The research field of doctorates in education in Colombia

Abstract

From its statement, this research shows various forms of research within the PhD in Education programs in Colombia. Timaná (1990: p. 110) states that these programs, which belong to the fourth level or advanced training, tend to qualify the human resource through research practices to generate scientific knowledge.
That knowledge has previously resisted and survived the objections and arbitration of internationally recognized researchers.
They agree though, in the face of reality, about what the concepts represent, and how the scientific field is shaped there. (Bourdieu, 2001: p. 64).
Different milestones have served as background to see the consolidation of international policies in education and science promulgated by global cooperation agencies, with the intention of creating interstate policies that are distributed by region in third world countries.
In Colombia, they are no exception; they also influence the creation of public and institutional policies that support research in doctoral programs.
Thus, the body of knowledge doctorates should have, must be configured in the research groups validated by Colciencias.
This topic is focused on developing research from science and technology for the sake of global knowledge management.
The initial purpose of the creation of doctorates in education in the late twentieth century Colombia was to train researchers of the highest scientific level.
This would help to understand the dynamic characteristics of Colombian education and address their problems through the research conducted in doctoral theses instead of being concerned about foreign issues and research methodologies that fail to respond to the reality of the country (Quiceno, 2006: p. 136). Thus, is there a specific field in research for the doctorates in education in our country?