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This paper examines how children and adolescents describe the school and the emotions that school spaces produce in them. We chose one of the axes of analysis of a wider research, an ethnography of two rural schools in Guaviare, Colombia, during the post-agreement, in 2018-2020. We collected interviews, ethnographic scenes, oral narratives, drawings, photographs, and written texts of the students with an ethnographic sensitivity. In the analysis of these records, we advance an approach to the school places and the daily life of these actors. Likewise, we present reflections focused on showing the school places and the schools themselves, understood in terms of Massey (2009), as a product of relationships in the complexity of networks, exchanges, and connections. The armed conflict, poverty, the helplessness of the State, and the lack of infrastructure cut across the relationship with the space that students have with their school institutions. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]