<?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>1794-3841</journal-id>
<journal-title><![CDATA[Hallazgos]]></journal-title>
<abbrev-journal-title><![CDATA[Hallazgos]]></abbrev-journal-title>
<issn>1794-3841</issn>
<publisher>
<publisher-name><![CDATA[Universidad Santo Tomás]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-38412023000200008</article-id>
<article-id pub-id-type="doi">10.15332/2422409x.9262</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Clases sociales en la clase? Un estudio sobre la interacción entre docentes y estudiantes en contextos de desigualdad]]></article-title>
<article-title xml:lang="en"><![CDATA[Social classes in the class? A study on the interaction between teachers and students in contexts of inequality]]></article-title>
<article-title xml:lang="pt"><![CDATA[¿Classes sociais na sala de aula? Um estudo sobre a relação professor-aluno entre professores e alunos em contextos de desigualdade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Unás Camelo]]></surname>
<given-names><![CDATA[Viviam Stella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Satizabal Reyes]]></surname>
<given-names><![CDATA[Melania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Icesi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>20</volume>
<numero>40</numero>
<fpage>179</fpage>
<lpage>215</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-38412023000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-38412023000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-38412023000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora la manera en que las diferencias de clases sociales participan de las interacciones que docentes y estudiantes establecen en el aula. Se realizó una investigación cualitativa, a través de entrevistas en profundidad a un grupo de docentes de instituciones públicas y privadas de la ciudad de Cali. En concreto, se examinó el modo en que este grupo de docentes interpreta su posición de clase, la de sus estudiantes y las tensiones que estas posiciones diferenciadas suponen para el desarrollo del trabajo educativo. El estudio identificó tres tensiones: primero, el desafío de concebir a la Escuela como un dispositivo de movilidad social en regímenes de estratificación que, como el colombiano, presentan una movilidad restringida; el segundo, el reto de alimentar el entusiasmo respecto al trabajo educativo en contextos en los que se atribuye a los estudiantes un bajo capital ambicioso; por último, los efectos que el origen de clase de los estudiantes tiene sobre el estatuto y contenido del trabajo docente. A modo de conclusión, es notable el hecho de que para los docentes entrevistados la Escuela se presenta como una institución incapaz de revertir el régimen de distribución de las expectativas que las clases sociales instauran.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores the way in which social class differences participate in the interactions that teachers and students establish in the classroom. Qualitative research was carried out through in-depth interviews with a group of teachers from public and private institutions in the city of Cali. Specifically, we examined the way in which this group of teachers interprets their class position, that of their students, and the tensions that these differentiated positions entail for the development of educational work. The study identified three tensions: first, the challenge of conceiving the School as a social mobility device in stratification regimes that, like the Colombian one, present restricted mobility; second, the challenge of nurturing enthusiasm for educational work in contexts where students are credited with low aspirational capital; Lastly, the effects that the class origin of the students has on the status and content of the teaching work. By way of conclusion, it is notable that for the teachers interviewed, the School is presented as an institution incapable of reversing the system of distribution of expectations that social classes establish.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora como as diferenças de classe social participam nas interações que professores e alunos estabelecem na sala de aula. Foi efetuada uma investigação qualitativa por meio de entrevistas aprofundadas a um grupo de professores de instituições públicas e privadas da cidade de Cali. Especificamente, examinámos como este grupo de professores interpreta a sua posição na sala de aula, a dos seus alunos e as tensões que estas posições diferenciadas implicam para o desenvolvimento do trabalho educativo. O estudo identificou três tensões: em primeiro lugar, o desafio de conceber a escola como um dispositivo de mobilidade social em regimes de estratificação que, como o colombiano, apresentam uma mobilidade restrita; em segundo lugar, o desafio de alimentar o entusiasmo pelo trabalho educativo em contextos em que se atribui aos alunos um baixo capital aspiracional; e, finalmente, os efeitos que a origem de classe dos alunos tem sobre o estatuto e o conteúdo do trabalho docente. Em jeito de conclusão, é notório que, para os professores entrevistados, a escola é apresentada como uma instituição incapaz de inverter o regime de distribuição de expectativas que as classes sociais estabelecem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="es"><![CDATA[clase social]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[desigualdad]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[social class]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[inequality]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[família]]></kwd>
<kwd lng="pt"><![CDATA[classe social]]></kwd>
<kwd lng="pt"><![CDATA[aluno]]></kwd>
<kwd lng="pt"><![CDATA[desigualdade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>2005</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>69-91</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
