La competencia lingüística en los estudiantes de bachillerato como desafío para la tarea docente: una visión desde la filosofía analítica

Abstract

This article has as main objective to reflect on the linguistic competence proposed by the National Curriculum from a holistic vision propitiated by analytical philosophy, to promote teaching action in the application of educational models that prioritize language as responsible for cognition in students. The input analyzed is the Ser Bachiller exam as the culmination of the curriculum proposal, this divides the blocks of its content into five and in one of them is the linguistic domain that defines the estimated competence based on the knowledge and proper use of the language, but from a communicative approach; to question this area is usually the least important for those who develop the exam; thus creating a problem that deals with the primacy of communication over knowledge. It is therefore forgotten that linguistic competence is the most important pillar for the construction of learning.