Resumen

This study presents two ideas. The first is that schools supported by public resources have the challenge of helping to ensure that all students, without exception, have opportunities to develop their capabilities, especially those who are in more precarious situations and at risk of social exclusion. The second idea states that respecting the rights of all students is a prerequisite to achieving social justice. The content of the chapter communicates the process, results and conclusions from data obtained in eight primary schools in Catalonia, Spain. There were three fundamental conclusions. The first identifies the professional practices carried out by principals and teachers in schools to address the cultural and linguistic rights of students. The second conclusion provided measures that could be taken to move toward social justice, especially in disadvantaged contexts. The third explains how an itinerary of effective management practices can be established to respect these rights in schools.