Decision-making in educational management: from pedagogical practice

Abstract

Decision-making must be interpreted from a multidimensional perspective, recognizing that managerial processes involve a confluence of technical, human, epistemological, social, cultural, and political factors that need to be considered when making decisions within the educational process. The essay's aim was to address ontological aspects related to educational management decision-making from the perspective of pedagogical practice. The method used was content analysis of various consulted documents. The analysis reveals that decisions are often centralized and distant from classroom realities, thus ignoring the valuable tacit knowledge of teachers. Integrating teacher experience is crucial for effective management, promoting bidirectional communication and a paradigm shift towards leadership that values practical knowledge. Thus, grounding managerial decisions in pedagogical practice transforms administration into committed leadership.