SCHOOL ACTIVITIES AND ADMINISTRATION: CHIMERICAL EXPECTATIONS OR REALITY

The terms administration and innovative action in the fields of education sound in the ears if not as adversative pair, as fabricated argument that is reduced in the sphere of idea. Eysevej's desires or maximum intonated oratories of some syndicalist in a centralised model of education where the initiatives are forgotten and the executives provided that they fulfil and do not participate in the configuration of policy, have consequently an opposite role of their title. The inquiring question that results in whether it is thus the things or us 'it serves', it appeases us to describe them by this manner. In the particular proposal we will try:1) to approach conceptually the terms creativity and innovation in administration; 2) the place of school activities in the innovative action and the reasons that the executives do not visually correspond in likely challenges; 3) to seek proposals of democratic administration that raise the technocratic model and corresponds in the modern social requirements and policies, as these function in the frames 'a national and the European model of education'. In this proposal we will present elements that are supported in treatment of questionnaires that they were shared in 35 executives of education (Directors of school units) and lead to interesting conclusions as well as to the feedback of our reflection as long as it concerns the inquiring questions that were placed.