Identity configurations within the school device

Abstract

In this article I develop some brief theoretical reflections on the place of the school in the processes of ethnic recognition. Taking up a university extension and research experience in a rural elementary school in the province of Salta - Argentina, some interrelationships between the configurations of identity and otherness are analyzed. On the one hand, I focus on the symbolic processes that educational institutions deploy and through which they configure the habitus of the subjects who pass through them, accounting for the interplay of powers that reaffirm hegemony. On the other hand, the school is analyzed as a space of multiple meanings that configure a “school daily life” that goes beyond the devices established by the state and that imprints singularity in each experience. From this perspective, it is proposed to understand it as an instrument capable of embracing indigenous struggles, that is, as an instrument of resistance.