Resumen

INFANTE, Marta et al. NARRATING SCHOOL VULNERABILITY: PERFOMATIVITY, SPACE AND TERRITORY. Lit. lingüíst. [online]. 2013, n.27, pp.281-308. ISSN 0716-5811.  http://dx.doi.org/10.4067/S0716-58112013000100014.

In this article we explore the production, reproduction, and circulation of discourses about school vulnerability through students' narratives in Chile. Our purpose is to show that "vulnerability" does exist prior to its regulatory and production system. Moreover, our analysis are oriented to show that those school subjects named as vulnerable "emerge" through the regulatory system of vulnerability. Thus, vulnerability is created as a system of reasoning, as a truth producing subjects, it creates hierarchies and it produces a specific knowledge about school practices and meanings. We use visual narratives created by students participating in the study, and we use concepts such as, performativity/ performance, territorialization, and vulnerable space for the analyses. To conclude we provide some orientations for future public policies related to issues of vulnerability.

Palabras clave : Vulnerability; vulnerable space; territorialization; performativity/performance.

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