youth into the social and economic life of most countries. This research supports this perspective and aims to assess the role of educational systems in the reproduction of social inequalities in Latin America. Theoretical Framework: The research is grounded in the theories of social reproduction and conflict, addressing concepts such as school segregation and the valuation of diplomas in social mobility. Method: A qualitative and comparative methodology was adopted, focusing on the educational systems of Latin America. It was structured into four components: literature review, comparative analysis, analysis of public data, and synthesis of findings. Data collection involved the analysis of secondary data. Results and Discussion: The results revealed persistent educational inequalities in the region, such as school segregation and differences in diploma valuation. The discussion highlighted how schools and diplomas perpetuate social inequalities, influencing the social and economic trajectories of young people. Research Implications: It emphasizes the need to evaluate educational systems beyond academic performance, considering their impact on social integration. It underscores the urgency of reforms for inclusion, equity, and intersectoral collaboration. Originality/Value: This study offers a new perspective on educational inequality in Latin America, examining the impact of school segregation and diploma valuation on social mobility. It enriches academic dialogue and educational practices.
Yábar et al. (Wed,) studied this question.