<?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>2007-8110</journal-id>
<journal-title><![CDATA[Cultura y representaciones sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Cultura representaciones soc]]></abbrev-journal-title>
<issn>2007-8110</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-81102017000200101</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desarrollo de la identidad en niños y las interrelaciones con lenguaje y comunicación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salzmann]]></surname>
<given-names><![CDATA[Tabea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<fpage>101</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-81102017000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-81102017000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-81102017000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo exploro las interrelaciones entre identidad, lenguaje, comunicación y desarrollo cognitivo de niños con trasfondo indígena en la Ciudad de México, a partir de un estudio de caso. Sostengo que la identidad no debe entenderse como un conjunto de características propias de un individuo o grupo, sino como un estado dinámico de conciencia que depende del desarrollo cognitivo y de la interdependencia estrecha entre el lenguaje y la comunicación. Parto de la premisa de que lenguaje e identidad no pueden entenderse de otra manera, sino desde una perspectiva holística e integral, y en este sentido, interdisciplinaria. A partir de un análisis de la interacción de un grupo de niños de segunda generación de migrantes de una comunidad otomí que viven en un espacio multicultural de la Ciudad de México, muestro el papel del desarrollo cognitivo y de la educación escolar en la formación de la conciencia. La conciencia es una parte importante del desarrollo de la identidad y de la educación escolar, en tanto que esta última es un lugar de aprendizaje y un espacio de inserción en el ámbito de la interacción social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article I explore the interrelations between identity, language, communication and the cognitive development of children through a case study involving children from an indigenous background living in Mexico City. I propose that identity should not be understood as a set of characteristics unique to an individual or group, but rather as a dynamic state of consciousness depending on cognitive development and in close interdependency with language and communication. Premise is that the investigation of language and identity cannot be otherwise understood than to part from a holistic and integrating, as well as interdisciplinary perspective. Through the analysis of the interaction of a group of second generation migrant children from an Otomí community living in the multicultural space of Mexico City, I demonstrate the role of cognitive development and of school education in gaining consciousness. Consciousness is considered an important part of developing identity, while school education is relevant as place of learning and as a further space of insertion into social interaction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="es"><![CDATA[desarrollo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[interacción]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
<kwd lng="en"><![CDATA[cognitive environment]]></kwd>
<kwd lng="en"><![CDATA[interaction]]></kwd>
</kwd-group>
</article-meta>
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