The present article aims at recognizing the purposes and systematic communication strategies as well as their prominent uses and socio-political achievements of linguistic graffiti, by means of an analysis of street protest discourses (linguistic graffiti) produced in the context of the Student Movement for Education in Chile (2011-2013). From the perspective of Critical Discourse Studies (CDS), 25 graffiti produced in the cities of Santiago and Valdivia are thoroughly examined, focusing on the shaping of youth identities and ideologies. We conclude that the appropriation of public spaces is instrumental for male and female students to subvert hegemonic meanings and expand the field of social knowledge with other representations related to the educational conflict. The analyzed graffiti, therefore, constitute counterdiscourses redefining the relationship between youth action and education from the polarization, criticism and claim of students’ ideals, actions, and collective demands.
Rebecca López Morales, Universidad Austral de Chile
Estudiante del Magíster en Comunicación de la Universidad Austral de Valdivia, Chile. E-Mail: pichimalen.lm@gmail.com
Camila Cárdenas Neira, Universitat Pompeu Fabra
Doctora en Traducción y Ciencias del Lenguaje y miembro del Grupo de Estudios del Discurso (GED) de la Universitat Pompeu Fabra, Barcelona, España. E-Mail: camila.cardenas.neira@gmail.com.
López Morales, R., & Cárdenas Neira, C. (2020). A reading of the student movement for education in Chile (2011-2013) from the production of linguistic graffiti. Última Década, 23(43), 53–93. Retrieved from https://semanariorepublicano.uchile.cl/index.php/UD/article/view/56202
