Conceptions of Higher Education Teachers about the Curriculum: a Contemporary Look

This article is both a reflection and an analysis on the conceptions that higher education teachers have about the curriculum. The purpose is to understand these conceptions from pre-existing theories and the institutional curricular proposal. The research was developed at the Universidad Pontificia Bolivariana (Bolivarian Pontifex University), Medellin, a higher education institution with 84 years at the service of education. The methodological design was supported by the qualitative paradigm and the case study was used as a research strategy. The techniques used were the semi-structured interview, the focus group and the documentary review. As specific results, it was found that teachers understand the curriculum more from practice than from theory. The curriculum cannot be limited to class planning or meeting certain guidelines. The teaching work must consider an adequate time to manage the curriculum. A predominant place is given to the teacher in the curricular processes. Finally, some conclusions and recommendations are drawn.