School management in Venezuela
Transition from training to action
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School management in Venezuela has undergone transformations in both the being and the doing of school actors with managerial functions. Responding to multiple demands and needs that go beyond the pedagogical, thus overwhelming these actors. The purpose of the research is to generate a theoretical interpretation of the transition from the formation to the action of the School Management from the conceptions and comprehensions contributed by the school principals in the educational institutions that make life in Venezuela. It is theoretically supported by Argyris and Schön and the Theory of Ac...
School management in Venezuela has undergone transformations in both the being and the doing of school actors with managerial functions. Responding to multiple demands and needs that go beyond the pedagogical, thus overwhelming these actors. The purpose of the research is to generate a theoretical interpretation of the transition from the formation to the action of the School Management from the conceptions and comprehensions contributed by the school principals in the educational institutions that make life in Venezuela. It is theoretically supported by Argyris and Schön and the Theory of Action (1978), by Habermas (1989), in the Theory of Communicative Action, from which the concept of the world of life is taken. While Echeverría (2005), with the Ontology of Language, contributes concepts to the communicative action through language. Finally, it is revealed that in the transit of the school actor with managerial pretensions, he/she necessarily follows a path with three consecutive stations: to acquire theoretical-academic knowledge, to comply with certain legal norms and later, to reach the action of management in a school institution.
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