WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH

This study aims to analyze the origin and consolidation of the term «management» within the educational field. The practices made by the management of a public secondary school from the city of Córdoba, Argentina, are analyzed. To this effect, specialized bibliography and the education policy arisin...

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Autor principal: Kasprzyk, César Mauricio
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2024
Materias:
school managers
management
education policy
reforms
directoras/es de escuelas
gestión
políticas educativas
reformas
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/8046
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-80462024-12-27T22:52:05Z WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH Las palabras permanecen, ¿Cambian los significados? Un análisis acerca de la progresiva consolidación del enfoque de la gestión escolar Kasprzyk, César Mauricio school managers management education policy reforms directoras/es de escuelas gestión políticas educativas reformas This study aims to analyze the origin and consolidation of the term «management» within the educational field. The practices made by the management of a public secondary school from the city of Córdoba, Argentina, are analyzed. To this effect, specialized bibliography and the education policy arising from the last national and provincial laws are reviewed enabling the article to present a qualitative approach to empirical information. The emergence of the term and the theoretical contributions are scrutinized from the conceptual history perspective. During the last decades, the concept of management has been highly evoked in education policy, which encompasses the concept’s multiple meanings. This situation favored the concept’s circulation within the academic and political spheres as well as its introduction to the pedagogical language used by the school principals, who referred to their professional tasks as constituents of the management team. Furthermore, the interviewed school managers explicit the need of training and acquisition of management tools, which represent both a moral technology and an autoregulation device. All things considered, in spite of the criticism to the approach, we hold that the term «management» has gained legitimacy and has become part of the school conduction practices. El objetivo del trabajo es analizar el origen y la consolidación del término «gestión» en el ámbito educativo, para lo cual realizamos un análisis sobre los usos que hacen directores/as y vicedirectores/as de una escuela secundaria pública en la ciudad de Córdoba (Argentina). Recurrimos también a la revisión de bibliografía especializada y de las políticas educativas plasmadas en las últimas leyes de educación, nacionales y provinciales. El artículo presenta un enfoque cualitativo para el tratamiento de la información empírica. Desde la perspectiva de la historia conceptual indagamos acerca del surgimiento del término, los aportes teóricos, y advertimos que en las últimas décadas el concepto gestión fue altamente evocado en las políticas educativas. En ellas se dejan traslucir los múltiples significados que porta el concepto. Consideramos que esta situación favoreció la circulación en el ámbito académico y político y, a su vez, la incorporación en el lenguaje pedagógico por parte de las entrevistadas para referirse a sus tareas profesionales como integrantes del equipo directivo. Asimismo, las personas entrevistadas explicitan la necesidad de formarse y adquirir herramientas para la gestión, convirtiéndose así en una tecnología moral y un dispositivo de autorregulación. Sostenemos que el término «gestión» obtuvo legitimidad y se instaló en las prácticas de dirigir la escuela, más allá de las críticas realizadas al enfoque. Facultad de Humanidades, Instituto de Investigaciones en Educación 2024-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unne.edu.ar/index.php/riie/article/view/8046 10.30972/riie.16228046 Revista del Instituto de Investigaciones en Educación; Vol. 15 Núm. 22 (2024) 1853-1393 spa https://revistas.unne.edu.ar/index.php/riie/article/view/8046/7521 Derechos de autor 2024 Revista del Instituto de Investigaciones en Educación
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic school managers
management
education policy
reforms
directoras/es de escuelas
gestión
políticas educativas
reformas
spellingShingle school managers
management
education policy
reforms
directoras/es de escuelas
gestión
políticas educativas
reformas
Kasprzyk, César Mauricio
WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
topic_facet school managers
management
education policy
reforms
directoras/es de escuelas
gestión
políticas educativas
reformas
author Kasprzyk, César Mauricio
author_facet Kasprzyk, César Mauricio
author_sort Kasprzyk, César Mauricio
title WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
title_short WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
title_full WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
title_fullStr WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
title_full_unstemmed WORDS REMAIN, DO MEANINGS CHANGE? AN ANALYSIS OF THE PROGRESSIVE CONSOLIDATION OF THE SCHOOL MANAGEMENT APPROACH
title_sort words remain, do meanings change? an analysis of the progressive consolidation of the school management approach
description This study aims to analyze the origin and consolidation of the term «management» within the educational field. The practices made by the management of a public secondary school from the city of Córdoba, Argentina, are analyzed. To this effect, specialized bibliography and the education policy arising from the last national and provincial laws are reviewed enabling the article to present a qualitative approach to empirical information. The emergence of the term and the theoretical contributions are scrutinized from the conceptual history perspective. During the last decades, the concept of management has been highly evoked in education policy, which encompasses the concept’s multiple meanings. This situation favored the concept’s circulation within the academic and political spheres as well as its introduction to the pedagogical language used by the school principals, who referred to their professional tasks as constituents of the management team. Furthermore, the interviewed school managers explicit the need of training and acquisition of management tools, which represent both a moral technology and an autoregulation device. All things considered, in spite of the criticism to the approach, we hold that the term «management» has gained legitimacy and has become part of the school conduction practices.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2024
url https://revistas.unne.edu.ar/index.php/riie/article/view/8046
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last_indexed 2025-05-17T05:12:28Z
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