Perspectivas críticas de la autonomía escolar: El caso de 6 instituciones educativas de la ciudad de Cartagena de Indias, 2015-2016
From a qualitative, phenomenological-critical perspective, the research is oriented to the analysis of the configurative process of school autonomy within the limits of the internalexternal management dynamics: directive, administrative, pedagogical-curricular, and community, in a set of six Institu...
| Autor Principal: | Ibarra López, Jesús María |
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| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2018
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/5837 |
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| Sumario: |
From a qualitative, phenomenological-critical perspective, the research is oriented to the analysis of the configurative process of school autonomy within the limits of the internalexternal management dynamics: directive, administrative, pedagogical-curricular, and community, in a set of six Institutions of the district of Cartagena de Indias. Taking into account not only the disciplinary approach of the educational administration, but extending the horizon of the autonomous problem object advances to the paths of educational policy reform and the way it empowers participation by multiple institutional actors. It is possible to establish the necessary sense of autonomy for institutional development, clarifying the relationships between the educational system, school and society, to reach a new conception that redefines its exercise in education through the school leadership exercised by members of the community |
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