Sociological perspectives for the study and analysis of educational organizations

! ! 108! Advances)in)Social)Sciences)Research)Journal)–)Vol.7,)No.8) Publication)Date:!August!25,!2020! DOI:10.14738/assrj.77.8717.! Paniago, R. N., Nunes, P. G., Pamplona, R. S., Sarmento, T., & Moraes, S. S. (2020). Sociological Perspectives For The Study And Analysis Of Educational Organizations. Advances in Social Sciences Research Journal, 7(8) 108-117. ! ! ! Sociological)Perspectives)For)The)Study)And)Analysis)Of)Educational) Organizations) ! Rosenilde)Nogueira)Paniago) Instituto!Federal!de!Educação,! Ciência!e!Tecnologia!Goiano,!Rio!Verde,!Brasil.! ! Patrícia)Gouvêa)Nunes) Instituto!Federal!de!Educação,! Ciência!e!Tecnologia!Goiano,!Rio!Verde,!Brasil.! ) Renata)Silva)Pamplona) Instituto!Federal!De!Educação,!Ciência!E!Tecnologia!Goiano! Campus!Rio!Verde,!Brasil!!) ) Teresa)Sarmento) Instituto!de!Educação!da!! Universidade!do!Minho,!Portugal! ) Simone)de)Sousa)Moraes) Escola!Municipal!de!Ensino!Fundamental,! Professora!Selva!Campos!Monteiro,!Rio!Verde!Brasil.! ! ABSTRACT) In) this) text) we) present) a) discussion) on) some) theoretical) models) that) support) the) study) of) educational) organizations,) focusing) on) bureaucratic)and)anarchic)models)in)an)integrative)perspective,)dual,) supported)by)the)diptych)mode)of)operation)proposed)by)Lima)[9],[10].) The) study) aims) to) present) sociological) perspectives) for) the) understanding)and)interpretation)of)educational)organizations)focusing) on)bureaucratic)and)anarchic)models.)It)is,)therefore,)a)theoretical)essay) of) qualitative) approach,) based) on) bibliographical) research) as) the) theoretical)support.)) ! INTRODUCTION)) In! this! article! we! present! sociological! perspectives! for! the! study! of! educational! organizations,! signaling!some!of!the!main!paradigms!and!theoretical!models!that!support!research!on!educational! organizations.!The!objective!was!to!present!some!of!the!possibilities!of!bureaucratic!and!anarchic! models!for!the!understanding!and!interpretation!of!educational!organizations.!! ! ! The!construction!of!this!theoretical!essay!was!anchored!in!our!experience!as!teachers!of!!Basic! Education! and! the! training! of! teachers! in! Higher! Education! Institutions,! as! researchers! and! especially!the!participation!in!research!and!formative!experience!in!the!Institute!of!Education!of!the! ! ! 109! URL:)http://dx.doi.org/10.14738/assrj.78.8717! Paniago, R. N., Nunes, P. G., Pamplona, R. S., Sarmento, T., & Moraes, S. S. (2020). Sociological Perspectives For The Study And Analysis Of Educational Organizations. Advances in Social Sciences Research Journal, 7(8) 108-117. University!of!Minho,!during!the!doctorate!and!post-doctorate!in!which,!in!light!of!the!theoreticalconceptual!references!studied!in!curricular!units,!which!dealt!with!the!Sociology!of!Education!and! the!Organization!of!Educational!Institutions,!taught!by!teachers!with!renowned!production!in!this! theoretical!field,!such!as!Professor!Lícinio!Lima,!we!were!able!to!discuss!theoretical!and!practical! elements! on! the! models! of! an! interpretative! analytical! nature,! which! focus! beyond! the! official,! formal,!!structures,!the!actions!that!actually!occur!in!school!educational!organizations.!!Among!the! factors!that!justify!the!use!of!the!models!of!analysis!of!educational!organizations,!we!can!argue!that! pedagogical!practices,!the!diverse!heterogeneous!relationships!that!materialize!in!the!daily!life!of! educational!institutions,!are!indispensable!elements!for!the!understanding!of!the!formative!process! that!materializes!in!there.!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! Educational! institutions! are! complex,! historical,! dynamic! and! constantly! moving! contexts;! therefore,!even!if!the!guidelines!prescribed!in!official!documents!are!homogeneous!for!all!schools,! even!if!it!is!possible!to!identify!socio-cultural!characteristics!in!different!schools,!there!are!elements! that! are! unique! in! the! school! context,! which! are! the! hidden! structures! [18]! of! educational! organizations,! resulting! from! the! set! of! relationships! of! the! specific! group! of! people! in! these! institutions.! ! In!light!of!the!above,!the!present!text!is!a!theoretical!essay,!so!we!have!already!stated!that!we!are! aware! of! the! limitation! of! this! production,! given! the! various! possibilities! of! analysis! models! of! organizations.! Therefore,! even! at! the! risk! of! a! piecemeal! apprehension! of! these! conceptualtheoretical!references,!we!will!focus!especially!on!the!bureaucratic!and!anarchic!models!from!a!dual! integrative!perspective,!sustained!by!the!diptych!mode!of!operation!!proposed!by!Lima![9],!in!which! the!author!configures!a!theoretical!framework!of!the!models!in!two!distinct!poles:!1)!on!the!one! hand,! the! rational-bureaucratic! and! social! system! perspectives! that! group! other! models,! which! emphasize! the! objectives,! planning,! connection,! conjunction,! and! order! of! educational! organizations;!2)!on!the!other!hand,!there!are!the!perspectives!of!organized!anarchy,!ambiguity,!and! the!political! model!that!attract!other!models,!and!focus! on!the!uncertainties,!conflicts,!cultural! aspects,!and!subjectivity!of!the!actors!of!educational!organizations.!We!will!also!add!the!importance! of!a!dialogical!perspective!in!interdisciplinary!and!transdisciplinary!postures!for!the!understanding! of!the!various!nuances!that!involve!educational!institutions.! ! The! study!was! fundamentally! based! in! Lima! [9],![11],! adding! theorists! Bush! [1],!Morgan! [13],! Ellström! [5],! Silva! [17],! Torres![18],! Cohen,! March! &Olsen! [2],! Moraes! [12],! Nicolescu! [14],! D`Ambrósio![4]!and!also!including!us,!Paniago!and!Sarmento!T.![15].!We!have!chosen!to!present!the! text!outlined!in!two!topics:!the!educational!organization!as!an!object!of!sociological!study;!the! diptychical!way!of!functioning!of!educational!organizations:!face!A!-!school!as!organized!anarchy! and!face!B!-!school!in!the!bureaucratic!perspective.! ! THE)EDUCATIONAL)ORGANIZATION)AS)AN)OBJECT)OF)SOCIOLOGICAL)STUDY) The!educational!organizations!as!object!of!sociological!study!have,!according!to!Lima![9],!revealed! themselves!to!be!a!fertile!field!of!studies.!The!educational!organizations!as!object!of!sociological! study!have,!according!to!Lima![9],!revealed!themselves!to!be!a!fertile!field!of!studies.!A!fragmented! view!of!school!reality!does!not!make!it!possible!to!capture!the!educational!phenomena!in!their! totality.!However,!no!matter!how!much!we!use!various!lenses,!models!of!analysis,!it!will!not!be! ! ! 110! Vol.7,!Issue!8,!August-2020! Advances!in!Social!Sciences!Research!Journal!(ASSRJ)! possible!to!apprehend!everything!that!actually!happens,!considering!that!the!school!educational! process!is!dynamic!and!is!in!permanent!movement!and!(re)construction.!! ! !In!addition,!it!is!important!to!point!out!that!there!is!no!scientific!truth,!as!Fourez![7]!states,!since! scientific!reasoning!is!linked!to!human!histories.!Scientists!are!not!alone!in!observing!an!object,!but! they!are!soaked!in!its! culture!and!by!a!type!of!language!linked! to!socio-historical!and!cultural! contexts,! a! fact! that! implies! recognizing! that! scientific! knowledge! is! relative! and! contextual,! therefore,!it!is!a!human!construct.! ! From!the!point!of!view!of!the!analysis!of!educational!organizations!there!are!various!theoretical! perspectives,!ranging!from!reductive,!fragmented!to!more!complex,!analytical!perspectives,!which! consider!organizations!in!a!more!holistic!way,!and!emphasize!the!dynamics!in!action!of!the!school! organization,!not!merely!the!official!proposals!proposed!for!the!organizations.!! ! In!this!section!of!the!discussion!on!educational!organizations!as!an!object!of!sociological!study,!we! will!also!add!the!importance!of!interdisciplinary!and!transdisciplinary!dialogue.!!In!this!sense,!the! transdisciplinary!approach!is!a!possibility!that!can!contribute!to!this!new!type!of!looking!and!way! of!getting!to!know!educational!organizations,!since!"the!transdisciplinary!point!of!view!allows!us!to! consider!a!multidimensional!reality,!structured!in!many!levels,!replacing!the!reality!of!classical! thought!of!a!single,!unidimensional!level".![14].!Discussion!also!woven!by!us![15].!! ! Among!the!theorists!who! defend! school! research! in! this! perspective,! we! mention! Moraes! [12],! Nicolescu! [14]! and! D'Ambrosio![4]! when! they! point! out! the! importance! of! a! new! approach! in! education!and,!in!the!way!of!knowing!aspects!related!to!school,!that!considers!all!the!dimensions!of! the! human! being,! that! restores! the! link! between! nature! and! other! subjects.! A! knowledge! that! enables!the!understanding!of!the!complexity!of!life,!the!interdependence!between!the!members!that! make!up!the!triangle!of!life,!composed!of:!individual,!society!and!nature![4].!We!have!also!stated! that!"The!complexity!of!the!phenomena!involves!the!object!and!its!different!interactions!at!different! levels.!The!transdisciplinary!approach!seeks!to!understand!the!dynamics!established!between!the! object!at!the!interface!with!reality,!with!its!heterogeneous!and!complex!relationships.[15].! ! "Trans"! means! what! lies! between,! through! the! disciplines! and! beyond! any! discipline.! Transdisciplinary!studies!and!research!complement!disciplinary!research,!since!while!disciplinary! research!focuses!on!a!single!level!of!reality,!transdisciplinarity!goes!beyond,!by!focusing!on!the! inter-relationships! of! the! movement! generated! by! different! levels! of! reality.! In! this! sense,! transdisciplinarity!is!based!on!three!axes:!the!levels!of!reality,!the!logic!of!the!third!included!and! complexity,!pillars!that!guide!the!methodology!of!transdisciplinary!research.[14].! ! In!this!line!of!understanding,!transdisciplinarity!transcends!the!restricted!field!of!application!of! classical!science,!considering!that:! Disciplinary+research+concerns,+at+most,+a+single+and+same+level+of+reality;+indeed,+in+ most+cases,+it+concerns+only+fragments+of+a+single+and+same+level+of+reality.+On+the+other+ hand,+transdisciplinarity+is+interested+in+the+dynamics+generated+by+the+action+of+several+ levels+of+reality+at+the+same+time+[14,+p.+15).+ ! ! 111! URL:)http://dx.doi.org/10.14738/assrj.78.8717! Paniago, R. N., Nunes, P. G., Pamplona, R. S., Sarmento, T., & Moraes, S. S. (2020). Sociological Perspectives For The Study And Analysis Of Educational Organizations. Advances in Social Sciences Research Journal, 7(8) 108-117. By! assuming! a! transdisciplinary! posture,! the! researcher! will! break! through,! advance! the! epistemological! boundaries! of! disciplinary! science,! develop! the! feeling! of! tolerance,! affection,! openness!to!understand!the!differences!in!daily!school!life,!which!to!be!explained!and!understood,! needs!to!be!contextualized!and!recognized!in!the!different!human!relations,!social,!beliefs,!myths,! culture!of!different!people!who!interrelate.! ! Thus,! in! transdisciplinary! research! in! education,! several! methodological! approaches! are! contemplated!that!do!not!dispense!art,!imagination!and!corporeality,!as!constituent!elements,!for! the! exchange! of! ! knowledge! inherent! to! the! work! of! the! scholar,! the! creative! and! the! transdisciplinary!researcher.!These!complex!realities!do!not!dispense!the!senses,!affections!and! sensibilities,!which!have!in!art,!in!spirituality,!the!food!for!the!body,!for!life,!to!say!it!and!to!reveal!it.!! Thus!is!transdisciplinary!research,!which!considers!the!triad!in!the!movement!of!the!triangle,!is! spiral;!without!!passing!on,!with!sharing.!It!occurs!in!a!context!of!life,!without!conclusion,!always! with!new!questions,!in!acting,!in!sounds,!in!colors!and!bodies!in!various!movements!of!presence.! [15,p.14-15].! ! In!turn,!Morgan![13]!highlights!the!importance!of!the!researcher!being!open!and!flexible!to!the! observed!object,!reaching!evidence!only!after!a!broad!understanding!of!the!emerging!situation!in! the!act!of!observation.!The!skills!and!abilities!to!interpret!situations!are!developed!in!an!intuitive! way,!consisting!of!experience!and!well-founded!theoretical-conceptual!references.!!The!theory!is! essential!to!interpret!reality,!to!take!advantage!of!divergent!perspectives!to!broaden!our!gaze!and! to!use!metaphors!as!a!way!to!interpret!reality.!According!to!Morgan!! "The+ metaphor+ gives+ us+ the+ opportunity+ to+ broaden+ our+ thinking+ and+ deepen+ our+ understanding,+allowing+us+to+see+things+in+new+ways+and+act+in+new+ways.+[13].++ In!this!way,!by!making!!use!of!the!representative!images!of!the!school!education!organization,!we! will!be!able!to!grasp!complex,!multifaceted!aspects!that!are!not!revealed!by!means!of!disciplinary! studies.!This!is!what!Morgan![13]emphasizes,!by!highlighting!the!use!of!metaphors!as!a!way!to!help! our!gaze,!our!ability!to!read,!interpret!and!understand!the!complex!reality!of!organizations.!! ! In!a!discussion!about!school!as!a!category!in!education!research!discusses!various!perspectives!of! school!analysis!and!the!micro!and!macro!perspectives!of!the!school!approach,!stating!that! "For+ all+the+reasons+set+out+ above,+it+is+understood+that+ a+complex+and+multifaceted+ object+ of+ study,+ such+ as+ school,+ congruently+ requires+ a+ plural+ and+ multi-focused+ theoretical+approach,+whether+in+terms+of+analytical+approach+and+scale+of+observation,+ or+in+terms+of+theoretically+sustained+interpretation.”+[...]+[10].++ To! this! end,! the! author! points! out! a! significant! model! of! the! functioning! of! educational! organizations:!the!diptych!mode,!which!will!be!presented!below.! ! THE)DIPTYCHICAL)WAY)EDUCATIONAL)ORGANIZATIONS)OPERATE) Knowing!the!impossibility!of!educational!organizations!to!fit!into!this!or!that!model!of!analysis,!as! it!has!already!been!explained,!and!the!complexity!of!using!various!models!of!analysis,!in!this!study! we! have! chosen! to! highlight! the! bureaucratic! and! anarchic! in! an! integrative,! dual! perspective,! sustained!by!the!diptych!mode!of!operation!of!the!school!as!an!organization!proposed!by!Lima![9].! The!coexistence!of!several!models!is!defended!by!Lima![11]!when!he!states!that!! ! ! 112! Vol.7,!Issue!8,!August-2020! Advances!in!Social!Sciences!Research!Journal!(ASSRJ)! "the+ use+ of+ the+ plurality+ of+ theoretical+ models+ of+ analysis+ of+ organizations+ becomes+ essential+for+a+critical+understanding+of+the+school+as+an+educational+organization+and+ its+process+of+institutionalization,+inscribed+in+the+long+term".++ Bush![1]!is!another!author!who,!when!talking!about!the!theories!of!educational!administration,! states!that,!for!the!most!part,!they!emphasize!some!aspects!at!the!expense!of!others.!As!schools!and! universities!are!too!complex!organizations,!favoring!one!model!is!neglecting!other!possibilities.! !! However,!the!use!of!various!models!for!the!analysis!of!educational!organizations!is!a!complex!and! arduous!task,!which!requires!a!great!effort!from!the!researcher!and!a!deep!theoretical-conceptual! basis,!so!as!not!to!take!the!risk!of!making!superficial!and!fragmented!analyses.!!Knowing!the!risk,! we!decided!to!signal!the!proposal!made!by!Lima![9]!about!the!diptych!model!for!the!analysis!of! educational! organizations,! which! is! configured! from! bureaucratic! and! anarchic! perspectives,! dichotomous!models,!which!are!based!on!other!analysis!models.!As!Lima!states!! "The+school+will+not+be+exclusively+bureaucratic+or+anarchic.+But+not+being+exclusively+ one+or+the+other,+it+could+be+both+at+the+same+time.+To+this+phenomenon+I+will+call+the+ diptych+mode+of+operation+of+the+school+as+an+organization”.+[9].+ Thus,!Lima![9]!does!not!rule!out!the!analysis!models,!focusing!on!this!or!that,!on!the!contrary,!they! add!up!and!are!complementary!in!the!analysis!of!educational!organizations:! [...]+On+the+one+hand,+interpretations+of+the+rational-bureaucratic+type+and+of+the+social+ system,+ attracting+ other+ models+ of+ analysis+ that+ emphasize+ more+ the+ clarity+ of+ organizational+objectives,+the+processes+of+forecasting+and+planning,+the+strategies+of+ the+ rational+ type,+ the+ order+ and+ the+ connection/conjunction+ of+ elements+ within+ organizations.+On+the+other+hand,+models+of+political+analysis,+organizations,+models+of+ ambiguity+and+organized+anarchy,+among+other+metaphors,+constitute+another+pole+of+ attraction;+namely+attracting+paradigms+of+a+cultural+and+subjective+type,+highlighting+ more+ the+ subjectivity,+ the+ uncertainty+ of+ technologies+ and+ the+ lack+ of+ clarity+ and+ consensus+of+objectives,+the+cultural+and+symbolic+dimensions+of+organizations.++ Therefore,!these!dichotomous!configuration!models!make!it!possible!to!visualize!schools!in!two! faces,!the!bureaucratic!face!and!the!anarchic!face,!so!that!on!each!face,!other!models!and!metaphors! representative!of!educational!organizations!are!grouped.!! ! When!speaking!about!his!model!for!the!study!of!educational!organizations,!Lima![9]!refers!to!the! model! proposed! by! Erik! Ellstrom,! making! it! clear! that! he! is! influenced! by! it,! however,! he! concentrates!on!rational!and!anarchic!models,!because!they!are! "[...]+more+congruent+models,+being+situated,+according+to+the+variables+considered+for+ their+construction,+in+two+different+poles,+if+not+extreme.+For+this+reason+too,+they+have+ exerted+a+certain+force+of+attraction+on+the+other+models+[...]+[9].+In+addition+to+this,+Lima,+ speaking+of+the+bureaucratic+and+anarchic+models,+justifies+his+choice+"+[...]+by+the+fact+ that+the+central+question+of+rationality+and+decision-making+is+considered+by+the+two+to+ be+of+equal+importance,+although+characterized+in+a+distinct+and+even+antagonistic+way+ (Ibid.,+p.21).+ Ellström![5]!presents!an!interesting!way!to!analyze!educational!organizations.!In!speaking!of!the! various!models!of!analysis!of!the!educational!organization,!he!warns!that!each!model!focuses!on! ! ! 113! URL:)http://dx.doi.org/10.14738/assrj.78.8717! Paniago, R. N., Nunes, P. G., Pamplona, R. S., Sarmento, T., & Moraes, S. S. (2020). Sociological Perspectives For The Study And Analysis Of Educational Organizations. Advances in Social Sciences Research Journal, 7(8) 108-117. different!aspects!in!the!organizations,!thus!resulting!in!fragmented!interpretations.!It!then!proposes! a!multiple!perspective!of!analysis,!integrating!and!articulating,!grouping!the!rational!and!social! models! in! the! identification! of! IS-Model! (Interventionist! Social! Model)! and! the! political! and! analytical!models!in!IP!Model!(Interactive!Political!Model).!These!models!make!it!possible!to!detect! the!various!faces!of!the!educational!organization.![5].! ! From!the!above,!we!will!discuss!from!the!perspective!of!Lima![9],![10],!the!two!faces!of!the!diptych! model:!Face!B,!represented!by!the!school!as!organized!anarchy,!and!Face!A,!represented!by!the! bureaucratic-rational!model.! ! ! The)educational)organization)as)organized)anarchy:)The)face)A)of)the)diptych)model))) The!school!as!organized!anarchy!represents!the!face!A!of!the!diptych!model!proposed!by!Lima![9].! On!this!face,!the!school!is!represented,!among!others,!by!the!perspectives!of!ambiguity,!political,! cultural!and!subjective!arena.!These!are!tendencies!that!contradict,!break!with!rational!models,!that! focus!on!the!formal!side,!norms!and!do!not!consider!the!complexity!of!educational!organizations,! the!subjectivity!of!the!actors!who!are!part!of!these!organizations.!! ! Lima![9],!states!that!"the!model!of!organized!anarchy!challenges! the!well-established!model!of! rational!bureaucracy,!not!by!seeking!to!superimpose!itself!on!it,!but!by!seeking!to!compete!with!it! in!the!analysis!of!certain!phenomena!and!certain!components!of!organizations![...]".!As!can!be!seen,! the!anarchic!model!will!make!visible!to!the!researcher!elements!that!are!not!visible!from!the!point! of! view! of! bureaucratic! models.! According! to! Lima! [9],! anarchy! does! not! translate! into! disorganization,!but!represents!another!type!of!organization.! ! The!political!perspective!of!analysis!of!educational!organizations,!focuses!on!aspects!related!to! conflicts,! diversity! of! interests! and! inconsistency! of! objectives,! i.e.,! the! political! process! of! the! organization! is! prioritized.! For! Bush! [1],! in! political! models,! organizations! are! arenas,! where! decisions! are! negotiated! and! conflict! and! power! underlie! this! model,! it! is! something! normal,! resulting!from!differences!of!ideas.! ! Political!models!assume!that!in!organizations!policy!and!decisions!emerge!through!a!process!of! negotiation!and!bargaining.!Interest!groups! develop!and!form!alliances!in!pursuit!of!particular! policy!objectives.!Conflict!is! viewed! as!a!natural!phenomenon!and!power!accrues!to! dominant! coalitions!rather!than!being!the!preserve!of!formal!leaders.![1].! ! Therefore,!the!analysis!of!educational!organizations!consolidated!in!this!perspective!will!evidence! the!negotiations,!the!conflicts,!the!strategies!for!the!maintenance!of!power!and!the!strategies!of!the! actors!to!break!with!the!power!structures!in!force.!School!actors,!therefore,!are!not!homogeneous! groups!that!share!the!same!ideals;!they!are!heterogeneous!groups,!with!convergent!and!divergent! ideas!that!can!interfere!in!the!structure!of!educational!organizations! ! !From! the! point! of! view! of! the! analysis! of! educational! organization,! considering! the! cultural! perspective,!culture!and!the!way!it!influences!the!dynamics!of!school!organization!are!highlighted,! because,!according!to!Torres![18],!it!is!a!social!and!organizational!process!built!through!dialectic! interaction.! For! the! author,! the! school! organizational! culture! is! not! a! direct! reflection! of! the! organizations'!structures!or!simply!the!result!of!human!actions;!on!the!contrary,!its!construction! ! ! 114! Vol.7,!Issue!8,!August-2020! Advances!in!Social!Sciences!Research!Journal!(ASSRJ)! process!is!based!on!diverse!and!complex!relationships!between!the!structure!and!the!organizational! action.! In! other! words,! the! educational! actors,! while! being! conditioned! and! dependent! on! the! structures,!will!imply!in!a!new!sense!and!provoke!changes!in!these!structures!from!their!actions! and!mobilizations.!And,!finally,!the!perspective!of!ambiguity!is,!according!to!Lima![9],!another!of!the! images!of!organized!anarchy,!and!is!even!used!through!other!metaphors,!such!as!the!Garbage!Can! model!in!the!perspective!of!Cohen,!March!&Olsen![3]!in!which!the!garbage!can!is.! To+understand+processes+within+organizations,+one+can+view+a+choice+opportunity+as+a+ garbage+ can+ into+ which+ various+ kinds+ of+ problems+ and+ solutions+ are+ dumped+ by+ participants+as+they+are+generated.The+mix+of+garbage+in+a+single+can+depends+on+the+ mix+of+cans+available,+on+the+labels+attached+to+the+alternative+cans,+on+what+garbage+is+ currently+ being+ produced,+ and+ on+ the+ speed+ with+ which+ garbage+ is+ collected+ and+ removed+from+the+scene.+[3].+ For!Bush![1],!from!the!perspective!of!ambiguity,!models!are!configured!that!focus!on!instability,! unpredictability,!uncertainty.!In!this!perspective,!the!objectives!of!the!organizations!are!uncertain! and!participation!in!policy!making!is!fluid,!with!the!members!deciding!whether!or!not!to!participate,! a!fact!embodied!in!Bush's!speech,!“Ambiguity!models!assume!that!turbulence!and!unpredictability! are!dominant!features!of!organizations.!There!is!no!clarity!over!the!objectives!of!institutions!and! their!processes!are!not!properly!understood.!Participation!in!policy!making!is!fluid!as!members!opt! in!or!out!of!decision!opportunities.”![1].! ! The) educational) organization) from) a) bureaucratic) perspective:) the) B) face) of) the) diptych) model) In!the!diptych!model!proposed!by!Lima![9],!from!the!bureaucratic!perspective!or!face!B,!rational! and!bureaucratic!models!are!configured,!with!other!models!being!grouped!together,!represented!by! metaphors! such! as:! social! system,! mechanistic,! organism,! models! that! focus! on! aspects! of! organizational! structures,! hierarchical! structures,! definition! of! objectives! and! metaphors! of! organizations.!According!to!Morgan![13]!the!aspects!focused!on!this!model,!compare!organizations! as:!systems,!machines,!organisms,!brains,!systems.!! ! In!this!regard,!it!is!worth!emphasizing!that,!according!to!Lima![9],!although!the!rational!model!does! not!only!permeate!the!bureaucratic!perspective,!he!prefers!to!call!it!the!bureaucratic!model.!Thus,! we!will!not!stick!to!the!description!and!analysis!of!all!these!metaphors,!although!considering!their! importance,! we! will! present! in! this! theoretical! study! only! a! comprehensive! analysis!of! the! bureaucratic!and!rational!perspective.! ! The!bureaucratic!model!arising!from!Weber's!ideology!is!based!on!the!idea!that!the!bureaucracy!of! organizations! is! an! effective! management! mechanism.! According! to! Weber! [21]:! "Bureaucratic! administration,!means,!!fundamentally,!the!exercise!of!knowledge-based!domination.!That!is!the! trait!that!makes!it!specifically!rational"”.!!For!the!author!the!bureaucracy!in!the!organization!is! translated! by! precision,! clarity,! efficiency,! regularity,! refinement,! speed,! division! of! tasks,! well! defined!rules,!hierarchical!structure!of!functions.! ! Therefore,!bureaucracy,!as!a!theoretical!model,!is!based!on!the!logic!of!organization!as!an!institution! that!aims!at!efficiency,!the!refinement!of!the!process,!making!use!of!a!hierarchical!structure!of! authority,!division,!the!existence!of!rules,!specialization!of!work,!professionalism!and!impersonality! ! ! 115! URL:)http://dx.doi.org/10.14738/assrj.78.8717! Paniago, R. N., Nunes, P. G., Pamplona, R. S., Sarmento, T., & Moraes, S. S. (2020). Sociological Perspectives For The Study And Analysis Of Educational Organizations. Advances in Social Sciences Research Journal, 7(8) 108-117. in! relationships,! are! elements!of! the!ideal! type! of! bureaucracy! presented! by! Weber! [19],! [21].!! Emphasizing!that!the!author!translates!the!ideal!type!by!the!way!bureaucracy!is!employed!in!the! organization,!that!is,!its!bureaucratic!dimensions!and!not!in!the!perspective!of!the!ideal!type!to!be! wanted! or! desired.! In! contrast,! Weber! criticizes! the! bureaucratic! prospects! of! the! school! organization.!! ! For!Bush,!these!elements!are!part!of!educational!organizations,!although!they!are!more!visible!than! others,!in!general,!all!organizations!reveal!bureaucratic!aspects![1].!Although!not!identical,!the! models!configured!from!the!perspective!of!bureaucracy!are!defined!by!Bush:!! “Formal+models+assume+that+organizations+are+hierarchical+systems+in+which+managers+ use+rational+means+to+pursue+agreed+goals.+Heads+possess+authority+legitimised+by+their+ formal+positions+within+the+organization+and+are+accountable+to+sponsoring+bodies+for+ the+activities+of+their+institutions.”+[1].++ In!this!way,!we!cannot!fail!to!recognize!that!bureaucracy!is!a!fundamental!model!to!support!the! analysis!of!educational!organization,!however,!it!is!important!to!emphasize!that!emblematic!issues! involve!it,!since,!despite!the!possibilities!of!analysis!of!educational!organization,!the!bureaucraticrational!perspective!will!only!focus!on!a!few!aspects.!!In!this!sense,!Lima![9]!states!that:!! "The+ bureaucratic+ model,+ when+ applied+ to+ the+ study+ of+ schools,+ emphasizes+ the+ importance+ of+ abstract+ norms+ and+ formal+ structures,+ the+ processes+ of+ planning+ and+ decision+making,+the+consistency+of+objectives+and+technologies,+stability,+consensus+and+ the+predictive+character+of+actions".++ ! As!can!be!seen,!studies!of!educational!organization!from!the!perspective!of!the!models!configured! on!Face!B!will!privilege!aspects!linked!to!bureaucratic!organization,!established!norms,!objectivity,! established!planning,!and!the!subjectivity!and!culture!of!the!actors!who!are!protagonists!of!the! school!organization's!actions!is!not!valued,!which!justifies!the!need!to!use!other!models!of!analysis! in!order!to!complement!the!bureaucratic!model.! ! ! CONCLUSION) The! realization! of! this! essay! was! significant! for! a! theoretical-conceptual! deepening! about! the! theories!and!models!that!underlie!the!study!and!analysis!of!educational!organizations.!We!recognize! that!the!reflections!made!in!this!text!are!superficial!in!view!of!the!complexity!of!this!theoretical!field,! however,!we!point!out!some!aspects!that!will!stimulate!future!reflections.! !! Without!pointing!to!this!or!that!model!and!without!prescribing!norms,!we!could!perceive!that!in!the! context! of! educational! organizations,! the! various! models! of! analysis! are! complementary! and! important!to!broaden!the!lens!of!the!researcher's!eye!on!the!practices!that!materialize!in!these! institutions,!resulting!from!the!complex!and!heterogeneous!relationships!established!by!the!various! actors!that!coexist!in!them.!! ! From!this!perspective,!it!is!important!to!understand!the!limitations!and!possibilities!in!the!use!of! each! theoretical! model,! not! being,! therefore,! an! epistemological! or! conceptual-theoretical! weakness,!but!the!perception!that!the!various!paradigms,!theoretical!models,!will!consist!of!a!lens! for!a!deeper!and!broader!look!at!the!heuristic!process!of!the!study!of!educational!organizations.!The! ! ! 116! Vol.7,!Issue!8,!August-2020! Advances!in!Social!Sciences!Research!Journal!(ASSRJ)! various!models,!instead!of!excluding,!contribute!to!the!magnification!of!the!vision!about!the!school! organization,!are!lenses!that!allow!to!see!the!reality!in!several!aspects!and!multifaces.!These!are! different!ways!of!perceiving!an!object.! The! diptych! mode! of! operation! proposed! by! Lima! [9],! sustained! by! anarchic! and! bureaucratic! perspectives,!are!significant!contributions!to!the!understanding!and!interpretation!of!educational! organizations,!however,!in!itself,!it!is!not!sufficient!for!the!study!of!the!various!multifaceted!aspects! of! educational! organizations,! which! implies! also! making! use! of! other! possibilities,! such! as! the! transdisciplinary!posture,!since!it!does!not!include!rigid!methods.!On!the!contrary,!it!makes!use!of! the! intuition,! the! sensitivity! of! looking! and! listening! of! the! researcher! "! [...]! breaks! with! the! epistemological!frontiers!of!disciplinary!science;!it!amplifies!the!feeling!of!affection,!of!openness!to! understand!the!differences!in!everyday!school!life,!which!to!be!explained!and!understood,!needs!to! be!contextualized!and!recognized!in!the!different!human!relationships,!social,!beliefs,!myths!and! culture!of!the!different!people!who!interrelate"![15].! ! In! general,! regardless! of! the! model! to! be! used! for! the! study! of! educational! organizations,! it! is! fundamental!to!perceive!that!the!different!actors!who!act!or!protogonize!in!this!space,!at!the!same! time!as!they!are!influenced!by!the!various!external!regulations!arising!from!educational!policies,! have!history,!life,!autonomy!and!also!influence!and!modify!the!rules.! ! References) [1].!!Bush,!T.!.!Theories!of!Educational!Management.London:!Harper!&!Row,!1986.! [2].!Campos,!E.!!(Org.).!Sociologia!da!burocracia.!4.!ed.!Rio!de!Janeiro:!Zahar!Editores,.!1978,!p.!15-28.!! [3].!Cohen,!M.D.!&!March,!J.G.,!Olsen,!J.P.!!“A!Garbage!Can!Model!of!Organizational!Choice”,!in!Administrative!Science! Quarterly,!1992,!vol!17(1)!:p.!1-25.! [4].!D’Ambrosio,!U.!Transdisciplinaridade.!São!Paulo:!Palas!Athena,!2008.! [!5].!Ellström,!Per-Erik.Four!faces!of!educational!organizations.Higher!Education,!1983,!Vol!20!(12):!p.231-241.! [6!].!Formosinho,!J.!!(cord.).!Formação!de!Professores:!Aprendizagem!Profissional!e!Ação!Docente.!Porto:!Editora,! Portugal,!2009.! [7].!Fourez,!G.!!A!Construção!das!Ciências:!Introdução!à!Filosofia!e!à!Ética!das!Ciências.!São!Paulo:!Editora!da! Universidade!Estadual!Paulista,!1995.! [!8].!Lima,!L,!C.!!Organização!Escolar!e!Democracia!Radical:!Paulo!Freire!e!a!Governação!Democrática!da!Escola! Pública:!São!Paulo:!Cortez/Instituto!Paulo!Freire,!2000.! [9].!!Lima,!L.C.!A!Escola!como!Organização!Educativa.!Uma!Abordagem!Sociológica.!São!Paulo:!Cortez,!2001.! [10].!!Lima,!L.C!.!A!“Escola”!como!Categoria!na!Pesquisa!em!Educação,!2008.! [11].!Lima,!L.C.!Concepções!de!Escola:!para!uma!Hermenêutica!Organizacional,!In:!Lima,!Licínio!C.!(Org.).!!!!!!! Perspectivas!de!análise!organizacional!das!escolas.!Fundação!Manuel!Leão,!2010,!p.15-58.! [12].!Moraes,!M,!C..!Ecologia!dos!saberes:!complexidade,!transdisciplinaridade!e!educação:!novos!fundamentos!para! iluminar!novas!práticas!educacionais.!São!Paulo:!Antakarana,!2008.! [13].!Morgan,!G.!Imagens!da!Organização.2!ed.!São!Paulo:!Atlas,!2006.! [!14].!Nicolescu,!B.!O!manifesto!da!transdisciplinaridade.!São!Paulo:!TRIOM,!1999.! [15].!Paniago,!R.!;!Sarmento,!T.!A!investigação!em!educação!numa!perspectiva!transdisciplinar.!Indagatio!!Didactica,!! 2016.!vol.!8!(3):p.8-22.! [16].!Santos,!Boaventura,!S.!Um!discurso!sobre!as!ciências.!3!ed.!São!Paulo:!Cortez,!2005.!