Revista Scientific Edición Especial - Febrero-Abril 2017 | Page 31

Abstract
The present research aims to generate an analysis about motivational
educational management based on Edgar Morin ’s complex thinking
philosophy, which provides sources of knowledge to guide school management
towards participation and assessment processes. Methodologically, it is
qualitative in nature, with descriptive analytical posture, of a phenomenological
nature. The type of research is field; the collection techniques are the in-depth
interview and observation log, applied to three (3) educational managers, as
the interview guide instrument. Triangulation of data was developed for
interpretation. The analysis was approached considering the information and
findings found in the managerial discourse of the key informants. With the
interpretations made to the key informants' discourse, it was possible to know
that managers do not know the competences inherent to the position they
occupy, as well as the benefits offered by the philosophy of complex thinking;
Causing great disagreements between the members of the institution, affecting
the harmony and exchange of trips that allow to improve the educational
quality. Therefore, it is necessary to offer an analysis that allows the reflection
and orientation of the managerial role towards the achievement of
effectiveness, in addition to promoting an adequate working climate.
Keywords: educational management; motivation; complex thinking.
Date Received: 25-11-2016
Date Acceptance: 06-01-2017
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Arbitrado
Motivational Educational Management Based on the Philosophy of
Complex Thinking