 Leading schools in a context of educational neoliberalism: How to preserve the meaning of educational work in the community 
The purpose of the article is to analyze the management practices of four Chilean school leadership teams (disadvantaged and public) that, despite similar levels of « quality » as assessed by the state, have marked differences in school climate and the possibility of pursuing an integral education model. The article describes the situation of Chilean neoliberalism in education, the challenges of leadership teams, and the main theories of leadership. The methodology is a case study carried out with the perspective of clinical sociology. The results show that two teams face the challenges generated by neoliberalism, but they build a different management, related to territory and citizenship. These management teams are concerned with the maintenance and cleanliness of the schools, processes of community participation and deliberation, warm accompaniment of students and teachers in difficulty, and clear administrative processes. The article highlights the need to revisit school evaluation in order to capture dimensions that are invisible to standardized evaluation.