Resumo

FUENTES AMAYA, Silvia  e  CRUZ PINEDA, Ofelia Piedad. Educational Micropolitics and institutional life in primary schools of Mexico. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2016, vol.7, n.13, pp.345-369. ISSN 2007-7467.

In the perspective of contribute to the analysis of political stands out the locus of the subject and actors. This look is inscribed, on the one hand, in the discussion on the necessary inclusion of the ontological reflection, mostly epistemological in the study of the policies (Tello and Mainardes, 2012; Tello, 2012). A second discussion edge claims cited subjective level, conceived as a conscious - unconscious, in other words, that gives an analysis space for both the rational and the affective. In that tenor, we mobilize a political and psychosocial reading (Fuentes and Cruz, 2010; Fuentes, 2014) of the Educational Micropolitics and its institutional life of the primary school in Mexico. Thus, the objective of this work is present evidence about the plot political and psycho-affective that developed 82 teachers of six primary schools in Mexico City (in the context of the Alliance for Quality Education [ACE by its name in Spanish], 2008), with a method from a conceptual framing coming from the analysis of speech (Laclau), the institutional analysis (Käes) and the Educational Micropolitics (Ball). Starting from there is used a mixed quantitative-qualitative methodology, whose strategies were: documentary research, application of semi-open questionnaire and categorization from the concepts of: Educational Micropolitics and institution of existence. In conclusion: in leadership and hegemony the six directors exercise a leadership that has achieved develop a relative balance between the domination and the consensus, where prevail the traits of vitality and democratic participation in the institutional dynamic: participation (61%), engagement (45.1%), solidarity (36.6%), exercise in criticism (32.9%) and democracy (29.3%). The evidence about the conflict and the fragmentation, as part of the "normal" symptomatology of the school, are: discretionary usage of the information (26.8%); authoritarianism (12.2%), and blocking of information (6.1%). In leadership and links, the relationship between the teachers and their respective directors was characterized globally as: communication (53.7%) and solidarity (36.6%). On the conflict and institutional suffering: confrontation (31.7%), indifference (7.3%) and apathy (6.1%) in the schools D, B and F. In the schools A, B and C were found different leadership styles, among which is the "interpersonal", which is associated with traits such as: flexible, negotiating and propositive. Stood out the psycho-emotional anchor of the leadership of the director in the schools C and E, where the attributes democratic, flexible, caring, among others, ranged between 50% and 70% of the mentions. Another style of leadership detected was the political in his shed "authoritarian", in the schools F and D: with attributes such as: authoritarian (with 57.9% and 64.3%, respectively) and null (14.3% and 10.5%), in combination with a leadership of antagonist type.

Palavras-chave : educational micropolitics; institutional life; subject of education; leadership.

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