The present research aims at the discursive analysis of the interaction of young students of a CIEP in order to better understand their perceptions regarding that school space, through their positioning and their narrative constructions on the school. This work sought to investigate and understand the process of construction of meaning and subjectivation of this space, as well as (re)think the current educational policy of Rio de Janeiro. The research, of a qualitative and interpretive nature (Denzin and Lincoln (2003), 2006), was developed through the analysis of interviews in groups, semi-structured, recorded in audio, with young people between 15 and 18 years old, students of a ninth grade class of elementary school, of a state school in the metropolitan region of Rio de Janeiro. The interviews are analyzed based on the theoretical perspective of narrative analysis (Bastos and Biar, 2015), more specifically the conception of micronarratives (Bamber; Georgakopoulou, 2008); of the perception of space of the Humanist Geography (Tuan, 2013 (1977)); (Wenger, 1998) and positioning theory (Langenhove and Harré, 1999). Thus, we will observe how, in the interview of group research i) the participants are positioned, in relation to liking or not to going to school; ii) students jointly build shared knowledge and practices at school; iii) their positions and their narrative constructions signal the process of subjectivation of the school space. The analyzes suggested a heterogeneity and complexity in the students perception about the school. Their positioning and narrative constructions run counter to the social conception of the common sense of place to study; moreover, the meaning built individually and collectively from their experiences in that space is beyond a pedagogical perspective.