This work that we present here addresses pedagogical management from the sociological perspective of educational institutions, this consists in assuming that the management processes are not only exclusive to the pedagogical plane but also encompasses the educational reality, that is, the impact it has on the educational society that marks its operation as such, there must be a good quality of teaching by the teacher where pedagogical management is played, a strategy of quality impact in the teaching systems.
Pedagogical management, understood as an impact strategy on the quality of education systems, includes the role played by the school as a whole and regionally to incorporate, promote and develop actions aimed at improving educational practices.
Next, four sections are presented where they address aspects related to management as an innovation process.
PEDAGOGICAL MANAGEMENT A PROJECT OF EDUCATIONAL INNOVATION.
As we well know, the concept of management in the educational process and school establishments in the case of the country can be associated with initiatives for educational innovation projects for them encompasses a variety of purposes.
In general terms, in the sense of the proposals for innovation on broad educational processes up to the role of the teacher in a pedagogical action on the plane of teaching-learning processes in the classroom. For this, there are many factors that intervene in the school management process.
Management as an innovative project must have different analysis plans such as:
The existing social economic structure: Social composition, structures, power distribution, models of social organization, cultural values, changes, transformations and medications.
As mentioned by the characteristics of the dimension in a given social formation: The origin and characteristics of the process of social institutionalization; the areas of social life subject to institutionalization processes, especially the educational one; the Predominant institutional structure; institutional legitimation processes; the formal normative precepts and the diversity of institutionally recognized guidelines for social action.
How are interpersonal relationship processes: the social sectors involved, the specific sectors of the institutional organization, the differentiation and diversity of the interpersonal relationship process, the differentiation and diversity of the interpersonal relationship process within each sector of the organization and the values and prevailing interests in such interaction processes.
In the same way the participation of the individual interacts since it is one of the most important as it is: Individual participation: Group practice, individualized work, objects of competition, mechanisms of competition, the conception of processes social and institutional, and the cultural connotation of the activity in the social and institutional context.
THE SPECIFICITY OF THE ORGANIZATION
Two major trends can be distinguished in the study of organizations: the one in which it is argued that an organization arises at the time they are stipulated. Exposed procedures to guide the actions of groups, subgroups and individuals with the intention of achieving common objectives that constitute it as a formal organization.
That is why for the power of the organization is based on the first instance of social authority, the administration is basically what is usually called a formal organization, which in Melton's terms means, a rationally assembled social structure with patterns of clear conduct, functionally related to its purposes »
The study of educational institutions has been attended, predominantly, by two approaches that, as in other aspects of education, have shown serious limitations both in their search for explanations and in their proposals for promotion alternatives: the sociologist of the organization and the sociologist of the bureaucracies, both incubated in the historical processes of the region.
That is why the best-known method of organizing large numbers of people to carry out complicated organization tasks enters, and its expansion is explained, to a large extent, purely by this superior, but at the same time it depends on quite special social conditions., whose absence can constitute a very serious barrier to its development, however great the objective need may be.
For its part, the pedagogical bureaucracy, as a hierarchical social structure, reproduces the bureaucracy of global society to better organize the elements of the school.
ELEMENTS THAT LIMIT THE PEDAGOGICAL MANAGEMENT.
As we all know, it is in our interest to point out some basic categories that at the methodological level allow identical processes and instances that articulate the organizational institutional dimension that stand out as the educational organization: that many theories about school relations emerge and provide explanations about the relations between the sector, systems and educational apparatus and other that is very important within educational management of society.
Although the sociology of education has reached a relative development in terms of its purposes of providing explanations about the relationships between the educational sector, system or apparatus and society, the levels of generality in its treatment fail to capture the specialty of the field of intersectoral relations, so a school sociologist is yet to be developed who, in the Latin American sphere, allows theorizing about school relations, beyond formal normative-functional structures.
Then, self-management is understood as an impact strategy of the quality of teaching that determines the role of teaching by subjects, this is possible by taking up the implementation processes of teaching innovations as well as the educational project of the institution in the context of the relative autonomy is inscribed within the framework of the great national purposes set by the State, it is here where the problems of quality of education must be analyzed in the specific context.
As we know the individual and the knowledge that he may have may correspond to this production in this sense it can be known that the knowledge of the teacher and the knowledge of the authors in the field of practices regulating the behavior of the undisciplined, the individuals and the institution resists and faces the disciplinary normalization on which it continues to be dependent, but equally the institution and the teachers can become generators and facilitators of this disciplinary technique, of those technology of control from more sophisticated mechanisms to classify, measure and locate students.
The teacher is conceived as the individual and collective actor of management, within the school establishment and based on a re-conceptualization of the strategic role of the teacher that can be managed in projects and alternative actions of institutional specificity and groups of students, in the intention of seeking a solution to the crisis in the educational system and the failure of technological innovation efforts.
As we well know, there are possibilities of constructing models for the quality of education, for this the ways of taking societies and the different states are developed synchronously, the unequal nature of economic and social development that specific forms are acquired at educational levels where also an uneven development takes place giving rise to peculiar connections between the culture of classes, ethnic sectors, languages and power groups. It is there that developmentalism is promoted, it is there where the representative and the bureaucratic join, where the formation of human resources and the increase in the profitability of education are seen and become the new educational ideology.
In order to rediscover the importance of the human factor and its management potential in the educational universe; is to make the teacher and the establishment depositaries of the possible and the real of the educational doing
Together we can do good management so that education is of a good quality and so that students, teachers and the whole society receive a quality education and have a better knowledge, to have a wonderful future and have a good quality of life.
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