Abstract

Nowadays, increasingly we hear about the discourse that advocates in favor of doing as much as we can so that students will be happy at schools. This approach has caused many reactions within the academic field, since in certain contexts happiness has started to be misunderstood. As for schools, in good, though wrong, faith, they foster the segregation of pupils according to their levels of academic performance, disabilities, race … and justifying this separation based on, what they consider, a pupil needs to be happy.