How do the processes of social inclusion/exclusion of boys and girls unfold in an “inclusive” school located in a marginalized context? Three specific objectives are proposed, configuring different perspectives: (1) the adults, school dynamics, and power devices; (2) the relationships between adults and children, identifying appropriations and resistances; (3) the children and their unique processes of subjectivation. The methodology used is school ethnography, conducted over 7 months in a marginalized school in Santiago de Chile, with a focus on a 4th-grade class. It is defined as interpretative and visual, incorporating meanings and intersubjective relationships in the field, and deploying devices of children’s visual production (photography and drawing). The results have been cross-referenced to reveal five assemblages that delineate the main territories and frontiers of social inclusion/ exclusion: life/death (territory of destructiveness), creativity/school knowledge (territory of object-knowledge), feminine/masculine (territory of emotionality), actual/virtual (territory of digital culture), and childhood/adulthood (territory of authority). These four cartographies allow us to understand how the processes of inclusion/exclusion of children unfold in this marginalized context and to question Chilean educational policies.
