The issue of the multiple links between teachers' work, schooling processes, and social inequalities has been one of the greatest concerns in the field of educational research in Argentina in recent decades. The way in which the task of teaching and the problem of inequality are related and configured has integrated the agendas of the different traditions and areas of knowledge with which the field of pedagogy has established articulations. This article aims to carry out a critical and systematic analysis of scientific production on the links between teaching work, schooling, and inequality in the period 1985-2024. That approach identifies the main conceptual and theoretical-methodological debates, reconstructing three cores of meaning: the way inequality has been signified, the forms of interpreting the multiple links between schooling and teaching in contexts of impoverishment, and the relationships between educational institutions and the environment that surrounds them.