pág. 9969
Teaching Communicative Competencies in Professional Schools During 2010
to 2023
ABSTRACT
Europe and America embarked on a process of change in university education from the Bologna
declaration (1999) and the ALFA Tuning America, one of its goals being to bet on an education
curriculum by competencies. Establishing that professional training in any discipline should be learning
through communicative competencies. Perrenout (2004) argues that: competencies are the ability to
mobilize cognitive resources, face a series of situations and solve problems, i.e., humans develop
competencies to act effectively, with suitability, continuous improvement and ethics. "The
communicative competence demands an assertive professional, capable of generating knowledge in the
classroom, a good communicator, a strategic teacher, with skills that are simple to write, but difficult to
possess" (Gutiérrez, 2011). However, the problem arises in university teachers due to their lack of
interest in learning and developing this competence, showing difficulties in their ability to communicate
and especially to write scientific or academic documents. This systematic review has a qualitative
approach sustained in the grounded theory design, it examines the publications carried out in Latin
America from 2010 to the present, this delimitation is due to the fact that the topics related to
communication in the educational context are not numerous. An ordered register of publications was
developed by year and by similarity of topics in the word processor, selecting the articles whose studies
are relevant to the research topic. A systematic review was carried out considering the guidelines of the
PRISMA 2020 declaration. For the location of scientific publications, different search engines and
databases were used, selecting EBSCO and Scopus for this research work, the search was carried out on
July 14, 21, 22 and 24, 2023. The inclusion and exclusion criteria consider works whose only link is the
pedagogical field and communication in university educational environments. From the analysis of the
review, we can sustain as a hypothesis that communicative competencies are necessary in all areas of
professional work, whether interpersonal, professional or social, especially for future teachers.
Similarly, understanding that communicative competence is the ability of a person to produce and
understand appropriate messages, both in the context of the topics covered in the classroom and in
different communicative situations. Furthermore, teaching is a complex process that involves a series of
skills such as synthesizing, organizing, analyzing and concisely presenting the information to be
communicated.
Keywords: communicative competence, teacher
Artículo recibido 20 mayo 2024
Aceptado para publicación: 24 junio 2024