PAST AND FUTURE OF EDUCATIONAL ADMINISTRATION – theme of Monografia and paper
To start this reflection, the first concern is to contextualize educative management study in our country, examined it in the scope of its history and cultural politics. This exercise is based on the hypothesis of knowledge’s the current state in the field of the educational administration is not a gratuitous fact; in the opposite, it is the result of a long process of historical construction of which all we participate. Or either, we are authors of an unconclusive history that we continue writing to the long of the years.
Monografia AC – Process of educational monografia
Diverse readings of this construction process exist. The present historical reading is divided into five consecutive stages, that correspond to five different conceptual and analytical approaches to study the process of construction, deconstruction and reconstruction of the knowledge in the educational administration (BLACKSMITH, 1998).
It is important to reiterate that this historical trajectory of the administrative thought in the educational practice is inscribed in the dominant theoretical movement of applied social sciences.
The study of the new trends in the educative management, that today is found enclosed in our discussion agenda, is also enrolled in this movement and, as such, it must be benefited of the lectures of the past , must be committed to the solution of the present problems and be anticipated to the necessities and aspirations of the future. Why? Because history did not finish yesterday nor starts today. It’s better to contextualize that today we are writing a new chapter of a long politician-pedagogical workmanship in permanent construction. (ESTANQUEIRO, 1992)
Convict ourselves that history did not finish, the second concern is related to the necessity to carry through renewed efforts of construction of the scientific and technological knowledge in the field of the educational administration.
The efforts carried through in the recent past, the context extended of sociological approach and to the light of new national and international requirements, present resulted of diverse nature and reach. Today, as in the past, it is observed that studies and experiences in the field of educational administration is inserted in the general movement of social sciences and politics. In the management of the education, in a similar way that in the government of the society, existing experiences detach the importance of democracy as government form and participation as administrative strategy.
Thus exactly, in the pertaining to school administration, as in the public and enterprise administration, there is a general consensus on the importance of the quality of the management and its processes and services. However, consensus does not exist on the nature of the quality and its strategies of application in different specialties of human doing.
Recent studies and innovative experiences in the field of the education insist on the necessity of that school, as in the local community, must be auto governed, conquering bigger levels of autonomy and administrative decentralization. This orientation politics implies in renewed participation strategies citizen in the educational management systems and in the administration of the schools (PARO, 2000).
One of the results of the studies developed in last the 15 years is the conception of the multidimensional paradigm of educational administration, based on the deconstruction and the reconstruction of accumulated pedagogical and administrative knowledge in the course of the history of the education. In reality, historical models pertaining to school management, defined dialectically in terms of administration for economic efficiency, administration for pedagogical effectiveness, administration for effectiveness politics and administration for cultural relevance, are the constituent elements of a heuristical and practical paradigm of administration of the resultant education of a superior effort of theoretical synthesis of Latin American experience of educative management in the international scope. This theoretical reconstruction demanded an ample interdisciplinary approach to treat to explain the reigns of economic, politics, cultural and pedagogical influences in the organization and administration of the education in the Western Hemisphered.
On the other hand, experience discloses that the task just started. Therefore, it fits to reiterate that the multidimensional paradigm, enunciated in its original form at least ten years ago, continues being a proposal heuristical and practical, unconcluded, model in construction way; resultant construction of a process of permanent learning and an effort of intellectual overcoming, looking to always satisfy the new necessities of our schools (PARO, 2000).
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