This article analyzes how everyday life and the institutional culture of the Rural Normal School of Copiap ó (1936-1950) contributed to the territorialization of the teaching State in northern Chile. The objective is to reconstruct these practices and examine their role in the formation of a regional teaching identity. A qualitative historical-sociological approach was used, through hermeneutic and content analysis of institutional sources. The results show that boarding school, discipline, cultural activities, and networks of sociability configured a territorialized professional hab-itus. It is concluded that normal-school training was a cultural process that integrated territory, teaching identity, and state project, contributing to Latin American educational historiography.