Resumen

SANCHEZ ALVAREZ, Mari Sol   y  ROJAS DE CHIRINOS, Blanca . La teoría de acción y su incidencia en los niveles de aprendizaje de la organización y de los actores en la escuela básica rural venezolana. Paradìgma [online]. 2005, vol.26, n.1, pp.137-168. ISSN 1011-2251.

This field research, ethnographic qualitative, was about to study the incidence of Action Theory on both organization learning level and actors at Venezuelan rural school. The theory framework was constituted by Argyris and Schon Action Theory (1978), Argyris, Putman and Maclain (1987), Picón (1994). Methodologically, this work was not planned from a predetermined design, it started from an analysis and observation of reality. The constant comparative method was used for data analysis, which permitted to identify the incidents, to code them into categories and to integrate these last ones into subdimensions: organizational processes, pedagogical processes and human relations processes that are in correspondence with the dimensions: explicit theory and theory in use that constitute the action theory of actors and organization.

Palabras clave : Action Theory; Explicit Theory; Theory in Use; Organizational Learning; Rural Basic School.