Abstract

Contemporary educational policies promote school inclusion while simultaneously intensifying mechanisms of regulation, evaluation, and accountability, giving rise to hybrid institutional rationalities. These tensions do not operate in the abstract; rather, they are translated and contested within the local setting of the school. This article proposes a dramaturgical analysis of scenes narrated by five Chilean students with complex educational trajectories affected by exclusionary disciplinary practices. The findings show that inclusion and exclusion do not constitute opposing positions or stable states, but rather relational processes produced simultaneously through dynamics of recognition, care, discipline, belonging, and sanction. The article discusses how scenes constitute privileged analytical windows for understanding how individuals marked by trajectories of marginalization contest definitions of the situation, social positions, and narratives of self and others, through which simultaneous forms of inclusion and exclusion are produced. © Copyright (c) 2026 Práxis Educativa, This work is licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/.