Construcción subjetiva de la experiencia de los adolescentes-jóvenes de secundaria

In this article, epistemic, theoretical and empirical references are intertwined that allow us to understand the subjective construction of high school adolescents-young people from a position based on post-abyssal thinking and the configurationist perspective, both proposals lead to rethinking the juvenile subject as the protagonist of their own subjective constitution. In this sense, I assume to the investigation as a social construct that implies an interrelation between the researcher and those investigated in a horizon of equality, reciprocity and otherness; considering to singular subject, historical, with experience and in constant formation, in a constant reconfiguration of his own subjectivity. That made it possible for me to rethink high school as a social scenario inhabited by adolescents-young people whose voices give an account of their subjective constitution, as their experiences are not only reduced to socializing processes in an instituted space, but they go beyond those routes by tensing and give meaning to school as a scenario of action by disrupting their vulnerability and mobilizing them to an appropriation to which they passionately cling to feel alive; under conditions of inequality and violence, they are exposed to experiences that makes them vibrate and know about affections or effects, adolescents-young people in this investigation are considered as open, sensitive subjects, with the impetus to venture to live, suffer and be.En este artículo se entrelazan referentes epistémicos, teóricos y empíricos que permiten comprender la construcción subjetiva de los adolescentes-jóvenes de secundaria desde un posicionamiento con base en el pensamiento postabismal y la perspectiva configuracionista, ambas propuestas conllevan a repensar al sujeto juvenil como protagonista de su propia constitución subjetiva. En ese sentido, asumo a la investigación como un constructo social que implica una interrelación entre la investigadora con los investigados en un horizonte de igualdad, reciprocidad y alteridad; considerando al sujeto singular, histórico, con experiencia y en constante formación, en una constante reconfiguración de su propia subjetividad. Aquello me posibilitó repensar a la secundaria como un escenario social habitado por los adolescentes-jóvenes cuyas voces dan cuenta de su constitución subjetiva, siendo que su experiencias no se reducen solo a procesos socializadores en un espacio instituido, sino que traspasan esos recorridos al tensar y dar sentido a la escuela como escenario de acción trastocando su vulnerabilidad y movilizándolos en una apropiación a la que se aferran de manera pasional a sentirse vivos; bajo condiciones de desigualdad y violencia  ellos son expuesto a experiencias que los hace vibrar y saber de afectos o efectos, los adolescentes-jóvenes en la presente investigación son considerados como sujetos abiertos, sensibles, con ímpetu de una aventurarse a vivir, padecer y ser