Confiança. Um padrão emergente de desenvolvimento e melhoria da escola
DOI:
https://doi.org/10.35362/rie540543Palavras-chave:
confiança; melhoria da escola; comunidades de prática; sustentabilidadeResumo
Este artigo assinala que uma característica fundamental dos centros que desenvolvem processos de inovação, concretamente aqueles que conseguem articular processos de desenvolvimento e melhoria institucional ao longo do tempo, é que parecem configurar-se em torno ao que chamaremos aqui uma lógica da confiança. Nosso propósito será desvelar os diferentes caminhos pelos quais se consegue articular essa lógica, para o qual nos apoiaremos em uma pesquisa de estudo de caso múltiplo em que participaram dez centros reconhecidos como inovadores em sua comunidade. Alguns dos resultados mais relevantes desta pesquisa, assim como a metodologia utilizada para chegar até eles, serão descritos no trabalho e discutidos à luz da literatura sobre a confiança nas organizações, os processos de aprendizagem e os conhecimentos institucionais gerados pelas comunidades de prática e a inovação nas organizações educativas. Tentaremos demonstrar que a confiança é um constructo adequado para se compreender o alcance, assim como as limitações dos processos de inovação encontrados nos centros de nosso estudo.
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Referências
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Bolton, Ch. L. y English, F. (2010). «Exploring the Dynamics of Work-Place Trust, Personal Agency, and Administrative Heuristics», en E. A. Samier y M. Schmidt (eds.), Trust and Betrayal in Educational Administration and Leadership. Nueva York: Routledge, pp. 29-42.
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Gherardi, S. (2006). Organizational Knowledge: The Texture of Workplace Learning. Oxford: Blackwell.
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Altopiedi, M. y Murillo Estepa, P. (2010). «Prácticas innovadoras en escuelas orientadas hacia el cambio: Ámbitos y modalidades», en Profesorado, vol. 14, n.º 1, pp. 47-70. Disponible en: www.ugr.es/~recfpro/?p=777.
Araujo, L. (1998). «Knowing and Learning as Networking», en Management Learning, vol. 29, n.º 3, pp. 317-336.
Bateson, G. (1991). Pasos hacia una ecología de la mente. Buenos Aires: Planeta / Carlos Lohlé.
Beatty, B. R. y Brew, C. R. (2004). «Trusting Relationships and Emotional Epistemologies: A Foundational Leadership Issue», en School Leadership & Management, vol. 24, n.º 3, pp. 329-335.
Boje, D. M. (1991). «The Storytelling Organization. A Study of Story Performance in an Office-Supply Firm», en Administration Science Quarterly, vol. 36, n.º 1, pp. 106-126.
Boland, R. J. y Tenkasi, R. V. (1995). «Perspective Making and Perspective Taking in Communities of Knowing», en Organization Science, vol. 6, n.º 4, pp. 350-372.
Bolton, Ch. L. y English, F. (2010). «Exploring the Dynamics of Work-Place Trust, Personal Agency, and Administrative Heuristics», en E. A. Samier y M. Schmidt (eds.), Trust and Betrayal in Educational Administration and Leadership. Nueva York: Routledge, pp. 29-42.
Brown, A. D.; Gabriel, Y. y Gherardi, S. (2009). «Storytelling and Change: an Unfolding Story», en Organization, vol. 16, n.º 3, pp. 323-333.
Brown, J. S. y Duguid, P. (1991). «Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation», en Organization Science, vol. 2, n.º 1, pp. 40-57.
Bryk, A.; Camburn, E. y Louis, K. S. (1999). «Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences», en Educational Administration Quarterly, vol. 35, nº. 5, pp. 751-781.
Bryk, A. S. y Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Nueva York: Russel Sage Foundation.
Clegg, S. R.; Kornberger, M. y Rhodes, C. (2005). «Learning / Becoming / Organizing», en Organization, vol. 12, n.º 2, pp. 147-167.
Coleman, J.S. (1988). «Social Capital and the Creation of Human Capital», en American Journal of Sociology, n.º 94, pp. 95-120.
Cook, S. y Yanow, D. (1999). «Culture and Organizational Learning», en M. D. Cohen y L. S. Sproull, Organizational Learning. Thousand Oaks: Sage.
Datnow, A.; Hubbard, L. y Mehan, H. (2003). Extending Educational Reform. Londres: Falmer Press.
Day, C. y Schmidt, M. (2007). «Sustaining Resilience», en B. Davis (ed.), Developing Sustainable Leadership. Londres: Paul Chapman, pp. 65-86.
Day, C.; Hadfield, M. y Kellow, M. (2002). «Schools as Learning Communities: Building Capacity Through Network Learning», en Education 3 to13, vol. 30, n.º 3, pp. 19-22.
Easterby-Smith, M. y Araujo, L. (1999). «Organizational Learning: Current Debates and Opportunities», en M. Easterby-Smith, J. Burgoyne, y L. Araujo (eds.), Organizational Learning and the Learning Organization. Londres: Sage, pp. 1-21.
Engeström, Y. (2007). «From Communities of Practice to Mycorrhizae», en J. Hughes, N. Jewson y L. Unwin, Communities of Practice. Critical Perspectives. Londres: Routledge, pp. 41-54.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
Fuller, A. (2007). «Critiquing Theories of Learning and Communities of Practice», en J. Hughes, N. Jewson y L. Unwin, Communities of Practice. Critical Perspectives. Londres: Routledge, pp. 17-29.
Furman, G. C. (1998). «Postmodernism and Community in Schools: Unraveling the Paradox», en Educational Administration Quarterly, vol. 34, n.º 3, pp. 298-328.
Furman, G. C (2004). «The Ethic of Community», en Journal of Educational Administration, vol. 42, n.º 2, pp. 215-235.
Gherardi, S. (2000). «Practice-Based Theorizing on Learning and Knowing in Organizations». Organization, vol. 7, n.º 2, pp. 211-223.
Gherardi, S. (2001). «From Organizational Learning to Practice-Based Knowing», en Human Relations, vol. 54, n.º 1, pp.131-139.
Gherardi, S. (2006). Organizational Knowledge: The Texture of Workplace Learning. Oxford: Blackwell.
Gherardi, S. y Nicolini, D. (2003). «The Sociological Foundations of Organizational Learning», en Meinolf Dierkes y otros, Handbook of Organizational Learning and Knowledge. Oxford University Press.
Gray, J. (2001). «Introduction: Building for Improvement and Sustaining Change in Schools Serving Disadvantaged Communities», en M. Maden (ed.), Success against the Odds - Five Years On. Revisiting Effective Schools in Disadvantage Areas. Londres: Routledge.
Gronn, P. (2000). «Distributed Properties. A New Architecture for Leadership», en Educational Management & Administration, vol. 28, n.º 3, pp. 317-338.
Hargreaves, A. y Fink, D. (2004). «The Seven Principles of Sustainable Leadership». Educational Leadership, vol. 61, n.º 7.
Hargreaves, A. y Fink, D. (2007). «Energizing Leadership for Sustainability», en B. Davis, Developing Sustainable Leadership. Londres: Paul Chapman, pp. 46-64.
Harris, A. (2006). «Leading Change in Schools in Difficulty», en Journal of Educational Change, vol. 7, pp. 9-18.
Harris, A. y Chapman, C. (2001). Leadership in Schools Facing Challenging Circumstances. Londres: Department for Education and Skills.
Harris, A. y Muijs, D. (2005). Improving Schools through Teacher Leadership. Maidenhead: Open University Press.
Harris, A. y otros (2006). Improving Schools in Exceptionally Challenging Circumstances: Tales from the Frontline. Londres: Continuum Press.
Kezar, A. y Eckel, P. (2002). «Examining the Institutional Transformation Process: The Importance of Sensemaking, Interrelated Strategies, and Balance», en Research in Higher Education, vol. 43, n.º 3, pp. 295-328.
Kramer, R. M. (1999). «Trust and Distrust in Organizations: Emerging Perspectives, Enduring Questions», en Annual Review of Psychology, vol. 50, n.º 3, pp. 569-598.
Kramer, R. M. y Cook, K. S. (2004). Trust and Distrust in Organizations: Dilemmas and Approaches. Nueva York: Russel Sage Foundation.
Kruse, S. D. (2001). «Creating communities of reform: continuous improvement planning teams», en Journal of Educational Administration, vol. 39, n.º 4, pp. 359-383.
Kruse, S. D. y Louis, K. S. (1997). «Teacher Teaming in Middle Schools: Dilemmas for a Schoolwide Community», en Educational Administration Quarterly, vol. 33, n.º 3, pp. 261-289.
Leithwood, K.; Jantzi, D. y Steinbach, R. (1998). «Leadership and other Conditions which Foster Organizational Learning in Schools», en K. Leithwood y K. S. Louis, Organizational Learning in Schools. Lisse: Swets & Zeitlinger, pp. 67-90.
López Yáñez, J. (2010). «Sostenibilidad de la innovación en los centros escolares: sus bases institucionales», en Profesorado, vol. 14, n.º 1, pp. 9-28. Disponible en: www.ugr.es/~recfpro/?p=777.
López Yáñez, J. y Lavié Martínez, J. M. (2010). «Liderazgo para sostener procesos de innovación en la escuela», en Profesorado, vol. 14, n.º 1, pp. 71-92. Disponible en: www.ugr.es/~recfpro/?p=777.
Louis, K. S. (1994). «Beyond “Managed Change”: Rethinking How Schools Improve», en Journal of School Effectiveness and School Improvement, vol. 5, pp. 1-22.
Louis, K. S. (2007). «Trust and Improvement in Schools», en Journal of Educational Change, vol. 6, n.º 1, pp. 1-24.
Louis, K. S. y otros (2009). «The Role of Sensemaking and Trust in Developing Distributed Leadership», en A. Harris (ed.), Distributed Leadership. Different Perspectives. Londres: Springer, pp. 157-180.
Luhmann, N. (1979). Trust and Power. Nueva York: Wiley.
Maden, M. y Hillman, J. (eds.) (1993). Success against the Odds: Effective Schools in Disadvantaged Areas. Londres: Routledge.
Maslowski, R. (2006). «A Review of Inventories for Diagnosing School Culture», en Journal of Educational Administration, vol. 44, n.º 1, pp. 6-35.
Muijs, D. y otros (2004). «Improving Schools in Economically Disadvantaged Areas: A Review of Research Evidence», en School Effectiveness and School Improvement, vol. 15, n.º 2, pp. 149-175.
Myers, K. y Stoll, L. (1998). No Quick Fixes: Improving Schools in Difficulty. Londres: Falmer Press.
Nicolini, D., Gherardi, S. y Yanow, D. (2003). «Introduction: Toward a Practice-Based View of Knowing and Learning in Organizations», en D. Nicolini, S. Gherardi y D. Yanow, Knowing in Organizations. Armonk: M. E. Sharpe, pp. 3-31.
Pouravood, R. C. (1997). «Chaos, Complexity, and Earning Community: What Do They Mean for Education??», en School Community Journal, vol. 7, n.º 2, pp. 57-64.
Reynolds, D. y otros (2006). «Challenging the Challenged: Developing an Improvement Programme for Schools Facing Exceptionally Challenging Circumstances», en School Effectiveness and School Improvement, vol. 17, n.º 4, pp. 425-439.
Samier, E. A. (2010). «The Interdisciplinary Foundation of Trust. From Trustworthiness to Betrayal», en E. A. Samier y M. Schmidt (eds.), Trust and Betrayal in Educational Administration and Leadership. Nueva York: Routledge, pp. 4-12.
Sánchez Moreno, M. y López Yáñez, J. (2010). «Culturas institucionales que facilitan y dificultan la mejora de la escuela», en Profesorado, vol. 14, n.º 1, pp. 93-110. Disponible en: www.ugr.es/~recfpro/?p=777.
Schmidt, M. (2010). «Educational Trust: A Critical Component In the (De)Cultivation of Social Capital in School Districts», en E. A. Samier y M. Schmidt (eds.), Trust and Betrayal in Educational Administration and Leadership. Nueva York: Routledge, pp. 43-58.
Scribner, J. P. y otros (1999). «Creating Professional Communities in Schools through Organizational Learning: An Evaluation of a School Improvement Process», en Educational Administration Quarterly, vol. 35, n.º 1.
Sergiovanni, T. (1993). «Organizations or Communities? Changing the Metaphor Changes the Theory». Ponencia presentada en la reunión anual de la American Educational Research Association, celebrada en la ciudad de Atlanta.
Shields, C. M. y Seltzer, P. A. (1997). «Complexities and Paradoxes of Community: Toward a more Useful Conceptualization Of Community», en Educational Administration Quarterly, vol. 33, n.º 4, pp. 413-439.
Spender, J. C. (1996a). «Making Knowledge the Basis of a Dynamic Theory of the Firm», en Strategic Management Journal, vol. 17, número especial, pp. 45-62.
Spender, J. C. (1996b). «Organizational Knowledge, Learning and Memory: Three Concepts in Search of a Theory», en Journal of Organizational Change Management, vol. 9, n.º 1, pp. 63-78.
Spillane, J. P. (2006). Distributed Leadership. San Francisco: Jossey-Bass.
Spillane, J. P. y Diamond, J. (eds.) (2007). Distributed Leadership in Practice. Nueva York: Teachers College Press.
Stoll, L. y otros (2006). «Professional Learning Communities: A Review of the Literature», en Journal of Educational Change, vol. 7, n.º 4, pp. 221-258.
Strike, K. A. (2000). «Schools as Communities: Four Metaphors, Three Models, and a Dilemma Or Two», en Journal of Philosophy of Education, vol. 34, n.º 4, pp. 617-642.
Swan, J., Scarbrough, H. y Robertson, M. (2002). «The Construction of “Communities of Practice” in the Management of Innovation», en Management Learning, vol. 33, n.º 4, pp. 477-496.
Tschannen-Moran, M. (2001). «Collaboration and the Need for Trust», en Journal of Educational Administration, vol. 39, n.º 4, pp. 308-331.
Tschannen-Moran, M. (2004). Trust Matters: Leadership for Successful Schools. San Francisco: Jossey-Bass.
Tschannen-Moran, M. y Hoy, W. (1998). «Trust in Schools: A Conceptual and Empirical Analysis», en Journal of Educational Administration, vol. 36, n.º 4, pp. 334-352.
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Como Citar
López Yáñez, J. (2010). Confiança. Um padrão emergente de desenvolvimento e melhoria da escola. Revista Ibero-Americana De Educação, 54, 85–106. https://doi.org/10.35362/rie540543
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2010-09-01
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