Gestión educativa desde unaperspectiva ética, participativay situada: propuesta de un modelo conceptual

Abstract

The objective of this article is to reconceptualize educational management from a situated, ethical, and transformative perspective by developing a theoretical model based on critical approaches and Latin American experiences. It adopts a theoretical and conceptual approach supported by a documentary review and analysis of recent empirical cases. The proposed model articulates five dimensions: transformative leadership, educational justice, community participation, institutional ethics, and pedagogical articulation. Its limitations include the need for empirical validation and structural conditions for its implementation. The proposal adds value by critically discussing the prevailing technocratic frameworks and offers an alternative with contextual relevance and formative potential. It concludes that school management cannot be understood as a technical function, but rather as a political, pedagogical, and relational practice. The model can guide training processes, institutional support, and the design of more democratic public policies committed to educational justice.