Toward an integral educational management from the theory of complexity: Regular and extended educational days

Abstract

Institutional educational management should be immersed in a framework that involves dynamic and innovative actions to generate a productive and motivating process for its participants. In this context, the main objective of this work was to develop theoretical elements for educational management in both regular and extended school days, utilizing complexity as an emerging paradigm. The epistemological foundation was rooted in complexity theory, incorporating constructivist and cognitivist approaches. The chosen methodological approach was interpretative and qualitative, employing phenomenology as a method. Data collection techniques comprised interviews and observations, administered to seven key informants using a script. Analysis was conducted using grounded theory and the Constant Comparison technique, employing content analysis for coding and categorization, facilitating the transition from data to theory. Constitutive theoretical elements were identified, including the renewal of secondary education, the transformation of educational management, the updating of curricular orientation, motivation for community participation, the renewal of pedagogical praxis, the conception of innovative days, and research as a formative task.