Escolarizaciones intermitentes y la construcción del lugar escuela

Through the notion of school place we analyzed daily school dynamics in contexts of urban poverty, which reflect teaching strategies to deal with students who, for various reasons, have discontinuous attendance that we called intermittent schooling. The study focused on the ways to make the school a place of permanence, learning and protection, given the precariousness that neighborhood life provides. The research results were based on ethnographic accounts in a public secondary school of social management in the province of Chaco, Argentina that becomes, within the neighborhood, a space for teaching, hospitality and containment.