The Symbols of Group Control from their Logics of Action in the Institutional Context

This research seeks to explain how secondary school teachers integrate their groupness from the institutional framework of group composition, where their articulated actions as a regulating space of the organizational habitus where they establish intersubjective links to institute a social order in the school. A qualitative approach is pursued with a descriptive analytical ethnographic conduction to integrate the intersubjective links of the school organization. The information is collected through unstructured techniques by means of participant observation and interview as an approach to the interactions between teachers that constitute their institutional habitus. It is assumed that this theoretical sequence allows establishing as a premise that every subject, being a subject, has a relationship of influence in social interaction and that this is built symbolically 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 the actors develop their political skills and appropriate it from the group, constituting its space of the group, where the school is configured to legitimize its organizational vision. As a conclusive argument, it is established that the group appears as a field undermined by the interactions, intertwining and positioning of its group constitution in a real and possible scenario where the exercise of the regulatory role of school life is developed.