Most Latin American countries tended to neglect the configuration functions of the education system, to focus on service delivery routines. The result was that, because of the profound changes in the macro-social structures, the educational system entered an accelerated process of deconfiguration, derived from the loss of effectiveness. The impacts of a globalization that would transform daily practices, organizational forms and then question all the assumptions on which the praxis of educators and administrators is raised were still incipient. In recent years, school management has separated administrative activities from technical, teaching and pedagogical activities, concentrating the former in the hands of managers (general administration), which confirms the existence of a group of homologous actions with a high rational and common to a bank, a department store or a hospital, where operational programs of material, financial and human resources are managed, as well as the control of an adequate functioning of services and processes. And it is that Fayol (1987) needed the conviction that, through the application of its principles of scientific administration, the action of all people and of any service could be rationalized, ensuring a regular, predictable, optimal and efficient operation.
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