Campo educativo, práctica docente y políticas educativas en Colombia

This reflection focuses on the relationship between educational policies in Colombia, particularly curricular guidelines, and educational processes and teaching practice. In order to achieve this link, we start from three fundamental ideas: a. The notion of field, highlighting the independence that this field has within the State, which is related to; b. the social power that the State has over other fields, among them education; c. the social power that the State has over other fields, among them education; d. the social power that the State has over other fields, among them education. and within the presumed dominion of the State through educational norms and guidelines, the autonomous role of teachers is analyzed from three perspectives: the tendency to exercise their professional activity while preserving their traditional ways of teaching; the non-acceptance to put into practice the educational guidelines coming from public policies; and finally, professional autonomy is approached based on reflection as a fundamental element for their professional development and improvement of educational practices.Este artículo se enfoca en explorar la relación entre las políticas educativas en Colombia, específicamente las orientaciones curriculares, los procesos educativos y la práctica docente. El análisis se basa en tres conceptos clave: a) la noción de campo, resaltando su independencia dentro del Estado; b) el poder social que el Estado ejerce sobre diversos campos, incluido el educativo; y c) el papel autónomo del docente dentro del aparente control estatal a través de normativas y orientaciones educativas, examinado desde tres perspectivas: la tendencia a mantener prácticas tradicionales de enseñanza, la resistencia a implementar las directrices de políticas públicas en la educación, y la importancia de la reflexión como elemento esencial para el desarrollo profesional y la mejora de las prácticas educativas