The accounting program of Universidad de Antioquia

explicitly declares the use of a pedagogical model

that combines social and developmentalist elements. For

this purpose, a problem solving curricular design was configured,

in which all matters relevant to the education of

public accountants in Colombia are contextualized and

defined as problems. This approach requires: 1) the use of

active didactics so the student can take knowledge in a conscious,

critical, and reflective way; so there is not a mere

transmission of contents or rules; and 2) research as an articulating

axis, as a way that enriches the work performed

in the classrooms. This article presents part of the results

of a qualitative research -the purpose of which was to determine

the compliance with the conceptual basis of the

curricular transformation of the program- combining direct

formulation of questions to students and the analysis

of micro-curricula created by teachers and their classroom

practices. The work performed allows us to conclude that

the most used didactics correspond to traditional or instructional

pedagogical models; research has not been able to

completely envelope the work performed in the classroom;

and that several components of the proposal have been

dropped halfway through their execution. However, this

is not meant to ignore that there have been important advances

in the education of public accountants.