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Since the year 2007, in Latin America second-generation reforms for higher education have been enacted which entail a redesign of the interpretative framework of teachers. Changing the articulation of teaching practice is complex because it responds to an epistemology rooted in perceptions, customs, beliefs, and values. As part of our design for a case study, we interviewed 66 teaches at a higher-level academic unit of the Mexican National Polytechnic Institute (Spanish acronym IPN). The empirical evidence reveals that the “pedagogic time” for teachers to learn, understand, and engage with the implementation of the reform has not been covered; constructing the necessary knowledge to sustain change —empirically and argumentatively— remains a topic of debate and rejection for many teachers. Even among those who harbor a positive perception of educational change, traditional practices of teaching, learning, and evaluation persist.

De frente a la reforma educativa de segunda generación para la educación superior: ¿se han logrado los cambios en la epistemología docente?