LOS SENTIDOS DE SER ALUMNO(A) EN UN GRUPO DE ESCUELA PRIMARIA

Resumen: Este articulo trata sobre las formas en que un grupo de escuela primaria representa y comunica durante sus clases de Ciencias naturales su sentido de ser alumno(a) . El estudio, de naturaleza etnografica, recurre al enfoque multimodal para analizar de manera detallada como, a traves de variados modos semioticos corporalizados, los alumnos(as) muestran su apropiacion particular de la posicion que socialmente les ha sido asignada al ingresar a la escuela. Se encuentra que ellos se esfuerzan no solo por poner en practica y mostrarse como buenos(as) alumno(as), sino tambien por vigilar, sancionar, obligar y apoyar a sus pares a cumplir los deberes y normas culturalmente implicitos a esta posicion. Este trabajo contribuye a la comprension de como a traves de diferentes dispositivos sociales y culturales los ninos(as) cons-truyen sus identidades como alumnos(as). Abstract: This article is about the ways an elementary school class represents and commu-nicates the meaning of being a student, during natural science lessons. The study, of an ethnographic nature, turns to the multimodal focus to analyze in detailed form the way students, through various semiotic corporealized modes, show their individual appropriation of the position that has been socially assigned to them on entering the school. It is found that they not only make an effort to act and present themselves as good students, but also to watch, sanction, obligate, and support their peers in complying with the duties and norms that are culturally implicit in this position. The study contributes to the understanding of how children, through various social and cultural devices, construct their identities as students.