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How can we approach the process of construction of young men and women as subjects in the case of a group of high school students, who, in some cases, come from the families of maya origin and are inhabitants of a marginalized urban area in the southeast of Mexico? In this paper I argue that their way of being, relationship with structures, future projects, and notions of “good life” become intelligible through an approach that puts into dialogue the concepts of social experience (Dubet, 2011) and otherness. The first one is a valuable tool that allows to discover a particular dialectic of integrationsubjectivation, which characterizes the relationship of these young people with social institutions and actors. The second one locates the students as constructors of a symbolic universe, where different cultural elements, among them those originated in the family and in school, interact. The representation of a young subject that I construct differs from the stereotypes – usually negative and homogeneous– that are used to describe the urban area in question; it also allows to understand the necessities and aspirations of these individuals according to their own notions of good life, in which the individual and the communal aspects are merged. RESUMEN ?Como podemos estudiar la construccion del sujeto en el caso de un grupo de jovenes estudiantes de un bachillerato universitario, algunos de los cuales provienen de las familias de origen maya, habitantes de una zona urbana marginal, en el sureste de Mexico? Arguyo que su forma de ser, relacion con las estructuras, proyectos a futuro y nociones de la vida buena cobran inteligibilidad mediante un acercamiento que pone a dialogar los conceptos de experiencia social (Dubet, 2011) y alteridad. El primero representa una herramienta conceptual valiosa para descubrir una dialectica sui generis de integracion-subjetivacion que caracteriza la relacion de estos jovenes con las diversas instituciones y actores sociales. El segundo ubica a los jovenes como constructores de un universo de sentido, en el que interactuan elementos culturales propios de sus familias de origen y el bachillerato universitario, entre otros. La representacion del sujeto joven que construyo se aleja de aquellos estereotipos –generalmente negativos y homogeneizantes– que circulan acerca de los jovenes de la zona en cuestion; asimismo permite comprender las necesidades y aspiraciones de estos individuos acorde a sus propias nociones de la vida buena en las cuales se funden lo individual y lo comunal.

Óptica sociológica y dimensión cultural en el estudio de los jóvenes en un contexto urbano marginal