Vol. 23 No. 64 (2023): DEVELOPMENT OF COMPETENCES IN EDUCATIONAL SCENARIOS

Varela Journal (http://revistavarela.uclv.edu.cu), a publication with a pedagogical profile, managed by the Faculty of Early Childhood Education of the Central University "Marta Abreu" de las Villas, certified by the Ministry of Science, Technology and Environment (CITMA) and indexed in: DOAJ, CLASE, LATINDEX, REDIB, among others, has the pleasure of presenting to its readers and collaborators the monograph number 64 corresponding to the January-April 2023 period, which will deal with the topic:

DEVELOPMENT OF COMPETENCES IN EDUCATIONAL SCENARIOS

The development of competencies in educational settings is a topic widely discussed in the current pedagogical literature and there are diverse criteria about the conceptualization of the term, hence it is considered a polysemic concept. However, regardless of the diversity of definitions, there are some common elements, among which its integrating nature stands out, considering that competence implies the interrelation of conceptual, procedural and attitudinal knowledge (knowledge, abilities, capacities, skills, values and others) that allow the subject to perform in a given situation, which gives him added value, that of the uniqueness of each person.

From this personological perspective, competence must also be considered in its close relationship with elements of the affective sphere of personality, such as: feelings, emotions, qualities, among others, which influence its development. On the other hand, the dynamic nature of the competition is recognized, as it develops and updates itself in the action itself, which links it to a context, to a given situation and facilitates interaction with reality; This very development of competence also fosters the possibilities of the subject to act in other contexts and different situations.

The introduction of competencies in school work implies new ways of teaching and learning, and consequently, new competencies to be developed by teachers from a broader vision of learning that goes beyond traditional paradigms. Teachers, therefore, must master and know how to develop the skills to facilitate the autonomous and meaningful learning processes of students at different levels and contexts, as well as the creation of effective intervention strategies in response to the new conditions demanded by the current information society and communications.

Precisely, this number offers in its MONOGRAPHIC section, various contributions that address the subject, as a result of research, innovations and advanced pedagogical experiences. Likewise, this issue has other articles in its EDUCATIONAL RESEARCH section, which are unrelated to the subject of the monograph and derive from the results of scientific work in the area of Pedagogical Sciences.