Gestionar una escuela comprometida con las demandas de su tiempo.

This paper begins by proposing that it will not be possible that the educational institution recover their own space of authority by just having that space in the past or by the importance of the mission which was awarded to the institution. The recovery of power of the educator and the school only can be attain, for each individual school, in accordance with the desires of their community translate in the willingness to provide the power required to carry an educational role. Thus, what it is at stake in school management is neither more nor less than the construction of a quality response to the requirements of a context that does not recognize an institutional authority which exists a priori. In the complexity of a scenery that requires the daily construction of legitimacy and trust, it is necessary to question about the processes that should be promoted from the micro- politics of the school in order to develop a sensible and effective institutional organization able to answer, efficiently, to new challenges. [ABSTRACT FROM AUTHOR]