Abstract

In the school setting the child inherits cultural heritage, social norms and values, and at the same time, the naturalization of their conditions with respect to the world, and the relationships established therein. In this qualitative study, through discursive positions we analyze the forms in which the childhood understands the school, considering the following dimensions: pedagogical relations, evaluation of the educational system and educational methodologies. In order to examine the discursive positions, we conducted ten discussion groups with Chilean girls and boys aged between 10 and 14 years. As a result, we identified 8 discursive positions. Among them, children recount an Adultcentric and Academicist school, on the other hand, a Counter-Adultcentric and Exoadultocentric, which reflects an autonomous, and critical childhood which puts in discussion the role that it plays in the construction of its learning processes. Our results point to some possible implications that could be implement in the classroom, both at relational and methodological levels. The latter, empathizes the processes of emergence and expression of practices that may promote greater child leadership, as well as identifies those that do not promote it.