Publication: El equipo de trabajo como sistema
interaccional: funcionamiento interno,
estilos y formas
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Date
2000
Authors
Hemández Aristu, Jesús
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo exponemos contrastando
los sistemas lógico-caúsico de pensamiento
que han dado origen a una concepción lineal, de arriba abajo, del ministerio hacia las escuelas y dentro de ellas, de la dirección hasta los alumnos, convirtiendo a éstos en receptores de órdenes, prescripciones, mandatos, reglamentos y planes de
formación, y cumplidores de todas ellas. A este modo de pensar contraponemos la concepción sistémico-interaccional en la que se pretende que todas las personas implicadas en los sistemas, estructurales escolares, ejerzan de lo que son, interactores en un sistema, el escolar, en la que todos tienen algo que decir, que aprender, que hacer. La dirección de los centros se convierte así
en un subsistema dentro de la escuela cuyas tareas fundamentales no son tanto las de administrar prescripciones, sanciones, vigilar y controlar, sino fundamentalmente gestionar relaciones y conflictos,
mediar, alcanzar acuerdos y consensos.
Summary: In this paper we explain in a contrasting way the cause-effect systems of thought, which are the origin of a downward linear conception from the Ministty to the schools and -within the schools- from the principalship to the students, who thus become recipients of orders, directives, conunands, rnles and training-plans and who have to follow all of these. To this way of thinking, we oppose the systemic-interaccional conception whose objective is to make all people involved in those systems (school structures) play their role as interactors in a system, the school, where eve1ybody has something to say, leam and do. Thus, principalship becomes a subsystem at school, whose main tasks are not that much those conceming rnlemaking, sanctioning, watching and controlling, but mainly managing relationschips and conflilcts, mediating, reaching agreements and consensus.
Summary: In this paper we explain in a contrasting way the cause-effect systems of thought, which are the origin of a downward linear conception from the Ministty to the schools and -within the schools- from the principalship to the students, who thus become recipients of orders, directives, conunands, rnles and training-plans and who have to follow all of these. To this way of thinking, we oppose the systemic-interaccional conception whose objective is to make all people involved in those systems (school structures) play their role as interactors in a system, the school, where eve1ybody has something to say, leam and do. Thus, principalship becomes a subsystem at school, whose main tasks are not that much those conceming rnlemaking, sanctioning, watching and controlling, but mainly managing relationschips and conflilcts, mediating, reaching agreements and consensus.
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