Abstract
Este articulo presenta resultados parciales de una investigacion centrada en los procesos de inclusion/exclusion social de ninos y ninas en una escuela marginalizada de Santiago de Chile. Se realizo una etnografia escolar interpretativa y visual, enfocada en un curso de 4° ano basico. Los materiales producidos son diarios de campo (observaciones y entrevistas etnograficas); producciones visuales infantiles (fotografias y dibujos); y transcripciones de las entrevistas grupales realizadas. Estos datos evidencian la centralidad del universo virtual y de los referentes digitales en la experiencia infantil y en sus subjetivaciones. La cultura digital amplia el campo de lo real para los ninos y ninas, permitiendoles subjetivarse y producir nuevos saberes. Se configura como un soporte para desplegar la experiencia virtual, “objeto transicional” que permite relacionar el mundo interno con el mundo externo. El espacio virtual parece fundamental para las subjetivaciones infantiles y no deberia considerarse como un aspecto negativo o amenazante para la escuela, sino como un espacio potencial para acercar los saberes escolares a los ninos. Esto depende de su mediacion exclusiva por las tecnologias digitales, o bien, por el otro adulto, a traves de la inclusion de la virtualidad —digital o no— en el espacio intermedio de comunicacion.
Highlights
In the field of education research, the perspective of students, or the “voice” of the children, has grown increasingly important in order to counterbalance the production of knowledge by adults, which is known as adult-centrism (Albornoz, Silva & López, 2015; Peña, 2010; Peña, Chávez & Vergara, 2014; Vergara, Peña, Chávez & Vergara, 2015; Yáñez-Urbina, Figueroa, Soto & Sciolla, 2019)
The research findings suggest that digital culture broadens the field of what is real for children, allowing them to subjectivize themselves and produce new knowledge
Digital culture is observed as a way to avoid the actual in a shared virtual space; second, digital culture is understood as a transitional object for processes subjectivation; and third, we discuss three aspects of the limitations and potentialities in the use of digital culture by the children at the Estrella school
Summary
In the field of education research, the perspective of students, or the “voice” of the children, has grown increasingly important in order to counterbalance the production of knowledge by adults, which is known as adult-centrism (Albornoz, Silva & López, 2015; Peña, 2010; Peña, Chávez & Vergara, 2014; Vergara, Peña, Chávez & Vergara, 2015; Yáñez-Urbina, Figueroa, Soto & Sciolla, 2019). Children’s age group is not a homogeneous category, but rather a group that is crisscrossed by power relationships, creating intersections where different identities meet, which can be hegemonic or marginalized (Armijo-Cabrera, 2018). In this area, researchers have attempted to study the school experience of children in the context of poverty, which makes them doubly subordinate, as well as being subordinate to adults and other socioeconomic groups with greater advantages
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