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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

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URL: http://dx.doi.org/10.14738/assrj.78.8717 109

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 theoretical- conceptual 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 conceptual- theoretical 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