This research explains how secondary school teachers, through their actions, articulate connections that allow

them to lend representativeness to their ideological discourses within the established framework, thus giving

rise to the expression of group identity. A qualitative approach, using an ethnographic design, is employed to

explore, examine, and understand the intersubjective links within the school organization and to produce

profound interpretations and cultural meanings from the participants' perspectives. The information is

gathered using semi-structured techniques, such as participant observation and interviews, as an approach to

the interactions between teachers that constitute their daily performance, which then becomes an object of

everyday, intersubjective bond

From the perspective of action logics that are not strategies, because they do not involve a form of

consciousness or calculation, but are motivated by axiological concerns or instrumental rationality (Maroy,

2016).

Essentially, this work investigated the links or connections between action logics in the immediate contexts

of secondary school teachers. This occurred within a local space structured by organizational hierarchies and

complementarities linked to administrative regulations, and within a cultural context marked by the ethos of

the actors: teachers and administrators, immersed in processes shaped by internal micropolitics.

Thus, this social arrangement positions contexts as mediators in an organization comprised of the pedagogical

is an action resulting from interactions among teachers, an individual and group behavior that stems from the

mediations established within the school context, which shape the schools and give them their character.

Action logics, then, designate a way of acting based on the dominant orientations that arise from the group

dynamic to generate practices and decisions from the perspective of diverse areas. These orientations are

geared toward understanding, attracting enrollments for promotion, external alliances, negotiation, and school

offerings. The organization and structure of classroom tasks, such as discipline, social order, and learning

objectives, constitute an object where pedagogical and educational orientations converge (Maroy, 2016).

This manuscript begins with the premise that every subject, dependent on another through the control and

subordination exerted upon them, is consequently subject to their own identity through self-awareness and,

therefore, situated within a space constituted by circulating power dynamics in the performance of school life;

development of a theoretical vision that unfolds a qualitative perspective as a situated activity based on an

inductive logic and process. Through ethnographic observation, this approach focuses on the meaning of how

the actors in the educational community construct and reconstruct social reality through their actions.

In this way, understanding the perspectives and experiences of school actors is crucial to explaining the

educational phenomenon. This context is a critical, analytical-descriptive design that seeks to explain how the

logics of action and their articulation connect with the representativeness of the group and its organizational

ties.

Therefore, this work aims to explain how public secondary school teachers, through their logics of action,

articulate connections that allow them to grant representativeness to the group as an expression of ideology

within the established and the emerging, thus giving rise to the expression of group identity.

which are in dynamic action according to their logics of action, give structure to an ideological filter of the

group, establishing an institutional network and positioning a group as the representation of the context.

This study employs the following design: an initial and in-depth immersion in the environment, consisting of

approaching participants voluntarily. The duration of fieldwork was contingent upon the progress made

during the research process.

Data collection and analysis, as well as the generation of explanations through theory, were based on open

coding as a step toward proposing new concepts with theoretical support; keywords were used to condense

and organize the data for subsequent phases of analysis.

Participant observation is approached as the dual dimension that involves daily participation in the social

world being studied and the writing exercise undertaken as a result of this participation.

incorporate themes related to school conflicts, shaping the correspondences between members to give

meaning to their organization, spearheading ideological interests. From these interests derive the practices of

the collective members, constituted within the school culture.

The object of study is framed within an organizational system. Through the description, analysis, and

interpretation of the elements and categories integrated into the socio-political structure of its micropolitical

patterns, the study examines the constitutive encounters and disagreements, the consensuses and dissents that

create subjectivities. These subjectivities are notable for their complexity and the multiplicity of phenomena

that require investigation. As a result of this investigative process, the following categorical themes emerged

from the approach to the reality of the micropolitical action logics among public high school teachers.

that regulate their behaviors of commitment, avoidance, or resistance to change. This allows us to understand

their thinking regarding the context in which they develop as a social group:

Therefore, the existence of an institutional group allows for the unfolding of a series of group interests,

generating a chain of interactions that constitute an ideological context from which other images are

configured:

This connection between groups arises from shared interests, and the "flagship" group has an interest that

feeds the established groups and defines their trajectory:

It is mentioned that the subgroups previously coincided in the guiding figure who ensured the direction and

coordination of all the groups, because this figure was responsible for reorganizing the leaders of each group;

a network of relationships in which the culture that is built for its members is woven, and the predominance

of some subcultures over others (Rodríguez, 2006).

These organizational intricacies become the subject of the existence of two contending groups and the

coexistence of several subgroups that must interact, connecting with the perception that these are under the

command of authority, because language, as Searle (1997) says, gives solidity to the institutional structure,

relationship between structures and rituals rooted in the human and professional development of individuals

who do not conform without apparent discrepancies, but rather engage in internal conflicts by expressing their

Group leadership allows for guiding them toward possibilities, but it also highlights the opportunism that

gives rise to those individuals he calls "weather vanes," who shift according to their own convenience.

Therefore, groups must undertake analytical work on themselves, which in turn generates political work

directed outward (Guttari, 2022).

In these contexts, ideological interests describe the representation of a group where connections between

groups are found: it is individual interest that drives them, and therefore, their logic manifests itself through

Therefore, the presence of so-called "weather vanes" groups allows for the configuration of a connection

between groups, their main link being personal interest; their logic of action is based on the interest in

Because the logics of action in schools present their episodes in their collective representations, their

mediations and transactions between external demands and internal dynamics (Corvalán, J., Carrasco, A., &

circular action process, that is, a space for stimulating hope, where "the mediator aims to reinforce and

facilitate the learning of ego functions by releasing, stimulating, and guiding the person's motivation to

change" (Gómez, 2007).

The leadership of one individual over another indicates internal representation and imprints ego functions. In

In this way, it is about granting voice and protagonist to its participants as individuals with their own history

Therefore, the workplace is where the connection coincides, but not voluntarily; There is a rupture between

the groups where individuals operate from a place of nostalgia and an idealization of the past, thereby

distorting the present and freezing progress without demonstrating any definite advancement.

The connection between the subgroups, primarily the majority and minority groups, was previously

mentioned. The minority group, comprised of other subgroups, attempts to interact with the institutional group

Thus, the function of these "weather vanes" is their interest in controlling the groups, and for this reason, they

connect and filter themselves as informants. These "weather vanes" do not have group leadership; Its function

is to connect with groups with the intention of communicating and intervening in various leadership styles:

EDO: Sometimes, for self-interest, the director seeks support from certain elements that are essential to

achieving a goal. Even if there is a majority rejection, the influence of these elements is crucial to achieving

the objective, even if it is not to the liking of the other groups (E. 03/10/2025).

In an institutional group, members are constantly coming and going, while in a subject group, the members

are somewhat more consolidated. To maintain themselves as a group within their ideological framework,

The results allow us to enter this reality where internal micropolitics and logics are present within institutions;

a space configured as a context divided into territories, sites where groups feel immersed and cultivate their

These sites allow group ideologies to be consolidated through the socialization of events, from which the

defense strategy is constructed, where hierarchies give meaning and uniformity to their thinking; these are

what maintain the group and connect it with others.

Because the institutional group also tends to structure and strengthen itself through the most intensive

criticism generated by the subject group. This type of power is not necessarily repressive, but rather infiltrates

is not power itself, but rather the subject within power relations (Foucault, 1988).

In this way, pedagogical practice is developed within a complex and dynamic network of powers of different

orders that intermingle or overlap to constitute and condition a specific type of pedagogical practice in a space

This is why they combine identities; that is, they aim to increase the number of members, to generate

confrontation, because the group is both a product and a permeable space through which "ideology filters,

Therefore, if there is one thing the institutional group must preserve, it is its connection to school authority.

This is because, in this way, the institution's control will manifest itself in the power of the dominant group,

From this perspective, organizational behavior is established as a large social organism, comprised of people

who relate to one another under a series of conditions defined by organizational processes.

In this case, the social aspect could be configured according to its function, utility, benefit, intentionality, or

experienced naturally, habitually, or implicitly; as established and stable behavioral “structures,” undiscussed

These behaviors, in the presence of a common problem, become spaces for group articulation, as groups seek

to find the proposal that will make them stand out from others and, in this way, guide the functions of the

groups within the school context.

So, if groups connect based on a shared problem, then… when do they disconnect? Do they do so to become

an opposition group and form subgroups?

resists, and renews power relations” (Rai, 2015, p. 1181).