The obvious of languages in the life of the classroom.

Las obviedades de los lenguajes en la vida del aula escolar

The classroom is established as the school setting where macro and micro education policies are brought to life through inter-subjective relations among its members, students/students, students/professors. In a dynamic that might seem to be executed from the perspective under which, for policies to be carried out, it is enough to promote them and include them in the respective institutional documents, sometimes, with some training for professors and directors about issues considered significant according to current national and international priorities. From this perspective, events in the classroom and its relations seem obvious.

This qualitative research, conducted with third-grade students in Manizales, Colombia, inquired the non-obvious of the languages that kids live and use in their classrooms, identified how nothing is obvious there and its questioning has allowed to set the value of denaturing the, allegedly, obvious, in order to deploy the classroom's life and the life in it. In the dynamic of relations between the said and unsaid, from the setting of an “us” and relations between bodies, the emergency of situations emerge that, sometimes, we are able to appoint, and others, we are not, without resulting obvious.