This work I try to deliver in this paper due to the search by the sense of being a teacher-engineer, for some time. The constant search for the meaning of engineering education in environments like ours, still so dependent senses and knowledge of others, that being so alien, and imposes were simply assumed without further discussion. Industrial engineering does not arise in Colombia as a field of being able specific, with a corpus discipline clearly definitely and differentiated, which is constituted one of the motives that impedes his tracking inside engineering education history. In the statements till now opposing, there is glimpsed how this function was replaced by other engi- neers in the industry, such as chemical or mechanical engineers, maybe the only one fact that re- veals his emergence is his institutionalization as study plan in the Universidad Industrial de San- tander in 1958 The exhibition of these facts, it uses as support: The first one is that the processes of modernization and the form like formed, from the new forms of economic rationality created with the development model; they made necessary the appearance of the industrial engineering as discipline in the powers of engineering. The second one is that it is possible to form alternate speeches for the field of the industrial engineering in Colombia. This reflection becomes relevant in recent times when promoting critical thinking in engineering education has become important, from the understanding that engineering moves into the intersection between social and technical expertise should adapt to the economic, political and cultural contexts in which it is applied. To which I make use of Foucault’s notions of power and subjectivity, the Bourdieu’s notions of symbolic violence and Habermas communicative action. Finally I try to illustrate the reflection with the application of the concept “affectively critical learning” developed from the courses that I directed in the Universidad Autónoma de Colombia.