| Summary: | This article focuses on a study that took place in the school year of 2002/2003.
The study is about the different games of power and interests moved by the
actors from one of the administrative structure of the public basic schools: the
pedagogic board. The implementation of a legal system of administrating
schools by the Decree Law nr 115-A/98 brought changes to the pedagogic
board composition. Thus, the plurality of actors, due to both its legal
composition and to the creation of the schools grouping, gave a more
complexity to this board. From a case study in a schools grouping, we
pretend, on one hand, to analyse different powers among the pedagogic board
members. On the other hand, to reflect on how the teachers see the
participation of the different actors of this board. The data obtained from the
investigation shows the existence of different relationships of power among the
members of this board. The decisions, the procedures and practises adopted
by the grouping mirror, above all, a greater predominance of the teachers
interests of the 2nd and 3rd cycles comparing with the kindergartens and
teachers of the 1st cycle, developing, in this way, cycles interests which may
fragile dynamics connoted with the democratic logics
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