Collaborative agency in educational management: A joint object for school and community transformation

Main Article Content

Monica Lemos

Abstract

This research paper discusses activities developed in a school located in a favela in the city of São Paulo, Brazil, and its surrounding community to deal with the issue of flooding. First, I present a review of the literature on educational management suggesting an expansive learning perspective, then I introduce the notion of collaborative agency as theoretical background. Methodologically, this study focuses on critical collaborative research and formative intervention, which implies different subjects taking part and negotiating decisions to be made during the research beyond school settings. The analysis is based on categories of description and argumentation, which contribute to the scrutiny of different voices and activities in the respective school and community. Thus, I discuss how collaborative agency contributes to the transformation of the given context: first, how the community becomes involved in the activities of the school, and second, how the school is involved in the activities of the community to overcome the problem of flooding. 

Downloads

Download data is not yet available.

 

 

 

 

Metrics

Metrics Loading ...

Article Details

How to Cite
LEMOS, M. Collaborative agency in educational management: A joint object for school and community transformation. RAE - Revista de Administracao de Empresas , [S. l.], v. 57, n. 6, p. 555–566, 2017. DOI: 10.1590/S0034-759020170604. Disponível em: https://periodicos.fgv.br/rae/article/view/72493. Acesso em: 4 mar. 2024.
Section
Forum

References

Bakhtin, M. (1952). The problem of speech genre. In Bakhtin, M. (Ed), Speech genres and other late essays. Austin, USA: University of Texas Press.

Brasil. (1988). Constituição da República Federativa do Brasil. Casa Civil, S. P. A. J. Brasília, DF: Governo Federal.

Brasil. (1996) Leis de diretrizes e bases da educação. Cultura, M. D. E. E. Brasil: Ministério da Educação e Cultura. 9394/96.

Bush, T. (2011). Theories of educational leadership and management (4th ed.). London, UK: SAGE Publications.

Cunha, F. R. D., Jr., van Kruistum, C., van Oers, B., (2016). Teachers and Facebook: Using online groups to improve students’ communication and engagement in education. Communication Teacher, 30(4), 228- 241. doi:10.1080/17404622.2016.1219039

Engeström, Y. (1991). Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and Instruction, 1(3), 243-259.doi:10.1016/0959-4752(91)90006-T

Engeström, Y. (1994). Teachers as collaborative thinkers: Activity-theoretical study of an innovative teacher team. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions: Research on teachers’ thinking and practice (pp. 43-61). London, UK: Falmer Press.

Engeström, Y. (1995). Objects, contradictions and collaboration in medical cognition: An activity-theoretical perspective. Artificial Intelligence in Medicine, 7(5), 395-412.doi:10.1016/0933-3657(95)00012-U

Engeström, Y. (2003). The horizontal dimension of expansive learning: Weaving a texture of cognitive trails in the terrain of health care in Helsinki. In F. Achtenhagen & E. G. John (Eds.), Milestones of vocational and occupational education and training: The teaching-learning perspective (pp. 153-180). Bielefeld, Germany: Bertelsmann.

Engeström, Y. (2009a). The future of activity theory: A rough draft. In A. Sannino, H. Daniels, & K. Guitierrez (Eds.), Learning and expanding with activity theory (pp. 303-328). New York, USA: Cambridge.

Engeström, Y. (2009b). Wildfire activities: New patterns of mobility and learning. Journal of Mobile and Blended Learning, 1(2), 1-18.

Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge, USA: Cambridge University Press.

Engeström, Y., & Ahonen, H. (2005). On the materiality of social capital: An activity-theoretical exploration. Helsinki, Finland: Helsinki University.

Engeström, Y. Engeström, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education. Oxford, UK: Blackwell Publishers.

Engeström, Y., & Sannino, A. (2010). Studies on expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. doi:10.1016/j.edurev.2009.12.002

Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118-128. doi:10.1080/10749039.2014.891868

Fenwick, T. (2010). Re-thinking the “thing”: Sociomaterial approaches to understanding and researching learning in work. Journal of Workplace Learning, 22(1-2), 104-116. doi:10.1108/13665621011012898

Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. London, UK: Routledge.

Freire, P. (1970). Pedagogy of the oppressed. New York, USA: Herder and Herder.

Freire, P. (2014). Pedagogia da Autonomia. 49ª. Rio de Janeiro, RJ: Paz & Terra.

Fuga, V. P. (2009). O movimento do significado de grupos de apoio na cadeia criativa de atividades no programa Ação Cidadã. (Unpublished doctoral dissertation). Pontifícia Universidade Católica de São Paulo, São Paulo, SP.

Hoy, W., & Miskel, C. (2013). Educational administration: Theory, research, and practice (9th ed.). New York, USA: McGraw-Hill College.

Instituto Nacional de Pesquisas Espaciais. (2010). Mudanças climáticas. São Paulo: Instituto Nacional de Pesquisa Espacial. Retrieved from www.inpe.br/noticias/noticia. php?Cod_Noticia=2215

Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2010). Learning Bridges Toward Participatory Learning Environments. Helsinki, Finland: Helsinki University Press.

Lemos, M. F. (2014) Collective concept formation of educational management. In: H. Knutgard, B. Krants, et al (Ed.). A Nordic perspective on the cultural and activity approach in theory and practice. Kristianstad: Kristianstad University Press, pp. 47-54.

Lemos, M. F. (2015). Collaborative agency in educational management: Constructing a joint object for school and community transformation. 9th International Conference on Researching Work & Learning. Singapore: Government of Singapore.

Lemos, M. F. & Engeström, Y. (Submitted manuscript). Collective concept formation in educational management: An intervention study in São Paulo, Brazil.

Leontiev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall. Retrieved from www.marxists.org_archive_leontev_works_activity-consciousness.

Liberali, F. C. (2012a). Gestão escolar em cadeias criativas. Brasília, DF: CNPq.

Liberali, F. C. (2012b). Gestão escolar na perspectiva da teoria da atividade sócio-histórico-cultural. In F. Liberali, E. Mateus, & M. C. Damianovic (Eds.), A teoria da atividade sócio-histórico-cultural e a escola: Recriando realidades sociais. Campinas: Pontes.

Liberali, F. C. (2013). Argumentação em contexto escolar. Campinas, SP: Pontes Editores.

Liberali, F., Borelli, S., & Lima, M. E. (2015). Gestão escolar em cadeias criativas: Um processo para transformações escolares. In K. A. Silva, M. Maristella-de-Andrade, & C. Pereira (Eds.), A formação de professores de línguas: políticas, projetos e parcerias (vol. 1) (pp. 93-141). Campinas, SP: Pontes Editora.

Lourenço Filho, M. (1968). Organização e administração escolar (3rd ed.). São Paulo, SP: Melhoramentos.

Lück, H. (2009). Dimensões da gestão escolar e suas competências. Curitiba, PR: Positivo.

Magalhães, M. C. C. (2016). Intervention research in a public elementary school: A critical-collaborative teacher education project on reading and writing. Outlines - Critical Practice Studies, 17(1), 39-61.

Marquis, C., Glynn, M. A., & Davis, G. F. (2007). Community isomorphism and corporate social action. Academy of Management Review, 32(3), 925-945. doi:10.5465/AMR.2007.25275683

Miettinen, R. (2010). Creative encounters and the emergence of object-oriented collaborative agency. Lisbon, Portugal: European Group of Organizational Studies.

Miettinen, R. (2013). Creative encounters and collaborative agency in science, technology and innovation. In K. Thomas & J. Chan (Eds.), Handbook of research on creativity (pp. 435-449). Cheltenham, UK: Edward Elgar Publishing.

Rantavuori, J., Engeström, Y., & Lipponen, L. T. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research, 4(3), 1-27.

Sahlberg, P. (2011). Finnish lessons: What can the world know from educational change in Finland? New York, USA: Teachers College Press.

Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transFormative agency. Journal of the Learning Sciences. doi:10.1080/10508406.2016.1204547

Souza, Â. R. (2006). O perfil da gestão escolar no Brasil. (Unpublished doctoral dissertation). Educação: História, Política e Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, Brazil.

Teixeira, A. (1961). Que é administração escolar? Revista Brasileira de Estudos Pedagógicos, 36(84), 84-89.

UN-Habitat. (2003). The challenge of slums. London, UK: Earthscan Publications Ltd.

van Oers, B., & Hännikäinen, M. (2001). Some thoughts about togetherness: An introduction. Reflexions sur e togetherness f algunos pensamientos sobre el sentimiento de unión. International Journal of Early Years Education, 9(2), 101-108.doi:10.1080/0966976012005346 6