ABSTRACT
This reflective work addresses the epistemological status of Educational Administration from the main contributions to its affirmation as an autonomous discipline, identifying some aspects that hinder and leverage its understanding as a science. We approach some explanatory aspects for the recent biography of the designation of Educational Administration, while identifying the way in which the concept is established in the Portuguese context and referring to its technical and political dimensions, giving an account of the relationship of dependence that holds between them, although there are perspectives that emphasize each dimension to the detriment of the other.
Keywords:
Educational Administration; school organization; education system reform; technical and political dimension