THE DOCTORATE IN EDUCATION AT UPEL AS A CATALYST FOR CHANGE: PERSPECTIVES OF COLOMBIAN EDUCATORS ON THEIR PRAXIS AND PROFESSIONAL RECOGNITION

Abstract

Doctoral education in Colombia has become a goal for many teachers; this pinnacle of academic achievement represents a cornerstone of professional transformation and has a significant impact on local communities. For doctoral students in education and UPEL graduates, it is not merely an academic endeavor, but a catalyst for change that enables them to navigate the demands of the Ministry of National Education and the realities of teaching practice. The objective of this article is to understand how graduate education is conducted and how it acts as a transformative force in educational work through a qualitative approach, employing an interpretive paradigm based on a hermeneutic method. The article will be framed as a scientific essay, seeking to examine, from a theoretical perspective, the positions that are relevant to the academic reality. The results indicate that the doctoral program not only facilitates advancement in the teaching hierarchy in Colombia but also redefines the identity of the educator, who transitions from being a transmitter of content to a researcher of their own practice. It is concluded that this program serves as a catalyst for change among teachers, in educational regions, and in educational policies.