The aim of this study was to determine if a group of 8th graders of a low socioeconomic status school recognize different social conditions, and their relation to education, through a game of social identities. Game results and their discussion process were analyzed with the method of critical discourse analysis. The results indicate that children not only categorize classes in relation to the educational level but also the education quality according to class, variable expressed through the territory in which the individuals live, placing themselves in a geographical and discursive territory characterized by exclusion.
Peña, M. (2017). Ne pas être ici: Exclusions territoriales et discursives dans une école défavorisée á Santiago du Chili. Educacao e Sociedade, 38(140), 751–766. https://doi.org/10.1590/es0101-73302017147697