<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000300008</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.177.60510</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pertenencia escolar y subjetividad en adolescentes de sectores populares]]></article-title>
<article-title xml:lang="en"><![CDATA[School Belonging and Subjectivity in Adolescents from Disadvantaged Sectors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraví]]></surname>
<given-names><![CDATA[Gonzalo A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>177</numero>
<fpage>8</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las tensiones generadas en el proceso de inclusión de adolescentes provenientes de sectores desfavorecidos a la educación media superior. El análisis se focaliza en la relación entre la construcción de pertenencia y los procesos de subjetivación. El argumento principal del texto sostiene que estas tensiones están asociadas con la configuración en estos adolescentes de subjetividades divididas, resultante de una pertenencia escolar sustentada en la homogeneidad y el rechazo-devaluación de identidades juveniles subalternas. La metodología es de tipo cualitativo, y se basó en entrevistas semi-estructuradas (73) y grupos focales (5) con estudiantes de siete escuelas ubicadas en ciudades del centro (Ciudad de México), norte (Tijuana) y sur (Tuxtla) de México. Los resultados muestran una institución escolar con dificultades para contener la autenticidad y autoestima de los adolescentes más vulnerables, e invitan a reflexionar sobre las transformaciones pendientes para lograr una escuela más inclusiva que no abandone sus pretensiones transformadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the tensions generated during the process of integrating adolescents from disadvantaged sectors into upper secondary education. Our analysis focuses on the relationship between the construction of a belonging sense and the subjectivation processes. Our main argument sustains that these tensions are associated with the configuration of divided subjectivities in these adolescents, resulting from a school belonging based on homogeneity and the rejection-devaluation of subordinate youth identities. We followed a qualitative methodology, based on semi-structured interviews (73) and focus groups (5) with students from seven schools located in cities from Mexico&#8217;s central (Mexico City), northern (Tijuana) and southern (Tuxtla) areas. The results reveal that school as an institution faces several difficulties to contain the authenticity and self-esteem of the most vulnerable adolescents, thus inviting the reader to reflect on the pending transformations needed to achieve a more inclusive school system that does not abandon its transformative pretensions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Integración educativa]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="es"><![CDATA[Juventud]]></kwd>
<kwd lng="es"><![CDATA[Exclusión social]]></kwd>
<kwd lng="en"><![CDATA[Educational]]></kwd>
<kwd lng="en"><![CDATA[integration]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Identity Youth]]></kwd>
<kwd lng="en"><![CDATA[Social exclusion]]></kwd>
</kwd-group>
</article-meta>
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