Abstract

This article reviews some elements that intervene in the conformation of students' subjectivity within the school context. The objective, in this sense, is to outline some hypotheses around the impact of the normative plane on the student's profile when confronted with the dimension of school performance. For this purpose, the notion of governmentality developed by Michel Foucault is taken as an analysis framework, which attends to the shaping of an administrative framework directed to the sphere of the population in addition to the individual dimension. In this way, and based on the Chilean experience, some devices of the school day are analyzed that, under the auspices of a normative framework based on principles of inclusion, non-discrimination and at the same time modernization in their management mechanisms, act as field of regulation and administration of those behaviors that, due to their mismatch with educational performance expectations, become objects of pathologization, intervention, correction and medicalization. The place of psychometrics and its relationship with the individual as a cell of analysis; the relevance of ‘psi’ knowledge, as a “clinical-therapeutic” enclave within the school plot, are, among others, some of the preliminary results that contribute to this analysis.