Prácticas ‘psi’ en el espacio escolar: Nuevas formas de subjetivación de las diferencias

Abstract

In a Chilean educational context, marked by neoliberal principles in its financing and accountability, this research seeks to untie the ways in which cultural and social differences are produced, governed and managed in the school space through the internalization of  ‘psi' technologies. From the governmentality framework and the political analysis of discourse, educational policies of inclusion are analyzed under three components: legal framework, administrator-holder and school. I problematize the installation of 'psi' technologies and the effects that derive from this way of thinking, diagnosing and intervening in 'vulnerable' school contexts, under the premises of normalization of 'abject/ deviant' behavior in function of normality and what is considered to be health/insane. Among its effects, I emphasize the uses of 'psi' sciences, articulated with legal-penal discourses, whose function is not only to intervene to 'reorient' students and their families, but also to study, evaluate and explore their behaviors, bringing about new forms of subjectivation. I look deeply in resistance practices that students and families develop through micropolitics that put the institutional educational project of the school in tension.