ORGANIZATIONAL INNOVATION FROM A DEMOCRATIC PERSPECTIVE ON THE PUBLIC MANAGEMENT OF SCHOOLS IN THE AMAZON

This paper analyses certain theories applied in the management of organizations, in response to the challenge of promoting educational innovation, focusing on the democratization of management in public schools. It is assumed that general parameters of organizational management can support the emergence of different models in the democratization of school management. The research question is how different theories of organizational management can contribute to the improvement of democratic management in the public schools of the Amazon region. The overall objective is to analyze the theories applied in organizational management with this purpose in mind. The specific objectives of the paper are (1) to identify the conceptual parameters that define the main characteristics of the theoretical construct of School Democratic Management; (2) to analyze the organizational aspects of School Democratic Management in the context of public schools located in the Amazon region; (3) to indicate elements of organizational innovation that focus on the democratization of school management. The paper uses theories of School Management, Strategic Architecture, Strategic Management, U Theory and Emotional Intelligence. The methodology of this work is both quantitative and qualitative and a theoretical Functionalist framework is employed, It takes the form of a case study, using Content Analysis procedures and a theoretical and empirical survey of Focus Groups responding to questions via a Likert scale. The research went beyond a simple comparative analysis of different theories and ventured into factual context to identify and extract the key elements of a democratic management perspective, based on the theoretical construct of Democratic School Management and the perspective of public schools located in the Amazon region. The desired innovation involves the application of organizational theories in response to the elements found. The research results showed: (1) a theoretical construct organized into three essential dimensions corresponding to Decentralization, Autonomy and Participation; (2) critical points related to the characteristics corresponding to the dimensions of Autonomy and Participation, converging on the same cause, related to the different ways in which reality is perceived, experienced and valued by those involved with the school; (3) the fact that theoretical and functional elements of the Strategic Management Theory do not support a democratic management perspective, although the Strategic Architecture Theory and the U Theory can provide innovative elements related to the following: promoting the condition of collective mobilization required for the transfer of knowledge, resources and skills; building and promoting a transformative vision of reality, to overcome the limitations involved in the emergence of new values and ideas; integrating managers and communities around the core competencies required for schools. In response to the research question, the research concludes that theoretical contributions occur on the axis of the organizational and human complexities involving the management of the school, providing elements of innovation to support a democratic perspective of school management. This research provides information to academics, public policy makers, managers of educational systems and school organizations.