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in this article we analyze teachers’ present work features at a private school in Buenos Aires City which, after undergoing extremely critical processes, was organized as a cooperative society made up by workers who managed to keep institutional operations as they kept their working source. First there is a full description of the process that led this school to be formally organized as a cooperative society in 2002, its actors, stands and initial expectations; secondly we start a thorough analysis on the ways by which new teachers joined. From then on we will be working on everyday building of categories such as cooperativists, engaged, partners, etc., as they usually refer to themselves as they relate to others, thus giving a particular frame to the processes they experience. These constructions take shape (and reshape) while conditioned by the particular case of this school where cooperative rule, which prescribes equality of all partners as regards decision making, co-exists with the usual ruling at educational institutions, where educational workers are formally organized by rigid hierarchy.

EXPERIENCIAS DE MAESTROS EN CONTEXTOS SOCIALES E INSTITUCIONALES DE CRISIS: RECUPERANDO EL TRABAJO Y CONSTRUYENDO COOPERATIVA