Entre la autonomia docente y la coherencia institucional

This article, in Spanish, examines pedagogical decision-making from a leadership perspective, emphasizing the consequences of implicitly delegating—through omission or an overly broad interpretation of academic freedom—methodological, didactic, and curricular decisions. Drawing on recurring patterns across educational institutions, it argues that curricular fragmentation, teacher professional isolation, and the cross-level blame culture are not explained solely by individual performance, but by the absence of explicit pedagogical governance that balances professional autonomy with institutional coherence. The discussion situates Guatemala’s National Base Curriculum (CNB) as a structuring reference for Ministry-regulated levels, while clarifying the constitutional and legal scope of freedom of teaching and teachers’ professional judgment across all educational levels, including higher education. The article concludes by proposing a set of guiding principles—conceived as a compass rather than a map—for institutional and leadership self-assessment aimed at strengthening continuity of learning trajectories and sustaining informed pedagogical decisions beyond excessive control or passive omission.