This work describes some curriculum spaces of the artistic and technological education of a secondary school in the City of La Plata (Province of Buenos Aires), in the context of the last years of the Connecting Equality Plan (PCI). For two years (2014-2015), three different classes were accompanied in the subjects of Music, Theatre, Visual Arts and New Information and Communication Technologies, in order to investigate from an ethnographic perspective the blurring, conflict and negotiation of the technical, administrative and pedagogical logic that characterise the school life of young people and adults, providing a basis for the exercise of a certain political and intellectual autonomy. Mainly from Bernard Stiegler’s ideas, these and the actions of informants are discussed in order to describe the deployment of ‘sovereign’ thinking, distinctive attentiveness and pedagogically conducive sociability within the classroom, in close connection with the existence of analogue and digital material objects which act as technical exteriorations of consciousness, according to the argument of the digital pharmakon and the grammatisation of sabeers — do, of the tastes — living and theoretic knowledge. Faculty of Humanities and Education Sciences