Collective concept formation in educational management

An intervention study in São Paulo, Brazil

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The purpose of this paper is to analyze how a new concept of educational management was produced in a formative intervention project for manager educators in the city of São Paulo, Brazil. Drawing on Vygotsky and Leontiev, we asked: What is the nature of the interplay between participants’ personal senses and the societal meaning of educational management in the process of collective concept formation? The collective concept formation discourse was analyzed in three steps: initial explication of a raw object, clashes in further elaboration of the raw object, and stabilization of the new concept. The raw object reproduced a taken-for-granted meaning of educational management as promoting conditions for teaching and learning. The clashes occurred mainly between the notion of management for teaching and learning and the notion of management for teaching and learning for community transformation. The stabilization was achieved by a vote and defined the purpose of educational management seemingly as it was already formulated in the raw object. However, this stabilization was temporary and involved attempts to transcend the opposition between the two alternative definitions. Thus, the actual meaning and concept of educational management remained open to further steps. In this paper, we report on how manager educators engage in a collective effort to conceptualize educational management. Our article proposes and tests a new theoretical framework for studying changes in educational management as processes of collective concept formation.
Original languageEnglish
JournalEesti Haridusteaduste Ajakiri
Volume6
Issue number1
Pages (from-to)32-56
Number of pages25
DOIs
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • concept formation
  • educational management,
  • SENSE
  • meaning
  • object
  • clash
  • STABILIZATION

Cite this

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title = "Collective concept formation in educational management: An intervention study in S{\~a}o Paulo, Brazil",
abstract = "The purpose of this paper is to analyze how a new concept of educational management was produced in a formative intervention project for manager educators in the city of S{\~a}o Paulo, Brazil. Drawing on Vygotsky and Leontiev, we asked: What is the nature of the interplay between participants’ personal senses and the societal meaning of educational management in the process of collective concept formation? The collective concept formation discourse was analyzed in three steps: initial explication of a raw object, clashes in further elaboration of the raw object, and stabilization of the new concept. The raw object reproduced a taken-for-granted meaning of educational management as promoting conditions for teaching and learning. The clashes occurred mainly between the notion of management for teaching and learning and the notion of management for teaching and learning for community transformation. The stabilization was achieved by a vote and defined the purpose of educational management seemingly as it was already formulated in the raw object. However, this stabilization was temporary and involved attempts to transcend the opposition between the two alternative definitions. Thus, the actual meaning and concept of educational management remained open to further steps. In this paper, we report on how manager educators engage in a collective effort to conceptualize educational management. Our article proposes and tests a new theoretical framework for studying changes in educational management as processes of collective concept formation.",
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Collective concept formation in educational management : An intervention study in São Paulo, Brazil. / Ferreira Lemos, Monica; Engeström, Yrjö.

In: Eesti Haridusteaduste Ajakiri , Vol. 6, No. 1, 2018, p. 32-56.

Research output: Contribution to journalArticleScientificpeer-review

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