Políticas públicas educativas en contextos dictatoriales latinoamericanos: una lectura desde la teoría de la complejidad y la epistemología política

This article aims to analyze educational public policies in Latin American dictatorial contexts from the perspective of complexity theory and political epistemology. A qualitative interpretive approach was used, based on documentary analysis and ATLAS.ti coding. The corpus included academic studies on Chile, Argentina, and Venezuela selected for relevance. Results identify three rationalities: market-technocratic (Chile), disciplinary-ideological (Argentina), and state-centralized (Venezuela), derived from categories such as marketization, ideological control, and state centralization. From complexity theory, these are understood as interdependent and non-linear configurations. The study concludes that education operates as a strategic device of power and knowledge production, generating structural continuities in contemporary educational systems.