THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS

Detalhes bibliográficos
Autor(a) principal: Vázquez-Recio, Rosa
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Poiésis (Tubarão. Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/3873
Resumo: School headship develops within a confluence framework not lacking in conflicts, ambiguities, pressures or requirements, both externally (micro politics) and internally (micro politics). Headship is at a crossroads and needs to give an answer to the requirements of the educational market, and to the real needs of the educational community, under the guidance of social justice and equity. Secondary schools experience a casuistry (backgrounds, educational levels, number of units, curriculum, and educational governing bodies) which adds more complexity to this crossroads. The dominant educational culture in these schools is not characterized by collaboration and collegiality. Hence, if the construction of a democratic and communitarian headship becomes difficult, it is even more difficult within the organizational and institutional framework of Secondary Schools in Spain. 
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spelling THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONSLA ESPIRAL DE LA DIRECCIÓN DE CENTROS EN EDUCACIÓN SECUNDARIA: DESAFÍOS, EXIGENCIAS Y TENSIONESLA ESPIRAL DE LA DIRECCIÓN DE CENTROS EN EDUCACIÓN SECUNDARIA: DESAFÍOS, EXIGENCIAS Y TENSIONESHeadshipSecondary EducationInstitutesNeoliberalism.DirecciónEnseñanza SecundariaInstitutosProfesoradoNeoliberalismo.DirecciónEnseñanza SecundariaInstitutosProfesoradoNeoliberalismo.School headship develops within a confluence framework not lacking in conflicts, ambiguities, pressures or requirements, both externally (micro politics) and internally (micro politics). Headship is at a crossroads and needs to give an answer to the requirements of the educational market, and to the real needs of the educational community, under the guidance of social justice and equity. Secondary schools experience a casuistry (backgrounds, educational levels, number of units, curriculum, and educational governing bodies) which adds more complexity to this crossroads. The dominant educational culture in these schools is not characterized by collaboration and collegiality. Hence, if the construction of a democratic and communitarian headship becomes difficult, it is even more difficult within the organizational and institutional framework of Secondary Schools in Spain. La dirección de centros se desarrolla en un marco de confluencia no carente de conflictos, ambigüedades, presiones y exigencias, tanto externas (macropolítica) como internas (micropolítica). La dirección se encuentra en la encrucijada de responder a los requerimientos del mercado educativo, y a las necesidades reales de la comunidad educativa, bajo la guía de la equidad y la justicia social. Los centros de Educación Secundaria tienen una casuística (orígenes, niveles de enseñanza, número de unidades, currículum, órganos de coordinación docente) que añade más complejidad a esta encrucijada. La cultura docente dominante en estos centros no se caracteriza por la colaboración y la colegialidad. Por todo ello, si resulta difícil la construcción de una dirección democrática y comunitaria, aún lo es más en el marco institucional y organizativo de los centros de Educación Secundaria en España.La dirección de centros se desarrolla en un marco de confluencia no carente de conflictos, ambigüedades, presiones y exigencias, tanto externas (macropolítica) como internas (micropolítica). La dirección se encuentra en la encrucijada de responder a los requerimientos del mercado educativo, y a las necesidades reales de la comunidad educativa, bajo la guía de la equidad y la justicia social. Los centros de Educación Secundaria tienen una casuística (orígenes, niveles de enseñanza, número de unidades, currículum, órganos de coordinación docente) que añade más complejidad a esta encrucijada. La cultura docente dominante en estos centros no se caracteriza por la colaboración y la colegialidad. Por todo ello, si resulta difícil la construcción de una dirección democrática y comunitaria, aún lo es más en el marco institucional y organizativo de los centros de Educación Secundaria en España. Universidade do Sul de Santa Catarina2016-08-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/387310.19177/prppge.v10e17201609-28Poiésis - Revista do Programa de Pós-Graduação em Educação; v. 10 n. 17 (2016): Políticas para o Ensino Médio/Secundário: experiência de Argentina, Brasil e Espanha; 09-282179-2534reponame:Poiésis (Tubarão. Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULspahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/3873/2715Copyright (c) 2016 Poiésis - Revista do Programa de Pós-Graduação em Educaçãoinfo:eu-repo/semantics/openAccessVázquez-Recio, Rosa2016-11-24T18:47:37Zoai:portaldeperiodicos.animaeducacao.com.br:article/3873Revistahttp://www.portaldeperiodicos.unisul.br/index.php/PoiesisPRIhttp://www.portaldeperiodicos.unisul.br/index.php/Poiesis/oai||revistapoiesis@unisul.br2179-25342179-2534opendoar:2016-11-24T18:47:37Poiésis (Tubarão. Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
LA ESPIRAL DE LA DIRECCIÓN DE CENTROS EN EDUCACIÓN SECUNDARIA: DESAFÍOS, EXIGENCIAS Y TENSIONES
LA ESPIRAL DE LA DIRECCIÓN DE CENTROS EN EDUCACIÓN SECUNDARIA: DESAFÍOS, EXIGENCIAS Y TENSIONES
title THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
spellingShingle THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
Vázquez-Recio, Rosa
Headship
Secondary Education
Institutes
Neoliberalism.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
title_short THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
title_full THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
title_fullStr THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
title_full_unstemmed THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
title_sort THE SPIRAL OF SCHOOL HEADSHIP IN SECONDARY EDUCATION: CHALLENGES, REQUIREMENTS AND TENSIONS
author Vázquez-Recio, Rosa
author_facet Vázquez-Recio, Rosa
author_role author
dc.contributor.author.fl_str_mv Vázquez-Recio, Rosa
dc.subject.por.fl_str_mv Headship
Secondary Education
Institutes
Neoliberalism.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
topic Headship
Secondary Education
Institutes
Neoliberalism.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
Dirección
Enseñanza Secundaria
Institutos
Profesorado
Neoliberalismo.
description School headship develops within a confluence framework not lacking in conflicts, ambiguities, pressures or requirements, both externally (micro politics) and internally (micro politics). Headship is at a crossroads and needs to give an answer to the requirements of the educational market, and to the real needs of the educational community, under the guidance of social justice and equity. Secondary schools experience a casuistry (backgrounds, educational levels, number of units, curriculum, and educational governing bodies) which adds more complexity to this crossroads. The dominant educational culture in these schools is not characterized by collaboration and collegiality. Hence, if the construction of a democratic and communitarian headship becomes difficult, it is even more difficult within the organizational and institutional framework of Secondary Schools in Spain. 
publishDate 2016
dc.date.none.fl_str_mv 2016-08-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/3873
10.19177/prppge.v10e17201609-28
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/3873
identifier_str_mv 10.19177/prppge.v10e17201609-28
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/3873/2715
dc.rights.driver.fl_str_mv Copyright (c) 2016 Poiésis - Revista do Programa de Pós-Graduação em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Poiésis - Revista do Programa de Pós-Graduação em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Sul de Santa Catarina
publisher.none.fl_str_mv Universidade do Sul de Santa Catarina
dc.source.none.fl_str_mv Poiésis - Revista do Programa de Pós-Graduação em Educação; v. 10 n. 17 (2016): Políticas para o Ensino Médio/Secundário: experiência de Argentina, Brasil e Espanha; 09-28
2179-2534
reponame:Poiésis (Tubarão. Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Poiésis (Tubarão. Online)
collection Poiésis (Tubarão. Online)
repository.name.fl_str_mv Poiésis (Tubarão. Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||revistapoiesis@unisul.br
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