Cultura de las organizaciones educativas para escuelas que aprenden el caso de la I.E. RODANIA
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Fecha
2024
Autores
De Arce Otero, Jahir José
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias jurídicas y Sociales
Facultad de Ciencias jurídicas y Sociales
Resumen
Los marcos analíticos bajo los cuales se hicieron las primeras aproximaciones a la escuela como realidad organizativa se centraron en la configuración de una teoría cuyos principios descansaban en la racionalidad del paradigma eficientista. Como resultado de ello, tradicionalmente la escuela suele detallarse como una institución plana, ahistórica y que prácticamente no ha cambiado en el tiempo. Las crisis educativas se asocian a esta imagen inmóvil y las soluciones que se proponen no trascienden de programas y proyectos que finalmente harán parte de la rutina o gramática escolar. La investigación en curso supera este reduccionismo metodológico y asume que la escuela como organización debe comprenderse como un universo de significados compartidos, un mundo de creencias y simbologías que modelan de manera inconscientes las formas de respuesta y comportamientos de los miembros de la comunidad. De acuerdo con esto, no son las estructuras formales o visibles (horarios, planes de estudios o currículos) las que dan sentido u orientan las acciones de la organización escolar sino aquellas estructuras invisibles, es decir, la cultura escolar. Este propósito investigativo asociado en términos generales a la comprensión de la naturaleza de la escuela requiere del método hermenéutico en la identificación e interpretación de las subjetividades que adosan una forma en particular de cultura escolar para poder sugerir una nueva
comprensión de escuela. El valor clandestino de los presupuestos y creencias que caracterizan el accionar de una organización escolar será develado a través de la Teoría Fundamentada de corte constructivista, cuya riqueza metodológica descansa en primer lugar en la delicada arquitectura de su diseño en la transformación de los datos y en segundo lugar, en la capacidad artesanal del investigador para desentrañar los significados ocultos. Desafortunadamente, la gran mayoría de los estudios que se hacen para comprender a las escuelas desconocen la riqueza del enfoque interpretativo.
The analytical frameworks under which the first approaches to the school as an organizational reality were focused on the configuration of a theory whose principles rested on the rationality of the efficiency paradigm. As a result, the school is traditionally described as a flat, ahistorical institution that has hardly changed over time. Educational crises are associated with this immobile image and the proposed solutions do not transcend programs and projects that will eventually become part of the routine or school grammar. Ongoing research overcomes this methodological reductionism and assumes that the school as an organization must be understood as a universe of shared meanings, a world of beliefs and symbologies that unconsciously shape the forms of response and behaviors of community members. According to this, it is not the formal or visible structures (schedules, study plans or curricula) that give meaning or guide the actions of the school organization but rather those invisible structures, that is, the school culture. This research purpose associated in general terms with the understanding of the nature of the school requires the hermeneutical method in the identification and interpretation of the subjectivities that attach a particular form of school culture to suggest a new understanding of the school. The clandestine value of the assumptions and beliefs that characterize the actions of a school organization will be revealed through the constructivist Grounded Theory, whose methodological richness rests first on the delicate architecture of its design in the transformation of data and in Secondly, in the researcher's artisanal ability to unravel hidden meanings. Unfortunately, most studies carried out to understand schools ignore the richness of the interpretive approach.
The analytical frameworks under which the first approaches to the school as an organizational reality were focused on the configuration of a theory whose principles rested on the rationality of the efficiency paradigm. As a result, the school is traditionally described as a flat, ahistorical institution that has hardly changed over time. Educational crises are associated with this immobile image and the proposed solutions do not transcend programs and projects that will eventually become part of the routine or school grammar. Ongoing research overcomes this methodological reductionism and assumes that the school as an organization must be understood as a universe of shared meanings, a world of beliefs and symbologies that unconsciously shape the forms of response and behaviors of community members. According to this, it is not the formal or visible structures (schedules, study plans or curricula) that give meaning or guide the actions of the school organization but rather those invisible structures, that is, the school culture. This research purpose associated in general terms with the understanding of the nature of the school requires the hermeneutical method in the identification and interpretation of the subjectivities that attach a particular form of school culture to suggest a new understanding of the school. The clandestine value of the assumptions and beliefs that characterize the actions of a school organization will be revealed through the constructivist Grounded Theory, whose methodological richness rests first on the delicate architecture of its design in the transformation of data and in Secondly, in the researcher's artisanal ability to unravel hidden meanings. Unfortunately, most studies carried out to understand schools ignore the richness of the interpretive approach.
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Palabras clave
Cultura escolar, Creencias, Organizaciones, Teoría fundamentada, Metáforas, Aprendizaje supersticioso
