El carácter axiológico del proceso educativo en Colombia.

This research aimed to: Analyze the thinking of the main theorists who base the related aspects of values in the educational process of Colombian education. Its theoretical foundation was based on the axiological theories of Hofstede (1984), Triandis (1995), Schwartz (1992), Rokeach (1973), Carrillo and Alvarez (2005), Cortina (2003), Vasco 2003), Velasquez (2009), Pulido (2011), The Laws of MEN, among others. It was developed under the Interpretative Paradigm, the qualitative approach and the hermeneutic method. 8 key executives and 8 teachers from both public and private institutions were selected as key informants in the investigation. The techniques and instruments for the collection of data were: The interview to key informants, field diary and document analysis. After collecting the information, it was interpreted, assuming the procedure established by Martinez (2010): Categorization, structuring, contrasting and theorizing. It is concluded that it is irrefutable that the mere fulfillment of the curricular guidelines does not translate a moral ethical behavior in the subjects, it is undeniable that the conception of the axiological character assumed by the teachers help or becomes a deviation in the educational processes of the secondary education Colombian, is therefore a process where the educational community and family members actively participate in the conformation of the axiological character of the same.