<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672016000200345</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Micropolítica escolar y vida institucional en escuelas primarias de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Micropolitics and institutional life in primary schools of Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Escola micropolítica ea vida institucional nas escolas primárias no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes Amaya]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz Pineda]]></surname>
<given-names><![CDATA[Ofelia Piedad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>345</fpage>
<lpage>369</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672016000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672016000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672016000200345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na perspectiva de contribuir para a análise da política destaca o locus dos sujeitos e atores. Tal olhar cai, por um lado, na discussão sobre a inclusão necessária de reflexão ontológica, especialmente no estudo das políticas epistemológicos (e Mainardes Tello, 2012; Tello, 2012). Uma segunda aresta vindica a discussões subjectivas nível acima, concebida como um consciente-inconsciente, isto é, o que dá espaço tanto para a análise racional como afectivo. Nesse sentido, nós mobilizamos uma leitura política e psicossocial (Fuentes e Cruz, 2010; Fuentes, 2014) de micro escola e na vida institucional da escola primária no México. Assim, o objetivo deste trabalho é apresentar provas sobre a trama política e psico-emocional que desenvolveu 82 professores de seis escolas primárias na Cidade do México (no contexto da Aliança para a Educação de Qualidade, 2008), com um método de quadro teórico e conceitual a partir da análise do discurso (Laclau), análise institucional (Kaes) e micropolítica escolar (Ball). A partir daí, uma metodologia mista quantitativa-qualitativa é usada, cujas estratégias foram: pesquisa documental, aplicação de questionário semi-aberto e categorização dos conceitos de micro escola e instituição da existência. Em conclusão: liderança e hegemonia seis diretores exercer uma liderança que desenvolveu um equilíbrio relativo entre a dominação e de consenso, onde os traços de vitalidade e participação democrática prevalecer nas dinâmicas institucionais: a participação (61%), o compromisso (45,1 %), solidariedade (36,6%), exercício da crítica (32,9%) e a democracia (29,3%). Os sinais em torno do conflito e fragmentada, como parte dos sintomas "normais" da escola são: uso discricionário da informação (26,8%); autoritarismo (12,2%), e as informações de bloqueio (6,1%). Liderança e links, a relação entre professores e seus respectivos diretores foi caracterizada globalmente como comunicação (53,7%) e de solidariedade (36,6%). No conflito institucional e sofrimento: Confrontation (31,7%), a indiferença (7,3%) e apatia (6,1%) em escolas D, B e F. Nas escolas A, B e C estilos de liderança diferentes foram encontrados entre que é o "interpessoal", que está associada a características tais como: flexível, negociador e pró-ativa. Em primeiro lugar entre a âncora psico-emocional da principal liderança nas escolas C e E, onde democráticos, flexíveis e atributos amorosos, entre outros, variou entre 50 e 70% das menções. Outro estilo de liderança detectado foi o político em seu aspecto "autoritário", em escolas F e D: com atributos como autoritário (com 57,9% e 64,3%, respectivamente) e zero (14,3% e 10,5%), em combinação com liderança tipo de antagonista.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[micropolítica escolar]]></kwd>
<kwd lng="es"><![CDATA[vida institucional]]></kwd>
<kwd lng="es"><![CDATA[sujeto-actor educativo]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="en"><![CDATA[educational micropolitics]]></kwd>
<kwd lng="en"><![CDATA[institutional life]]></kwd>
<kwd lng="en"><![CDATA[subject of education]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="pt"><![CDATA[micro escola]]></kwd>
<kwd lng="pt"><![CDATA[vida institucional]]></kwd>
<kwd lng="pt"><![CDATA[educacional sujeito-ator]]></kwd>
<kwd lng="pt"><![CDATA[de liderança]]></kwd>
</kwd-group>
</article-meta>
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