De la eficiencia al cuidado: El ser humano como centro de la gestión educativa desde el rol del directivo docente

Abstract

Within various contexts of the Colombian school system, there persists a risk of reducing educational management to a purely administrative and bureaucratic set of functions. This instrumentalist vision of management distorts its primary purpose: to accompany the holistic development of the human being through a framework of care, rather than focusing solely on procedures and results. Such a shift blurs the identity of the school leader as a pedagogical guide. It is essential to recognize that every institutional action must be oriented toward the transformation of the stakeholders who comprise the educational community. Educational management, understood as a practice of care, dialogue, and transformation, allows us to transcend the paradigm of control and open spaces for respect, autonomy, and collaboration. Within this framework, the school leader ceases to be a mere enforcer of regulations and becomes a facilitator of human processes—capable of leading school communities that learn to live together, to construct meaning, and to dignify education as a profoundly human act.