The main aim of this article is to give an overview of how the concept of social justice—as linked to curricular and evaluation practices―has been developed in scientific publications over the years. To achieve this goal, a mapping study was carried out by collecting scientific publications from the Web of Science Core Collection. The analysis focused on 217 articles from 50 scientific journals. Each one of the 217 articles was analysed through the process of content analysis. From this analysis, it was possible to conclude that the concept of social justice has been developed, in the main, from a broad view of equity in which inclusion and democracy are central. However, the political agenda, externally imposed and guided by accountability and effectiveness processes, frames all actions relating to social justice issues especially in schools. Accountability and effectiveness processes shape the way that social justice is perceived by policymakers and, consequently, how the processes to achieve them are considered and implemented.

中文翻译：

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绘制社会正义观点及其与课程和学校评估实践的关系：观察科学出版物

本文的主要目的是概述多年来在科学出版物中如何发展与课程和评估实践相关的社会正义概念。为了实现这一目标，通过从Web of Science核心收藏中收集科学出版物来进行制图研究。分析集中在来自50个科学期刊的217篇文章中。通过内容分析过程分析了217篇文章中的每一篇。通过这种分析，有可能得出结论，社会正义的概念主要是从包容性和民主为中心的广泛平等观点发展而来的。但是，政治议程是由问责制和有效性程序从外部强加并指导的，它构成了与社会正义问题有关的所有行动的框架，特别是在学校。