The aim of this article is to initiate a process of explaining, on a scientific basis and from a socio-professional perspective, the logic of action and the strategies used by teachers of schools of administration in Brazil. With a theoretical/epistemological approach, based on Bourdieu field design and French pragmatic sociology with Boltanski and Thévenot, in-depth and semi-structured interviews were conducted with 20 teachers working in schools of administration, complemented by document analysis. By discussing the configurations and professional categories, legitimisation and recognition, the logic of action by means of social skills and strategies from the point of view of the relations established in the cotidy, it became possible to start a critical reflection on the teacher’s position in the field. Two distinct configurations – teacher and teacher/researcher – have been identified which present different competitive and cooperative strategies. Legitimacy and recognition, for example, go through different traineeships, titles, spaces and ‘outcomes’. Political and administrative powers were also found to exist, permeating the cotidy.