This article analyzes the emotional experiences that emerge from the narratives of indigenous students attending a rural secondary school, a privately run hostel in the province of Salta, Argentina. The empirical data is framed in a socio-educational investigation whose purpose is to understand the plot of the school experiences of young people that they self-recognition to the Tastil town. From questionnaires and in-depth interviews, the different points of view of the students are interpreted in relation to the emotions and feelings that emerge from the generational links in the school space. Student testimonies show that the feeling of trust, inferiority and shame are part of the emotional structure that the school contributes to producing and influences the manufacture of subjectivities.

This article analyzes the emotional experiences that emerge from the narratives of indigenous students attending a rural secondary school, a privately run hostel in the province of Salta, Argentina. The empirical data is framed in a socio-educational investigation whose purpose is to understand the plot of the school experiences of young people that they self-recognition to the Tastil town. From questionnaires and in-depth interviews, the different points of view of the students are interpreted in relation to the emotions and feelings that emerge from the generational links in the school space. Student testimonies show that the feeling of trust, inferiority and shame are part of the emotional structure that the school contributes to producing and influences the manufacture of subjectivities.

El presente artículo propone una serie de reflexiones sobre los efectos socio-subjetivos del acto de apodar en la trama de la interacción escolar. Particularmente, analiza una serie de términos despreciativos que utilizan jóvenes indígenas tales como “choscha”, “quirca” y “loro barranquero”; los que remiten a una comparación entre personas y rasgos de animales autóctonos de su comunidad. La metáfora de la animalidad presente en las adjetivaciones estudiantiles puede interpretarse como una expresión del racismo al operar como mecanismo inconsciente que reproduce creencias naturalizadas de superioridad (lo humano) e inferioridad (lo animal). Los apodos constituyen una forma de violencia simbólica que configura experiencias e imágenes de auto-desprecio.

The Education, Sensibilities and Social Justice dossier brings together a set of works by international academics who build relevant arguments about the role of affectivity in the constitution of the social bond. The theoretical and empirical contributions can be framed in the affective turn of the field of educational research. Affectivity is no longer interpreted as a refuge of intimacy and becomes an object of public projection. Emotions constitute a backbone of social justice to the extent that “they are endowed with a vital force that opens futures” (Ahmed, 2015, p.304). The integral perspective on emotional ties conceives them as links that unite society (Elías, 1998). By assuming a relational epistemological horizon, affect is interpreted as an interwoven expression of the material and the subjective. Topics related to the processes of socialization and subjectivation, power ...