Chilean Movement for Non-Sexist Education and Semiosis in Social Media: Students Advance, and Teachers Wake Up

This study draws on a socio-semiotic perspective in the analysis of texts published on a digital platform by two types of Chilean social actors, high school students and teachers. The objective is to explore the evaluative positioning of the social actors regarding the Chilean Educational Inclusion Law of 2016. The analysed corpus includes four semiotic text chains, two made by a student organization and the other two by a teacher organization. All the texts were published in 2018 on the organizations’ Facebook pages. The multimodal analytic framework used to analyse the data combines the theoretical and methodological elements of Multimodal Discourse Analysis, the Grammar of Visual Design, and Appraisal Theory. Findings show that students advocate for the total transformation of sexist education in the country, seeing themselves as capable and right, as well as distancing themselves from other social actors in the Chilean education system. However, the teachers have normalized the neoliberal system in the field of education; they use the voices of students, women, and gender dissidence organizations to start confronting the external and internal conflicts in order to establish an education system that does not discriminate on the basis of gender.