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Doing a bachelor’s degree in languages in 2013, I researched the role of national and institutional policies in the development of La Salle University Languages curriculum. There I identified a large inconsistency between the legal definition of education in the Colombian constitution of 1991 and our actual educational reality.

In the article 67 the constitution states “The education is a common good with social function in search of knowledge, science, technics, wells, and cultural values”, however, this definition has been transformed gradually under different governmental administrations which, primarily interested in economic growth, created an increasing number of public educational policies that repeatedly invest in the educational approach of labor competency training, whose main intention is to respond the industry market demands, however, It hasn’t done too much to address the broader educational needs of society in cultural values.

As a result of this situation, the educational models of different institutions are not updated to tackles the needs of values and culture of Colombians but rather focus on responding to standards of professional productiveness. That is how we get a dysfunctionality on the curriculums of different educative institutions, proof of an inconsistent analysis of public policies that do not fit with the societal reality. A hypothesis I’ll be supporting under the results of my undergraduate thesis and my experience as a teacher.

When I worked as an English teacher at an NGO called ASE in 2010. I had got to worked with low-income children with a difficult familiar background. I identified there, one of the first incoherencies that build the dysfunctional nature of our educational models. This foundation was aimed to "solve some educational needs of vulnerable communities", but contrary to the expectations, its curriculum was fully concentrated on the technical knowledge development rather than the developing of emotionality and social skills of students. It is worth mentioning that, from the accreditation framework, the curriculum of this institution was nationally approved as a qualified curriculum, because it indeed met the standards of quality proposed in the resolution 115, but, in reality, it wasn’t generating any remarkable impact in this particular group. From that experience, I started to wonder what sort of quality can an institution have since its function is not generating a real social impact?