Subjetivarse en una escuela marginalizada: Una etnografía con niños leída desde el psicoanálisis de Winnicott

Abstract

This article presents the evolution of an object of study through the analysis of ethnographic data produced in a marginalized school in Santiago (Chile), or "serendipity", serendipitous discovery. The objective of the original research was to understand how children are subjectivized in that environment, using a poststructuralist theoretical framework of subjectivation. During the field process, surprising data are produced requiring a more concrete conceptual framework to be interpreted and analyzed. Subjectivation is then read from Winnicott's psychoanalysis, which incorporates the unconscious dimension of human experience and allows us to understand how children are mobilized towards school knowledge. The methodology used is visual school post-ethnography, deployed during seven months, including field research, children's visual productions and interviews with groups of children. Here we report five key moments in the processes of children's subjectivation, which allow us to understand the data produced in the fieldwork, and delineate ways of approaching school knowledge. These results seem fundamental to rethink teacher training.