In this article, through results of a qualitative research, we develop an interpretation of the dynamics of educational inclusion in schools located in contexts of urban poverty in two large conglomerates of Argentina (Metropolitan Region of Buenos Aires and Córdoba city). As methodological strategy, from an ethnographic approach, we recover the notion of episode in order to construct an analysis of school’s life where inclusion occurs in a low-cost way. As a hypothesis, we propose that educational inclusion in schools characterized by multiple inequalities becomes managed inclusion, that means, it rests on the capacity of individuals and institutions to become subjects and objects of what the State is supposed to solve. This is a cleavage of inclusion from which it is imperative to analyze both the logics that operate in detriment of the right to education and its effects on the precariousness of those who makes school daily.

Social inequality; School life; Schools; Self-management; Inclusion.