The articulation of action logics from school micropolitics in secondary education teachers

Abstract

This research seeks to explain how secundary school teachers articulate connections that allow them to represent their ideological expressions. From a qualitative approach with an ethnographic design, data were collected through participant observation and interviews focusing on interactions among teachers within a school context, examining how these interactions relate to their micropolitical action logics. It is assumed that groupality functions as a filter of the ideological, since it goes beyond the notion of a group by incorporating processes expressed in both cohesion and fragmentation. As a concluding statement, the configuration of power-centered images is understood as enabling the establishment of “action logics” within a performance of everyday life, a school-specific language through which actions are interpreted and enacted. This composition produces a circular dynamic in which it simultaneously confronts and protects itself: a capsule in which power is exercised through action logics.