Description

The study analyzes tensions and ruptures within indigenous community practices, school devices, and subjectivities that are built among their actors, based on the significance of their experience as educational agents in the school environment. The work is interpretive, carried out through interviews applied to students, teachers, and school principals of two schools in San Andrés Larráinzar, in Chiapas, Mexico. The information obtained was analyzed through the understanding of the records, their integration into categories, delimitation, and interpretation. The results include six thematic content units: space and context; expression and resistance, dynamics of the culture; disruption of culture order; students outside the norm: alcohol, graffiti, and pornography; courtship and its reconfiguration; and school supports, peer tutoring, and teacher criticism, in which the realization of the school formation process becomes a complex phenomenon, full of tension and conflict between the demands of the school institution and the local culture.

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