Contractual and Professional Status of Teachers in Relation to Colombian Curriculum Development

This scientific article presents the results of research derived from a doctoral study focusing on the Colombian educational system's curriculum. The conclusions relate the contractual modality through which teachers enter, endure, and graduate from the teaching profession in the Colombian education system to the motivations, guarantees, and difficulties with which they approach the curriculum. This is represented by salary disparity, evaluative dissimilarity, meritocratic distinction, and difference in stability of position, diversity of decrees governing them, inequality in teacher professionalization, and other factors. Using a qualitative methodology based on an interpretive paradigm and an educational ethnography modality developed over four consecutive years, the instruments of in-depth interviews, participant observation, reflection workshops, documentary tracking, and fieldwork were used to understand how teachers in a specific Colombian educational context — I. E., El Playón de Medellín—address the various phases of curricular development (self-curriculum, prescription, proscription, presentation, molding, action, evaluation, realization, and curricular concealment). This study intends to propose generalizable inductive reasoning by examining how contractual modalities influence Colombian teachers.