Abstract

This paper investigates the sense of belonging to the "common" among young people 12-16 years in the school of vulnerable sectors. The data analysis shows a loss of the ordinary democratic constitution in which the actors act in individualistic and passive way regulated by external regulations that make no sense. From an epistemologic and positivist and technocratic point of perspective and cosmology, school is understood as a neutral space, imposing as valid and officiel knowledge based on an exclusive standardize measure. Popular culture are negated in the Chilean neoliberal context in which privatization and commodification, are added to break the common sense of the school and the democratic experience

Perspective(s) or theoretical framework

In most Latin American countries and the European Community (Conseil de l'Europe, 2005) it has shown the importance of the school as a citizenship training space. At school, the citizen learns the meaning of community, of the things shared, in an institutionalized public space, where he learns to live in a democracy (Ruz-OEI, 2006). The experiences that arise from living together constitute the basic platform for the ethical-social curriculum that are relevant to learn the meaning of the shared, anchored in the human rights. However, these classical concepts inherited from the Greco-Roman culture and installed in the modernity with closed and absolute meanings (in relation with the positivism) are addressed in this paper from hermeneutical perspectives, emphasizing the uniqueness and difference.

Studying the experience of democracy in areas of social exclusion, allowed us to review the concept of democracy and common sense as the particular experience of living together in school, as opposed to the idea of "common good", which is the legacy of modernity as homogenizing identity and generalized standard for any community group.

This involves distinguishing a double register: first, the experience of democracy and the sense of the common, from the recognition of difference as the core of experiences that articulate the possibility of being the bearer of rights and subject to its destination. Second, the contrast with a classical democracy condition, in which the poor areas do not participate in political life, "have no right to have rights" is the logic that is commonly understood as homogenization and suppression of difference.

Chile shows high levels of social segmentation, especially given the school structure (OECD, 2009), in which each class or social strata (high, medium or low) meets in territorial school, and relational niches, creating  a reproductive and perpetuating social and cultural capital (Bourdieu, 2003).

This segregation is reinforced by the geographical space. The oligarchic inheritance, which involves the early years, asymmetries of cultural capital, processes of subjectivation in micro-social ghettos, mediated by the exclusion and marginalization. The identities, forms of treatment, social prestige, and sense of belonging revolve around garbage dumps around the slums, where the best metaphor for identification is the rotting garbage.

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