An organizational ecology to manage a School Cluster in Lisbon (Portugal). Situationally constructed learning and practice

Resumen

This paper presents partial results of a research focused on the analysis of the Concrete Action  

System (Friedberg, 1995) which regulates the functioning of a School Cluster (SC) formed in the 2010-2011 school year. The study developed in the fictional named "AE Margin" denotes the situational construction of an institutional ecology (Star & Griesemer, 1989) where the work of the principal is crucial in the construction of communication and interinstucional    dynamics.

First, we present the research developed and the methodological approach built to address the SC policy. Second, we introduce the theoretical framework adopted. Third, we differentiate three  internal organizational processes of the Concrete System Action contextualized in the SC Margin.

Finally, we present some interpretive findings about the organizational ecology studied.