Lemos 2017 Collaborative Agency in Educational Management - Constructing A Joint Object

Revista de Administração de Empresas
COLLABORATIVE AGENCY IN EDUCATIONAL MANAGEMENT:

CONSTRUCTING A JOINT OBJECT FOR SCHOOL AND
COMMUNITY TRANSFORMATION
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Journal: Revista de Administração de Empresas
Manuscript ID RAE-2016-0725.R1
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Manuscript Type: Forum (Fórum)

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Educational Management, Collaborative Agency, School-Community

Keyword:
Transformation
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https://mc04.manuscriptcentral.com/rae-scielo
Page 1 of 26 Revista de Administração de Empresas
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COLLABORATIVE AGENCY IN EDUCATIONAL MANAGEMENT:
6 CONSTRUCTING A JOINT OBJECT FOR SCHOOL AND COMMUNITY
7 TRANSFORMATION
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10 ABSTRACT
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12 This research paper aims at discussing a chain of activities developed in a school,
13 located in a favela in the city of São Paulo, Brazil, and its community, on how to deal
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with a flood issue. First, I depict a review of literature on educational management
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16 suggesting an expansive learning perspective, then, as theoretical background the
17 notion of collaborative agency is depicted. Methodologically I follow the critical
18 collaborative research and formative intervention, which implies different subjects
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19 taking part and negotiating decisions to be made during the research moving beyond
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school settings. The analysis is based on categories of description and argumentation,
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22 which contribute to the scrutiny of different voices and activities in the relation school
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23 and community. Thus, I discuss how collaborative agency contributes to the

24 transformation of the given context: first how the community gets involved in the
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25 school activities and second, how school gets involved in the community activities to
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overcome a flood issue.
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KEYWORDS Collaborative Agency, Educational Management, School-Community
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30 Transformation
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Revista de Administração de Empresas Page 2 of 26
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6 INTRODUCTION
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8 Most of public schools in metropolitan areas in Brazil are in outskirts communities,
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10 which also means that schools are surrounded by violence and marginalization, as for
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12 example in the city of São Paulo, where this research took place. According to INPE,
13 the National Institute for Spatial Research, 2.7 million people live in favelas, a heavily
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15 populated urban area with low standards of housing, following United Nation standards
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17 (UN-HABITAT, 2003), or other type of precarious marginalized housing.
18 Consequently, it is very common to have students, teachers, and educational managers
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20 who have the right to go to school or to have their jobs there threatened. Since
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22 criminality and poverty in their living and working contexts are so great, they need to
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23 develop tools to make education happen inside and outside school in a less marginalized
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25 manner.
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27 Bearing that context in mind, this paper has its background on a chain of
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activities to improve an educational system. Such educational system faces the dilemma
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of accomplishing policies focusing on tests and assessments results, and working with
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32 the social realities of marginalization not only for students but also for the educational
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34 professionals (LIBERALI, 2012a; LIBERALI, 2012b). According to (LIBERALI and
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others, 2015), as a result of evaluation systems, educational managers became more
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37 concerned about grades, reports and aims instead of teaching, learning and
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39 transformation of communities.
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41 Thus, the objective of this paper is to analyse how improving educational
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43 management activities can lead to the transformation of school and its surroundings in a
44 Cultural Historical Activity Theory perspective. More specifically, the paper analyses
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46 an educational management organization that struggle to overcome a flood issue. This is
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48 because in the specific case, there is a river in between community and school, and
49 when the river floods most of the kids are prevented from going to school.
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The whole process is based on the theoretical support of Cultural Historical
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53 Activity Theory (LEONTIEV, 1978; ENGESTRÖM, 2009a; 2015), from now on
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55 referred as CHAT, focusing on collaborative agency as way to potentiate individuals in
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a collective movement of overcoming issues from day-to-day life in a big city. In this
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58 sense, sociomateriality is embedded in the discussion throughout the paper, since
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3 educational management in a CHAT perspective involves subjects collectively raising
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5 their needs and developing tools to reach their object, bearing in mind rules, community
6 and division of labour (ENGESTRÖM and AHONEN, 2005).
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8 Besides, this paper also discusses a management model that points to a cultural-
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10 historical and social movement at school in opposition to a view that points out
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12 management as administration model, which is closer to the notion of democratic
13 management (BRASIL, 1988; BRASIL, 1996). Therefore, a case from a specific school
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15 is analysed to understand the management movement from inside to outside school.
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17 Therefore, I discuss how collaboratively agentive movement can contribute to
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19 call authorities attention to the community and school problems, with the flood taking
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21 school to the community and the community to school. Collaborative agency has the
22 potential to contribute to the educational management expansion through activities
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24 organized beyond school walls.
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28 EDUCATIONAL MANAGEMENT REVIEW: FROM ENCAPSULATION TO
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EXPANSION
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32 For a long period, educational management has been understood as a tool or a technique
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34 to organize school work (SOUZA, 2006). Kumpulainen and others (2010) also point out
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that educational management was associated with school administration. In addition,
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37 according to Bush (2011, p.14) “educational management as a field of study and

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39 practice was derived from management principles first applied to industry and
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commerce, mainly in the United States. It was very much influenced by the work of
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42 Taylor and the scientific management perspective in which individuals” actions were to
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44 be adjusted into new, efficient machines (HOY and MISKEL, 2013). Still from a North
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American perspective, Hoy and Miskel (2013) state that the systematic study of
47 educational administration is as new as the modern school. The authors define
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49 administration as the art and the science of applying knowledge to administrative
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organizational problems (HOY and MISKEL, 2013).
52 In Brazil, the studies on educational management started in the twenties with the
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54 pioneers of education (TEIXEIRA, 1961; LOURENÇO FILHO, 1968), also having
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classical administration as principle and scientific administration as background.
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3 More recently, quality in the student learning process has been adopted as a
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5 basis of educational management in Brazil (LÜCK, 2009) and it is measured by a
6 variety of national, state, and local assessments. Such focus on assessments deviates the
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8 focus on organizing management for teaching and learning or to community
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10 transformation, making educational managers concern more about results or aims rather
11 than knowledge and development (Author, 2016) On the other hand, Sahlberg (2011),
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13 states that educational quality measurable by tests that are related to ranking and awards
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15 does not contribute to real school improvement. Based on Engeström (1991), this kind
16 of improvement would generate an encapsulation of educational management.
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18 Sahlberg (2011) claims that decisions made together with school participants,
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20 including students and parents, in the discussion of institutional goals, combined with
21 students’ results on tests, external and internal evaluations, parents’ comments, and
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23 school self-evaluation, provides better school development and consequently

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improvement in the results. More than that, a closer relation between school,
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26 community members and other stakeholders, rather than encapsulating would promote
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28 the expansion of educational management.
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30 Suggesting that educational management could be materialized in an expansive
31 learning perspective would demand educational teams “constructing and implementing
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33 a radically new, wider and more complex object and concept of their activity”
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35 (ENGESTRÖM and SANNINO, 2010, p. 2), not in a vertical hierarchized structure, but
36 in a horizontal dimension (ENGESTRÖM, 2003).
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38 Therefore, expansive learning encompasses learning something that is not yet
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40 there (ENGESTRÖM, 2015; RANTAVUORI and others, 2016). Thus, “transformation
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of an activity is never an isolated process; it also means redefinition of its boundaries

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43 and thus renegotiation of its external relationships” (ENGESTRÖM, 2009b, p16). In
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45 such line, Freire (2014) reminds us of the importance of respecting the knowledge
46 socially produced in communities, outside the classroom, school offices or cabinets.
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48 In the sociomaterial perspective, CHAT, is a theoretical conception that
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50 reclaim and re-think social material practice (FENWICK, 2010; FENWICK and others,
51 2011), expansive learning is mainly an object-oriented and driven activity (LEONTIEV,
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53 1978; ENGESTRÖM, 2009a; RANTAVUORI and others, 2016), in which the object is
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55 strictly connected to the needs of subjects loaded with meaning (ENGESTRÖM and
56 others, 2002), motivating power and hope (FREIRE, 1970). Objects define the horizon
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3 of possible actions; they embody the motive and the meaning of the collective activity
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5 (ENGESTRÖM, 1994; ENGESTRÖM and others, 2002)
6 In this study, the object of activity is crucial to develop the expansion of
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8 educational management beyond school walls. The need, triggered by the motive of
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10 activity which directs the object, is essential to the projection and development of
11 activities to overcome different types of crisis (Author, 2016).
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13 In complex activity systems and complex organizations, such as expansive
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15 educational management, practitioners need to construct a connection between the goals
16 of their ongoing actions and the more durable object/motive of the collective activity
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18 system. After all, objects seem to have lives of their own (ENGESTRÖM, 1995) and
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20 “yet, the object is both resistant raw material and the future-oriented purpose of an
21 activity” (RANTAVUORI and others, 2016, p.4). In expansive educational
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23 management, the object to be transformed and expanded carries motive and motivation,
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which according to RANTAVUORI and others (2016), are not primarily inside
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26 individual subjects, which demands a collaborative effort to be achieved.
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30 COLLABORATIVE AGENCY
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32 Here I discuss the notion of collaborative agency, proposed initially by Miettinen (2010;
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34 2013), which is the foundation of this article. Miettinen describes collaborative agency
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36 as a central phenomenon for the promotion of a creative encounter in which participants
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37 engage towards a joint object. The reasons for the encounters are mostly related to the
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39 need of expanding an expertise by finding a new product, raw material, market or
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41 solving a specific problem. In this perspective, the idea of togetherness developed by
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42 van Oers and Hännikäinen (2001) is useful to glimpse collaborative agency as more
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44 than a conglomerate of people working together. In this work, togetherness is related to
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46 the formation of the joint object, which is by its nature a hypothesis, imagined and open
47 “horizon of possibility” that will gradually be materialized (MIETTINEN, 2010).
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49 The work analysed in this paper is strongly connected to the tradition of
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51 intervention as a way of transforming situations of injustice. According to
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53 ENGESTRÖM, and others (2014), transformative agency develops the participants’
54 joint activity by explicating and envisioning new possibilities for collective change
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56 efforts rather than individual. In this case, it is not possible to think about collaborative
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58 agency without considering the transformative bias implicated on it.
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3 Therefore, I understand collaborative agency as a process in which participants
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5 become agents of an activity, by collaboratively and together constructing and
6 envisioning new possibilities towards a joint object, in order to transform not only the
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8 focus of a research, or a working setting, but also people’s lives. In that sense,
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10 collaborative agency implies different participants' voices, actions, and reflections in
11 and over activities to transform their realities. In the specific case of this article,
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13 collaborative agency is related to the tools a school develops in educational
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15 management to deal with issues beyond school walls.
16 The notion of collaborative agency relates to sociomateriality for four reasons.
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18 First of all, according to Fenwick (2010), sociomateriality involves the material practice
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20 in working life that is essential to understand human activity and meaning-making.
21 Second, the sociomaterial can support revealing the dynamics that comprise everyday
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23 life, including working and learning. Such dynamics involves, in the third place, the
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materiality embedded in the development of structures and tools, including the
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26 materiality of human beings (Engeström & Ahönen, 2005). Finally, Engeström and
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28 Ahönen (2005) suggest sharing, which permeates the notion of collaborative agency, as
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30 a form of sociomateriality.
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33 the possibility of thinking agency in a collaborative and transformative ways, through
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35 the development of new tools in educational management.
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39 RESEARCH CONTEXT
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42 This study is part of the Management in Creative Chains Project, which main
43 objective was to enhance educational management through the development of
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45 professional staff, focussing on their studying, training and monitoring activities in the
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47 educational system (LIBERALI, 2012b).
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49 The educational system in this research involves educational managers whose
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positions and roles varies in the hierarchical level. In the Secretariat level, there are the
52 secretary of education, director of elementary and high school, and pedagogical team,
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54 while in the Regional Boards of Education there are pedagogical directors, supervisors
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and teacher educators. Finally, in the school level there are principals, principal
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3 assistants, pedagogical coordinators, pedagogical coordinator assistants, in some
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5 schools, and teachers.
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7 The Management in Creative Chain project took place from 2011 to 2013 and
8 was organized by formative meetings in the Secretariat of Education and two Regional
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10 Boards of Education. The focal study in this paper encompasses an intravention, as
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12 discussed by Author (2016), conducted by a school and its community members during
13 and after the project. While in the formative intervention there was a strong presence of
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15 researchers, developing tools with educational managers to be further reformulated and
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17 applied at schools, in the intravention the researcher acted more as an ethnographer to
18 capture the use and the consequences of the tool use because of the formative
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20 intervention.
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24 The school context
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The school, named ST, in which data were collected is in the South Zone of the city of
28 São Paulo, in between a favela, outskirts houses, and condominiums. There is a river
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30 that runs in between the school and the community, where people throw garbage due to
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lack of garbage collection services. There are 2.252.079 inhabitants living in the South
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33 Zone, most of them in favelas (INPE, 2010). As houses in favelas are built (mostly) in
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35 illegal land, they are the most affected by floods during Brazilian summertime, from
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January to March, the beginning of the school year.
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39 The specific community, is directly affected by the flood because, first, as there
40 is no garbage collection, the garbage is thrown down the hill towards the river. Second,
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42 there is no sewage treatment in the community, so people dejects are also deposited to
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44 the stream. When it rains the stream and the sewage flood, and the water and dirt go into
45 people’s houses, thus, many students’ families have their belongings and even their
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47 houses damaged or lost by the flood. There is also a high level of diseases in the
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49 community generated by the contaminated water from the flood.
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53 METHODS AND DATA
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3 In this paper, I analyse one case in which a school gets organized with the community to
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5 solve a flood issue. The analysis is based on categories of description and
6 argumentation (LIBERALI, 2013) in a critical collaborative research perspective
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8 (MAGALHÃES, 2016), which contributes to the scrutiny of different voices and
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10 activities in the relation school and community. The voice interconnection (LIBERALI,
11 2013) as well as responsibility and responsiveness (BAKHTIN, 1952; FUGA, 2009;
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13 CUNHA JR. and others, 2016) are identified by the different use of pronouns
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15 throughout the discourse. Such interconnection enables the identification of how
16 participants position themselves and others in the discourse understood in this paper as
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18 manifestations of collaborative agency.
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20 Therefore, I report the whole process of activities planning and organization in
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22 order to point out how school and community members got together to face the flood
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23 issue. The report was built upon one meeting in the Regional Board of Education; two
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25 meetings with community members and school; two interviews with the pedagogical
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27 coordinator, one interview with teachers; school pedagogical project; school
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management plan; teacher’s yearly planning; and field notes.
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31 Data are organized in a chain of activities focusing on a specific school and its
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RESULTS
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41 On the way to school
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43 Although, I had contact with the school management work since the beginning of 2012,
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45 the first time I visited the school was in December 2013. I also had the possibility of
46 joining some school activities such as: annually cultural week, when I could watch
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48 several students’ presentations on various topics including community issues such as the
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50 flood; school council meeting, pedagogical meeting and community members meeting.
51 Exceptionally, I was invited to take part in a ceremony in which the school was
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53 competing for the city council prize on human rights.
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55 I was very interested in visiting the community, so I could get to know more
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57 about people who live in the favela and, somehow, the constraints students find on the
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3 way to school, so I decided to go uphill (Subir o morro – this is the expression used in
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5 Portuguese to say that someone is entering a favela). Since it was the last school week,
6 and the pedagogical coordinator was very busy, I decided to go uphill on my own.
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8 However, due to security reasons, I was not allowed to do so. Although I was born in
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10 São Paulo and I am familiar with favela contexts, it could be dangerous to go uphill
11 alone since people did not know me. So, one of the pedagogical coordinators, from now
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13 on called PCS – Pedagogical Coordinator S – went with me. Besides, it was also not
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15 possible to take camera or microphones, I could return without them, so data were
16 collected by a smartphone.
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18 On the way to school there is a long alley that crosses the hill from bottom up,
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20 and there are eleven smaller ones. Officially, there is only one main street in the
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22 community and when students need to register for the school year, they refer to the
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23 main street, not to the alley they live in. As there is no maintenance in the alleys, many
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25 people complain about accidents. Besides, there is no lighting at night, when students
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27 return from school night shift and some workers return home, generating assaults, drug
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dealing and use, and rape, as described in the School Pedagogical Project of 2012.
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31 During “the way to school”, we could see different people coming up and down
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32 for shopping. The school is in the middle of two other ones, a private school, and
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34 another public one for early childhood education. One thing worth noting, was a man
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36 fixing a sewage box for a neighbour, who prevented him that rain was coming and all
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37 his work could be wasted.

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39 In fact, there are two different ways to go to school. We took the safest, but
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41 longest for many students, through the alley, while most students go literally downhill
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43 and cross a wooden bridge made by the community, in between the river and the school.
44 Our visit ended on the top of the hill, and arriving there we noticed that someone had
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46 built a wall so that people would not throw garbage downhill, which did not help much.
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48 During the visit, a brick layer approached and threw buckets of garbage downhill
49 towards the river direction. Another interesting fact was a short conversation between
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51 PCS and one of her students, who was around nine years old. He was going uphill with
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53 someone. I naïvely thought could be an older brother, but he was someone who was
54 luring the boy to use drugs. Later, PCS explained that the boy had stolen school
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56 equipment in order to solve drugs debts.
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58 [Figure 1 near here]
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3 As a foreigner in my own city, I could see things that called my attention besides
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5 the downsides of living in a favela with such problems, as mentioned before. There
6 were people chatting and laughing on the streets, and boys flying kites. It was also
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8 possible to listen to different types of music, from Brazilian folk music to bolero, and,
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10 since it was lunch time, it was possible to smell delicious food preparation. Finally,
11 although houses are built in small spaces, and many times there are a couple of houses
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13 conglomerated, people still find spaces for gardening, which makes the favela more
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15 colourful.
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17 The organization of educational management with the community is essential to
18 overcome challenges depicted in that context. Therefore, sociomateriality is embedded
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20 in the community not only by the way community members live with specificities of the
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22 community, but also by the way community members create tools to deal with the
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26 Pedagogical coordinator’s participation
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28 To begin with, PCS took part in the monthly formative meetings during 2011 and 2012
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29 organized to all pedagogical coordinators from a Regional Board of Education. The

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31 main objective of the meetings was to develop tools with and for Pedagogical
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33 Coordinators so they could improve the educational management at their schools.
34 Pedagogical coordinators were invited to produce a concept of educational management
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36 that would be more adequate for the Regional Board of Education (Author, 2014;
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38 Author, 2016).
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40 Therefore, the concept at the Regional Board of Education should keep their
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own demands keeping the features of different schools in the district. The same would
43 happen at school: they should produce a concept that contemplated school demands,
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45 maintaining features of the Regional Boards of Education. Excerpt 1 depicts the
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moment when PCS stated what, in her opinion, educational management is for.
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49 Excerpt 1:
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51 338. PCS. (a) There is something you said that doesn’t get off my
52 mind since our first meeting. Our school has always worked with
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54 themes, and there was a polluted stream next to our school. And I felt,
55 and the whole school group felt hypocritical, right? Talking about
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57 coexistence (…) living with something that we spend all the time
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3 with. (b) To me if teaching-learning does not make my life better, or
4 as a person, as a human being or as pedagogical coordinator, it has no
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6 meaning to me. I think it is necessary to have a change for better. We
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used to make tours around the community every year to get to know
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9 about the problems in the community, the history of the community.
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(c) What for? Then I had an idea... I found the way. Damn, I want to
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12 dream of a better school! And when we talk about transforming
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society, it is not to go there and clean the stream or pick up the trash. I
15 keep thinking "I deserve it, my student deserves it, and you deserve a
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17 better school to have a better quality of life!" (d) So, at the moment
18 that the school wants to transform reality it transforms the mind set of
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20 people who accept anything. So, that's what we try to do there!
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22 From a CHAT perspective, there is no activity without a need (LEONTIEV,
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23 1978). In excerpt 1 (a), PCS externalizes the need or the problematic situation in her
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25 school context: the polluted stream that floods. PCS defines her view of what
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27 educational management is for in part (b), pointing out the historicity of school
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activities organization, as suggested by Engeström (2015). Part (c) describes a moment
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30 in which PCS envisions possibilities for the future (ENGESTRÖM, 2009a), by
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32 transforming society engaging students, pedagogical coordinators and herself in the

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discourse. Finally, in part (d), the school object, although not feasible yet, is
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35 contemplated.
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37 Those formative meetings can be understood as creative encounters, as proposed

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39 by Miettinen (2010), due to the possibility of starting envisioning the joint object of
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41 school, in this case, the transformation of the flood issue. This first movement triggered
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42 the awareness of the pedagogical coordinator about the situation school faced and the
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44 need to have school and community members acting together to define the joint object,
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46 which is brought about in part (d) of excerpt 1.
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48 The same type of formative meeting should happen in different schools, and
49 after discussing it at school ST the definition of what management is for, they came up
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51 with was: “to promote necessary conditions for the good development of all subjects
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53 involved in teaching-learning processes and for the transformation of a given reality that
54 is presented as limiting possibilities”. Such definition was the material to guide the
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56 following formative actions and activities.
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3 Secondly, Pedagogical Coordinators produced a management plan, a tool
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5 collaboratively developed to organize the formative activities at school. To produce the
6 management plan, the Pedagogical Coordinators had to draw the school need, referred
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8 in the excerpt as drama, and then project a joint object that would guide the formative
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10 activities. Such activities were organized in three moments: studying, educating and
11 monitoring. Excerpt 2 describes how school organized to draw their drama.
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13 Excerpt 2:
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1. PCS. These are the only moments we meet, which are the
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17 pedagogical journey and the pedagogical meeting, and from there we
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could discuss which drama we had and that we needed to choose one.
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21 2. R. Did you do this process with the students then?
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23 3. PCS. We did it with the students and went to the community to find
24 out their drama.
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26 4. R. Is it when you organized the wishing tree?
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28 5. PCS. Yes, it was. We were thinking about what we wanted and
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30 what we wished for the school. We started with the dramas. Well,
31 these are our dramas but in relation to these dramas think about what
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33 we wish. What we want to transform. “I wish my students had more
34 opportunities to study.” “I wish I had better working conditions.” “I
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36 wish I had an interdisciplinary work with other people.”
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38 6. R. A team wishing tree.
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40 Pedagogical Coordinator started by pondering about the activities they had in
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order to discuss the drama issues: the pedagogical journey and the pedagogical
43 meetings. The same procedure happened with the students, who listed their difficulties,
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45 mainly learning ones, and with the community. The pedagogical journeys and
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pedagogical meetings were the creative encounters in which school members had the
48 possibility to design their joint object collaboratively (MIETTINEN, 2013) by means of
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50 togetherness, as suggested by van Oers & Hännikäinen (2001) through the wishing tree.
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The same happened with students and community members. Collaborative agency and
53 togetherness were highlighted by the use of the pronouns we and our throughout
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55 Excerpt 2. Besides, by externalizing their wishes, participants had the possibility of
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externalizing problems they faced projecting possibilities to transform them.
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3 Figure 2 illustrates the wishing tree work. Teachers needed to write their wish on
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5 a piece of paper and glue it on a tree hang on the wall, after they would compile all the
6 wishes, come up with a possible joint object and then plan the activities that would
7
8 support reaching them. The same happened with students and with the community.
9
10 [Figure 2 near here]
11
12 Overall, the management plan was a key tool, the material that triggered
13
14 pedagogical coordinators, teachers and students to get deep into the community to draw
15
16 their drama and develop their joint object. However, instead of focusing on scientific
17 texts during the studying moments, PCS decided to visit other stakeholders in the
18
Fo
19 community to study community needs. During the monitoring moments, PCS
20
21 participated in the stakeholders’ meetings, such as: Health Care Unity and community
22 association meetings. Thus, she could return to educating moments with teachers that
r
23
24 happened during pedagogical meetings and educational journeys, two moments
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25
26 officially dedicated for teaching education.
27
28 The participation of Health Care Unity members, community association
vi
29 members and teachers amplified the social scope of educational management. Such
30
31 movement provided possibilities for more participatory organization and education at
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32
33 school and in the community.
34
35
36
On
37 Teachers and students’ participation

38
39 The teachers listed below were directly involved in the project:
40
41
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PL- Portuguese Language teacher

42
43
G1- Geography teacher
44
45
46 G2- Geography teacher
47
48 PE1- Physical education teacher.
49
50 PE2- Physical education teacher
51
52 A – Arts teacher
53
54 It is important to mention that those teachers were part of a specific project,
55
56 entitled Specific Action Project (in Portuguese, PEA – Projeto Especial de Ação) in
57
58 which they were paid eleven extra hours in their salary, two of them to take part in the
59
60
1
2
3 Pedagogical Journey and the other nine to study and prepare classes according to the
4
5 project. However, it did not mean that other teachers could not take part in the project.
6
7 First of all, teachers discussed with PCS what their drama would be and drew
8 them on the wishing tree as described on the previous section. Second, they created the
9
10 project “My stream, my life”, in which different curricular components and activities
11
12 were planned and implemented to call community members' and authorities' attention to
13 the flood problem. After that, teachers incorporated into their official year planning the
14
15 flood issue by mentioning it in the general scope of the planning or in different tasks
16
17 and activities. Finally, the different tasks and activities were implemented and evaluated
18 throughout the process during pedagogical meetings and pedagogical journeys.
Fo
19
20
21 The Portuguese Language teacher worked on how to write an argumentative text
22 in which students had to describe their problems and envision possibilities to solve
r
23
24 them. Besides, in a partnership with Geography teachers, they developed a survey in
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25
26 which students would interview community members in order to have an overview of
27 the social organization of the community and the problems they faced by living in the
28
vi
29 favela, especially the ones related to the flood issue.

30
31 Geography teachers also organized a study about the river course, in which
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32
33 students needed to research about the natural course of the river and the rivers that are
34 affected by this one, and how it changed over time, and how people started building
35
36 their houses around it.
On
37
38 As the community does not have public space for leisure, the only space the
39
40 community has is the school court, and although this is not officially allowed, school, in
41
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42
agreement with the community, keeps the court gates opened during the weekends, so
43 community members can use it. Physical Education teachers discussed with students
44
45 what type of sports or leisure activities they could have if they had such space. So, they
46
47
organized a race on the street close to the river and a human chess championship, then
48 kids could learn the techniques at school and play on the street close to the river, so they
49
50 could envision how it would be if they had such spaces.
51
52 Following the same idea of space use, the arts teacher organized a samba school
53
54 using waste thrown around the river to make instruments, costumes and allegories.
55 Students also wrote samba lyrics in which they had to describe the problems with the
56
57 flood and how they envisioned the clean river. The name of the samba school was “Get
58
59
60
1
2
3 out of my way”. Another task, following the same line, was to draw how students saw
4
5 their community with the flood issue and how they envisioned it without the flood.
6
7 Although ICT (Information and Communication Technology) and Science
8 teachers were not directly involved in the project, they also took part of it. ICT teachers
9
10 worked with Portuguese teacher to support students developing leaflets to invite
11
12 community members to participate in the school and health care unity meetings.
13 Besides, ICT teacher also worked with Portuguese Language teacher and Geography
14
15 teachers to support students develop and calculate the survey with community members.
16
17 The Science teacher worked on the types of diseases that could be spread because of the
18 flood and how students could take care of hygiene to avoid them.
Fo
19
20
21 The different activities organized by teachers and their students towards the joint
22 object developed inside and outside the school in togetherness (VAN OERS &
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23
24 HÄNNIKÄINEN, 2001) characterized the collaborative agency (MIETTINEN, 2010;
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25
26 2013). Such characteristics broke the boundaries of normative top down educational
27 management, in which teachers receive demands to be accomplished, to make the needs
28
vi
29 more visible and the object more tangible.

30
31
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32
33 Community participation
34
35 According to Engeström and Ahonen, (2005), communities need infrastructure to exist,
36
On
37 but some of this infrastructure is created out of the blue, by dwellers who need to face
38
39 certain realities in their contexts. Such infrastructure become so ordinary that they also
40 become invisible for those who live in the community, and much more for the ones who
41
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42 don’t live there, which is often the case of people who work at school.
43
44 First, the articulation between school and community began when the school
45
46 team started participating in two different types of meetings: one organized by the
47
48
community association and another organized by the district professionals. In between
49 this process, PCS with the school team found out their drama was mostly related to
50
51 violence, which was created outside school and brought into the classroom. For
52
53
instance, students who were from different favelas and studied in the same classroom,
54 started fighting during classes because of issues they had outside school. Another
55
56 example was that Mondays were considered very stressful days since students would
57
58
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60
1
2
3 have had some quarrel or fight during weekend’s parties and they wanted to solve it at
4
5 school.
6
7 The whole violence environment created a very stressful scenario at school, and
8 violence was manifested not only in between students, but in between the school team.
9
10 One of the hypothesis was that violence was generated by the lack of leisure spaces in
11
12 the community. So, PCS searched for help with the health care unit psychologist who
13 started working with the school in order to work with the violence issue. PCS then
14
15 reported that they had other issues in the health care unit concerning the same age group
16
17 that was going to school.
18
Fo
19 Then, PCS, the psychologist, health care unit manager, nurses and social worker
20
21 discussed their dramas and they found out many of the students, children and teenagers,
22 who should visit the health care unit to get vaccination did not do so, which increased
r
23
24 the level of certain diseases in the community, so school would start calling parents and
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25
26 students attention to vaccination programs. On the other hand, school had high level of
27 absences because of diseases generated by garbage, which does not have proper
28
vi
29 treatment, and water contamination.

30
31 Excerpt 3:
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32
33 31. PCS. So, I wandered. Why are students so unruly in the
34
35 classroom? So, we began to realize that there is no space for leisure.
36 So, we began to realize that every day our student misses class
On
37
38 because they have headache, the Health care unit mentioned
39 everything has to do with the health. And we then thought about
40
41 working on joint actions involving education, health and community
ly
42 members, and not think that the school's drama belongs only to the
43
44 school. The school's drama indeed belongs to school, but I have to
45 share with others. And then we found out that other people could help
46
47 in our drama, and then we discovered our joint object, and that's when
48
the river came out.
49
50
51
After discussing schools and health care unit's drama, they realized they would
52 need strong support from the community members to draw a joint object and plan
53
54 activities that would help overcoming their problems. Therefore, instead of each
55
56
instance – school, health care unit and community association – struggle individually to
57 solve their individual issues, they started working in togetherness (VAN OERS and
58
59
60
1
2
3 HÄNNIKÄINEN, 2001), potentiating their effort to overcome the flood issue. Such
4
5 togetherness was materialized in the discourse by the reference to the different
6 stakeholder taking part in the process – school, health care unit and community
7
8 association –, the relation PCS and the others, and the pronoun we.
9
10 The first meeting took place in the health care unit in September 2011. There
11
12 were around thirty people amongst them PCS, teachers, students, community members,
13 who happened to be most students’ parents or tutors, health care unit manager, nurses
14
15 and social worker. After that meeting they organized so that meetings would happen
16
17 every month in different places: health care unit, school, and different community
18 association basis. During those meetings, they discussed which were the main issues
Fo
19
20 faced by the community, what they could solve together, what they would need
21
22 politicians, city councilman or deputy mayor support, and how to reach them.
r
23
24 Such meetings can be characterized as creative encounters in which participants
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25
26 expand their expertise (MIETTINEN, 2010; 2013) and their power of togetherness
27 (VAN OERS & HÄNNIKÄINEN, 2001) through a social and material organization to
28
vi
29 solve their problem. So instead of blindly accept the materiality of their contexts,
30
31 participants engaged in a movement to envision new possibilities to transform their
ew
32 future in collaborative agency.

33
34
35
36
Envisioning the future
On
37
38
39 As a final product, the pedagogical coordinator produced a manifesto based on the
40 meetings and community members’ testimony. As sequential trajectory of the activities
41
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42 previously organized, after making the community aware of their problem, school and
43
44 community leaders collected signatures of different people so that they could deliver an
45 official document requiring that a linear park was built on the stream. Through the
46
47 movement established between school and community towards the solution of the flood
48
49 issue they could make part of the 1st Prize in Human Rights in the city of São Paulo,
50 winning the third place. The mayor, the Secretariat of Education, and the Secretariat of
51
52 Human rights were present in the event.
53
54 After delivering more than 2000 signatures, one of the community leaders
55
56 became the representative of the region security councillor (in Portuguese, CONSEG),
57
58
who has closer relation to the politicians improving the possibilities of having the
59
60
1
2
3 community heard by authorities. This happened on the week I was immersed in the
4
5 school and had the opportunity to join their meeting, as every week the city councilmen
6 assembly opens their microphone so that common citizens could speak for three
7
8 minutes, they planned to attend the following assembly and use the three minutes to
9
10 read the manifesto.
11
12 In the beginning of 2014, around March, the councilman that represented the
13 South region of São Paulo visited the school and started developing a project with
14
15 students and community in order to solve community issues including the flood. After
16
17 that, the secretariat of environment and green started cleaning up the river and
18 developed a project for a linear park where the river takes place. Due to the efforts made
Fo
19
20 by school, health care unit and community member, the school was recognized as a
21
22 place that struggles for the guarantee of children and teenager’s rights in celebration of
r
23 the 25th anniversary Child and Adolescent Act in 2015.

24
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25
26 Therefore, more than producing an expertise to solve their problem, school and
27 its community planted the seeds for a different form of school organization they were
28
vi
29 used to, such organization provided them the chance to make education and educational
30
31 management move beyond school walls, beyond the favela and beyond their district.
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32
33
34
35 DISCUSSION
36
On
37 The theoretical insights gained through the study encompasses the collaborative
38
39 agentive movement throughout the case. Firstly, by considering the needs to project a
40 jointly object to organize educational management, and secondly to develop tools that
41
ly
42 enabled the transformation of educational management inside and beyond school walls.
43
44 Such movement remarks the importance of the materiality embedded in CHAT to the
45 transformation of educational management settings.
46
47
48
Besides, the study offers a possibility of educational management expansion,
49 which moves from a hierarchical management organization, in which the pedagogical
50
51 coordinator would follow the rules, proposed by the upper levels of the educational
52
53
system, to an expansive management, in which the formative intervention triggers the
54 intravention transforming school and the local community.
55
56 Such expansion does not happen because of the need of a more altruistic attitude
57
58 of school as an organization. Differently from Marquis and others (2007), who analyse
59
60
1
2
3 different cases in which companies needed to develop social measures to make
4
5 communities members become potential clients, in the school case students have the
6 right to attend school, while teachers have the right to work there, so they need to
7
8 improve school and community conditions in order to improve working and learning
9
10 conditions. In Marquis and others (2007) case, clients can decide whether to be or not to
11 be a client, while in the school case, students need to attend school.
12
13 Reconnecting the discussion to the topic of this special issue, sociomateriality
14
15 permeates the discussion throughout the paper by considering how subjects collective
16
17 expressed and addressed their needs and develop tools to reach their object, facing the
18 challenges imposed by the school context, therefore expanding educational
Fo
19
20 management.
21
22
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23
24 CONCLUSIONS
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25
26
27
To sum up, the objective of the paper was to analyse how improving educational
28 management activities can lead to the transformation of school and its surroundings.
vi
29
30 First, there was a great effort of school pedagogical coordinator to bring the
31
ew
32 reality of her school into the conception of educational management, since the first
33
34 meeting at the Regional Board of Education. However, this effort became stronger when
35 teachers started working collaboratively and together to reorganize their curricula, so
36
On
37 that their joint object could be fulfilled on school daily basis and not only as an extra
38
39 project.
40
41 Despite the challenges of working with educational system that demands more
ly
42
43
focus on results of tests and assessments due to the context of social vulnerability, it
44 was essential for the improvement of educational management. The collaborative
45
46 agency developed by different stakeholders, such as the health care unit members,
47
48
community members, and school team provided a chance of projecting a joint object.
49 More than that, by the means of togetherness they could plan and implement activities
50
51 that would provide the envisioning of future possibilities. Such activities take into
52
53
consideration an important number of artefacts that enrich the sociomateriality in the
54 educational management organization, wishing tree, samba school, musical instruments
55
56 made from the garbage thrown in the river, amongst others. Mainly concerning how
57
58
their community could become a healthier place to live.
59
60
1
2
3 Therefore, we discussed how both collaboratively agentive movement
4
5 contributed to call authorities’ attention to the community and school problem with the
6 flood taking school to the community and the community to school. Collaborative
7
8 agency contributed to the educational management expansion through activities
9
10 organized beyond school walls.
11
12
13
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1
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3 List of figures
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6 Figure 1. View of the school neighbourhood from the school gate. The river is just
7
8 besides the school, where the bridge is.
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3 Figure 2. Wishing 3 moment. One of the teachers is reading her wishes and
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5 subsequently placing them on the tree behind her.
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Lemos 2017 Collaborative Agency in Educational Management - Constructing A Joint Object

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Lemos 2017 Collaborative Agency in Educational Management - Constructing A Joint Object

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Revista de Administração de Empresas

COLLABORATIVE AGENCY IN EDUCATIONAL MANAGEMENT:

Journal: Revista de Administração de Empresas

Manuscript Type: Forum (Fórum)

Educational Management, Collaborative Agency, School-Community

23 and community. Thus, I discuss how collaborative agency contributes to the

37 according to Bush (2011, p.14) “educational management as a field of study and

23 school self-evaluation, provides better school development and consequently

of an activity is never an isolated process; it also means redefinition of its boundaries

32 relation to the broad educational system and the community.

37 his work could be wasted.

29 organized to all pedagogical coordinators from a Regional Board of Education. The

32 transforming society engaging students, pedagogical coordinators and herself in the

37 Those formative meetings can be understood as creative encounters, as proposed

37 Teachers and students’ participation

PL- Portuguese Language teacher

29 favela, especially the ones related to the flood issue.

29 more visible and the object more tangible.

29 treatment, and water contamination.

32 future in collaborative agency.

23 the 25th anniversary Child and Adolescent Act in 2015.

25 Republic Constitution]. CASA CIVIL, S. P. A. J. Brasília, Brasil: Governo Federal

29 BRASIL, M. Leis de diretrizes e bases da educação [Brazilian basis and guidelines

Communication Teacher, v. 30, n. 4, 2016.

25 theoretical exploration. Helsinki University. Helsinki, Finland, p.126. 2005

29 to Master its Own Future? An Activity-Theoretical Study of Expansive Learning

32 Oxford: Blackwell Publishers LTDA, 2002. ISBN 9780631223306.

of Formative Interventions. Mind, Culture, and Activity, v. 21, n. 2, p. 118-128,

29 AUTHOR. Omitted for peer review. 2016.

32 AUTHOR. Omitted for peer review. 2016.

23 MIETTINEN, R. Creative encounters and the emergence of object-oriented

29 Edward Elgar Publishing, 2013. p.435-449.

32 RANTAVUORI, J.; ENGESTRÖM, Y.; LIPPONEN, L. T. Learning actions, objects

37 ______. Learning actions, objects and types of interaction: An analysis of expansive

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