The present text was interested in exploring pedagogical practice as a pillar of the process of formation and constitution of what it means to be a teacher, in which reality, this concept is assumed both as a component of their formation, but also as an effective practice of the practicing teacher. A study with a qualitative-documentary approach was developed from a documentary review and analysis, the revised texts, 50 in total, were extracted from academic databases: Dialnet, EBSCO, Scopus and Google Academic between the years 2006 and 2021, which were systematized in analytical research summaries analyzed in the Atlas-ti software. From the results it could be inferred that pedagogical practice can be assumed from three categories, one that conceptualizes it as an integral component of formation; another that determines it as the basis of professional development and finally, pedagogical practice is assumed as integration to the real context of the profession of being a teacher.

El siguiente texto presenta los resultados sobre el estudio, en torno a las percepciones declaradas por los estudiantes y profesores sobre las vivencia/experiencias de la misión y visión de la Universidad de San Buenaventura-Medellín (Colombia). La metodología utilizada fue mixta. El muestreo fue aleatorio estratificado. La técnica utilizada fue la encuesta, estructurada con 20 ítems, distribuidos en las tres categorías de análisis (Misión, Visión y Dimensiones de la Pedagogía Franciscana).