espanolLos grupos Innov-Accion Educativa y CUE, de la Universidad de Caldas –Colombia, mediante sus lineas de investigacion “Accion-educativa y Saber Pedagogico” y “Curriculo y Cultura”, respectivamente, han aplicado diferentes enfoques y tendencias metodologicas iluminadas por paradigmas epistemologicos para sustentar que los docentes universitarios en su quehacer cotidiano implementan formas propias de producir conocimiento mientras ensenan. El aula universitaria como escenario privilegiado de la accion docente, se resignifica y revitaliza como fuente de saber pedagogico, entendiendo que este se construye a partir de la reflexion y la accion materializada en escritura, la cual necesariamente, afecta y es afectada en sus propios contextos sociales y culturales. Se busca transformar las practicas de ensenanza en diversas areas del conocimiento de la educacion superior a partir de la experiencia reflexionada del docente en accion para generar saber pedagogico en los ambientes de aula mediante la incorporacion de procesos investigativos. La metodologia se instala en los paradigmas de investigacion social aplicables en los contextos educativos, principalmente el interpretativo-comprensivo y el critico transformativo que permiten combinar tres tipos de diseno: estudio de casos, investigacion narrativa e investigacion-accion en el aula universitaria. Durante el proceso se detectaron aportes relacionados con: -Un grupo de profesores universitarios capaces de desarrollar procesos investigativos para encontrar sentido y resignificar su accion pedagogica. -Un diagnostico comprensivo de la manera como el profesor universitario ensena, aprende y forma a las nuevas generaciones de profesionales. -Equipos colaborativos de profesores universitarios, capaces de reflexionar y transformar la realidad de sus aulas con el fin de cualificar la ensenanza, el aprendizaje y los procesos formativos. -Un referente teorico-metodologico e investigativo para elaborar proyectos transformativos de investigacion pedagogica en el aula universitaria. EnglishThe so-called institutional research groups “Innov-Accion Educativa” and “CUE” sponsored by the University of Caldas in Manizales -Colombia highlight interesting lines such as educational action research, pedagogical knowledge and the relationship between curriculum and culture. Its research members have applied different approaches and methodological trends which are illuminated by epistemological qualitative and quantitative paradigms of inquiry. As every day university teachers implement their own ways to produce knowledge, the classrooms become a privileged scene where the pedagogical action is renewed and revitalized. It is understood that the pedagogical knowledge emerges from reflection in action. Then, it is written following the parameters of academic texts whose main purpose is to affect he social and cultural contexts. The resulting aim is to transform higher educational practices in various areas of knowledge by professors’ reflected experience in order to generate pedagogical knowledge incorporating research processes inside the classroom. The methodology followed the logic and principles of the social research paradigms that can be translated into educational contexts: the interpretative-comprehensive paradigm and the critical paradigm. It was necessary to combine three types of design: Case study, narrative research and action research applied to university classrooms. During the process, the following contributions were found: -A group of university professors able to develop research processes in order to find meaningful pedagogical action. -A Comprehensive diagnosis of the way the university professor teaches, learn and prepare new generations of professionals. -Collaborative team teaching, able to reflect and transform the reality of their classrooms in order to qualify the process of teaching, learning and training processes. -Finally, a theoretical and methodological framework to develop transformative educational research projects in the university classroom.