**2.2. The research context**

not only subjectively but also by the interpretation others make of it, which makes possible a critical form of reasoning, which enables a reflexive process, of participation, of relation‐ ship with the other, of encounter, and of present dialogue through the recognition of the other, which denotes openness to the community. If such recognition is omitted in school practice, the practice develops from a hegemonic perspective, denying the conflict itself of

In this context, the present work describes the tensions, ruptures, and resistances that are presented between the indigenous community practices, school devices, and subjectivities

During the course of the school in an indigenous community is problematized through the interstice and encounter between the educational agents of an indigenous community with

From this position, this study is carried out with a qualitative approach, which has as its main source natural situations, their spatio‐temporal and contextual references, of particular relevance for the approach of social relations and experiences of the subjects in certain envi‐ ronments, considering that "local, temporal and situational (…) limited narratives are now

In this perspective, what is attempted is to give an account of how subjects "construct the world around them, what they do or what happens to them in terms that are meaningful and

The study is made from critical hermeneutics, a position characterized as the valuation of meanings in light of historical conditions, in order to clarify the conditions under which the understanding of reality may have occurred, a situation that should lead to an emancipatory

Such an interpretive approach tries to approximate the meaning and sense that the concrete

The techniques allude to specific and particular action procedures for compiling information related to the research method used. In this case, the compilation of information was made from non‐participant observation, individual and group interviews, and the analysis of stu‐

Observation is the process of rapprochement with the object of study, which allows having a vision of the context, its development, and the events that happen. Observation is a systematic description of incidents, events, and behaviors in the social scene studied [16]. Observation is useful to researchers in a variety of ways, as they provide methods for revising nonverbal

required from the expressions and activities of people in their local contexts" [13].

such contradiction.

24 Indigenous People

that construct their actors.

**2. Methodological approach**

offer a full understanding of wealth" [14].

subjects have in their condition of being schooled.

dents' narratives about their experience in school.

**2.1. Techniques and instruments**

action/practice [15].

the school device, in its social and historical development.

Mexico is a multicultural country with diverse ethnic groups. The most populated area of these groups is the southeastern part of the country, especially the state of Chiapas. There is the municipality of San Andrés Larráinzar, whose inhabitants belong to the cultural and Tsotsil linguistic ethnic group, which, in turn, is part of the Mayan groups.

The research work was carried out in the municipal seat of the municipality of San Andrés Larráinzar, which has the same name, located in the Tsotsil Tseltal economic Altos region. It is 28 km from the city of San Cristobal Las Casas and 90 km from the state capital.

According to the Secretariat of Social Development [19], in 2010 the municipality had 20,349 inhabitants, 15,271 speak the native language, more than 60% are bilingual (Tsotsil/ Spanish). The inhabitants of the community are mainly engaged in agricultural activities of maize and coffee, breeding sheep and domestic animals, with a production of self‐supply.

A total of 98.69% of the population is indigenous, and 83.97% of the population speak an indigenous language. A total of 22.67% of the population speak an indigenous language and does not speak Spanish. In San Andrés Larráinzar, there are 786 housing units. Of these, 96.74% have electricity, 85% have piped water, 98.26% have sanitary facilities; 43.91% radio, 49.78% television, 12.61% refrigerator, 6.09% washing machine, 9.35% automobile, 3.91% personal computer, 12.61% telephone Fixed, 31.96% cell phone, and 1.52% Internet [20].

A total of 12.90% of the population is illiterate (7.63% of men and 17.93% of women) [21]. The level of schooling is 6.18 (7.16 for men and 5.22 for women). According to the State Secretariat of Education [22], at the end of the 2007–2008 school year, the number of pupils at the primary level was 4584, at secondary level 909, and at high school level 360; it is clear that as the academic level increases the student population decreases. In this sense, it is important to give an account of the psychosocial problems of adolescents attending basic education and higher education, secondary and high school1 in the community. In the school year (2011–2012), there was a population of 594 secondary school students and 369 high school students, who constitute the study population. In the educational field, the coverage from primary to secondary, from this level to high school and from college to university is decreasing.

Within the community, there are cell phone shops and the main antenna of one of these com‐ panies, various commercial stores, including clothing, music records, groceries or bakeries, pharmacies, inexpensive dinners, and beer stores. House structures are made of concrete, wood, adobe, or lamina. Clothing is different between men and women, some men no lon‐ ger use typical clothes while women still use it. Some institutions are the Integral Family Development office and a health clinic. At the entrance of the community there is a military detachment unit. There is a difference between traditional and municipal authorities.

This municipality had a prominent role during the movement of 1994 in which the Zapatista army uprising happened, because this was the municipal seat where the agreements of San Andrés were signed, an agreement made between the Mexican Government and the Zapatista Army of National Liberation (EZLN) to end the war.
