DIBUJAR(SE) FRENTE AL FUTURO. HACIA UNA SOCIOLOGÍA DEL DIBUJO ESCOLAR

Abstract

This paper seeks to uncover the logic implicit in naturalized social practices by presenting a sociological analysis of drawings. This work is part of a bigger project entitled “Women and Science”  that tried to answer questions such as: What´s the relationship between science and gender? What´s the relationship between science and social class? What´s the relationship between science, reason and power?. Particularly  in this paper we present the analysis that result from asking  scholars to projected themselves into the future and answer  to the question “What I want to be when I grow up?”. This analysis suggests that the various inequalities that  scholars  experiment on their lives, leads to a very close relation between social class- science and reason. This can be seen not only in the way that the classes are taught,  but it also reflects in the dreams and aspirations of children, that even though their short age, they reproduce their social conditions, and in the case of children in low socioeconomic conditions, they experience their lives carrying the weight of their own circumstances and contexts. The ideology that legitimizes inequality is internalized since early school age. In that sense, children may be ideological “transmitters”  of inequality and exclusion.education and social demands require public universities appropriate curricular offerings flexible needs.