The Colombian Pedagogical Movement that emerged in the 1980s launched a struggle for the recovery of the Pedagogy as a source of identity for teachers as professionals. It also coined two concepts: pedagogical knowledge and teaching practice as both instruments and strategic objects in this struggle. After forty years of this process, teachers have appropriat- ed the former, while officials in the educational system have mainly made use of latter concept. To address this paradox, this article dialogues and debates two perspectives of the compre- hension of the very notion of pedagogical practice: one, inspired by Foucauldian Archae- ology of Knowledge and has been developed by Olga Zuluaga (Colombia), while the oth- er was inspired by Michel de Certeau’s cultural criticism and has been proposed by Anne-Ma- rie Chartier (France). An imagined dialogue between the author and Ms. Chartier serves as stage for presenting the convergent and diver- gent elements of these two perspectives.