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The term "educational governance" is gaining increasing significance in Latin America, as it refers to a new way of managing public policies based on reforms stipulated for the sector in pursuit of equity. Thus, state values and institutions demand citizen participation; initiatives for progress and improvement, which involve transparency measures such as planning, evaluation, and accountability, require placing the common good above the interests of social classes or power groups. Within this framework, the objective of this academic essay is to expose two central challenges facing educational governance in Latin America: State Agency and State Capture. Conceptualizing these citizen phenomena allows for the conception of actions to be implemented to challenge the normative models and patterns of governance that predominate, specifically, in Chile. For this reason, a theoretical and bibliographic review was employed, which allowed for the construction of a general framework for the issues. The results allow us to affirm that the current discussion does not revolve around whether or not it is appropriate to implement a governance system, but rather to determine how, who, and where to undertake actions to address the stipulated challenges.
