Description: In this round table we will show the process and results of the research project The role of primary school in the construction of children's subjectivity financed by the Spanish Ministry of Science and Technology (BSO2003-06157). In this research we have studied the role of primary school in the construction of children's subjectivity in the context of contemporary changing world. To achieve the main project's objective we have explored the ways children's subjectivities are constructed in four primary schools and the representations of childhood produced by their discourses and practices. The traditional notion of the self, as social constructionists (Burr, 1995; Gergen, 1991) and critical educationalists (Kincheloe, 1993) have argued, had implicit the essentialist assumption of the pre-existing nature of self-identity. In contrast to this postulate, these authors argue that the identity of the self is socially constructed and changes over time, societies and groups. From this perspective the unified, complete, secure and coherent modern notion of identity seems inadequate for understanding how different kinds of people, in diverse contexts, are building their identities. As consequence of this position, the 'subject' is considered as a social construction. In this direction, different authors, from social constructionism like Gergen (1991), Burr (1995) and Walkerdine (1999) to sociologists like Giddens (1995) or Castells (2001), and critical educationalists like Luke (1999) or (Hernández, 2000), have argued that the 'subject' is not a fixed, static entity, nor does he/she possess characteristics that can be identified objectively, nor can he/she be classified according to phases or stages. The 'subject' progressively constructs and assumes different identities throughout his/her life, which are the result of the relations he/she maintains with the world surrounding him/her. In this process of self-construction, as Moore (1994: 4) has mentioned, identities are learned and interpreted 'intersubjectively', that is, through social interactions with people and cultural texts as a 'lived anatomy' taking place in an extensive and multiple personal geographical space made by different locations and positions. One of these meaningful personal geographical spaces where subjectivities are constructed is the primary school. Methodology: A constructionist methodological approach (Guba and Lincoln, 1994; Schawandt, 1994) has guided the research, by combining document analysis with interviews, discussion groups and ethnographic studies (Denzin, 1997). From the evidences collected four kaleidoscopic stories have been written (Clandinin and Connely, 2000). The process to construct this methodology started by making discourse analysis of documents produced by educational authorities, political parties and initial teachers' education trainers in order to make explicit their main representations of childhood and main subjectivity representations. After an accurate process of negotiation with four primary schools selected by the criteria of intentional random (Patton, 2002), a field work started by observing different scenarios and situations where practices of subjectivity were mediated. Field notes were complemented with analysis of school documents (school objectives, curriculum, newsletters, etc.) to produce ethnographic journals. From this set of materials several key scenes (Denzin, 1997 :207-208) were written in order to explore their meanings with teachers and pupils. Finally several stories written under the narrative perspective (Clandinin and Connely, 2000) were produced. These narratives show the main features of children forms of subjectivity produced by these primary schools, and allowed to researchers to infer theoretical knowledge by establishing several comparisons among them. Conclusions: From the vast production of materials generated through this research, some main conclusions will be point out in this round table: 1. This research has made evident the way to link educational research with teacher education. The process of collaboration and exchange with teachers during the research has been revealed as a positive strategy to cope reflexively with teachers' conceptions and practices. 2. As in this research have participated 18 researchers (from professors to doctoral students) the process of taking decisions and constructing schools narratives in a democratic and collaborative way have been extremely reach and full of insights. 3. Main forms of construction children's subjectivities in primary schools transit from care to control, from the intention of developing their autonomy to inoculation of a set of interiorized learning and behavioural rules. 4. The research explores in detail how schools, teachers and children transit from wishes of freedom to practices of control; from discourses in favour of developing children's diverse personalities to a set of common and homogeneous learning rules; from adults' strategies of ruling to children's forms of resistance. 5. Finally this study offers alternatives to teachers and other members of the educational community to cope with the current changes on the construction of children's subjectivity and to pay attention to them in the learning and teaching relationships.