Inclusión y justicia simbólica en experiencias lectoliterarias escolares

The aim of the article is to analyze, from the standpoint of symbolic justice, different dynamics of exclusion in teaching schoolchildren how to read literature. Employing a qualitative approach, it examined the experiences of six students in Chile who spoke of difficult incidents and interviewed them about the development of their reading skills. Among the main results, it found that, under certain relational circumstances, and regardless of the nature of the educational institution (public, private or mixed), the methods of teaching reading foster symbolic injustices which legitimize certain identities and representations, and, at the same time, invalidate out-of-school experiences of reading, a variety of alternative approaches to learning and the richness of the way the student body learn when they exert their own agency (and benefit from imagination, a plurality of meanings, deliberation and invention).