School guidance in complex societies

Abstract

There is a great concern about the low impact and the modest sustainability of
many innovation proposals, although they were valuable and they got an
adequate support. Finding an explanation to these circumstances requires
research, reflection and collective dialogue. In the present document we bring
together several conclusions out of the available research; we collect some
evidences that come from the author’s own reflexive practice; from the
collective dialogue we gather a validated and relevant knowledge. We take as a
reference a complex concept about the conditions that make possible the
educational innovation. Our point of view about school Consultancy is identified by several features: the commitment to the critical analysis of the dominantsocial order, the understanding of the perceptions expressed by the involved educational actors, the promotion of 'discursive practices', the reflection about what happens in the classroom, the cooperation with the educational communities in the construction of collegiate identity references…