Within the framework of research on psychopedagogy, there is currently significant progress in evidencing its transformations as a social discipline and pedagogical knowledge. This makes sense to the extent that it builds its epistemological status hand in hand with education, which is based on learning.

Hence, it is important to make its contributions visible and reflect on the perspectives of Psychopedagogy in Colombia from a pedagogical point of view, following a hermeneutic historical documentary analysis based on the sources of information found in the country's main databases and libraries.

On the other hand, we questioned ourselves about the evolution of the role of the psychopedagogy graduate and what has been the process of articulation with education, through time based on the psychopedagogy degree program, since it is the only program in the country.

According to the above, it is relevant to insist on the historical, pedagogical, and vocational trajectory of the training of educators in psycho-pedagogy in the country, which has led to the existence of a single program in the country and is advancing in its quality processes from obtaining its qualified registrations and high-quality accreditation in its 60 years of existence by the CNA and the MEN.

From this perspective, how the Bachelor's Degree program in Psycho-pedagogy with emphasis on educational counseling and the functions of the guidance teacher, the classroom teacher, and the support teacher has been structured shows, that it is not fortuitous that there is clarity and expansion in their functions, evidence of where the psycho-pedagog-ist is going in function with the opening of Resolution 3842 of 2022 of the MEN, This is evident in the pedagogical research practices and the work performance functions and the development of psycho-pedagogical intervention projects, supporting the mission of having received 3 high-quality accreditations for a period of 8 years.