Towards a critic of the philosophy teaching practices in Colombia: approaches from Michel Foucault

this article has its basis in some postulates of the French philosopher Michel Foucault. It is a critic of the elements that compose the philosophy teaching practices in Colombian High Schools. Here the function of some institutions is framed in the surveillance of the knowledge through examination practices of philosophy teaching and learning. However, in this dynamic process, a series of discursive changes have appeared that caused discontinuity in the didactic exercise of this knowledge.