This article explores the methodological aspects of branding within school education, a specific context dominated by the coexistence of strong professional logic and identity structures. The author offers a communicative view of brand identification in order to understand how teachers relate to the brand and understand its meaning. The author contributes to the study of how branding works in modern organizations, including higher education institutions, by asking questions about the role of identity in branding processes, considered as the management of meaning

Image, Brand, Brand Strategy, Private School, School Education System.