La participación de los niños en la gestión escolar:

huellas de una historia de exclusión.

Abstract

The article surrounds the question of the ways in which the exclusion of the participation of children in schools was historically shaped by investigating some points of the early experience developed in Mercedes, Province of Buenos Aires, by Carlos N. Vergara. The reconstruction is guided by the assumption that the separation of children as coparticipants is one of the aspects that have defined the ways in which power is organized in schools and that therefore it is presented as a challenge for institutions that develop participatory experiences in the present.