Pedagogical supervision and accompaniment efficiency in educational efficiency

This article examines the pedagogical accompaniment practices implemented in Latin America during the last decade, with the aim of analyzing its impact on the internal efficiency of educational systems. Through a qualitative bibliographic review, trends, approaches and contextual factors that condition its effectiveness were identified. The findings reveal a transition from traditional supervision models to more collaborative, reflexive and contextualized practices, linked to teaching professional development and the improvement of indicators such as repetition, school abandonment and timely discharge. Five emerging dimensions of accompaniment were identified: technological, inclusive, socio-pedagogical, formative-reflection and teaching leadership. However, the effectiveness of these practices is limited by structural, institutional and sociocultural factors, such as political instability, the digital divide, the lack of school leadership and ambiguous perception of accompaniment by teachers. Therefore, thematic gaps persist in areas such as intercultural education, the initial level and technical-professional training. The study concludes that pedagogical accompaniment is a strategic tool to strengthen educational equity and quality in the region, if it is integrated into sustained, participatory and adapted public policies to territorial realities.