In this thesis, the author carries out an analysis of the processes of socialising stray boys and girls in San Juan Chamula (Chiapas, Mexico), within the home and at school, and of the self-representation processes of themselves as children. Doctorate in social sciences and humanities INTRODUCTION.. 1; 1.Presentation.. 1; 2.San Juan Chamula: between myth and social and historical reality... 5; 3.The shape of the thesis: the capitalisation.. 10; Chapter I. Methodological process.. 13; 1.Methodology for working with chamulas children.. 13; 2.The first steps to bring children closer. 18; 3.Primary school Benito Juárez.. 20; 4.Access to domestic groups.. 26; CHAPTER II. Children and Social Sciences. Theoric framework for working with children in San Juan Chamula.. 33; 1.Presentation.. 33; 1.1.Indigenous children in the new rurality.. 31; 1.2. why children chamulas?.. 38; 1.3.Children from daily life.. 46; 1.4. child labour or support?.. 47; 1.5. can we talk about a chamula childhood?... 51; 2. Teórico Marco.. 56; 2.1.Socialisation and habitation.. 56; 2.2.Antitropology and sociology of children.. 65; Chapter III The social construction of children in Mexico.. 74; 1.The hegemonic speech on childhood.. 74; 2.The social representations of children in Mexico.. 76; 2.1.A brief approach to children in Mexico Prehispanic.. 78; 2.2.A new speech on children in Mexico from the nineteenth century and the beginning of the twentieth century (The Child’s Century). 81; 2.3.Children in post-revolutionary Mexico.. 84; 2.4.Indian policy.. 89; 3.A story for forgotten childhood.. 91; 4.Evidence studies on indigenous children in Mexico.. 93; Chapter IV Children of San Juan Chamula, Chiapas; Socialisation processes in the domestic group.. 104; 1.Chamula children and vulnerability.. 104; 2. The family in the primary socialisation process: emotional space and transmission of traditional education.. 108; Family and Niñez Chamula.. 108; The indigenous status of the family.. 109; 3.Chamulas family portraits.. 111; 3.1. Queen, the princess of Domingo.. 112; 3.1.1Domingo mayordomo.. 118; 3.2. Victory.. 126; 3.3. Martín.. 135; 3.4. Maria.. 140; 4. Reflections.. 143; Chapter V Breeding practices and life cycle of children chamulas within the domestic group.. 149; 1. Children’s learning within the chamula family structure.. 149; 2.Life cycle and treatment of children chamulas.. 159; 3. Violence within domestic groups.. 178; 4. Reflections.. 180; Chapter VI School and socialisation: of primary children.. 182; 1.The school in San Juan Chamula.. 182; 1.1. “We need to learn Spanish...”. 188; 1.2. “Don't be like me...”.. 190; 1.3. High appreciation of school learning.. 192; 1.4. ‘This teacher is bad...’... 196; 2.Construction of the ethnic identity of primary school children.. 198; 2.1. The identity of the children chamulas.. 198; 2.2. “I am chamula because you use nwater...”. 200; 2.3. ‘I am not called chamulita...’. 204; 2.4. “Here you need to be in charge...”. 211; 2.5. “They are changed when they go to Jovel, they already see us different...”. 211; 3. Reflections.. 216; Chapter VII Societal construction of gender in chamulas boys and girls: gender games and roles in school and in the domestic group.. 221; 1.Gender in childhood.. 221; 2. Activities of boys and girls chamulas within the domestic group.. 225; 3. Gender in Chamula.. 227; 4. School in gender training.. 231; 5. Games and toys of boys and girls.. 233; 6.Corps and sexuality.. 241; 7. Emotions and feelings.. 246; 7.1. “I told me that I would take me in the suitcase”; The feelings of chamula boys and girls about migration.. 249; 8.Images reflecting senses. Representative of the family environment of boys and girls from their photographic record.. 250; 9.Reflections.. 255; Chapter VIII Final considerations How is childhood living in San Juan Chamula, Chiapas?... 257; BIBLIOGRAPHY.. 273