This article presents the research results on the relationship between territorial context and secondary school teachers' academic practices in Bogotá. The methodology consisted of designing and applying a Likert-type questionnaire, and the subsequent analysis implies categories associated with the idea of territory. The results show that the teachers establish connections between the legal, political, cultural, and social fields,recognizing the lived territory.Teaching practices acknowledge the context of the institutional actors, even when there is a low dynamization of the relationship with the families of the territory and the institutions that make it up

territory, teaching practice, context, diversity, resilience