Gestión educativa supervisora desde una perspectiva transcompleja:
hacia una administración escolar polifónica y transformadora
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-36
https://doi.org/10.5281/zenodo.15443129
ISSN: XXXX-XXXX
REVIEW ARTICLE
Supervisory educational management from a transcomplex
perspective: towards a polyphonic and transformative school
administration
Cesar A. Araujo
Universidad Tecnológica Empresarial de Guayaquil, Ecuador.
Received: 11 June 2024 / Accepted: 08 August 2024 / Published online: 21 January 2025
© The Author(s) 2025
Cesar A. Araujo
1
·
Alejandra Duarte
2
AbstractThisessayoersacriticalreectiononsupervi-
soryeducationalmanagementfromatranscomplexperspec-
tive,aimingtoreframetheroleofteacherswithsupervisory
dutiesastransformativeleaders.Ratherthanapurelyadmin-
istrativeorpunitivepractice,supervisionisenvisionedasa
dialogic,polyphonic,andtransdisciplinaryprocessthatsup-
portspedagogicalleadership.Fromanonto-epistemicstand-
point,theessayadvocatesforahuman-centeredmanagerial
approach that integrates cognitive and emotional dimen-
sions,fosteringethical,participative,andreectivesupervi-
sionpractices.Thetranscomplexparadigmenablestheinte-
grationofdiversevoices,knowledgesystems,andrealities,
aswellasongoingmarketingimprovementandadaptationto
dynamiceducationalcontexts.Thismodelchallengeshierar-
chicalandbureaucraticstructuresbypromotingprofession-
alautonomy,criticalthinking,andpractices.Theitemalso
callsfordevelopingspecializedtransepistemictrainingpro-
gramstostrengthensupervisoryleadershipcompetencies.In
thisway,educationalsupervisionbecomesacomprehensive
process that weaves together being, knowing, and doing,
shapingatransformativemanagementapproachthatenhanc-
eseducationalqualityandequity.
Keywords transformative management, educational su-
pervision, transcomplex approach, pedagogical leadership,
polyphonicdialogue.
Resumen Este ensayo propone una reexión crítica so-
bre la gestión educativa supervisora desde una perspectiva
transcompleja, con el objetivo de resignicar el rol del do-
cente con funciones de supervisión como agente transforma-
dor. En lugar de una supervisión meramente administrativa
o punitiva, se plantea un modelo de liderazgo pedagógico
orientado al acompañamiento dialógico, polifónico y trans-
disciplinar. A través de una mirada onto-epistémica, se rei-
vindica la necesidad de una gerencia centrada en lo huma-
no, que articule lo cognitivo y lo afectivo, y promueva una
práctica supervisora ética, participativa y reexiva. El enfo-
que transcomplejo permite integrar múltiples voces, sabe-
res y realidades, impulsando procesos de mejora continua y
adaptación a las dinámicas del entorno educativo. Este para-
digma no solo desafía estructuras jerárquicas tradicionales,
sino que también fomenta la autonomía profesional, el pen-
samiento crítico y la inclusión. En consecuencia, se aboga
por una formación especializada para los supervisores desde
programas transepistémicos, que consoliden competencias
de liderazgo educativo contextualizado. Así, la supervisión
se congura como un proceso integral, que conjuga el ser, el
saber y el hacer en la construcción de una gestión transfor-
madora al servicio de la calidad educativa.
Palabras clave gestióntransformadora,supervisióneduca-
tiva,enfoquetranscomplejo,liderazgopedagógico,diálogo
polifónico.
How to cite
Araujo,C.A.,&Duarte,A.(2025).Supervisoryeducationalmanagementfromatranscomplexperspective:towardsapolyphonicandtransformativeschool
administration.Journal of Management and Human Resources,3(1),26-36.https://doi.org/10.5281/zenodo.15443129
1
Universidad Tecnológica Empresarial de Guayaquil, Ecuador.
2
Universidad Autónoma de Occidente, México.
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-3627
Introduction
Education is thefundamental pillar of humanity’s trans-
formation processes. It is the essence of cognitive, proce-
dural,attitudinal,andrelationalchangeandthecomplexity
andapplicationoftransdisciplinaryresearchstrategies.Var-
ious educational theories have been reected and put into
practice,especiallyinthe21stcentury,ontheexistence of
human beings, which is constantly changing. Educational
models focus on various paradigms—positivist, naturalist,
interpretive,social,andsocio-critical—allframed within a
linear and reductionist vision of science andthe construc-
tionofknowledge.Thisvisionhasgeneratedtheempower-
mentofknowledgeandtheconsolidationofclosedscientic
communitiesthatnoteveryonecanaccesssymbolicallyand
socially.
Therefore, this requireschanges; it mustbe in linewith
thenation’stransformativehistoricalmoment.Thisquali-
cation implies realizing an inalienablehuman right, which
iscircumscribedbythemanager’sconception.Italsoplaces
inthehands ofthesupervisingteachera powerfultoolfor
changethattransformssocialstructures,enhancespersonal
capacities,andcontributestothedevelopmentofresponsible
citizens.
Thetopicofsupervisioninanyworkareahasalwayshad
dierent nuances. In many workplaces, it is an action or
functionperformedbythepersonwhoholdsthepositionof
boss or who commandsmost within the workgroup, who
dictateswhathastobedone,howitshouldbedone,when,
where,andhow.Ríos(2013)expressesthatsupervisionhas
dierent meanings; every person who reads or hears this
wordinterpretsitaccordingtotheirexperience,needs,and
purposes.
Asupervisingmanagercanbeseenasapositiveforcefor
improving a program orprocess withina company;in the
educational eld, a teacher may see it as a threat to their
individuality; another mayseek it asa source of help and
support.The quote reects the dierent meanings thatsu-
pervisioncanhavedependingonwhohearsandinterpretsit,
oroneachperson’sexperiencewiththiswordortopicthat
encompasses the process known as supervision. It can be
positiveornegativeanddependsonindividualorcollective
reactions,hencethecomplexityofmanagerialsupervision.
As an active part of the educational system and knowl-
edgeablesubject,Ideeplyunderstandtheissue,asIampart
ofa supervisory management team (DepartmentofEvolu-
tionandStudyControl).Thisconcernhasledmetoaddress
the issue through a managerial approach. Transforming
teaching practices with supervisory functions based on a
complex,polyphonicrelationshipaimstoprovidesignicant
currentcontributions.
Facedwith this challenge, andguidedbymy research, I
wanttoreectonandpromotetransformationsthatoriginate
changes in the managerial currents of educational action,
generatinganinclusionofgroups,organizations,andother
factors that until now have been excluded from the scope
ofeducationalsupervisorymanagement,suchasknowledge,
experience,skills, and attitudes,whichare sta competen-
cies.
Recently,thetranscomplextheoryhasbeen incorporated
intoeducationasacomplexandtransdisciplinaryapproach;
fromthis,ithasbuiltatransepistemologicalandphilosoph-
icalbasistounderstandthefoundationsonwhichthispar-
adigmatic vision is based. However, the question is how
to incorporate it into educational work, how to generate a
managerialpedagogywheresubjectsmakeknowledgemore
complex, develop their intersubjective space management/
mind/ social / andarticulateit with metacomplexity,rela-
tionship in knowledge with the diverse educational loops,
dialogizeknowledgeandseethattheeducationalprocessis
aproblematicalternativeofcomplexreection,ratherthan
aconcrete transformational solution of the teaching-super-
visingeducationaltaskfromadialogicalcorrespondenceat
thetimeofmanaginginthedierenteducationalspacesand
especiallywhenmanaging.
Discursive dimensions and their theoretical ref-
erents
Theeducationalsubsystemasaworkplaceisnoexception.
Thosewhohaveexercisedthesupervisorymanagerialrole
inthisareahavesupposedlybeencharacterizedbypractic-
ingsupervisionthatismoreadministrativethanformativeor
guiding,primarilypunitiveratherthansupportive,andwill-
ingtointeract.
It is common to hear teachers complaining, such as,
“Thereisnosupervisionatmyinstitution”,“Idonotlikebe-
ingsupervised”,“Supervisionisallpaperwork”,“WhenIam
supervised,onlythenegativeaspectsarehighlighted,andI
amnotgivenguidance”.Theseandotherexpressionsreveal,
toacertainextent,theignorance,prejudice,andconfusion
causedbyalackofunderstandingoftheprimarypurposeof
educationalsupervision.
As an author andsomeone immersedin thesystem, she
stated that it is common to hear these types of statements
fromteachersregardingthesupervisionprocess,whichthey
expressintheformofcomplaintsbecausetheydisagreewith
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-36 28
howthesupervisoryfunctioniscarriedout.
Theseelementsclearlyexplainthereasonforrejection,as
theyindicatethatonlythenegativeaspectsarehighlighted,
butnoappropriateguidanceorsupportisprovided.There-
fore,Iseektoexplainthedutiesofthesupervisingmanager
intheeducationaleld.
InBringuier‘s(2001)speech,heoutlinesthatsupervisory
management should be conceived asa process ofongoing
research,carriedoutbydelvingintotheproblemsandtheir
causes, considering not onlyresults butalso theprocesses
andtherepresentativevalueofthesamples.Thisauthorex-
plains how educational supervision should be conceived,
howitshouldbecarriedout,andwhatshouldbeconsidered
initsactions.
In this framework, towards a transformative managerial
managementofteachingwithsupervisoryfunctionsfroma
transcomplex polyphonic relationship, “Educational Man-
agement”isdenedbytheactionsofthepeopleinteracting
withinit.AccordingtotheMinistry of People’sPowerfor
Education(2017),itpursuesthefulldevelopmentofteach-
ers,bothpermanentandongoing.Therefore,theeducational
managementprocessisorientedandmediatedtoprovidethe
supportrequiredbypersonal,physical,emotional,intellec-
tual,andethicalconditionstoundertakethechallengeofa
transcomplexpolyphonicrelationship.
Fromthisperspective,Villarini(2006),whoencompasses
themanagerialactionoftheteacherwithsupervisoryfunc-
tions from a humanistic-critical-emancipatory perspective,
explainsthatthisisaprocessinwhichahumanbeing,who
supervises,mustandhastobesupportedbyanotherhuman
being,whoguides,intheconstruction,expansionandmain-
tenance of his autonomy, both individual and collective,
through the development of his competencies, hence the
transcomplexityofthedialogue.
Humanizingmanagerialaction,rstly,involvesbeingand
doingasafundamentalpartofhumandevelopment.Second-
ly,itcomprisesdiversedimensionsconstitutedandintegrat-
edin the interaction with the cultural environment to help
congure the teacher’s personality, who requires guidance
fromapolyphonicrelationshipwheretheexchangeofideas
isrespected.Theabove,fromtheperspectiveofmanagerial
action(supervisor)thatguidestheparticularityofdevelop-
ingandtransformingthehumanandaectivecompetencies
thatarerequiredtobepartofacommunity,thisencompasses
aprocessofteachingandlearningsothatthesupervisorwho
guidestakesintoconsiderationtheexperience,needs,inter-
estsandcapacitiesthathebringswithhimasafundamen-
talkeysothathiseducationalactionwithinthemanagerial
spacesarerelevant.
Followingthissameauthor,thisactionseekstosatisfythe
needsandinterestsofpersonnelwhorequiresupervisionto
developtheircapabilitiesthroughtheirinteractionwiththe
socialandinstitutionalcontext.
Thisisachievedthroughhumanizingdialogue,transcom-
plexpolyphonic,whichfostersmutualsupportandcollabo-
rationwithin diversity.Thisis combinedwitha climateof
freedom, tolerance, coexistence, and love, where the sub-
jects (teachers) can experience that the supervisor is also
educated.This leads to generating personal autonomy and
independenceofteacherssothattheycanactivelytransform
theirenvironment.
Inthissense,managerialmanagementisoneofthoseelds
thatIbelieveneedstobroadenitsdierencesaccordingto
newairsandputintooperationothermechanismsthatallow
ustolistentoandperceiveallthoseelements,othervoices,
othercolors,thatcancontributetheirgrainofsandtotrans-
formitintoapolyphonyofvoices,inaconcertofreections
thatpromotesacoherentandconsensualmanagerialpraxis,
with which supervisory managementis transformedinto a
rangeofideasandfeelings.Inthisintersubjectiveencounter,
the transformation gives way tocreating and conrminga
dierentmanagerialmanagement.
Although the concept of polyphony is declared from a
musicalpointofview,itisnotinthatsolecircumscription
whereithasbeenmaintained,sinceithasbeensummoned
byresearchers andtransportedto otherareas, enrichingits
sphereofinuenceandsemanticeld.Bruzos(n.d.)points
outtheoriginandexpresses:
Asforthe term polyphony,ithad been used by Bakhtin
(2005),tomeanthepluriformnatureofeverylinguisticsys-
tem,under whose apparent abstract unity theresubsistsan
intersectionandinteractionofvoices,whicharethereec-
tionofdierentsocialandideologicalstructuresthatareun-
equivocallymanifestedinthediscourse...(p.5)
Allthesevoices and discourses aim to give life to man-
agerial work in educational supervision and permeate this
activity.Theydeserveaspaceofexistence,asvalidforsome
asforothers.From thehumblest personnelworking inthe
educational system to the highest hierarchy, they need to
connect and express theirideas in order notonly toguide
teachertrainingbutalsotoshapeandtransformtheeldof
supervision.
Theintra-institutional,linkedtoplannedtimesanda set
ofcontentsthatformpartoftheeducationalwork,requires
constantguidance,aproductofthechangesandadjustments
madebytheeducationalsystem,basedonestablishedpoli-
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-3629
ciesandguidelines.Itistimetoconsideratransformative,
planetary,universal,andcosmicmanagementtheorythatre-
spondstotransdisciplinaryandtranscomplexneedsandap-
pliestoanyeldofknowledge,discipline,orfunction.
In light of society’s reality, the principles proposed the-
oreticallycomplicatealternativesforaddressingtheframe-
work associated with management, which for many years
hasbeenattemptedtoberesolvedbasedonguidelines.This
frameworkismeta-spiral,complex,andtransdisciplinary.
To supervise educational action, the subject I propose
musthaveanaxisbeyondgivinginstructions,orientations,
or guidelines. It must bea complexifying subject,focused
ontransdisciplinaryresearch,withindividualandsocialca-
pacitytoconstruct,deconstruct,andreconstructknowledge
by making use of transepistemic tools, to become a prob-
lem-solving,reective,strategic,intuitive,investigative,and
proactivemanager,torespondtotherealityinwhichitop-
erates.
Complexity and transdisciplinarity in management edu-
cationalreadyhaveanameandmustbegintopermeateall
organizationalspaces:the term“transcomplexity”, thatis,
seeking what lies between, across, and beyond the disci-
plinesthemselves.Seenthisway,itrepresentsanewwayof
livingandcoexistingwithinhumanity.
Therefore,itisnecessarytobreakthemandateofa“sta-
ble”culture,theneedtomaintaineducationalcentersasthe
axis and driving force of knowledge transmission, and to
maintainregulationsasaninstrumentthatselectscontentor
orientations decontextualized from reality. This transcom-
plextheoryrespondstotransformationprocessesthatbreak
the stable patterns of culture, society, science, and every-
thinghumansbelievetheycontrolintheirlinearvision.The
answeriscomplexandtransdisciplinary.
Fromthisperspective,theaimistoensurethattheteach-
ingmanager,actingassupervisor,eectivelypromotesso-
cialinclusion througha conceptunderthe impactofacli-
mateof“openness”tothemostdiverseschoolsofthought,
sothattheycanguidethroughpedagogicalguidelinesonthe
path to becoming individuals who respect themselves and
othersthroughthecontinuousgenerationofspacesforcon-
ventionalandnon-conventionalcoexistencethatgiveriseto
collaboration,joyandresponsiblefreedom.
Inthissense,thisargumentativeessayaimstoreecton
managerialmanagement.Ittransformsteachingpracticewith
supervisoryfunctionsfromatrans-complexpolyphonicrela-
tionship,whichleadsustotransformourmanagerialpraxis
fromthedoingandtobesupervisorswithhumanqualities
whoinvitetheteachersundertheirchargetoliveinharmony
withthemselvesandwithothersthroughloveandrespectin
spacesopentocontinuousandpolyphonicdialogue.
Redening the episteme of educational super-
vision
Educationalsupervision is a unique, comprehensive,ho-
listic, social, humanistic, systematic, and methodological
process,designedtoguideandsupporttheeducationalpro-
cesswithintheframeworkofintegrationbetweentheMinis-
tryofPeople’sPowerforEducation,EducationalZones,and
individualschools,bythedierentlevelsandmodalitiesof
theEducationSystem.Itmustbecarriedouttoguaranteethe
educational objectives enshrined in the 2007Organic Law
onEducation.
Likewise,supervisiontogetherwiththemanagementand
coordination of educational institutions willbe an integral
partofademocraticandparticipatorymanagement,marked
by pedagogical accompaniment and the maximum expres-
sion of educational leadership that aims at improving the
processoforientationandmonitoringofguidelinesandcri-
teriatobedeveloped,for whichthe entiretheoretical, ma-
terialandhumanstructureoftheinstitutionsmustbetaken
intoaccount,asstatedbyFuenmayorandSalas(2008),that
the fundamental purpose of Educational Supervision is to
promote the qualitative improvementof the organizational
process.Forthistotrulygiveanaccurateresult,itmustbe
auniqueandcomprehensiveprocessthatisdemocraticand
respectfulofindividualdierences,initiative,andfreedom.
Itmustbeaguiding,stimulating,andcooperativeactivity,a
forceforchangeinthewayofactingandthinkingofthose
workingintheeducationalmanagementeld.
Inabroadsense,supervisorymanagementcanbesaidto
consistofasetofreciprocalinuencesestablishedbetween
theindividual and the organizationto achievefullintegra-
tionintoit,thatis,thesocializationofthesubject.Transfor-
mativemanagementofteachingwithsupervisoryfunctions
fromapolyphonicrelationshipItisatrans-complexsocial
phenomenonaimedatthetransmissionandappropriationof
sociallyacceptedvalues,normsandpatterns,whichdueto
itscontenthasamarkedhistoricalandclasscharacter,andby
itsessence,ismanifestedinthesocializationoftheindivid-
ual through the harmonious andmultifaceted development
of the personality according to the characteristics of each
supervisor.
Inanarrowsense,in itsmethodologicalaspect,supervi-
sionisahistoricallyconditionedphenomenonaimedatguid-
ingthetransmissionandappropriationofhumanity’scultural
heritage(beliefs,values,ideals,aesthetictastes,andmodes
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-36 30
ofconduct).Supervisorymanagementmustbeaprocessthat
isplanned,organized,regulated,andcontrolled,takinginto
accounttheidealofthehumanpersontobeformedandthe
typeofsocietyinwhichheorshelivesanddevelops.Itmust
alsobeconsideredageneralandeternalcategory,constitut-
inganinherentpartofsocietyfromthemomentitemerges
and, simultaneously, essential to its development. Without
education,historicalsocialprogresscannotbeconceived.
Theforegoingconsiderationsleadustoreectontherel-
evanceof educationalsupervision managementas apraxis
thatallowsforoptimizingadministrationandtheeducational
systemwithininstitutions.Tothisend,itisindisputablethat
itsprimaryfocusmustbeontheontohumanconceptionof
Being, a view of the Being itself, and therefore, the need
toconsideritssubjectivity.Thecontinuousexplorationand
innovationoftheBeing,alongwithnewwaysofseeingand
consideringthepossibilitiesofseekingnewpaths,bringthe
purpose of rethinking supervisorymanagement, separating
itfromasimplecoordinating,inspecting,andauthoritarian
functionandconceivingitasaholisticprocessframedwith-
inatrans-complexsocialrealityandfocusedonoeringthe
actorsinvolvedallthenecessarytoolsfortheirprofessional
andpersonalgrowth,thuscontributingtotheachievementof
managerialimprovement.
Along the same lines,it is imperative toconsider that a
process of this precept, tailored tothe demands oftoday’s
society,meritspromotingtheparticipationandintegrationof
allthoseinvolvedineducationindecision-making,strength-
eningrelationshipsbasedonhorizontality,balance,respect,
andpolyphonyasamechanismthatexaltspluralismanddi-
versity.Itfostersreection,dissent,andcriticismtobuilda
praxisthatgenuinelyrespondstotheinterests,expectations,
andneedsofalltheentitiestowhichitisaddressed,notjust
aprivilegedgroup.
From this perspective, Freire (2004) explains in critical
termsthatmenneedtodeveloptheabilitytoperceiveina
naive way, a “transepistemological curiosity that guides
themtonourishtheknowledgethatallowsthemtointeract
withothers”(p.10),therefore,avisionoftheworldnotas
astaticreality,butasadivergentbecoming.Theexerciseof
supervisorymanagementmustconsidermanasanelement
proneto innovation and transformation,dynamic,withthe
abilitytotranscendspacesandsituationstopromoteharmo-
niouscontextsofcoexistencewhenprovidingguidance.
Transformative supervisorymanagement is requiredthat
addressesboththehumansideandthoseaspectsofcontrol,
ofatechnicaloradministrativenaturethat,althoughimport-
antforthefunctioningofthesystem,caninnowayrepre-
sent the sole objectiveof anothermanagement, a dierent
managementandinlinewiththenewtrans-complexairthat
isbreathedtoday.Fromthisposition,Freirepointsout(op.
cit..)andnotesthat:
Management that does not transform itself in step with
realitywould not last, because it wouldnotbeinnovative.
Therefore,totheextentthatittransformsitself,itcanalsobe
aforcefortransformation.However,forthistohappen,its
transformationmustresultfromthemetamorphosisexperi-
encedbytherealitytowhichitisapplied.(p.98)
Thistranscomplextransformationmustbeginwiththesu-
pervisory practice itself, thereby highlighting the need for
acomprehensivemanagerialapproachtofostermeaningful
andsharedexperiences.Thisapproach,inourview,fosters
greatercommunicativeparticipationamongthestakeholders
involved in the decision-making system; consensual com-
municationthatworkstowardtheintegrationandcohesion
oftranscomplexandindeterminatethinking,tolerance,and
inquiryandresearch,beforejudgmentorcondemnation.
Supervision as a transcomplex function
Theinstitutionalizationofsupervisionhasbeencarriedout
byassigningitasaninherentfunctiontomanagementposi-
tionsineducationalcenters,andtocertainspecicpositions
withinadministrativeentities:RegionalEducationalService
Units,ZonalDistrictUnits,andthecentralheadquartersof
the Ministry of Education itself.It can therefore be stated
that supervisory management constitutes afunction within
anorganizationalstructure and at all hierarchical levels of
theeducationsector,andamongitsfunctionsare:Thorough
technicalknowledgeofthefunctionsofthoseundertheirsu-
pervisionandtheneedsandlimitationsoftheirsta.
Be motivated to perform successfully and eectively,
whereopendialogueisyourstrength.
You must create and oer a motivating workspace with
enriching human interaction, fostering the productive inte-
grationoftheteammembersandtheorganizationinwhich
theywork.
Beingabletodetect,alwaysandthroughvariousmeans,
decienciesanddicultiesinpersonnelperformance.
Oer solutions to performance problems, encourage the
creation, adoption, and implementation of solutions by
themselves or by individuals within the organization, and
constructivelysupportthemintheirimplementation.
Train their supervisors intheir dierent tasks to achieve
superiorperformance,respectingthepluralityofvoicesre-
sultingfromexperience.
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-3631
To identify the potential for development and superior
performanceineach oftheirsupervisedemployees,andto
stimulate and prepare them for the practicalexpression of
thatpotential.
Toassess,inadiagnostic,evaluative,anddevelopmental
manner,theperformanceofeveryoneunderhisorhersuper-
vision,onanongoingandsystematicbasis,andofhimself
orherself.
Communicate, accurately, and constructively everything
importanttoprovideyoursupervisorswithtimelyandcom-
pleteinformationandthebestpossiblejobtraining.
Promoteandensurethatthoseundertheirsupervisionare
motivatedtowork,takeresponsibility,fosterasenseofneed
forcontinuousimprovement,beproactive,adapttochanges,
andhavetheabilitytoreactandrespondpositivelyandin-
novatively.
Supervision as a trans-epistemological disci-
pline
Given its signicance andspecicity, supervisoryaction
requires professional personnel specically trained to per-
formthevarioustasksandactivitiesitencompasseswithin-
tegrityandtoapplythevarioustechniquesandinstruments
it uses. It is deemed necessary to reestablish professional
areaswithintheteachingprofessionandcareer,withequal
prerogativestootherareas,including:Teaching(classroom),
Administration(oce),andresearch.Beingauniqueactivi-
tyentirelydistinctfromtheothers,itmustbeestablishedas
aspecializedprofessionalactivity,whichcanbecarriedout
onlybycompetent,adequatelytrainedpersonnelwhohave
theopportunitytoworkatdierentlevelswithintheadmin-
istrativestructureoftheMinistryofPeople’sPowerforEdu-
cationinallitsmodalities;thatis,whocandevelopacareer
path,forwhichtheymustbetrained.
Trans-epistemicspecializationisadvocated.Managersare
transformedthroughformal,serious,andreliableprograms
thatguaranteesolidprofessionaltrainingtodedicatethem-
selvestoavocationandsolvencyinsuchatranscendentac-
tivity.
López (2009) proposes that it is necessary to guarantee
that the personnel are trained in these Programs toensure
theirsecurityin performing in the position for which they
were trained.This requirement must also be accompanied
bythecorrespondingincentivesandbenetsforatleastve
yearstoobservecontinuity.
Inparallelwiththesemechanismsthatdeneaprofession-
alspecialtywithintheteachingcareer,designingandimple-
mentingmechanismsforevaluatingperformanceandwork
behaviorforpromotionpurposesisnecessary.Therefore,a
realandvalidpresentationisnecessaryforsupervisoryman-
agementtoendure.
Methodical about where and how I navigated
The entire discourse preceding this dissertation latently
explained the expeditionary route and how to navigate it.
However,incompliancewiththeformalitiesandacademic
rigoroftheUniversity,inthefollowinglines,Iexplain,with
the strictness of the research protocol, the methodological
pathofthisargumentativeexpedition.
Byallthedevelopmentexposedthatoccupiesmyproduc-
tion,asofitstheoreticalreferentialframework,mylocation
inthequalitativeparadigmisevident,muchmore,ifItake
into account that this reality described here was observed
spatially, as author ofthe educational task with superviso-
ryfunctions,reasonwhyitwasnotobjectied.However,I
wasconstructingitdiscursively,fromaworldoflifethatthe
reexive textuality highlights with all the methodological
rigor.
Theintentionalityofmyinvestigativestepscouldbeex-
plainedfromtherigorofthemethod,awordthatcomesfrom
twoGreekroots:“Meta”and“Odos”,whichtranslatethese
asmovementandpathtofollow,respectively;consequently,
withthemethodIwasindicatingmymovementsthattraced
theroutetofollow,andthatwaswhatIdid,indicatingthe
coordinatesthatallowedmetoachievemypurposesinthis
dissertation.Fromcoherentandvalidarguments,Ihopeto
shed light on the eects of demonstrating that where and
howIwentwereperfectlyconsistentwithmydiscursiveex-
peditiontowardsmanagerialmanagement.Transformingthe
teaching practice with supervisory functions from a trans-
complexpolyphonicrelationship.
Inthatsense,IbeginbyannouncingthatInavigatethrough
reectiveargumentationfromthewrittentext.Itookthepath
of life within them;life as an inferentialexpression indi-
alogue with the authors, also knownas thetransepistemic
path.GimenoandPérez(2005),Argumentativereectionis
theknowledgenecessaryforrevisingourwayoflife,since,
accordingtohim,theproblemoftheworldistheproblemof
themeaningoftheworld,andofthepersonwhoactswithin
it,becauseoneislostinacontextwhenoneforgetstode-
stroyin orderto reconstructthe meaningofexistence.His
verywordindicatedtomethenavigationchartinthistravel
log.
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-36 32
In this unique process of producing theories while nav-
igating, I fostereda dialoguewith each textand author to
analyzethemandgrasptheiressences.Todothis,Iplacedin
parentheses(epojé)everythingthatreferredtotheelements
ofontic nature. Inthisdirection, Itookthe latent andpat-
entmeaningsofthewrittendiscourseineachoftheauthors
selectedastheoreticalreferences,movingfromaliteralde-
scription to an internal perspective, subsequently allowing
for a process of argumentative production. I attempted to
phenomenologicallyestablishformsofreadingthatallowed
me to readthe text in the sensethat it reectedand com-
pelledfromatranscomplex,transformativevision.
Thisallowedustogobeyondthepraxisofamereformal
description of what the textsaid orthe ideasit expressed.
Asa researcher,Isoughtto see how these ideas manifest-
edinmyownlivingspacesorthoseofothers,who,inthe
rstinstance,arethepeopletowhomthisexpedition,called
theargumentativeessay,wasaddressed.Consequently, the
aimwastophenomenalizethetextandrealitiestoconstruct
anaestheticofmanagerialmanagementthattransformsthe
teaching practice with supervisory functions from a trans-
complexpolyphonicrelationship.
Supervising from a polyphonic dialogical per-
spective
Throughouthistory,managementhasbeenconsideredthe
guidingprincipleofalldevelopmentandsocialtransforma-
tion. Through the guidance process, key values are trans-
mitted,andthepreservationofculturalandcivicidentityis
guaranteed; it is the fundamental basis for developing the
humanresourcesnecessaryforthenation’ssocial,econom-
ic,andtechnologicaldevelopment.Asafundamentalpartof
thisprocess,managementbecomestheplacefor acquiring
anddisseminatingrelevantknowledgeandthemeansfordis-
seminatingproductivecapacities.
Within this context, supervisory management became a
practicecarriedoutbyacontrollingsubjectandleaderofthe
educationalpoliciesdesignedbytheStateforthepreserva-
tionoforderandcompliancewithcurrentlegalregulations.
Thissituationhascontinuedtothisdaydespitetheinitiatives
forchangethathavebeensubsequentlyenactedintheeduca-
tionalsystem.Morín(2000)establishesthat:
Understanding neither excuses nor accuses asks us to
avoidperemptory,irremediablecondemnation,asifwehad
neverknownweaknessormademistakes.Ifweknowhow
tounderstandbeforecondemning,wewillbeonthepathto
humanizinghumanrelationships.(p.50)
Asupervisorypracticethatutilizesempathyasawaytoun-
derstandandpositiononeselfintheother’sshoes;ultimately,
itinvolvesputtingintopracticeasetofconsiderationsthat
demonstrate acceptance of the knowledge and feelings of
othersandthatmakeitpossibletorearmthecommitment
totheexpectationsofsocialtransformationexpressedbyall
those involved in theeducational process. This, then, pro-
motes,ontheonehand,alackofindividualideasinmanage-
mentand,forexample,fostersatypeofsupervisionwiththe
samecharacteristicsthathavedistinguisheditsincetheera
ofindustrialization, which approachesinstitutionswiththe
rmpurposeofmonitoringorcontrollingcompliancewith
administrative requirements and guaranteeing the State’s
compliancewithallprovisionsissuedonthematterinques-
tion.
Supervisory management, seen froma transcomplexap-
proach (Pacheco, 2020) through a system of interactions,
bothpersonalandinstitutional,isaeldthatpresentsabroad
spectrumofsoundsthatcould,ofcourse,pointtonewwinds,
new ideas, new discourses that provide, perhaps, changes,
notonlyindecision-making,butalsointransformedmana-
gerialpractices,andwhoeversaysno,newpathsemergein
whichtomovetowardsabetterdogmaticapproach.
Inthissense,today’stranscomplex,transdisciplinary,and
ever-changing society increasingly demands that supervi-
sory managers modernize and innovate their organization
and operations. Supervisors, as the primary gure within
interventionmanagement,arethepresentersofeducational
teams,fosteringspacesforparticipationandvaluingtherole
ofstaandtheactorsresponsiblefortriggeringprocessesto
improvethequalityofeducation.Therefore,theirfunctions
mustbeconsistentwithchangesinthecurrenteducationsys-
temsotheycanperformqualitymanagementwork.
Withinthisframework,DelaTorre(2008)denessupervi-
sorymanagementas...“thespecicorganizationalfunction
oftoday’ssociety(...)Itismanagementthatlargelycountsin
ourtimeasthemostextraordinarysocialphenomenon”(p.
98).Thisisacrucialtoolforoptimizingadministrationand
providingthenecessaryelementstoachievehighlevelsof
qualityinmodernorganizations.
Therefore, supervisory management urgently needs to
changeitswayofactingandthusdemonstratethatmanage-
mentisnotsimplyadecision-makingactivitybythepower-
fulovertheoppressed,butinsteadthataconsensusrelation-
shipmustbedevelopedbetweenalltheagentsinvolvedin
thisuniverseofinstruction.Itisessentialtochangehowwe
act and thinkabout howto view supervisorymanagement
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-3633
fromasingleperspective.transcomplexpolyphonic.Inrela-
tion,Bakhtin(2005)opines:
Thepluralityofindependentandunmistakablevoicesand
consciousnesses, the authentic polyphony of autonomous
voices,is,infact,theprincipalcharacteristicofDostoevsky’s
novels.Inhisworks,thepluralityofcharactersanddestinies
doesnotunfoldwithinasingleobjectiveworldinthelight
oftheauthor’sunitaryconsciousness;instead,theplurality
ofautonomousconsciousnessesispreciselycombinedwith
their corresponding worlds, forming the unity of a given
eventandpreservingitsunmistakablecharacter.(p.15)
Polyphony semantically implies not only the variety or
pluralityof tones—voices—but also the importance of the
interplaythatisexecutedintheformationofthesesounds,
theharmonythatmustbewitnessed,orbetter,aesthetically
enjoyed,whentheycomplementeachother.
Thelinguistic aspectsoutlinedallow ustoelucidate that
theargumentofauthoritycanusetheconceptofpolyphony
toshowthediversespeakersdirectlyinsertedintolanguage
andspeechwhenmanaging.Whenusingtheseconceptions,
theseconsiderationswillserveasprinciplesforatranscom-
plexandtransformativevisionmanagertostudyironyfrom
the polyphonic perspective in discourse in a coherent and
moregeneralmannerwhenexchangingexperiences.Ined-
ucationalsupervision,thetermpolyphonycanalsobecon-
textualized;languageallowsthistobedoneatthelevelofall
humanactivity,andthemanager’sgazeshouldbedirected
towardsit—Transformerofteachingwithsupervisoryfunc-
tionsfromatranscomplexpolyphonicrelationship.
Thisiswhysupervision,aspartofmeaningfulsupervisory
management,mustbeharmoniousanddialogicaltoaddress
the construction of meanings thattranscend the individual
tothe collective andthesocial processes ofdialogicinter-
action.Inthisregard,FreireandMorín(op.cit.)assertthat
dialogueisnotconnedwithinfourwallsbutratherencom-
passestheentireteachingandlearningcommunity,includ-
ingallthosewhomakelifewithinaninstitution;allofthem
inuence management (Director, Coordinator, Classroom
Teacher,etc.)andmustlinkeveryone,wherewhathasbeen
jointlyplannedisevident.
Thus,polyphonicdialogue(Rodríguez&Jiménez,2021;
Vega,2023)inthiscontextwillbeunderstoodasaninterac-
tiveprocessmediatedbylanguage,conceptualizedaccord-
ingtoEcheverría(2003),inamediumthat,aboveall,makes
humanbeingstheparticulartypeofbeingsthattheyare,that
is,linguisticbeings,beingsthatliveinlanguage;therefore,
andaccordingtotheauthorinreference,languageisthekey
tounderstandinghumanphenomena.
Inthissense,theinteractivesupervisionprocessisbased
on language; therefore, it must be carried out in an open,
dialogic,andpolyphonicstanceoftrustandcoexistence,al-
lowingthe supervisory management process actors to sus-
tainactualencountersofexperiencesandtheconstructionof
knowledge.FreireandMorín(Ob.cit.)referthatdialogicity
is an indispensable condition for knowledge; in this way,
polyphonicdialogueisaninstrumenttoorganizeandimpart
thisknowledgeandimpliesa criticalstance anda concern
forunderstandingthereasoningthatmediatesbetweenthese
actors.Aspectsthatfundamentallyconstituteepistemologi-
calcuriosityfortheconstructionof knowledge within and
outsideofschool.
Fromthisperspective,itisimportanttohighlightGimeno
andPérez(2005)understandingthatthesocialenvironment
iscrucialformanagement,andthatitisderivedfromthein-
tegrationofsocialandpersonalfactorsthatsurroundtheper-
sonwhosupervises.Thisauthorexplainsthatthephenome-
nonofsocialactivityhelpsrevealchangesinconsciousness
andunderpins a psychological theorythatuniesbehavior
andthemind;consequently,thesocialenvironmentinuenc-
escognitionthroughitslanguage,culturalobjects(contexts,
emotions, levels of cognitive conceptualization, etc.), and
socialinstitutionsandorganizations.
The approach of Gimeno and Perez (ob.cit.) described
aboveexpandsFreire’sposition(ob.cit.byexposingtheim-
portance of developing communicativeskills that occur in
managerial,practical,orothercontextsofdailylife,tocog-
nitivelygenerateinmanagersfromasupervisionfocusedon
signicantorientationsandpolyphonicdialogics.Therefore,
cognitivechangeresultsfromusingtheorientationsthrough
social interrelation to internalize and mentally transform
themfromadynamicandparticipatoryaction.
The author’s position exemplies polyphonic dialectical
constructivism that can be used positively during supervi-
sory management. It emphasizes the interaction between
individuals and their environment through the importance
oftheiractive,critical,andreectivetrans-complexpartic-
ipation.
Theactionsthatthesupervisor, asmanager,promotesin
and with the subjects toward others will be reoriented by
thedenitionsandredenitionsmadetoeachoftheobjects
foundintheenvironment,simultaneouslyfosteringashared
interaction between thesubjects involved inthese actions.
Thus,togenerateasignicantanddialogicpolyphonictrans-
formationinthesupervisor,thesupervisormustensurethat
theirstaunderstandandinterpretwhatisintheircontext,
based on what is meaningful to them, in order to achieve
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-36 34
theiractionandtransformtheenvironmenttheyarepartof
whenprovidingguidelines.
Theteacherwithsupervisoryfunctionsmustpromoteef-
fectivecommunicativeactiontoachievemeaningfulanddi-
alogicsupervisorymanagement.
Inthiscommunicativeaction,García(2007)demonstrates
thatcommitmentisimplicitbetweentheparties(theonewho
guidesandtheonebeingguided).Commitmentinsupervi-
sorymanagementconsistsofa“we”,regardlessoftheplace,
time,or dierences. In thiscallto share existence, vitality
is put into tension to become the commitment thatentails
sharinginmaintainingasinglemanagementstyle,onwhich
personalknowledgelargelydepends.
Inordertoimproveandpromotequalitysupervisioninthe
knowledgesociety,itisimportanttomentionsomeaspects
whoserelevanceisevidencedbytheapproachespreviously
issued,whichhighlightthequalityofmanagement,process-
esof changeandtransformation, links betweeninstruction
andsociety,strengtheningofmoral,ethical,political,cogni-
tiveandtrans-epistemologicalaspectsthatmakeitpossible
toaddressdierentmanagerialproblems,suchasthespecif-
iccaseofeducationalsupervisioninVenezuela.
Therefore,asateacherwithsupervisoryfunctions,thepri-
orityobjectiveinthecomprehensive,moral,social-aective,
ethical-cognitive and cultural training of the manager that
he trains, consists of addressing these orientations from a
multidimensionalandinstructivefocusthatencouragesthe
searchforalternativesolutionstohisenvironmentandpro-
fessionalwork,orientedtowardstheexplorationofchalleng-
esinamultidimensionalandtransformativewaythatcause
aprofoundimpactwhereverthefunctionsandareasoforga-
nizationalsupervisionaredevelopedwithintheeducational
system.
Inthissense,commitmentisshapedbythecommunicative
actions established between the child and his or her envi-
ronmentinapolyphonicdialogicmanner,aslongasthese
actionsaremeaningfulwithinthistrainingprocess.Tothis
end,thesupervisingmanagermustensurethatthisactionis
carriedout,proposingajointandconsensualactionamong
alltheinteractingagents,fromadialogical,humanistic,and
lovingperspective.
Supervision as a transformational method
Thefulllmentofsupervisoryfunctions,López(ob.cit),
emphasizesthattheirexecutionrequiressystematicandsci-
enticwork,freefromempiricismandimprovisation.Tech-
nicallyexecutedsupervisionrequires aworkingmethodor
anappropriatemethodicalsequence.However,itisnotonly
amatterofgatheringinformationandconvertingitintoal-
ternativesolutions;itisalsoamatterofprovidingadviceto
those involved in management so that they can positively
participateinthebetteruseofthemanagementservice,asa
transformationalmethod.
Theintegrationbetweenthoseinvolved“isnotasituation
toberesolvedultimatelybythesupervisor,butratheralink
betweenactors,whetherthedirector,coordinators,orteach-
ers in general“,Echeverría (2003). Within his approaches,
thesupervisorsarelinksthatwillchanneltheactionoflink-
ingandbringingthecommunitiesclosertotheschool’sac-
tivitiesandviceversa.
On the other hand; the Bolivarian National Curriculum
(2020)indicatesthatSupervisionmustfocusonahistorical
socialcontext,supportedbyamodelthatdependsonknowl-
edge, values, beliefs, customs, patterns of conduct from a
humanperspective;asaneducationalprojectconcretizedin
thetranspedagogicalmanagerialeld,itexpressesatrans-
complexseriesofprocessesinwhichvariousfactorsinter-
vene that are dialectically related (social agents, technical
elements,teachers,andinstitutions).Itisinthedynamicsof
thoserelationshipsonwhichitsdevelopmentisbased..
Conclusions
Fromatransformativeandtrans-complexperspective,the
roleofthesupervisingmanagerrequiresongoingreection
onhowtoguideandengagewiththeteachingsta.These
educatorsneedsupportfromleaders whoare opento their
diverse needs and potential. Supervising managers are ca-
lled to adopt ahumanistic andreective approachto their
work, recognizing the transformative power of educatio-
nal leadership. This involves understanding the connec-
tionbetween guiding, evaluating, and fostering the human
element in education. Managers are expected to embrace
their multiple roles—educational, administrative, social,
and research-oriented—while maintaining a deep commit-
menttothe teaching profession.Their primary responsibi-
lityistoinspireandsupporttheircolleagueswithempathy,
charisma, and dedication. Supervisory leadership should
aim to transform teaching practices through a polypho-
nic and emotionally intelligent relationship that encoura-
ges autonomy, dialogue, and mutual respect. Ultimately,
supervising managers must adopt a critical and reective
mindset,ensuringconsistencybetweentheirwordsandac-
tions and acknowledging both their knowledge and limi-
tations.Suchanapproachisessentialtoprovidinganedu-
cational environment thatmeets theneeds of teachersand
J. Manage. Hum. Resour. (January - June 2025) 3(1): 26-3635
alignswith thebroadereducational contextofthe country.
References
Afota,M.-C.,Provost,Y.,Léon,E.,&Ollier-Malaterre,A.
(2024). Changes in belongingness, meaningful work,
andemotionalexhaustionamongnewhigh-intensityte-
lecommuters:Insightsfrompandemicremoteworkers.
Journal of Occupational and Organizational Psycholo-
gy, 97(3),817–840.https://doi.org/10.1111/joop.12494
Coutu,D.(2002).Howresilienceworks.Harvard Business
Review, 80(5), 46–55. https://hbr.org/2002/05/how-re-
silience-works
Deal,T.E.,&Kennedy,A.A.(2021).Corporate cultures:
The rites and rituals of corporate life(3rded.).Basic
Books. https://archive.org/details/corporateculture-
0000deal
Duchek, S. (2019). Organizational resilience: A capabili-
ty-based conceptualization. Business Research, 13,
215–246.https://doi.org/10.1007/s40685-019-0085-7
Elgamal,M.A.(2018).Dynamicorganizationalcapabilities:
Thejointeectofagility,resilience,andempowerment.
Journal of Human Resource Management, 6(2),44–55.
https://doi.org/10.11648/j.jhrm.20180602.11
Espino,D.(2023).Eldesarrolloorganizacionalenlostiem-
pos de la post pandemia. Cuadernos Nacionales, 33,
49–60. https://doi.org/10.48204/j.cnacionales.n33.
a4161
Georgescu,I.,Bocean,C.G.,Vărzaru,A.A.,Rotea,C.C.,
Mangra,M.G.,&Mangra,G.I.(2024).Enhancingor-
ganizational resilience: The transformative inuence
ofstrategichumanresourcemanagementpracticesand
organizationalculture.Sustainability, 16(10),4315.ht-
tps://doi.org/10.3390/su16104315
Herzberg,F.(1966).Work and the nature of man.WorldPu-
blishing Company. https://archive.org/details/workna-
tureofman00herz
Ince, H., Imamoglu, S. Z., Karakose, M., & Turkcan, H.
(2017). Strategic planning and resilience in organiza-
tions:Aconceptualmodel.Journal of Business Strate-
gy, 38(3),12–21.https://doi.org/10.1108/JBS-10-2016-
0123
Maslow,A.H.(1989).Motivación y personalidad(3.ªed.).
Harper&Row.
Morales,S.,&Morales,O.(2024).Laculturaorganizacional
enelteletrabajopospandemia.Revista Internacional de
Organizaciones, 33,123–144.https://doi.org/10.17345/
rio33.440
Pettersen,A.,&Schulman,D.(2019).Dynamicadaptation
in times of crisis. Journal of Organizational Change
Management, 32(5),729–747.https://doi.org/10.1108/
JOCM-11-2018-0321
Rodríguez-Newbound,C.E.(2023).Cultura organizacional,
bienestar laboral y postpandemia: Poder Judicial Fue-
guino 2023[Tesisdemaestría,UniversidaddeCiencias
Empresarialesy Sociales]. Repositorio UCES. https://
dspace.uces.edu.ar/jspui/bitstream/123456789/6811/1/
Cultura_Rodr%C3%ADguez-Newbound.pdf
Schein,E.H.,&Schein,P.A.(2017).Organizational culture
and leadership(5.ªed.).Wiley.https://www.wiley.com/
en-us/Organizational+Culture+and+Leadership%2C+-
5th+Edition-p-9781119212041
Suryaningtyas, D., Sudiro,A., Troena, E., & Irawanto, D.
(2019). Organizational resilience:As mediatingeect
oforganizationalcultureandorganizationalperforman-
ce.InProceedings of the 1st International Conference
on Economics, Business, Entrepreneurship, and Finan-
ce (ICEBEF 2018). https://doi.org/10.4108/eai.6-12-
2018.2286329
Trompenaars, F. (2020). Riding the waves of culture: Un-
derstanding diversity in global business(4thed.).Mc-
Graw-Hill.
Varela,I.A.,Mendoza,J.,&Morán,A.J.(2021).Laadapta-
ciónorganizacionalmedianteresilienciabasadaenpla-
neaciónestratégica y culturadeempoderamiento ante
elCovid-19.Visión Tecnológica, 7(1),84–102.https://
doi.org/10.29105/vtga7.1-84
Conicts of interest
Theauthorsdeclarethattheyhavenoconictsofinterest.
Author contributions
Conceptualization: Araujo,C.A.Data curation: Araujo,
C.A.,&Duarte,A.Formal analysis: Araujo,C.A.,&Duar-
te,A.Research: Araujo,C.A.,&Duarte,A.Methodology:
Araujo,C.A.,&Duarte,A.Supervision: Araujo,C.A.,&
Duarte,A.Validation: Araujo,C.A.,&Duarte,A.Visua-
lization: Araujo,C.A.,&Duarte,A.Writing the original
draft: Duarte,A.Writing, review and editing: Araujo,C.
A.,&Duarte,A.
Data availability statement
Notapplicable.
Statement on the use of AI
The authors acknowledge the use of generative AI and
AI-assistedtechnologiestoimprovethereadabilityandcla-
rityofthearticle.
Disclaimer/Editor’s note
Thestatements,opinions,anddatacontainedinallpubli-
cationsaresolelythoseoftheindividualauthorsandcontri-
butorsand notofJournal ofManagementand HumanRo-
sources.
JournalofManagementandHumanRosourcesand/orthe
editorsdisclaimanyresponsibilityforanyinjurytopeople
orpropertyresultingfromanyideas,methods,instructions,
orproductsmentionedinthecontent.
