Higher education is a public service of a cultural nature with an inherent social function and, as such, in accordance with article 67 of the Political Constitution of Colombia and article 3 of Law 30 of 1992, it is incumbent upon the State to ensure its quality, the fulfilment of its purposes through the exercise of inspection and surveillance and the maintenance of regulation and control over it. For this reason, it is convenient to rethink current education as a process of socialization; it is necessary to analyze the curriculum and pedagogical practice from the standpoint of didactics, teaching and learning, which together imply psychological processes such as environments that form culture and society in contexts of social interaction. The research is based on the analysis of pedagogical practice and its social dimension, through reflection on significant learning through the active teaching of knowledge that can be developed through classroom activities, through the analysis of the dialogic-critical model adopted at the Francisco de Paula Santander University; the study is based on the teaching experience in the classroom through qualitative research through the semi-structured interview instrument and is contrasted with a case study with a quantitative correlational approach, at the same time as it is compared with the reality expressed by students when examining the pedagogical practices of teachers. Finally, a holistic curriculum that takes into account changes in society, science and technology is inferred, with learning strategies that are in line with the needs of a knowledge society and a commitment to change teaching paradigms in teachers.