Políticas curriculares estandarizadas en Colombia: perspectivas de los docentes en formación sobre los DBAs de inglés

Abstract

This monograph examines pre-service English as a Foreign Language (EFL) teachers' perceptions of standardised curricular policies, specifically the English Basic Learning Rights (DBAs), within a Bogotá secondary school, and their subsequent impact on pedagogical practices. Addressing the disconnect between top-down educational mandates and diverse classroom realities in Colombia, this qualitative study investigates teachers' understanding of the DBA document, its practical utility, and their adaptive instructional strategies. Through questionnaires, focus groups, and content analysis of lesson plans and reflective journals, the research reveals a significant tension: while standardization aims for instructional efficiency, it often conflicts with the need for context-sensitive teaching, leading to educator resistance and potential marginalization of linguistic and cultural identities due to inadequate teacher preparation. The findings underscore the need for flexible curriculum design balancing the established guidelines with teacher autonomy, enabling adaptive strategies responsive to diverse learner needs in the Colombian educational landscape.