During the last ten years I developed a research program centered on the idea of educational identities ideological functioning, from a political and psycho-social outlook, proceeding from a theoretical articulation, between Laclau´s discourse analysis (with Mouffe1985; Laclau 1993, 1996) and Käes institutional approach (1989), throughout Ẑiẑek´s ideology concept (1992). In my actual proposal I argue that in educational policies, underline identification models addressed to primary school teachers in Mexico, which are resignified in the context of a complex discursive and institutional dynamics, that involves ideological functioning (Fuentes, 2008).