HIDDEN CURRICULUM IN COLOMBIAN PUBLIC EDUCATION: BETWEEN OMISSION AND THE HIERARCHIZATION OF KNOWLEDGE

Abstract

In the context of primary education in Colombia's public institutions, the implementation of the official curriculum is overshadowed by latent factors of the hidden curriculum, which condition pedagogical practices, reproduce inequalities, and restrict students’ holistic development. Although Law 115 of 1994 promotes comprehensive education, in practice, a hierarchy of knowledge prevails that prioritizes “core” subjects, leading to the neglect of areas such as arts, physical education, and technology. This curricular fragmentation undermines educational equity, especially in rural settings, where the lack of resources and specialized teachers deepens exclusion.

This reflective-critical investigative essay aims to analyze the impact of the hidden curriculum in Colombian public primary education, emphasizing how the hierarchy of knowledge impoverishes educational development and shapes subjectivities. Methodologically, a documentary review of academic sources, educational policies, and critical pedagogy was conducted, revealing the contradiction between the stated curriculum and actual school practices. Findings highlight that the hidden curriculum functions as a structural device that legitimizes certain forms of knowledge, silences others, and transmits implicit values that influence students’ educational trajectories. The conclusion asserts that transforming this reality requires making the hidden curriculum visible, reformulating educational policies, and ensuring a curriculum implementation that embraces all dimensions of the human being, guaranteeing a fair, diverse education aligned with the principles of equity and holistic formation.