Paradigmatic Homeostasis in the Educational Management Praxis

Abstract

This contribution aims to unveil considerations about the management of education in the third millennium, and the requirements of revision for the paradigmatic transformational impulse of performance in the educational context. The homeostatic processes and the mimicry guarantee of permanence of paradigms in the educational management praxis, represent disturbing elements of the desired management model, delineated in the varied management fundamentals, but not fully perceived in the various spaces of Venezuelan education. It is necessary to rethink transformational strategies of managerial performance that go beyond the fundamentals for holistically conceived educational management and organization, including the transformation of the educational manager's education, whose arguments for innovation are not supported by merely Rhetoric. The theme is related to the area of ​​Management and Educational Leadership, particularly with the need to seek the transformation of educational quality, based on a hermeneutic methodology associated with the theoretical contributions of Malinowski (2016) and Cornejo (2014). As reflective considerations, it is argued that it is necessary to direct efforts to establish transformational processes of managerial praxis towards the construction of responses required by the educational dynamics, including ongoing formation, strategic and organizational updates.