CURRICULUM AND TRAINING POLICIES IN ADMINISTRATION AND EDUCATIONAL MANAGEMENT
current challenges and dilemmas
DOI:
https://doi.org/10.15687/rec.v10i1.33936Keywords:
Training in school administration and management, Curriculum policy, EducationAbstract
As stated in the Lima and Torres text included in this dossier, “Educational administration is currently an expanding scientific area, with a remarkable investigative dynamism and growing social and political visibility.” Despite this dynamism and increasing visibility, some ambiguities persist regarding its epistemological and academic status, ambiguities that are manifested, as advocated by Barroso (2001, p. 8), not only in its designation, “but above all in its origins, in its identity as a discipline and field of study, in its scientific status ”. With regard to the designation, there is some semantic dispersion, reflected in the diversity of expressions used in the various countries to name this curricular area and field of study, of which Portugal and Brazil are good examples, a dispersion reflected, right away, in the senses diverging from the concepts of administration, direction and management on both sides of the Atlantic (see in this regard, among others: BARROSO, 1995; FALSARELLA, 2006; LÜCK, 2009; OLIVEIRA, 2002; SANDER, 2007).
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