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<p><span style="font-family: Arial; font-size: x-small;">Un enfoque por competencias no tiene porque ser, paradójicamente, más elitista que una pedagogía centrada en los saberes. ¿Cómo abordar el enfoque por competencias? Como una tentativa de modernizar el currículum, adaptado a la realidad contemporánea, en el campo del trabajo, de la ciudadanía o de la vida cotidiana. Es cierto que la ascensión de las competencias en el campo educativo va vinculada al mundo de la economía y del trabajo, pero también importa mostrar que, lejos de dar la espalda a los saberes, el enfoque por competencias les da una fuerza nueva, vinculándolas a las prácticas sociales, a las situaciones complejas, a los problemas, a los proyectos…</span></p>

Cet article dégage les distances et les points de jonction entre les pratiques, les savoirs et les compétences. D'abord y sont tour à tour explicités et traités les concepts de transposition didactique, de savoirs savants ou experts, de savoirs scolaires, de savoirs pratiques. Ensuite, en huit points, vient une analyse de l'acquisition des compétences qui se développent à partir de pratiques ayant cours dans la société et qui, en bout de ligne, correspondent, chez les formés, à des apprentissages durables. Ce texte contribue à relier l'ensemble des champs disciplinaires, dont celui de l'art, à une théorie générale de la transposition didactique.This article presents points of divergence and of convergence between practices, knowledge, and competencies. The concepts examined in depth include didactic transposition, expert knowledge, school knowledge, and practical knowledge. The author presents an analysis of the acquisition of competencies which develop from popular practices and which, for those trained, eventually develop into permanent learning. This text serves to bring together various disciplines, including that of art, within the general theory of didactic transposition.Este articulo identifica los puntos de union entre la prâctica, el saber y la competencia. Comienza con una discusion de los conceptos de transposiciôn didactica, saber docto o experto, saber escolar, y saber practico. A continuacion, se hace un analisis en ocho puntos de la adquisicion de competencias o destrezas desarrolladas a partir de prâcticas sociales y que, después de todo, corresponden a aprendizajes durables. Este texto contribuye asf a relacionar el conj unto de campos disciplinarios, como el del arte, con una teorfa general de la transposiciôn didactica.Dieser Artikel legt die Distanzen und die Ubereinstimmungen zwischen den Praktiken, den Kenntnissen und den Kompetenzen dar. Zunächst werden die Begriffe der didaktischen Transposition, der gelehrten Kenntnis, der schulischen Kenntnis und der praktischen Kenntnis erklärt und erortert. Dann wird eine achtteilige Analyse des Erwerbs von solchen Kompetenzen vorgelegt, die sich ausgehend von in der Gesellschaft gângigen Praktiken entwickeln und die sich schliefëlich bei den Ausgebildeten in dauerhaft Erlerntes umsetzen. Dieser Text trägt hiermit dazu bei, die Lehrfächer, darunter bildende Kunst, mit einer allgemeinen Theorie der didaktischen Transposition in Verbindung zu bringen

Understanding how veterinary practitioners make clinical decisions, and how they use scientific information to inform their decisions, is important to optimize animal care, client satisfaction, and veterinary education. We aimed to develop an understanding of private practitioners' process of decision making. On the basis of a grounded-theory qualitative approach, we conducted a telephone survey and semi-structured face-to-face interviews. We identified a decision-making framework consisting of two possible processes to make decisions, five steps in the management of a clinical case, and three influencing factors. To inform their decision, veterinary surgeons rarely take the evidence-based medicine (EBM) approach. They consult first-opinion colleagues, specialists, laboratories, and the Internet rather than scientific databases and peer-reviewed literature, mainly because of limited time. Most interviewees suggested the development of educational interventions to better develop decision-making skills in veterinary schools. Adequate information and EBM tools are needed to optimize the time spent in query and assessment of scientific information, and practitioners need to be trained in their use.

Tradução: Neide Luzia de Rezende RESUMOO desenvolvimento e o caráter oficial das avaliações internacionais e de padrões nacionais de rendimento escolar favorecem a coexistência de uma dupla definição institucional de sucesso escolar. A definição habitual leva em conta o ensino efetivamente ministrado, adapta-se ao nível dos alunos e apresenta uma fidedignidade duvidosa. A segunda é mais objetiva, mas privilegia o que pode ser medido por testes padronizados: o cognitivo mais do que o socioafetivo, as capacidades e conhecimentos mais que as competências e a relação com o saber. As duas avaliações entram em conflito. As regulações necessárias poderiam levar a uma aproximação do ideal: considerar, na avaliação do sucesso escolar, todos os componentes do currículo prescrito e tão-somente eles. AVALIAÇÃO DE ESTUDANTES -TESTE ESTANDARDIZADO ABSTRACT SUCCESS AT SCHOLL : ALL CURRICULUM, NOTHING ELSE! Development and the official character of international assessments surveys and national standards of school performance favour the coexistence of a double institutional definition of success at school. The usual ones take into account the curriculum effectively taught, adapt itself to the levels of the pupils and present a rather doubtful reliability. The second one is more objective, but gives a too great weight to what can be measured through standardised tests: the cognitive more than the socioemotional, the capacities and the knowledge more than the competencies and the relationship to knowledge. Both assessment and ordinary school evaluations are now in conflict. Necessary regulations could move them closer to the ideal, if they employed in order to consider the success at school, all the components of the formal curriculum and them only. STUDENT EVALUATION -STANDARDIZED TESTSTexto resultante de intervenção no debate de abertura do 10º Colóquio da Association des Cadres Scolaires du Québec -ACSQ -, Québec, 27-29 nov. 2002.

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