article aims to establish, on the basis of

a mixed explanatory sequential estimate, how actors of the

educational system (teachers and school managers) use

academic and social mechanisms to distance strong

students from the weak by means of categorizing or

distributing them unevenly and differently in the school

space. On the theoretical level, while relying on Bourdieu's

structuralist constructivism, cultural discontinuity theory

and systemic discrimination as a framework for analysis,

this study combines three approaches to the sociology of

education (functionalist, conflictualist and the approach of

rational choices) as epistemological base, to try to

understand the dynamics of school segregation and the

mechanisms, by which it reflects the social relations of

inequality. From a methodological point of view, it begins

an empirical research conducted in the Western

Department, starting; on the one hand, from a survey

conducted by questionnaire with 303 actors (100 teachers,

95 parents, 13 managers of institutions and 95 students),

and four group interviews with five teacher groups, four

individual interviews with principals. Using quantitative

and qualitative methods in an explanatory mixed sequential

quote process, quantitative data analysis is followed by

qualitative analysis to consolidate and explain the

quantitative results.

Keywords School Segreg