An Inquiry on the Discourses of Accountancy Curriculum in Colombia

Abstract

The article seeks to identify of the components and orientations that use the discourse on curriculum in Public Accountancy in Colombia. One takes as axis of argumentation, that the legitimate discourse comes from distant organizations of the educational action, its assigning roles to the members of the academic communities and to the universities. The discourse on curriculum in Accountancy in Colombia are validated from administrative acts of the national government; taking partially you depart from the offers of formation of international organizations and ignoring to a great extent, the typology of institutions, social and cultural conditions of the contexts, and the contributions of the academic Colombian community. The article takes some theoretical references of critical pedagogy and sociology of education. With the text one tries to contribute elements in the discussion on the characteristics of the curriculum in accountancy in Colombia.