El equipo de trabajo como sistema interaccional: funcionamiento interno, estilos y formas

Abstract

In this paper we explain in a contrasting way the cause-effect systems of thought, which are the origin of a downward linear conception from the Ministty to the schools and -within the schools- from the principalship to the students, who thus become recipients of orders,
directives, conunands, roles and training-plans and who have to follow all ofthese. To this way of thinking, we oppose the systemic-interaccional conception whose objective is to make all people involved in those systems (school structures) play their role as interactors in a system, the school, where everybody has something to say, learn and do. Thus, principalship becomes a subsystem at school, whose main tasks are not that much those conceming rulemaking, sanctioning, watching and controlling, but mainly managing relationschips and conflilcts, mediating, reaching agreements and consensus.