TENSIONS AND POSSIBILITIES IN CURRENT EDUCATION AS AN ARGUMENT FOR THE DEVELOPMENT OF THE DIDACTIC IDEA IN COLOMBIA.

Abstract

Current tensions in Colombian education revolve around access, quality, and relevance. Regional, urban, and rural disparities condition learning opportunities and outcomes. The demand for high standards coexists with resource limitations and unequal governance across regions. This scenario generates a dichotomy between aspirations for equity and operational realities in classrooms and schools. The didactic idea is proposed as a response, seeking to transform tensions into drivers of pedagogical and curricular innovation. It is essential to translate national goals into contextualized practices. For this reason, this essay is consolidated from a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing how the tensions and possibilities of current education have influenced the development of didactics in Colombia. The results show that sociocultural and linguistic diversity is both a central tension and a central opportunity. Colombia is home to multiple identities, languages, and knowledge systems that require curricular recognition and intercultural methodologies. The educational approach must integrate intercultural literacy, multilingualism, and local knowledge while maintaining coherence with national standards. This implies designing with communities, families, and local stakeholders to ensure the relevance and legitimacy of learning. Effective teaching methods are strengthened when they respect diverse learning paces, knowledge systems, and styles.