espanolEste articulo tiene como finalidad mostrar la manera como los docentes de diez instituciones educativas de Neiva conciben sus practicas pedagogicas. Epistemologicamente se toman las practicas docentes desde el concepto de accion de Habermas, permitiendo ver al docente como un actor social que busca formar un ciudadano critico en la medida que se empodera de su rol.Para interpretar dichas practicas se construyen cinco categorias descriptivas (personal, formativa, conceptual,intersubjetiva y metodologica) y dos categorias de analisis (la racionalidad tecnico-instrumental y la critico-hermeneutica). Interpretacion realizada a partir de una encuesta y discusion con los maestros.Como conclusion general de este trabajo se plantea la existencia de una ruptura entre el ser y el hacer docente. Ruptura generada historicamente por las politicas educativas estatales que han creado una mentalidad dependiente, reproducida acriticamente por los docentes en sus practicas, afectando su identidad y su autonomia. EnglishThis paper is intended to show the way teachers from ten educational institutions conceive of their teaching practices. These practices are viewed epistemologically from Habermas‘ concept of action which enables the teacher to be seen as a social actor whose mission is to educate critical citizens.In order to interpret those practices, five descriptive categories (personal, educational, conceptual, intersubjective and methodological) and two analysis categories (technical-instrumental rationality and critical-hermeneutic rationality) were developed. Data collection was based on a survey and a discussion with the participant teachers. As a conclusion, a rupture between teaching as being and teaching as doing is identified. This mismatchis historically brought up by the official educational policies which have created a dependent mentality, uncritically reproduced by teachers in their practices. This has affected their identity and autonomy.