POLICIES AND LEGISLATION IN THE NORMAL SUPERIOR OF COLOMBIA: RESEARCH IN THE TRAINING OF TEACHERS IN THE ENS SANTIAGO DE TUNJA, 2010-2018

Abstract

The Following paper is aimed towards the analysis of public policies and legislation from the National Ministry of Education (NME) in Colombia, on the application of certification processes, to establish incidence on the institutional regulations from the Complementary Formation Program (CFP), on the research training of the students at teacher-training institution of Santiago de Tunja from 2010 to 2018. The study starts from 2010 when the institution gets certified and finishes in 2018 when it gets new functioning authorization. The method was centered on social history of education, where politics and legislation are studied under educational, institutional and sociocultural contexts on the basis of qualitative analysis. As of methodology, it was approached through focal groups and surveys based on the variables of strengths, opportunities, weaknesses and threats. Primary sources rely on laws, decrees, agreements and regulations on institutional records, and results from the interviewing process, surveys and self- assessment. The study concludes that in the studied period of time (2010-2018) the legislation had incidence on the investigative progress of teachers and students, for the compliance with the certification and in an effort of institutional identity. However, this legislation does not allow proper time and funding for the projects and research internships teachers develop with the students. It is highly recommended legislation to place on the higher level of education the teacher training institutions and complementary formation programs.