Abstract
This article summarizes a qualitative research carried out in a classroom at a public pri- mary school with children ages five years and three months to seven years old. The study attempts to reveal the social relationships generated in the school environment which create identities and subjective viewpoints in the student population. The study also seeks to promote critical reflection in terms of social interactions in order to begin those transformation processes that modify and improve the act of teaching as a liberating practice that generates critical, active, autonomous, sympathetic and creative identities.
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