Resumo

ZLACHEVSKY, Natalia. La Escuela y la Frontera: procesos de identificación nacional de los niños en la frontera entre Argentina y Bolivia. Perspectiva [online]. 2013, vol.31, n.03, pp.875-895. ISSN 0102-5473.

The areas of international borders can be considered as separated territories with geographical and cultural continuities where the presence of the State is a particular complex. At the same time, the school has been a state’s mainstay for the symbolic construction of us and of the others. This work seeks to register how the nationalism comes to play in a school located in the border between Argentina and Bolivia and in which way it is articulated by different processes of identification and cultural production that children go through in their formative experiences. The research was conducted from an ethnographic approach. The work with the children also implies new methodological challenges that in this case took the shape of participative workshops. The study includes, at the same time, the analysis of censual sources, regulation, school files, photographic records, questionnaires and interviews. We base this work from the idea that the construction of hegemonic identity frames of reference, in a national key, contributes to separate historical shared itineraries of the neighbors territories and sets up a symbolic distance between some and others. It’s in this sense that we mention that State institutions, which are responsible for the education and therefore the formation processes of children’s subjectivity, create borders.

Palavras-chave : Borderline Schools; Education; Identity.

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