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SCHOOL MANAGEMENT SUCCESS AND COMPLEX THINKING: A POSSIBLE REALITY IN THE CONTEMPORARY EDUCATION

R. Brito1, L. Síveres2, M. Machado2, O. Ribeiro2

1Catholic University of Brasília / Ministry of Education (BRAZIL)
2Catholic University of Brasília (BRAZIL)
The contemporary reality is marked by an infinity of economic, political and social indicatives. In the horizon of this course, the comprehension of the complex thinking is met, and when it manifests as a dynamic principle, it interacts, in a preferential way, as an educational system. Such system, to meet the educative aims, needs a management model capable of overcoming the voluntarism, the hierarchy and bureaucracy, as well as to state a paradigm adjusted in the responsibility, in the complementarity and innovation.
In this sense, it is opportune to retake Torre’s proposal (2001), that suggests a paradigm applied to the management adjusted in the following presuppositions: complexity, dialogue, diversity, equity, interdependence, multi-causal, nature, planet, solidarity, sustainability, people, human values, ethics, relationship and process, shared leadership, shared meaning, consensus, cooperation, community, collective domain, context, history, prospection, participation, system settings, integrated people, health, contrast, instability, creativity, options, auto-organization among others. With the aim of countersigning some of these presuppositions an investigation will be done, having as parameter, according to Bauman (2003), the share and mutual care; according to Guareschi (1995), a familiar and school relationship; and according to Noblit (1995), a followed (Lefèvre et Lefèvre, 2003), that can aid in the multiplicity identification that involves the research, inserting it in the complexity contest. In order to conquer the established goals, it is necessary to institute different relationships between the four operators denominated of key expressions, central Ideas, anchorages and the Discourse of the Collective Subject, properly said. The results of this work need to converge for a purpose of school management, whose intermediateness is adjusted in the complex thinking and whose purpose is indicating for the success in education. So, the management profile identifies with its humanization process, with the relational course between the internal and external community, and with an innovatory proposal in the principles, in the processes and results of the collective community.