La Institucionalidad de la Escuela Regulada por las Relaciones Simbólicas

This paper seeks to explain how secondary school teachers integrate their group structure within the institutional framework of group composition, where their articulated actions, as a regulatory space for organizational habitus, establish intersubjective links to establish a social order in the school. A qualitative approach is pursued, using analytical and descriptive ethnographic methods to integrate the intersubjective links within school organization. Data are collected through unstructured techniques, including participant observation and interviews, as an approach to teacher interactions. It is assumed that this theoretical sequence allows us to establish as a premise that every subject, by being a subject, has a relationship of influence in social interaction and that this is symbolically constructed as a human condition, because it appropriates its identity through dependence and retains a power that ensures its preservation, constituting an organizational underworld, which, accessed through micropolitics, establishes the institutional in a scenario where actors develop their political skills and appropriate it from the groupality, constituting their group space, where the school is configured to legitimize its organizational vision. As a concluding argument, it is established that the group appears as a minefield by the interactions, intersections and positioning of its group constitution in a real and possible scenario where the exercise of the regulatory role of school life produced by human actions through dependence subject to a power that ensures its preservation is developed.