Educational management and its implications for teaching work in public schools located in Latin America: a portrait based on theses and dissertations

Abstract

This article aims to analyze how different models of educational management impact teachers’ work in public schools in Latin America, especially in contexts marked by structural inequalities, neoliberal reforms, and democratic fragility. The methodology adopted is a systematic review of dissertations and theses developed between 2015 and 2024, with a qualitative thematic analysis based on the critical reading of these studies. The analysis reveals that management models influenced by neoliberal and performative rationalities have intensified control over teachers’ work, reducing their autonomy and undermining the role of public schools as spaces for critical education. In contrast, experiences that incorporate active listening and collaborative practices emerge as alternatives to technocratic logic, promoting more democratic and inclusive educational environments. The findings point to the need to strengthen educational management models committed to social justice and the democratization of educational policies in Latin America.