Decentralization has been perceived as a way to better use financial resources and move decisions closer to local levels considered more informed about their educational needs (CEPAL and UNESCO, 1992) . Through workshops, policy dialogue, and public speeches for ministries of education and teaching communities, highly renowned Latin American education intellectuals have actively communicated CEPAL and UNESCO recommendations throughout the region (Ottone Interview, 2014). Although through different venues, both visions, the economic and the participatory, have attempted to shake up the coalitions that support the central state as the main provider of education. The conflict introduced by this interruption was translated differently in each person