<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000300033</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i3.29065</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fortalezas y debilidades del concepto polisémico de &#8220;competencias&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Strengths and weaknesses of the polysemic concept of "competencies"]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Climént Bonilla]]></surname>
<given-names><![CDATA[Juan B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[Xochimilco ]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>33</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000300033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000300033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000300033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenMediante los procesos de globalización en curso, la corriente a favor del fomento de las competencias ha cobrado progresiva presencia en medios académicos y laborales de muchas naciones. El principal propósito de este artículo es profundizar en el conocimiento de las fortalezas (ventajas) y debilidades (desventajas) de las propiedades comunes a una amplia variedad de significados atribuidos al término &#8220;competencias&#8221;. La investigación -de carácter cualitativo- parte del análisis de una muestra fundamentada de 22 definiciones, del propio término, que fueron publicadas en un periodo de 40 años (de 1973 a 2013) por igual número de autores. En torno al concepto polisémico de las competencias, se observa la existencia de diez propiedades esenciales inherentes a su naturaleza; a saber: estructura, contexto, concepción, enfoque de formación, proceso de habituación, referencia a valores, dimensión, etapa de la vida, temporalidad y paradigma epistemológico. Se asume que el conocimiento de estas propiedades permite ponderar las fortalezas y debilidades de los acercamientos a las competencias de individuos y grupos, desde diferentes puntos de vista y para distintos fines, lo cual eleva las probabilidades de éxito de iniciativas de formación bajo condiciones particulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThroughout the ongoing processes of globalization, the current promotion of competences has gained increasing presence in academic and professional spheres of many nations. The main purpose of this article is to deepen the knowledge of the strengths (advantages) and weaknesses (disadvantages) of properties common to a wide variety of meanings attributed to the term "competences". The research -eminently qualitative- is based on the analysis of a purposive sampling of 22 definitions, of the term itself, published in a period of 40 years (19732013), by an equal number of authors. Around the polysemic concept of competencies, the existence of ten essential properties inherent to their nature is observed; namely: structure, context, conception, education and training approach, habituation process, reference to values, dimension, stage of life, impermanence and epistemological paradigm. It is assumed that knowledge of these properties allows pondering individual and collective competence approaches' strengths and weaknesses, from different points of view and purposes, which increases the success probabilities of education and training initiatives under specific conditions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="en"><![CDATA[skills development]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[vocational training]]></kwd>
</kwd-group>
</article-meta>
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