espanolEl presente articulo gira en torno al analisis de los modos de subjetivacion docente que se producen en la Universidad de La Salle de Bogota, en el marco de la tercera reforma a la educacion superior en Colombia (1990-2015). Es producto de la tesis doctoral titulada “Reformas educativas y modos de subjetivacion de docentes universitarios. Caso Universidad de La Salle” del Doctorado Interinstitucional en Educacion de la Universidad Pedagogica Nacional de Colombia. En la investigacion participaron veinte (20) docentes universitarios pertenecientes a tres unidades academicas: Facultad de Ciencias de la Educacion, Facultad de Ciencias Sociales y Economia y Facultad de Ciencias Agropecuarias de la Universidad de La Salle de Bogota, Colombia. Como hipotesis transversal del proyecto se plantea que las acciones instituidas, construyen las regulaciones y controles institucionales para conducir, disciplinar y programar las «maneras de hacer» docencia, investigacion y extension. En las acciones instituyentes hay luchas cotidianas re-creandose mediante un sentido autopoietico capaz de agenciar maneras de hacer docencia, investigacion y extension de multiples modos enunciativos de la subjetividad instituyente del docente universitario. El marco metodologico se centro en una perspectiva cualitativa, con enfoque hermeneutico-critico porque se reconoce, no al sujeto, sino, a las practicas de subjetivacion que instan a comprender los modos de operacion (de Certeau, 2007) o las «maneras de hacer», en este caso, de docencia, investigacion y extension universitarias, como dimensiones subjetivas de la actividad academica encarnada en el docente universitario. EnglishThe present article there turns concerning the analysis of the manners of subjectivation teacher that they take place in the University of La Salle of Bogota, in the frame of the third reform to the top education in Colombia (1990-2015). It is a product of the doctoral qualified thesis Educational Reforms and manners of subjectivation of university teachers. Case University of La Salle of Bogota the Interinstitutional Doctorate in Education of the Pedagogic National University of Colombia. In the investigation there took part twenty university teachers belonging to three academic units: Faculty of Sciences of the Education, Faculty of Social Sciences and Economy and Faculty of Agricultural Sciences of the University of La Salle of Bogota, Colombia. Since hypothesis trasversal of the project appears that the instituting actions construct the regulations and institutional controls to drive, to discipline and to programme the ways of doing teaching, investigation and extension. In the instituting actions there are daily fights re-creating by means of a sense autopoiethic capabally of obtaining ways of doing teaching, investigation and extension of multiple declarative manners of the instituting subjectivity of the university teacher. The methodological frame centered on a qualitative perspective with hermeneutic-critical approach because is admitted not to the subject but to the practices of subjectivity that they urge to understand the manners of operation (of Certeau, 2007) or the ways of doing , in this case, of teaching, investigation and university extension, as subjective dimensions of the academic activity personified in the university teacher.