How it operates the collaborative work in the schools? In the educative scope, Teresa Mauri, calls center equipment to “a unit of social interaction that is characterized by the task or educative activity of aid that carries out of joint way.” (Mauri, T., 2002, P. 60) emphasizing that in the center equipment, the interaction is developed socially between people located and characterized in a scholastic institutional context that marks the communication between the interacting ones, the rolls and estatus of each of them and the purposes reunite that it. Under the psychological perspective the interaction, cannot be included/understood like the action of an subject on another subject, but as an adjustment reciprocal and continued between the members of system and the school like part of a system, implies that their members share norms, rituals, representations that form a model of conduct direction. This way the equipment of center constructs to its interactivity defining the actions that unite and the distribution of papers of each in their accomplishment, in a process of negotiation given by the types of verbal communication and nonverbal that establishes the professors, being generated in it, the commitments and cooperation with interdependence bonds and loyalty. In the process of negotiation the influence exerted by means of the communication defines the actions that a professor or group of professors tries that they realize another professor or group of professors of equipment of center through opinions, attitudes and behaviors. Being determining in the processes of interactivity and negotiation that settle down in the groups, the category or place that an individual in the organizational hierarchy and the roll occupies, the function or paper that corresponds to him to carry out, it takes to consider as part of the influence, the exercise of being able and the capacity of seduction or conviction that occur in the groups consequence of the affective attraction, affection, identification and ancestry. Of the different behaviors that assume the members of scholastic equipment in the process of negotiation, it is to emphasize the reactance like those conducts and attitudes of resistance that some members of group of professors assume as negative feeling of loss of independence by the influence of group and the deviation that consists of maintaining opinions, values, attitudes that break with the dominant norms, considering these behaviors like own of the minorities within the group and which they affirm as a threat to the consensus of work in equipment and they are creative of conflict by the breaking of the cohesion of group. As answer to the conflict arises the processes from negotiation, which can use strategies of coercion with the use of threats, or strategies of dissimulation that exert through the manipulation and the control of the information or strategies of persuasion that try to seduce the adversary, proposing like the best model to confront the conflict to the integrative one that it considers that “the best turn out in the search of the common interests is obtained in the rigidity of maintenance of the aims with the flexibility in the establishment of the average ones to obtain them.” (Mauri, 2002, P. 66) Of certain form the work in collaborative equipment and implies that the participants resign to personalistas attitudes changing them to others where is participated in processes of negotiation, dialog to construct ample representations of the tasks to execute and the definition of the papers that will assume when fulfilling these tasks, in such sense which each we have been able to do in reciprocity with others.
Posted on: Fri, 05 Jul 2013 12:18:49 +0000
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