<?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>S0185-26982022000300026</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.177.60280</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La construcción de las masculinidades en la escuela Un estudio etnográfico en 6º de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[How are Masculinities Constructed at School? An Ethnographic Study in the 6th Grade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Álvarez]]></surname>
<given-names><![CDATA[Iriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Menéndez]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>26</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000300026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los contextos escolares son lugares donde se negocian y construyen múltiples masculinidades y feminidades a través de las dinámicas de relación que se establecen en el grupo de iguales. En este artículo se muestran los resultados de una investigación sobre la construcción de las masculinidades en educación primaria. Para el estudio se realizó una etnografía escolar en un aula de 6º de primaria de una escuela urbana en Asturias (España). El trabajo de campo se llevó a cabo con 6 grupos de discusión y 12 entrevistas individuales. Los resultados confirman la existencia de distintas masculinidades que son reguladas a través del grupo de iguales, donde la masculinidad hegemónica se sitúa en la cúspide de la jerarquía de género. Además, otras masculinidades (subordinada, pretendiente, invisible) se construyen con relación a la hegemónica mediante un complejo y contradictorio proceso de negociación, caracterizado por evitar la confrontación con los chicos hegemónicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract School contexts are places where multiple masculinities and femininities are &#8220;negotiated&#8221; with and built through the relationship dynamics established within groups of peers. This article shows the results of an investigation on the construction of masculinities in primary education. To conduct the present study, we carried out a school ethnography in a 6th grade classroom from an urban school located in Asturias (Spain). The field work was carried out with 6 discussion groups and 12 individual interviews. The results confirm the existence of different kinds of masculinities which are regulated through the peer group, where the hegemonic masculinity is located at the top of the gender hierarchy. In addition, other masculinities (subordinate, claimant, invisible) are constructed in relation to the hegemonic masculinity, through a complex and contradictory process of negotiation, characterized by avoiding confrontation with the hegemonic boys.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[Etnografía]]></kwd>
<kwd lng="es"><![CDATA[Masculinidad hegemónica]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Qualitative research]]></kwd>
<kwd lng="en"><![CDATA[Ethnography]]></kwd>
<kwd lng="en"><![CDATA[Hegemonic masculinity]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Warrington]]></surname>
<given-names><![CDATA[Molly]]></given-names>
</name>
<name>
<surname><![CDATA[Younger]]></surname>
<given-names><![CDATA[Mike]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Life is a Tightrope&#8221;: Reflections on peer group inclusion and exclusion amongst adolescent girls and boys]]></article-title>
<source><![CDATA[Gender and Education]]></source>
<year>2010</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-68</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
