Discourses, Epistemologies, and Approaches in Technology Education: A Qualitative Documentary Analysis of Colombian Teacher Training

This article presents a qualitative study that analyzes the conceptualizations, discourses, and pedagogical orientations that have shaped Technology Educationwithin teacher training programs in Colombia over the past decade. Grounded in critical pedagogy and curriculum theory, and employing document analysis and coding with Atlas.ti, the study pursues three objectives: to examine the discourses structuring technology education, to identify the epistemological perspectives embedded in national and international normative frameworks, and to characterizethe prevailing pedagogical approaches. The findings—organized around the epistemological dislocation of the field, its marginalization within curricular policy, and the emergence of a formative paradigm centered on critical andcreative thinking—reveal significant tensions between educational policies and pedagogical practices, underscoring the urgent need to reconceptualize thisfield as a key space for the formation of sociotechnical citizenship. Although the corpus is limited to official sources, excluding the voice of teaching practice, the study contributes to the ongoing debate on educational policy by proposing an inclusive and context-sensitive curricular framework aligned with critical and transformative pedagogical approaches aimed at strengthening technology teaching in Colombia.