El lenguaje escolar de la desigualdad en el umbral de la "primera oleada de expansión" de la ense？anza obligatoria: México en la segunda mitad del siglo XX

this article analyzes the ways schooling produced mechanisms of student differentiation and semantics to refer to forms of internal inequality generated as a function of diverse school trajectories. a perspective of historical analysis is adopted to center on conceptual categories: achievement gap, grade repetition, academic failure, and student attrition, from the 1920s, with the torres quintero report, to the 1960s, with the eleven year plan. the categories' development during the period is shown, and the statement is made that as a governance practice, the eleven year plan systematized ways of understanding and modeling students' trajectories, as well as regulating and managing the schooling of the following decades.