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espanolEste estudio se realizo en una escuela de educacion indigena, en torno al eje de la gestion escolar. Nuestro objetivo fue analizar las funciones que el Estado delega a la escuela, en un contexto sociohistorico particular, e identificar lo que intenta instituir en cuanto a orden y normatividad, asi como la manera en que el colectivo escolar se organiza. La metodologia empleada fue la etnografia, la cual permitio reconocer que, mas alla de los planteamientos de la SEP sobre autonomia de gestion, la escuela tiene una historia que condensa aspectos como participacion, responsabilidad, trabajo comunitario, toma de decisiones, gestion y acuerdos. Con estas acciones, el colectivo no solo logra que opere la escuela, tambien instituye su legitimidad mediante el vinculo cultural que cohesiona a partir de los compromisos que se generan en el dia a dia. EnglishThis study was conducted in an indigenous school, centering on the axis of school management. Our objective was to analyze the functions which the state delegates to the school, in a specific social and historical context, and identify what it seeks to implement in terms of order and normativity, as well as how the school collective is organized. The methodology used was ethnography, which allowed us to acknowledge that, beyond the Ministry of Public Education (Spanish acronym SEP)’s affirmations regarding autonomy of management gestion, the school has a history which combines aspects like involvement, responsibility, community work, decision-making, management, and agreements. With these actions, the collective not only succeeds in operating the school, it also cements its legitimacy through a cultural bond which gains cohesion from the commitments which emerge in its day-to-day affairs

“Lo realizamos para todos, para que todos estemos mejor en esta tierra”