The aim of the study is to analyse the social representations of paternity (s) in young adults of Tuxtla Gutiérrez, Chiapas. Research is epistemologically framed within the so-called socio-constructionist perspective, social representations and everyday life. Theoretical references account for feminist and gender postulates; of masculinity and identity, family and parenthood. It is a qualitative investigation, where the questionnaire on free association, semi-structured interview and focus groups was applied, top-down and bottom-up analyses were carried out. Discursive analysis is based on the meaning of parenthood; the relationship between male identity and parenthood, and finally, the emotional relationships in parenthood are analysed. Doctor of Social Sciences and Humanistics RESUMEN.. 6; INTRODUCTION.. 8; APPROACH TO THE PROBLEM.. 11; JUSTIFICATION.. 16; GENERAL OBJECTIVE.. 17; SPECIFIC OBJECTIVES.. 17; INVESTIGATION SCENARIOS.. 18; CHAPTER I. EPISTEMOLOGICAL ASPECTS: SOCIAL CONSTRUCTIONISM, SOCIAL REPRESENTATION AND DAILY LIFE.. 19; 1.1 social constructionism.. 19; 1.2 social representations.. 21; 1.3 daily life.. 26; CHAPTER II. THEORETICAL REFERENCES: GENDER, MASCULINITY AND PARENTHOOD.. 30; 2. 1 masculinity from gender and feminism.. 30; 2.2 gender for the study of masculinities.. 31; 2.2.1 historical outline of the genus.. 31; 2.2.2 concept of gender.. 32; 2.3 masculinity and identity.. 36; 2.3.1 studies in masculinity.. 36; 2.3.2 hegemonic masculinity and alternative masculinities.. 41; 2.3.3 male identities.. 54; 2.4 social representations of paternity and family.. 56; 2.4.1 family sector.. 56; 2.4.2 paternity (s).. 61; CHAPTER III. CONTEXTUAL AND METHODOLOGICAL REFERENCE.. 76; 3.1 contextualisation of the study area.. 76; 3.1.1 historical background of Tuxtla Gutiérrez.. 76; 3.1.2 socio-demographic characteristics.. 78; 3.2 methodological process.. 80; 3.2.1 approach and method.. 80; 3.2.2 information gathering techniques and tools.. 81; 3.2.3 subjects of study.. 85; 3.2.4 methodological path towards the representations of the tuxtlecos parents.. 87; 3.2.5 analysis of information.. 87; CHAPTER IV. MEANING OF PARENTHOOD.. 92; 4.1 first looking at the meaning of being a father in young adults of Tuxtla Gutiérrez.. 93; 4.2 being a father for young tuxtlecos. Meanings, expressions and ideals: “Nobody teaches us to be parents”. 101; CHAPTER V. RELATIONSHIP BETWEEN MALE IDENTITY AND PARENTHOOD IN YOUNG ADULTS IN TUXTLA GUTIÉRREZ.. 108; 5.1 transitioning to parenthood: ‘From breakfast to change nappies’... 109; 5.1.1 transition from single to partnership: “And after fun everything I have to fun, I will marry”. 110; 5.1.2 leaving the family nucleus and creating a new family: “Because you are already your wife, you are defending it, or your breast goes from the other side”. 113; 5.1.3 the need to mature: “When I will have a child, it is now ripe”. 115; 5.1.4 the requirement to think about parenthood by the other: “Already different, because you already have a child”. 117; 5.2 demands for change in the social representations of parenthood and male identity.. 119; 5.2.1 the age as a permanence of the social representation of traditional parenthood: “How unrivalry, no longer touched me!”. 120; 5.2.2 participation in childcare with regard to male identity: “Now we will no longer call mandions, as nappies need to learn to change.” 121; 5.2.3 institutional perception of parenthood practices: “The teachers give us a lot of dazzle, questions like what my son did? How was it taken?” 122; 5.3 take responsibility for: “Acquiring full responsibility in a family, not to do what you want, but rather to guide a family. A man is defined as the backbone of the family”. 124; CHAPTER VI. EMOTIONAL RELATIONSHIPS IN PARENTHOOD.. 131; 6.1 the emotional expression of parenthood over time: “I have my son up to the date of birth and changes everything”. 132; 6.2 the emotional link from responsibility and care for children: “I help me in everything that baby means with their milk, nappies, changing nappies, do; the milk, I feel that if it is very pleasant”. 138 6.3 emotional condition and playful relationship: “It is explicit when I am with them, when we play, but I feel that it is emotionally explicit in the game”. 142; 6.4 affectivity in the absence of the mother: “When, for example, I am doing the baby’s food, he entertains it by playing it”. 146; 6.5 on the emotional experience of fathers and mothers as children: “The best thing I could ask my papy is to be more emotional.” 147; 6.5.1 reflections on the supply side: “There is an interest in eating”. 148; 6.5.2 negative emotional experiences of parents as children: “I didn’t have a healthy experience as a child, it was on the back if not to the job.” 152 6.6 The affectivity and its relationship with communicationand trust: “I am very much focused on my son having a very strong link with me, emotional”. 157; 6.6.1 communication space and husbandry: “The relationship with my daughter is good, platic and play”. 158; 6.6.2 attachment and disattachment due to external factors: “Now that it was, that is, a very dramatic change for her, she is very well attached to it”. 160; CONCLUSIONS.. 165; REFERENCES.. 172; ANNEXES.. 181