Abstract

This article shows how a Chilean elite school responds to the questioning context emerged in recent years, regarding their condition of being highly segregated educational spaces that reproduce privileged groups. Through an ethnographic study and relying on Pierre Bourdieu's field theory and Draelants and Dumay's theory of identity of schools, It is verified that the elite school is not perceived as a problematic actor in relation to the diagnosis that has emerged from Chilean society, delegitimizing in turn the demands of the student movement. Their reactions have revolved around increasing their social closure, seeking to consolidate their position in the field, which represents a kind of resistance to the demands to move towards the configuration of a more just school system.