When the X (me) escapes. Occasions for disruption in elementary school between language, its norm and its overflow.

Abstract

Our article seeks to point out some clues about the pedagogical potential of the presence, disruptive or unexpected, of certain forms of inclusive use of language in our daily work in an elementary school. From there, we are interested in thinking from practice certain resistances, tensions and possibilities (analytical keys that we take from the reflections of Mattio, 2018) in the framework of that educational institution. Our place in the elementary school of Sol Naciente neighborhood (Córdoba) is inhabited from the accompaniment of some projects focused on active listening to children and co-protagonism as well as critical reflection on the teaching work and the participation of children. From this space, both in the workshops we coordinate with the children and with the teachers and the management team, it happens that the use of inclusive language as a modality in experimentation from our own speech and writing, escapes us. From two situations of school life that emerged in workshops with children and from certain conversations with the school's vice-principal, we wondered about what is at stake in these escapes and their effects.