Abstract

This article aims to examine how vulnerability policies are re-contextualized in the pedagogical discourses that underlie schooling and re-entry processes in Chile. We delve into the individualized vision of vulnerability to then address alternatives that situate vulnerability from a relational dimension, to finally communicate its performative dimension to highlight certain twists that come into play when analyzing specific educational policies. We argue that the categories of vulnerability, agencies, schooling and re-schooling are agonistic discourses in which the very meaning of educational practice is disputed. We conclude that there is the potential to generate knowledge in the field of education from the perspective of an ambivalent social and political ontology of vulnerability, which considers agency and vulnerability as dual flows that permeate the processes of production of subjectivities in the context of an educational policy that restores rights. It is necessary to investigate the intersections between exclusion and school reintegration to shed light on the overlapping of agency and vulnerability, provided that situated and everyday narratives are intersected with historical-structural data from both children, young people, and professionals. © 2025 Universidad de Talca. All rights reserved.