Construction of social class discourse in Facebook and Instagram in three privates schools of Quetzaltenango

Abstract

OBJECTIVE: To determine how private schools construct, through their social media discourse, class distinctions that reproduce social, symbolic, and cultural hierarchies in the educational field, using the theoretical framework of Pierre Bourdieu's cultural and symbolic capital. METHOD: Interpretive research with a qualitative approach and descriptive scope. A critical discourse analysis (CDA) was conducted on social media posts from three institutions. The sample included visual and textual content published during a defined period, examining discursive strategies and visual rhetoric. RESULTS: Three discursive patterns were identified: 1) Techno-elitism at Colegio 1, emphasizing digital infrastructure and individual achievement; 2) Catholic traditionalism at Colegio 2, focusing on moral values; and 3) Nationalist-military pedagogy with evangelical values ​​at Colegio 3. The publications naturalize educational hierarchies through curated images of facilities, selective coverage of events, and value-based narratives. The contrast between technological access (e.g., tablets) and historical prestige (e.g., the centenary of Colegio 3) is highlighted. CONCLUSION: Digital discourses reinforce symbolic class boundaries, operating as cultural and symbolic capital in algorithmic environments. The study contributes to understanding the digital formation of elites, where platforms amplify educational and social inequalities.