1. for School Managers: interdisciplinary attitude in the log-book narratives On line development
2. This work presents a research about how the interdisciplinary attitude (partnership) emerges within the intersubjective relation between the Tutor and the School Managers, through the log-book narratives, in the on line development of School Managers.
3. The scope of this work is to reflect on how the interdisciplinary process evolves encompassing the dimensions of being , doing and knowing…
4. … through the dialogic report between the knowledge coming from the researcher's experience on School Management and the knowledge on School Management based on the Complex Thinking Approach.
5. This work is based on the Action - Development Research , in which the inquiry becomes one with the development practice and articulates both not exclusive poles: theory and practice.
6. How it came I have always felt … Never fragmented, a whole human being. as a Headmistress a Tutor of School Managers and a Researcher 3 dimensions of a unity at the same time BEING DOING KNOWING
7. How I acted as a Researcher My work as a Tutor was what I reflected on. I realized my attitude was that of a partner, just like when I was a Headmistress myself.
8. As a Tutor of School Managers, I took the position of partner while I was doing my work, both as a Headmistress and a Tutor.
9. Practice & Theory Knowledge from experience Investigation is one with the practice. Knowledge based on Complexity
10. In the same movement, I reflected on my historical condition. My attitude of a partner was a consequence of my own attitude as a Headmistress. I alternated my experience and practice. They are inseparable.
11. - the Theoretical Bases. This approach comes from the understanding of the Complex Thinking (Morin, 2001, 2005)
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13. The Dialogic Principle refers to the following: Contradiction opposites are complementary. Like the poles, they are in permanent dialogue.
14. The Retroative and Recursive Principle state: The cause acts on the effect and the effect acts on the cause. cause effect
15. As for the Hologramatic Principle, we learn that: There is a relation between the whole and the parts. The whole is in the parts and the parts are in the whole.
16. All alive beings are alive systems paradoxally autonomous and dependent of the environment, but not determined by it (Morin, 2005c).
17. Besides, autonomous beings are organized by themselves in continuous cycles, that is, in cognitive recursive interaction. Cognitive - in the sense of learning, recursive - in the sense of structure adjustment, in endless transformation.
18. No alive system can be controlled. The changes in a living creature take place from inside, not by imposition. Both the environment and the living creature are changed with the interaction, mutual reaction. Different living creatures react differently to the same stimulus.
19. The Complex Thinking Approach was applied to School Management Despite the fact the name is Complex Thinking, it refers to a natural way of managing schools involving the dynamics of the process.
20. School Management based on the Complex Thinking uses the relationship between the Systemic and the Linear Aproach.
21. School Management based on the democratic performance is self organized. Hierarchy gives way to horizontal relations.
22. Culturally, the School Manager has difficulty articulating the democratic process, as he / she may feel isolated in the management process, due to the linear view that fragments reality, in order to make it easier to understand and control.
23. Under such conditions, the use of power in relations makes hierarchy and the bureaucratic aspects prevail over a more systemic view, in which the school dynamics is understood as a living and self-organized system, a culture in continuous construction, nourished by the interpersonal and group work relations.
24. The importance of regarding the school organization complexity is emphasized to better deal with the paradoxes noticed in everyday routine, which is predictable while at the same time unstable and uncertain.
25. Complexity includes the dialogic game of the Linear and the Systemic Approach. The manager's development does not always offer the conditions for the construction of this knowledge, since it needs to be contextualized and identified as a historical process.
26. How does the interdisciplinary attitude - that of partnership - emerge in the intersubjective relation between the Tutor and the School Managers through the narratives in the log-books, in the on line development of School Managers of the Pilot Project? How was the research carried out to answer the question:
27. The research on my practice as a Tutor of School Managers in a Pilot Project was developed both: virtually & presencially. The use of the virtual tool Learning Management System - LMS revealed that the log-book was an important educational resource to keep and support the intersubjective process.
28. The log-book narratives show the meaningful / significant impressions revealing how the personal development process evolves from an intrasubjective reflection to further intersubjective relation.
29. The intersubjective action is established through the written expression between the School Managers & theTutor, representing the organisms coupled in congruence and mutual influence.
30. That is the attitude of partnership. My comments to the narratives of the School Managers were significant stimulus for further reflection.
31. What was the role of the written report? To show meaning. This is the focus of the interdisciplinary attitude, in terms of on line managers'development, when it seeks capturing each manager's singular view facing the course proposals and the school reality. The ontological process - constructing human identity.
32. My attitude was that of a paradoxal relation of dependence & autonomy, in an interactive process, which is cognitive & of self knowledge, evolving in an eternal and recurring spiral, based on respect, regarding the School Manager as an autopoietic (Maturana & Varela, 1997) being.
33. The interpretative analysis of the content of the narratives of three managers' log-books revealed the educator-manager's helpful and guiding action in each situation, as well as the perception of each manager in development when faced with the challenge of mobilizing their teams for group action.
34. The interdisciplinary attitude showed to be a valuable element in on line development environments, since it has the role to follow each development trip, understood as an endless spiral.
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37. MARIOTTI, Humberto. Pensamento complexo: suas aplicações à liderança, à aprendizagem e ao desenvolvimento sustentável. São Paulo: Atlas, 2007. MATURANA, Humberto; VARELA, Francisco. De Máquinas e Seres Vivos: autopoiese – a organização do vivo. 3ª ed. Porto Alegre: Artes Médicas, 1997. MORAES, Maria Cândida. Pensamento eco-sistêmico: educação, aprendizagem e cidadania . Petrópopis: Vozes, 2004. MORIN, Edgar. O método 1: a natureza da natureza . Porto Alegre: Sulina, 2005a. ______. O método 2: a vida da vida . Porto Alegre: Sulina. 2005b ______. O método 3: o conhecimento do conhecimento . Porto Alegre: Sulina. 2005c ______. Introdução ao pensamento complexo . Lisboa: Instituto Piaget, 2001. ______. A cabeça bem feita: repensar a reforma, reformar o pensamento . Rio de Janeiro: Bertrand Brasil, 2000. PINEAU, G. Temporalidades na Formação: rumo a novos sincronizadores . São Paulo: Triom, 2003. SABBAG, Sandra Papesky. O potencial do registro escrito significativo na constituição da identidade docente . São Paulo: Academia Editorial, 2005.
38. Ana Hessel – PUC/SP www.digrado.net [email_address]
