The study of the educational practices is currently focused on the increasing importance of the classroom learning experiences.  Their analysis provides us with the understanding needed to build better, deeper and more effective learning. The interaction between teachers and their learners is also determined by the country’s curriculum policies. The present article is part of the Research Project:  Educational Practices in the Transition Year of Primary Education in relation to the Teachers’ Implicit Theories and the Colombian Curricular Policies.  It is embedded in the theoretical framework of the aforementioned project and is designed to provide an overview of literature reviews related to the description and analysis of the curricular and pedagogical organization in the Transition level as well as the role of the teacher in the context of the Colombian Curricular Policies.   In addition to this, this paper also seeks to put this review into consideration and discussion of the Academic Community.  From the analysis of this review, it stands out the need to propose alternatives of teaching training allowing not only teachers’ deeper knowledge of the official curriculum and its reforms but also their direct participation in the design of the curricular policies in the transition year of Primary Education.