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The research article shown below presents a rigorous study that sought to analyze in depth the instituted and instituting imaginaries on the competences in the field of higher education that derive from the institutional discourses and the voices of the educational actors. The research approach is framed in the qualitative-comprehensive paradigm. The findings show that competences emerge as integrative elements capable of selecting, from a wide range of possibilities, knowledge appropriatedfor certain educational purposes and that sometimes do not permeate school scenarios.
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