Articulación entre Prácticas Pedagógicas y Currículo: Un Enfoque Crítico para la Transformación Educativa en Cúcuta, Colombia

Abstract

This article examines the interrelation between pedagogical practices and the curricular components established by the Ministry of National Education in schools in Cúcuta, Colombia. Based on a qualitative approach, supported by the interpretive model and the holopraxic method, it analyzes the teaching dynamics implemented by teachers and their degree of alignment with the official curriculum. The research was developed through the application of semi-structured interviews and field diaries, which made it possible to identify both the persistence of traditional methodologies that limit critical thinking, and the incorporation of innovative strategies aimed at the inclusion and active participation of students. The findings reflect significant discrepancies in the interpretation and application of the curricular components, generating gaps in educational quality and in the coherence of the formative process. While some teachers perceive the curricular structure as a necessary mechanism to maintain order in the classroom, others consider it a limitation for autonomous and flexible learning. Against this backdrop, this article proposes a comprehensive strategy based on critical pedagogy, whose purpose is to redefine pedagogical practices in terms of a more inclusive and reflective educational model, articulated with the curricular guidelines. The role of the teacher as mediator and agent of change is emphasized, promoting an approach that allows overcoming methodological fragmentations and strengthening the connection between teaching, curriculum and meaningful learning