La construcción de la posición del estudiante en jóvenes que cursan la escolaridad primaria en la modalidad de contextos de encierro

Abstract

The article presents the progress of ongoing research that addresses the educational experiences of young people in conflict with the law who attend a primary school within a closed socio-educational centre in the city of Córdoba, Argentina. The educational institution is in a complex that combines educational functions with detention facilities, thereby creating tensions between two institutional logics: socio-educational and punitive. A qualitative methodological approach was adopted, based on interviews with young people and teachers. The meanings surrounding the school in its physical, social and symbolic spaces were then reconstructed. The objective of the analysis centred on the dynamic interaction between the simultaneous and relative positions of the students, mediated by educational discourses and practices. The study identified teachers' practices in that school which, within this context of confinement, offer an alternative symbolic space that challenges the meanings attached to incarceration, re-signifies identities, and enables new forms of subjectivation. Finally, it concludes that pedagogical relationships create opportunities for recognition and transformation, providing young people with a space in which alternative meanings of the present and the future can be inscribed.