Educational policy guidelines and teacher autonomy in Colombia

This article focuses on exploring the relationship between educational policies in Colombia, specifically curricular orientations, educational processes and teaching practice. The analysis is based on three key concepts: a) the notion of field, highlighting its independence within the State; b) the social power that the State exercises over various fields, including education; and c) the autonomous role of the teacher within the apparent State control through educational regulations and guidelines, examined from three perspectives: the tendency to maintain traditional teaching practices, the resistance to implement pu-blic policy guidelines in education, and the importance of reflection as an essential element for profes-sional development and improvement of educational practices.