<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162020000100015</article-id>
<article-id pub-id-type="doi">10.17227/rce.num78-8383</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA["Siempre nos miran a los del fondo". Zonificación del espacio y producción de identidades en la escuela secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA['They Always Look to the Back Row'. Zoning of Space and Identity Production in Secondary School]]></article-title>
<article-title xml:lang="pt"><![CDATA["Eles sempre olham para os que estão no fundo." Zoneamento espacial e produção de identidade no ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Bastán]]></surname>
<given-names><![CDATA[Guido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomasini]]></surname>
<given-names><![CDATA[Marina Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Investigaciones Psicológicas (iipsi Conicet, unc)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas Instituto de Humanidades ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>78</numero>
<fpage>15</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162020000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162020000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo de investigación analizaremos la segregación hacia un grupo de jóvenes en el interior de un curso escolar en Córdoba (Argentina), a quienes sus compañeros nombraban despectivamente mediante el modismo local de brasas. Se estructura en dos partes: en la primera, explicitamos las principales referencias teóricas y consecuentes decisiones metodológicas empleadas para abordar los procesos de socialización, sociabilidad y construcción de identidades juveniles en la escuela desde una perspectiva cultural y dialógica. En la segunda, presentamos los principales hallazgos de la investigación. Comenzaremos aproximando al lector al fenómeno de la zonificación del espacio escolar para llegar a plantear dos cuestiones nodales: por un lado, la relevancia de dicha zonificación como artefacto identitario, y por otro, cómo en nuestro caso de estudio esta dimensión se yuxtapuso a otros recursos culturales, contribuyendo a la estabilización de la identidad devaluada del grupo estudiado, pero también dando márgenes a la emergencia de agenciamientos singulares en sus posicionamientos identitarios. Nuestros hallazgos abonan la necesidad de ampliar la mirada investigativa para entender el espacio escolar en su imbricación con otros entornos y mundos figurados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this research paper, we analyze the segregation of a group of youngsters within a school year in Córdoba, Argentina, whom their classmates disparagingly named "brasas", an adjective from the local slang. The article is structured in two parts. In the first one, we explain the main theoretical references and consequent methodological decisions used to address the processes of socialization, sociability and construction of youth identities at school from a cultural and dialogic perspective. In the second part, we present our main findings. We will begin by approaching the reader to the phenomenon of the zoning of school space to reach two nodal statements. On the one hand, the relevance of such zoning as an identity device. On the other hand, how in our case study this dimension was combined with other cultural resources, contributing to stabilize the devalued identity of this group, but also allowing agency in their identity positions. Our findings suggest the need to broaden the investigative perspective to understand the school space in its imbrication with other spaces and figured worlds.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo de pesquisa, analisaremos a segregação de um grupo de jovens dentro de uma aula em Córdoba (Argentina), a quem seus colegas de classe nomearam depreciativamente através da palavra local "brasas". Está estruturado em duas partes: na primeira, explicamos os principais referenciais teóricos e consequentes decisões metodológicas utilizadas para abordar os processos de socialização, sociabilidade e construção de identidades juvenis na escola, sob uma perspectiva cultural e dialógica. Na segunda, apresentamos os principais achados da investigação. Começaremos aproximando o leitor ao fenômeno do zoneamento do espaço escolar para levantar duas questões nodais: por um lado, a relevância desse zoneamento como dispositivo de identidade e, por outro lado, como em nosso estudo de caso essa dimensão foi justaposta a outros recursos culturais, contribuindo para a estabilização da identidade desvalorizada do grupo estudado, mas também dando margem ao surgimento de agências singulares em suas posições identitárias. Nossas descobertas apoiam a necessidade de ampliar a perspectiva da pesquisa para entender o espaço escolar em sua sobreposição com outros ambientes e mundos figurativos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[jóvenes]]></kwd>
<kwd lng="es"><![CDATA[socialización]]></kwd>
<kwd lng="es"><![CDATA[sociabilidad]]></kwd>
<kwd lng="es"><![CDATA[escuelas secundarias]]></kwd>
<kwd lng="es"><![CDATA[zonificación]]></kwd>
<kwd lng="es"><![CDATA[Argentina]]></kwd>
<kwd lng="en"><![CDATA[youngsters]]></kwd>
<kwd lng="en"><![CDATA[socialization]]></kwd>
<kwd lng="en"><![CDATA[sociability]]></kwd>
<kwd lng="en"><![CDATA[secondary schools]]></kwd>
<kwd lng="en"><![CDATA[zoning]]></kwd>
<kwd lng="en"><![CDATA[Argentina]]></kwd>
<kwd lng="pt"><![CDATA[juventude]]></kwd>
<kwd lng="pt"><![CDATA[socialização]]></kwd>
<kwd lng="pt"><![CDATA[sociabilidade]]></kwd>
<kwd lng="pt"><![CDATA[escolas secundárias]]></kwd>
<kwd lng="pt"><![CDATA[zoneamento]]></kwd>
<kwd lng="pt"><![CDATA[Argentina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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