Reaching to a humanist management from distance education: Intersubjectivity and human qualities development. One case from Quebec and another from Mexico (Spanish text).

摘要

A lot of organizations seek a growing productivity and higher incomes without regarding the human and social consequences of their actions, given that the human person is not a senseful subject but a productive resource (Alvesson and Willmott, 1996; Chanlat, J. F., 1998). Therefore, management education privileges the learning of technical skills and conditioned motivation (Aktouf, 1989; Chanlat, A., 1999).; Answering that issue, our research examines in depth how education could contribute to a more human management exercise, from analyzing the distance modality. Our premise refers a responsibility not from means but from purposes. Research and literature review show a little response regarding the course's of what human content to include but not the pedagogical transmission of how, even more if we speak of distance. We seek the identification of some environmental learning conditions (Winnicott, 1971) that facilitate human awareness, with these bases: (1)  intersubjectivity (Husserl, 1925) as philosophical orientation to reflect about senses and purposes; (2) Bédard's (1995) trilogy and philosophical approach as administrative theory to frame the' educational function; and (3) phenomenological interpretation as methodology for interviews, document review and observations in the two empirical fields cases (one program from the North-American context and another from the Latin-American).; The field study showed us that additional to bureaucratic and projects traditional ways, there is another one that we called handing of interaction because it demands new people interceding between students-teachers-institution. Regarding the subject, we found that its motivations aren't always the same as those of the institutions, without necessarily being posed, we saw that even if the technological boom approaches and democratizes, it isn't the priority for everyone. For many students and educational staff people, distance education provides them an opportunity to integrate others roles: family and work. Many teachers work in distance answering the institutional demand but not by their own initiative, even if later they discover some practical surprises: learning of different pedagogical skills and knowledge nets. We detail some facilities, barriers, advantages and disadvantages for the technological appropriation: heterogeneity, diversity, economical access difficulties and social preferences for personal interaction.; We identified that regardless the distance and the mediated interaction subjects-machine-subjects, even in whatever theoretical content, it is possible to questioning the sense of managerial actions. We elucidate that this occurs when those who hold the interaction power (professor, members of the board direction) have human qualities that inspire the student's respect, easy commodity and credibility. We confirm as well that having a grand theoretical intellectuality and many technical skills don't assure the student's sense awareness. Thus, qualities are related to the nature of the activity (professor: humility and openness; educational staff conciliation and empathy). We explain how these qualities could be developed thanks to environments containing: life diversity (academic background, jobs and life experiences in others cultures), cohesion with staff team and coherence between speech and praxis. We detail two suggestions to favor this development from education: to encourage the student's expression and give formal support to team work developing. Finally, we demand the administration theory to consider: subject as organization goal, interaction for human qualities development, collaborative work and diversity in the process of learning.