Abstract
This research project explores the configuration of political subjectivity among certain students in a public educational institution located in a territory marked by violence and precarity. The study, grounded in the analysis of 80 prior works, draws on the theoretical frameworks of several authors such as Deleuze, Guattari and Tassin, particularly their understanding of subjectivity as a dynamic process of “subjection”. The political subjectivity of these school leaders is articulated through three interdependent axes: the school as a space for political engagement, resistance and territory, violence and precarization. Ultimately, the research argues that student leadership in some schools of the San Cristóbal district embodies an 'active' political subjectivity, this evidences a process of resistance and agency that counteracts some predominant narratives of passivity, little participation or no youth agency.