Tensiones y desigualdades en las interacciones áulicas en estudiantes universitarios

Objective: To understand the classroom interactions of the students of the Bachelor’s degree in Librarianship at the Autonomous University of Chiapas. Method: Ethnographic methodology was used, with a specific focus on the analysis of the work done in the classroom by 48 students, divided into 6 groups, and 12 teachers. Collective interviews were conducted with the former, while the latter were individually interviewed. Results: The teachers carry out a series of activities such as classifying students according to the type of interaction established with the theoretical–methodological knowledge of the field in advance. Most of these students had a middle or low socioeconomic status with a restricted linguistic code and, as a result, accessing disciplinary language was complex for them. This inequality condition from the teachers’ perspective led to the exclusion of students who failed to meet the ideal from the education system because it hindered the teaching–learning process. Discussion y Conclusion: Unsymmetrical interactions between teachers and students enhance the inequality conditions and cause tension in the daily pedagogic practice. This leaves room for discussion regarding the lack of teacher training and also the teachers’ lack of awareness with regard to the understanding of the educational reality they are immersed in, which does not allow for the provision of the pedagogical assistance required to favor meaningful learning in the presence of a restricted code and a cultural capital that prevents them from accessing the academic curricula.