Prácticas culturales productivas en escuelas en contexto de exclusión social

facing the strengthening social and educational exclusion, this paper inquires into the productive cultural practices in schools that are inserted in urban poverty contexts in the city of paraná (entre rios province, argentina). the dominant school culture seems to be blocking the imagination and the possibility to create, showing that there is only one way of thinking about the institutions. however, from the point of view of the subjects, many ways are deployed; ways that are recreated based on specific objective conditions, from the dominant consciousness but also from the wishes and the capacity to create. numerous teachers elaborate strategies that appeal to the experience, to the practical conscience and to the daily knowledges. these are alternative practices that resist or alter the dominant order, and give rise to a cultural production -expression of the lived culture-, thus granting a particular sense to the education inserted in social exclusion contexts.