In Chile prevails management of policy based on the new public management logic and the accountability model. Under this framework, a grammar focused on academic performance has been installed with high consequences for the different actors of the educational community, from which the work in the school, as well as the performance of the students’ behavior, is configured. The purpose of this study is to analyze the narratives of the students regarding their experience in the classroom that is configured under this grammar. The methodological approach is qualitative, in which both individual and group interviews were conducted with 59 children belonging to two public schools in Chile. From a content analysis - discursively oriented - four main narratives are presented as results: 1) In the classroom you have to be a good student, 2) Not all of us are equal in the classroom, 3) The justification of sanctions for a good personal performance, and 4) Time cannot be wasted with others. The results are discussed with regard to the new changes in educational policies that seek to move towards more inclusive and democratic education.