A finales del siglo XIX y principios del XX, la configuración psicológica del concepto liberal de autogobierno fue clave para diseñar el sujeto político de la modernidad y la propia idea de "ciudadanía". Nuestro trabajo estudia ese proceso sociohistórico a través de los primeros textos dedicados a la "psicología del pueblo español". Además de confirmar la estrecha relación entre psicología y autogobierno, el análisis revela el papel de la psicología en la transición histórica desde las tradicionales teorías y prácticas de la subjetividad hasta las modernas -particularmente en el dominio educativo y religioso-. Gracias a la psicología, el proyecto liberal también estableció los supuestos límites sociopolíticos para la potencial participación ciudadana de la población española.

At the end of the 19th Century and the beginning of the 20th, the psychological configuration of the liberal concept of self-government was basic to design the political subject of the modernity and the very idea of "citizenship". Our paper studies this socio-historical process throughout the first works devoted to the "Psychology of the Spanish People". The analysis not only confirm the close relation between psychology and citizenship, but the role played by the psychology in the transition from the traditional theories and practices of the subjectivity to the modern ones -particularly in the fields of religion and education. The socio-political limits imposed by the liberal program on the potential citizen participation of the Spanish population are also revealed.

Este trabalho discute situações interculturais no sistema educacional espanhol. Nesse contexto, o que interessa é a estabilidade identitária do professor que conta com a presença de estudantes de origem imigrante, em sala de aula. No artigo, analisamos diversas interações que aconteceram em sala, em um instituto madrilense de ensino fundamental (13-14 anos), durante o desenvolvimento de uma unidade temática relativa ao passado muçulmano em território espanhol. Na análise dos dados, observamos a emergência de situações conflitantes em que o professor pontuou a sua autoridade por meio de (re) ajustes discursivos. Isso aconteceu nos momentos em que o docente se viu envolvido em uma relação alteritária com o estrangeiro, suscitada, principalmente, por questões religiosas e étnico-nacionais. As (re)estabilizações identitárias do professor estiveram relacionadas, especificamente, com as formas de solucionar as rupturas provocadas pelo cenário de alteridade multicultural, levando em consideração sua condição de agente social necessariamente comprometido com a narração histórica produzida e com a cultura majoritária que a sustenta.

This paper discusses intercultural encounters in the Spanish Educational System. In this context, we are interested in looking at what happens to teacher's identity stabilization when students from an immigrant background are present in the classroom. In this article, we analyze several classroom interactions at a Madrilenian High School (13-14 year-old students), we are particularly looking at a lesson about the Muslim past of the Spanish territory. The findings indicate the emergence of conflictive situations where the teacher appeals to his authority through discursive (re) adjustments. Such adjustments occur when the teacher was involved in an alterity relation with what is foreign, mainly triggered by religious, ethnical and national issues. Teacher's identity (re)stabilizations were related, specifically, with ways of resolving those ruptures provoked by a scenario of multicultural alterity, taking into account his condition as social agent, necessarily compromised with the produced historical narration and a majority culture that supports it.