Esta obra se publica bajo licencia Creative Commons 4.0 Internacional. (Atribución-No Comercial-Compartir Igual) a menos que se indique lo contrario, http://www.creativecommons.org.ar/licencias Graciela Pascualetto | Percepciones y reflexión sobre el clima y el lenguaje en la escuela | Teorías y procesos educaTivos Perceptions and reflections on school climate and language. How can we change through attitudes and words? AbstrACt The educational changes in the last decades have not only extended

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... the amount of compulsory years but also the inclusive condition of the Secondary school. A significant impact on the school climate has been caused as well, an aspect generally not considered with the relevance it actually has. The way these changes are processed is particular to each institution since its practices are all conditioned by its hierarchies, knowledge, history and school culture. Due to all this, after carrying out a didactic activity within the subject called Psychology -of which we are in charge at the teaching training course of studies at National University of La Pampa-we decided to deepen the analysis about the concept of school climate in the present article. The activity began with the reading of a text from a selected bibliography and the reflections it inspired related to the students' perceptions and experiences during their secondary school years. On some occasions, the students mentioned teachers' linguistic expressions that were not seen as appropriate to refer to other students or to prompt dialogue in class. Thus, in this article we focus on some examples of speech acts to analyze their characteristics and to observe their connection with the school climate as well as its effects on school life, learning and subjectivity. Finally, we wonder about the possibility to contribute, from the teacher training course, to reflect upon pedagogical practices in order to promote discourses and attitudes to favor a positive school climate, coexistence and learning.