In this paper we present advances of an ongoing postdoctoral research, focused on the formative experiences and processes of political construction generated by youths and adults who have attended as students a secondary school created by a political organization. We are particularly interested in the appropriations and creative reformulations that, in present, they make of the meanings and practices deployed in school and the way in which these experiences are subjectively inscribed in their life itineraries after graduation. This interest is articulated within a broader line of inquiry, dedicated to the study of socio-educational initiatives developed by social movements and political organizations in neighborhood contexts of poverty and socio-urban conflict in the city of Rosario, Argentina (López Fittipaldi, 2021). The research is oriented from a relational socio-anthropological approach (Achilli, 2005) that privileges the knowledge of social daily life, as well as the relationships, practices and meanings generated by the subjects within it, in dialectical articulation with different social and structural processes. Methodologically, this approach prioritizes intensive strategies for the construction of information, with ethnographic fieldwork becoming central. Within this framework, we have resorted to collaborative group strategies, responding to a double purpose: on the one hand, to build knowledge in accordance with the objectives we established for the research; on the other hand, to promote a collective space that can be valuable for the subjects themselves, in particular, that can function as a reference and support in the trajectories after leaving school. On this basis, in this paper we reflect on the limits, potentialities and challenges that arise from the deployment of co-participatory research strategies in the framework of political organization processes, both in terms of the construction of knowledge itself, and in relation to the possibility of strengthening these processes.