ABSTRACT

This article presents an analysis of those curricular practices that reproduce dominant ideas about nation, which in turn facilitate the circulation of exclusionary ways of knowing about subjects and their communities in schools. In this study we use ethnographic knowledge produced in two Chilean schools where we conducted ethnographic fieldwork, in-depth interviews, and curriculum document analysis. Our purpose was to trace essentialist discourses about the nation, as a homogeneous and predictable space, and give meaning to the problematic naturalised correspondence between subjects and spaces. We use Foucauldian discourse analysis to understand the production of rationalities that support the production of the ‘Chilean student’ as distinct from other students from other countries within the same school contexts. We conclude with some highlights on the productive force of performativity when reproducing power relations around nation discourses.

摘要

本文分析了那些再现关于国家的主导思想的课程实践，这反过来又促进了在学校中了解学科及其社区的排他性方式的传播。在这项研究中，我们使用了智利两所学校产生的民族志知识，在那里我们进行了民族志实地调查、深度访谈和课程文件分析。我们的目的是追溯关于民族的本质主义话语，作为一个同质和可预测的空间，并赋予主题和空间之间有问题的归化对应关系以意义。我们使用福柯式的话语分析来理解支持“智利学生”在同一学校环境中与来自其他国家的其他学生不同的生产的理性生产。