Avances e inconsistencias en el concepto de reparación integral a raíz de las decisiones de la Corte Interamericana de Derechos Humanos y del Consejo de Estado Colombiano

Resumen El concepto de reparación integral en Colombia está mediado en gran parte por las decisiones de la Corte Interamericana de Derechos Humanos. Ello ha propiciado algunos avances en materia de ampliar el espectro de las reparaciones económicas; en la posibilidad de reabrir investigaciones antes cobijadas por la intangibilidad de la cosa juzgada; en la participación de las víctimas en los procesos penales y disciplinarios, y en algunas formas de reparación simbólica. Sin embargo, en general hay carencia de verdadera voluntad política y de mecanismos jurídicos que posibiliten que la reparación integral sea una realidad.Además, el cruce de decisiones de la Corte Interamericana con las decisiones del Consejo de Estado colombiano, ha originado situaciones absurdas que, aunque teóricamente se ven como un avance, en términos reales son un retroceso frente a los derechos de las víctimas. Ello se debe a la aparente similitud de las competencias de ambos tribunales; a una equivocada lectura del Consejo de Estado sobre los límites y posibilidades reales de su jurisdicción, y finalmente, a que la Corte no ha adoptado criterios claros en relación con las reparaciones económicas y en relación con la coherencia en el cumplimiento de sus sentencias. Palabras clave: reparación, Colombia, Corte Interamericana de Derechos Humanos, Consejo de Estado. Abstract The concept of integral reparation in Colombia is mediated largely by the decisions of the Inter-American Court of Human Rights. This has led to some progress in broadening the spectrum of economic reparations; in the possibility of reopening investigations sheltered by the intangibility for defendants; in the participation of victims in criminal and disciplinary proceedings, besides in some symbolic forms of reparation. However, there is general lack of real political will and legal mechanisms that enable that comprehensive reparation be a reality. Furthermore, crossing inter-American court decisions with the decisions of the Colombian State Council has created absurd situations that, although theoretically are seen as a breakthrough, in real terms are a retreat from the rights of victims. This is due to the apparent similarity in the competencies of both courts; a mistaken reading of the State Council on the limits and real possibilities of their jurisdiction, and finally, the Court has not adopted clear criteria regarding economic reparations and in relation to consistent com­pliance with its sentences.Keywords: repair, Colombia, Interamerican Court of Human rights, State Council.   

Professional Autonomy. Key Competence for Teachers in Commercial Education

The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

Building the Commercial Education Professional Competency Profile

This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to describe a particular education situation. Data was analyzed according to two categories: intentions/principles and scope/development. The findings resulted in the characteristics of the Commercial Education professionals, i.e. characteristics related to the discipline, characteristics related to the administrative management of teaching, specific and general characteristics of education and pedagogy, and characteristics associated to human development. Based on those criteria, on the curricular requirements of the information sources and on the curricular perspectives of the Academic Unit, ideas were put into practice to build the competency profile. The ideas proposed comprise the curricular fundamentals of the educational project on which the profile is set out, which include the subject of the study program, the global competency or training goal, the generic competencies as cross-cutting approaches, as well as the –pedagogical and disciplinary− specific competencies. The specific competencies of the discipline are focused on four competency areas: document production, organizational support, technological resources and information management.(1) Translator’s Note: One-year post-Bachelor study program in Commercial Education.