The undergraduate thesis “Education of the popular classes in the state of Amazonas: an analysis of socio-educational inequalities” emerged from a discussion that has long been discussed in the educational field and that, despite its longevity in academic debate, is a current problem: the inequalities present in our society and their implications in the school field. From an academic point of view, the relevance lies in resuming the discussions that Pierre Bourdieu created in his theory; from a social point of view, it is important to continue questioning these inequalities that occur in so many generations, especially in the Amazon region. The paper sought to infer how social origin impacts the social destiny of the popular classes. For its development, we adopted a Bourdieusian epistemological framework and a qualitative, bibliographic methodology with analysis of secondary data on the social and educational conditions of the state of Amazonas. The Bourdieusian framework and Bourdieusian theory were necessary to understand the processes of social reproduction and the way in which schools still reproduce Symbolic Violence based on different social classes. The collection and analysis of data were useful to think about how families from the lower classes of the Amazon face these challenges of socio-educational inequalities. In this way, attention can be paid to the process of reproduction of inequalities experienced inside and outside of school spaces, the efforts of family members to offer their children a long schooling, and the challenges faced by the lower classes in the job market and schooling.
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