This study analyzes educational oversight as a strategic function of the state to ensure quality and distributive justice in education. Through a historical overview, it examines how the role of the inspector has evolved from authoritarian oversight during the dictatorship to a democratic model focused on pedagogical guidance and institutional support. The authors, drawing on their extensive experience in the field, detail the specific responsibilities of supervisors at the various educational levels in the Autonomous City of Buenos Aires, emphasizing their role as mediators between public policy and the reality of the classroom. Finally, they propose a structural transformation of the role through a new model of supervision and outline the set of tools necessary for any supervisory intervention.
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