Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article is a reflection about the function that the text has in the school. From some ideas about texts interpretations and from a special language conception that gives priority to reading and writing experiences with in communicative contexts some criteria are established in order to tackle the poetic text. In this sense, some moments and levels of reading are chatacterized with the aim of making possible a strategy that allows interdisciplinarity. Emphasis is made in the poetic character of texts, and thus, it is taken into consideration the effect caused by the literary writings on the readers: the amazement, the pleasure and the sensibility as creators of a critical reading. The writing comes from an experience teachers training and with the purpose of systematize the classroom projects that were initiated within the process. At the same time, it has oriented students that have participated as asistant.

In this essay the author explores the roots of the concept of "competence" in the global changes since 1945, in the fields of economy, education, philosophy. The author makes a great distinction in order to clean the educational concept of competence from other meanings, political or economical. A crucial classification is introduced to differentiate scientific contexts and existential context (personal, familiar, local, regional, global). The concept of competence in social sciences must be adequate to the complexity of these sciences, and also to his characteristics, which are summarized with some examples taken from Clifford Geertz.

The question that directs this reflection turns around the problem of the formation of in the professor the field of the mother language.For so doing, the reflection sets out to consider, like a factor of development this professional subject, the pedagogical competence like a "matrix of development". This matrix is conceived like a particular system of mental character conformed by cognitive processes, knowledge, symbolic processes, skills, attitudes and values, related to a specific field of lores and sociocultural practices. For the case of the pedagogical competence, three domains like constituents of this competence are identified: didactical, contextual and ethical-epistemic. The three domais form a frame of knowledge and ways to know, a frame of representations and ways to represent, and a frame of socioeducative practices, basic for the formation a professor.

The purpose of this article is to demonstrate the conceptual assumptions (the cartography) that are behind the formulations concerning the literary competence in the Ministry of Educa- tion curricular guidelines. The main conclusion is that in this document the erudite culture is assumed as a "natural" fact, which may bring about the exclusion, as an object of formation and study, of other cultural environments. The idea is to show the current contradiction lying between the positions expressed in the Ministry of Education guidelines and the principles concerning the respect and defense of cultural diversity of Colombia, stated in the political Constitution of Colombia.

This paper is a thoughtful analysis about the educational competence and the construction processes of achievements and indicators, drawn from authors personal work at the educational institutions where they currently work.

This article tries to demonstrate that the competences in Education are not defined by the same relationships that those proposed in the field of research in language, although it's said in education that this notion is took from linguistics. In this way it is possible to conclude that strategies like massive evaluation derive from a recon-textualized notion of competence and acquires a new sense in education.

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El papel asignado a la evaluación externa en la política educativa y la incidencia de los resultados de las pruebas en distintos ámbitos de la acción social, hacen que los problemas relacionados con la evaluación constituyan centros de interés para docentes de la educación básica, "media" y superior y para investigadores en las disciplinas implicadas; así como también para planeadores educativos y para profesionales especializados en la evaluación de las distintas áreas del currículo. Igualmente, estos temas interesan a los formadores de educadores y a los potenciales usuarios y destinatarios directos e indirectos del sistema nacional de evaluación.    

RESUMENLos Reales Sitios españoles poseen una riqueza patrimonial, arquitectónica y paisajística que los diferencia del conjunto de los destinos patrimoniales del país. Desde el punto de visita turístico se configuran como destinos consolidados que atraen gran número de visitantes. Sin embargo, su proximidad a Madrid les ha convertido en destinos de. Este hecho, unido a otros factores (diversificación de las motivaciones de los visitantes, aumento de las segundas visitas, signos de madurez y agotamiento de su producto turístico tradicional…) está induciendo a los municipios donde se ubican los Reales Sitios a reestructurar los planteamientos con los que abordan la gestión turística local.RÉSUMÉFonctionnalité touristique dans les Sites Royaux espagnoles: des problèmes et des perspectives.- Les Sites Historiques Royaux espagnoles, à différence de l'ensemble des destins patrimoniales de l'Espagne, disposent d'une importante richesse patrimoniale, architecturale et paisagiste. Du point de vue touristique, ils se configurent comme des destins consolidés qui attirent nombreux visitants, mais sa proximité à Madrid a fait d'eux des destins de court séjour. Tout ça, en union avec d'autres facteurs (la diversification de la motivation des visitants, l'augmentation des secondes visites, la maturité et l'épuisement de son produit touristique traditionnel…) ont aboutit à une restructuration dans la gestion touristique local de la part des municipalités.ABSTRACTTourist functionality of the Royal Heritage Sites in Spain: problems and perspectives.- The Spanish Royal Heritage Sites have a wealth of patrimonial, architectural and landscape characteristics that set them apart from the rest of the different patrimonial destinations in Spain. From the touristic point of view, these Sites are a well established and preferred destination which attract many visitors every year. However, their proximity to Madrid has made them day-trip destinations. This aspect, in addition to other factors (like the diversification of visitor's motivations, the increase in the repeat visits, the signs of maturity and exhaustion shown by the traditional tourist attractions), have lead local governments to restructure their ways of approaching local tourist management. Palabras clave / Mots clé / Key wordsTurismo cultural, patrimonio histórico, Reales Sitios, gestión turística.Tourisme culturel, patrimoine historique, Sites Historiques Royaux, gestion touristique.Cultural tourism, historical patrimony, Royal Heritage Sites, tourist management.