The Impact of Testing and Teacher Training Policies in the Field of Philosophy Teaching in Colombia: 2014-2019

In the course of the last four years, the Colombian Ministry of National Education -motivated both by the national intent to improve students' results in international standardized tests and by the signing of the peace agreement between the National Government and the Revolutionary Armed Forces of Colombia (FARC)- has promoted relevant reforms that directly impact the field of philosophy teaching. This text describes the two normative provisions that have attracted the most attention from philosophical communities in particular and of educational communities in general: the reforms of the bachelor in education degrees (professional teacher training programs) and of the Saber 11 official test, which all high school seniors must take before graduating. On the basis of this context, this article summaries the reactions that such norms aroused in academic communities and elaborates on the challenges that they pose to the teaching of philosophy. Some of these challenges are the philosophical de-professionalization of teaching and the degradation of philosophical knowledge to a reading exercise.