<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662022000100047</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[&#8220;Cuando no se logra nada, no le dejan a la comunidad otra salida&#8221; ¿Cómo llegan las y los estudiantes a tomarse su colegio?]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;When Nothing is Achieved, the Community Has No Other Option.&#8221; How Do Students Decide to Take Over Their School?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno F.]]></surname>
<given-names><![CDATA[Miguel F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de los Andes Facultad de Educación ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>92</numero>
<fpage>47</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo se centra en el estudio de dos casos de tomas de colegios por estudiantes en Bogotá, Colombia, realizadas entre 2017 y 2018, con el objeto de presionar a las autoridades para resolver un problema escolar. Con base en 102 entrevistas, desarrollamos un modelo cualitativo de dinámica de sistemas para ambos eventos. Para explicar la dinámica de los procesos, resultó clave considerar la memoria colectiva de tomas pasadas en la comunidad educativa, la cual incidió en el desarrollo de agencia política de los estudiantes, en la consideración de una toma en el repertorio de acciones posibles, y en la desconfianza hacia las autoridades. En un colegio, desde el comienzo &#8220;ellos sabían lo que tenían que hacer&#8221;. En el otro, los estudiantes tuvieron que conocer de otras tomas y gradualmente desarrollar agencia e indignación, situación catalizada por soluciones de corto plazo de las autoridades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is centered on a case study of student takeovers of schools that occurred in Bogotá, Colombia in 2017 and 2018 in an attempt to pressure the authorities to solve a school problem. Based on 102 interviews, we developed a qualitative model of system dynamics for both events. To explain the dynamics of the processes, it was key to consider the collective memory of previous takeovers in the educational community, which influenced the students' political agency in considering a takeover as a possible action; it also influenced the authorities' distrust. From the beginning, at one school, "they knew what they had to do." At the other school, the students had to learn about other takeovers and gradually develop agency and indignation, a situation catalyzed by the authorities' short-term solutions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conflictos escolares]]></kwd>
<kwd lng="es"><![CDATA[participación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[modelos de análisis]]></kwd>
<kwd lng="en"><![CDATA[school conflicts]]></kwd>
<kwd lng="en"><![CDATA[student participation]]></kwd>
<kwd lng="en"><![CDATA[democracy]]></kwd>
<kwd lng="en"><![CDATA[models of analysis]]></kwd>
</kwd-group>
</article-meta>
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