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The article discusses historical documents produced by children in Mexico from 1921 to 1940 in the years after the Mexican Revolution (1910-1920), such as letters, drawings, and writings. Particular focus is given to the views of children on the historical process Mexico was going through at that time. Topics discussed include the new concept of education brought about by the post-revolution government, political and social participation of Mexican children in that context, and cultural programs of the education bureau Secretaría de Educación Pública (SEP).

The present text tries to approach the implications of an intercultural education from two perspectives; on the one hand tries to distinguish the elements that constituted from the modernity, a conception of infancy and education that concluded in the naturalization of a heteronomous subject, weak and with need of assistance, which re-produced in turn, the acceptance and normalization of the sub- alternation and the colony of the knowledge and power; secondly, proposes, from critical and emergent bets, the constitution of an alternate citizenship that does not centre on the ethnic thing, but incorporates to other social actors and new identities as part of the intercultural thing, placing from there towards the School as a scene to institute citizenships from the infancy. [ABSTRACT FROM AUTHOR]