The objective of this study was to identify the knowledge that some teachers have about public education policies at the language level and how this knowledge influences their pedagogical practices. Through the investigation of the explicit and implicit knowledge of each teacher, essential features were established in three education cycles of three district schools in Bogotá. This is an educational research of a qualitative nature and the study of multiple cases was used as a design of the methodological process, given that it allows to understand in depth a phenomenon in various contexts and natural situations. Based on the individual results of the studied cases, a general analysis was made about the differences or similarities of the teaching practices, their explicit and implicit knowledge and the relationship that exists between them, the educational policies of language and the practices of teaching of writing, carried out in the classroom. The foregoing allowed us to establish that educated teachers know the public policies on language, which are reflected in some moments of their pedagogical practices, but it is necessary to strengthen the micro didactic work of them in educational institutions. Keywords. Didactic; didactic of the language; written culture; public politics; teaching practice; educational practice.