HELIOS最新文献

{"title":"EDUCACIÓN Y DESARROLLO MULTICULTURAL","authors":"José Bruno Cépeda Ruiz","doi":"10.22497/HELIOS.V2I1.888","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I1.888","url":null,"abstract":"RESUMEN La sociedad peruana es una sociedad no solo multicultural, sino tambien plurilingue. Portanto, sus propuestas de desarrollo deben contemplar no solo aspectos de tipo educativo,sino tambien de tipo comunicacional. En ese espacio, la tolerancia, la asimilacion y la transculturalidad tambien son factores necesarios y fundamentales para tomar en cuenta. Para ello, es necesario entender que el fenomeno multicultural es cambiante y evoluciona permanentemente. Todo esto nos lleva a proponer una educacion que involucre las fuerzas vivas del pais y la urgente necesidad de disgregar los contenidos educativos para el pais, la region, la provincia y hasta el distrito con el fin de brindar equidad de oportunidades a todos los peruanos. Palabras claves: educacion, multiculturalidad y desarrollo. ABSTRACT Peruvian society is not only multicultural,but also multilingual. Therefore, their development proposals must contemplate not only aspects of educational nature,but also communicational ones. In this space, tolerance, assimilation and transculturality are also factors necessary and fundamental to take into account. For this purpose, it is necessary to understand that the multicultural phenomenon is changing and evolving permanently. All that leads us to propose an education which involves the living forces of the country and the urgent need to disregard the educational contents for the country, the region, the province and even the district in order to provide equity of opportunities to all Peruvians. Key words: education, multiculturality and development.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48269245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EL LIDERAZGO ESTRATÉGICO Y EL ÉXITO INSTITUCIONAL: EL CASO DEL PROGRAMA DE TECNOLOGÍA EDUCATIVA DE LA UNIVERSIDAD NACIONAL DE TRUJILLO","authors":"Sonia LLaquelín Quezada García","doi":"10.22497/HELIOS.V2I1.886","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I1.886","url":null,"abstract":"RESUMEN El presente estudio tiene por objetivo determinar el grado de influencia que existe entre el liderazgo estrategico del director y el exito institucional del Programa de Tecnologia Educativa de la UNT, 2016. Es un estudio basico, de enfoque cuantitativo, con diseno correlacional explicativo;la poblacion muestral es no probabilistica y esta integrada por seis profesores. Para el recojo de informacion de ambas variables se utilizo como tecnica la encuesta y como instrumento el cuestionario, el cual estuvo conformado por catorce items para la variable liderazgo estrategico del director, que responden a sus dimensiones de estudio: construir una identidad colectiva a partir de la puesta en marcha de propuestas de trabajo compartidas; planificar avances sucesivos sobre la base de metas; unificar criterios en favor de una mayor coherencia funcional; jerarquizar la informacion oportuna y relevante para la toma de decisiones; mientras que el cuestionario para la variable exito institucional estuvo conformado por veintiun items, que responden a sus dimensiones de estudio: cumplimiento de objetivos, relaciones interpersonales y fortalecimiento de la identidad institucional. Los resultados obtenidos demuestran que el coeficiente de correlacion de Pearson es R =0.941 con nivel de significancia de p = 0.005 la cual es menor al 5% de significancia estandar,se concluye entonces que el liderazgo estrategico del director influye significativamente en el exito institucional del Programa de Tecnologia Educativa de la UNT. Palabras clave: liderazgo estrategico y exito institucional. ABSTRACT The present study aims to determine the degree of influence that exists between the Director’sstrategic leader ship and the institutional success of the Educational Technology Programme of the UNT, 2016. From a quantitative correlation study, this explanatory basic research composed of six professors has a non-probabilistic population. For data gathering of both variables,the techniqued used was the survey and the instrument employed was the questionnaire. After a study of the strategic leadership variable, a questionnaire of 14 items was administered,whose results clearly showed that the required dimensions were met: build collective identity whose proposals are based on the notion of shared responsibility; plan future development son the basis of shared goals; standardize criteria in favour of greater functional coherence;prioritise timely and relevant information for the decision-making process. Regarding the variable for the institutional success, a questionnaire of 21 items met the needs of the study dimensions:goal fulfillment, interpersonal relation ships and institutional streng thening of their identity. In the findings of the controlled variables, it was observed a positive and significant coefficient of correlation of Pearson R = 0.941 at a significance level of p = 0.005, which is less than 5% of standard level of significance, for concluding, the refore, that ","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INFORMACIÓN Y COMUNICACIÓN EN ENTORNOS DE APRENDIZAJE","authors":"R. Rubio, Jorge Iván León Culquichicón","doi":"10.22497/helios.v2i1.892","DOIUrl":"https://doi.org/10.22497/helios.v2i1.892","url":null,"abstract":"RESUMEN En este articulo presentamos el conocimiento basico y esencial del binomio informacion-comunicacion con sustancial a la vida del hombre. Por razones didacticas, los componentes del binomio se ofertan separadamente, detallamos sus atributos para luego describir al hombre y su relacion con el medio ambiente. Por ser la informacion insumo de la comunicacion, describimos el procesamiento humano de la informacion y caracterizamos a la comunicacion humana. En base al analisis de contenido,concluimos que no hay informacion ni comunicacion sin intencion y ruido, y que la informacion intencional es mas persuasiva y estrategica. Palabras clave: informacion, comunicacion,medio ambiente y procesamiento de informacion. ABSTRACT In this article, we present basic and essential knowledge about the binomial information and communication in human life. For didactic reasons, the components of the binomial are supplied separately, we detail its attributes in order to describe man and his relation ship with the environment.Taking into account that it is raw material of communication, we intend to describe the human information process and the characteristics of human communication. Based on the content analysis, we conclude that there is neither information nor communication without intention and noise, and that the intentional information is more persuasive and strategic. Key words: information, communication,environment and information processing.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INVESTIGACIÓN Y GERONTAGOGÍA: UNA APUESTA EDUCATIVA PARA LAS PERSONAS MAYORES","authors":"Marta Silva Pertuz","doi":"10.22497/HELIOS.V2I1.885","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I1.885","url":null,"abstract":"RESUMEN Indagar sobre las investigaciones gerontagogicas como posibilidad y apuesta educativa para las personas mayores, desde una perspectiva fenomenologica (cualitativa),a traves del metodo hermeneutico comprensivo,apoyados en entrevistas semiestructuradas, observacion participante,asi como la revision y el analisis bibliografico sobre la produccion investigativa en la tematica, fundamenta el presente articulo. Los resultados obtenidos, cada vez mas alentadores, aun faltando mucho camino por recorrer, se describen en el apartado para ello establecido. Palabras clave: investigacion, gerontagogia, educacion y personas mayores. ABSTRACT To investigate the adult education research“geontagogy” as a possibility and betting education for seniors, from a phenomenological perspective (qualitative), by means of the hermeneutical comprehensive method, supported by semi-structured interviews, participant observation, as well as the bibliographical review and analysis of the research output in this field,underlies the present article. The results obtained, increasingly more encouraging,even if there is still a long way to go,which are described in the section based infor that purpose. Key words: research, gerontagogy,education and seniors.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INTELIGENCIA INTRAPERSONAL E INTERPERSONAL EN EL AUTOCONCEPTO EN ESTUDIANTES DEL SEXTO GRADO DEL NIVEL PRIMARIO EN PAIJÁN","authors":"Jesús Johans Cruz Pastor","doi":"10.22497/HELIOS.V2I1.882","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I1.882","url":null,"abstract":"RESUMEN La investigacion que lleva por titulo: “Inteligencia intrapersonal e interpersonal en el autoconcepto en estudiantes de sexto grado del nivel primaria en Paijan”, se origino a partir del siguiente problema: ?en que medida la inteligencia intrapersonal e interpersonal mejora el autoconcepto en los estudiantes de 6° grado de primaria, Paijan–2015? Asi mismo se planteo el siguiente objetivo general: determinar si la aplicacion de estrategias para desarrollar la inteligencia intrapersonal e interpersonal mejora el autoconcepto en estudiantes de 6° grado de primaria en Paijan. De esta forma se propuso la hipotesis de investigacion: el programa de inteligencia interpersonal e intrapersonal ayuda a mejorar el autoconcepto en los estudiantes de 6to de primaria de Paijan (en sus diferentes dimensiones). Con un diseno cuasi - experimental de dos grupos, experimental y control, con pre y pos test,y empleando como instrumento de recoleccion de datos el “Cuestionario de autoconcepto GARLEY”, se llego a la siguiente conclusion: entre el pre y pos test, estudiantes del grupo experimental,en las variable “autoconcepto”, lograron un mejoramiento en sus diferentes dimensiones,se incremento significativamente el porcentaje de estas y se redujo considerablemente los niveles bajos de la misma. Por otra parte, los estudiantes del grupo control, en la evaluacion de esta variable no mostraron ninguna variacion importante en sus niveles de “autoconcepto”.En sintesis, la aplicacion del programa de inteligencia intrapersonal e interpersonal ha mejorado las habilidades sociales de los estudiantes del grupo experimental, habiendo sido muy importante la intervencion por parte del autor de este estudio. Palabras clave: inteligencia intrapersonal, inteligencia interpersonal, autoconcepto intelectual,autoconcepto personal, sensacion de control, autoconcepto fisico, autoconcepto social y autoconcepto familiar. ABSTRACT The research which is entitled: “Interpersonal and Intrapersonal intelligence in theself-concept of sixth grade students at the primary school level in Paijan“ raised questions regarding the extent to which the interpersonal and intrapersonal intelligence has improvedits self-concept among the students of sixth grade, Paijan-2015. Another conceptual issue of general interest was raised with the objective to determine if the implementing strategies to develop the interpersonal and intrapersonal intelligence have enhanced the self-concept and students’ achievement in sixth grade in Paijan. Confirming the central hypothesis of this research,this case study found that this programme focused on the interpersonal and intrapersonal intelligence has helped to improve the self-concept among the students of sixth gradeat the primary school level of Paijan (in its different dimensions).In this quasi-experimental design that uses the two-group comparison pre-test and post-test- in which a treatment or stimulus is administered to only one of two groups. By employing as ","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41466829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Weaving Time: Ariadne and the Argo in Catullus, C. 64","authors":"Katherine Wasdin","doi":"10.1353/HEL.2017.0003","DOIUrl":"https://doi.org/10.1353/HEL.2017.0003","url":null,"abstract":"A reader of Catullus’s c. 64 is in for a perplexing, if captivating, experience. The poem, his longest by far, is often called an epyllion, or miniature epic.1 It opens with the voyage of the Argo, designated as the first ship at 64.11: illa rudem cursu prima imbuit Amphitriten (She first inaugurated inexperienced Amphitrite [i.e. the ocean] with her journey).2 After nymphs marvel at the innovative vessel (15–18), the narrative pivots to the wedding of the Argonaut Peleus and the sea nymph Thetis (19–49), which is itself interrupted by a lengthy ekphrasis of a tapestry showing Ariadne abandoned by Theseus (50–266). While describing the tapestry, the narrator recounts how Ariadne helped Theseus escape from the labyrinth by betraying her father, thus causing the death of her Minotaur half-brother (71–123). Ariadne’s ensuing complaint and curse are provided in direct speech (132–201), followed by their outcome in the death of Theseus’s father Aegeus (241–250). The description of the tapestry concludes with the arrival of Bacchus as Ariadne’s future husband (251– 264). Finally, the speaker returns to the opening narrative frame of Peleus and Thetis’s wedding, which is celebrated by the gods (269–302). The Parcae spin wool while performing a wedding song for the couple which predicts the birth of their son, Achilles (303–383). In the concluding lines of the poem, the narrator laments the end of the era when gods and mortals socialized together (384–408). The poem’s convoluted and counterintuitive narrative structure can at least be understood and charted.3 Its mythical chronology, on the","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2017.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42895213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Murder, Interrupted: Seneca’s Medea and the Case of the Second Child","authors":"Lisl Walsh","doi":"10.1353/HEL.2018.0002","DOIUrl":"https://doi.org/10.1353/HEL.2018.0002","url":null,"abstract":"Abstract:This essay takes a diachronic and phenomenological approach to the ending of Seneca’s Medea and pursues the semantic possibilities and consequences of Seneca’s choice to separate the murders of the two children. I look first at the development of Medea’s character throughout the play: What might an audience think drives this Medea to filicide, and how does Medea’s speech specifically guide the audience’s expectation of the ending, despite the fact that her decision to kill the children is only explicitly stated in the final act? Then, focusing on the final act, I argue that the interruption of Medea’s murders by the arrival of Jason and the Corinthians provides an interstitial space in which the audience might not only contemplate alternate outcomes—for example, perhaps this Medea will choose not to kill the second child—but also heighten their awareness of their own expectations of the plot and of the Medea character. I show that the space between the two deaths allows for several shifts within and outside of the play: the unfixed ending of the manuscript tradition shows the breadth of viable outcomes (and the discomfort of more modern editors with non-canonical endings). Seneca’s Medea, due to the interruption, changes the significance of the second child’s death such that it is quite distinct from the first; and Jason and the audience experience their own ‘becoming’ as Medea claims the life of the second child and flies away.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2018.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44922163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EL ÍCONO COMO ANDAMIAJE DIDÁCTICO DE LA COMPRENSIÓN LECTORA EN EL NIVEL SUPERIOR","authors":"Liliana Alicia Paz Ramos","doi":"10.22497/HELIOS.V1I1.831","DOIUrl":"https://doi.org/10.22497/HELIOS.V1I1.831","url":null,"abstract":"Resumen En un mundo en que la imagen ha invadido nuestras formas de apropiarnos del conocimiento,seria incomprensible no aprovechar su poder evocador. Es por eso que el presente trabajo tiene como proposito demostrar que la imagen puede ser utilizada como un mediador didactico valioso en la comprension lectora de los estudiantes universitarios de pregrado. Para ello realizamos una revision teorica de los principios del modelo interactivo de lectura, la teoria socio cultural de Vygotsky y la importancia del andamiaje didactico, asi como tambien destacamos los aportes sobre imagenes didacticas realizados por Perales, J. y Jimenez, J., entre otros. Palabras clave: Comprension lectora, icono,imagen, andamiaje didactico, universidad, psicopedagogia. Abstract In a world in which the image has invaded our ways of appropriating knowledge, it would be incomprehensible not to take advantage of its evocative power. That is why the present work has the purpose of demonstrating that the image can be used as a valuable didactic mediator in the reading comprehension of undergraduate university students. In order to do this, we conducted a theoretical review of the principles of the interactive reading model, the socio cultural theory of Vygotsky and the importance of didactic framework, as well as high lighting the contributions on didactic images made by Perales, J. and Jimenez,J., among others . Key words: Reading comprehension, icon,image, didactic framework, university, psychopedagogy.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48136199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LA PROMOCIÓN DE LA RESILIENCIA EN ESTUDIANTES DE EDUCACIÓN SECUNDARIA A TRAVÉS DE TALLERES DE DESARROLLO PERSONAL","authors":"Karina Lizet Salinas Carranza","doi":"10.22497/helios.v1i1.828","DOIUrl":"https://doi.org/10.22497/helios.v1i1.828","url":null,"abstract":"Resumen El presente estudio se realizo con el objetivo de determinar la promocion de la resiliencia en estudiantes de educacion secundaria, a traves de talleres de desarrollo personal. La investigacion fue pre experimental, para cuyo efecto se aplico un pre y postest, a unapoblacion y muestra de 78 estudiantes matriculados en el quinto grado de educacion secundaria. Para medir el nivel de resiliencia se elaboro un cuestionario con escala tipo Likert, siguiendo la propuesta de Gotberg(1995), cuestionario que estuvo conformado por 16 items. Y para promover los niveles de resiliencia, se aplico los talleres de desarrollo personal.Las pruebas estadisticas utilizadas fueron la Chi-cuadrado que al comparar las frecuencias del nivel de resiliencia antes y despues de aplicar el taller de desarrollo personal, arrojaban diferencias significativas (p < 0.01). El incremento en el nivel de resiliencia se atribuye al taller de desarrollo personal ejecutado. Palabras claves: Promocion, estudiantes, taller,desarrollo personal y resiliencia. Abstract The present study was carried out with the aim to determine the promotion of the resilience in students of secondary education,through personal development work shops.The research was pre-experimental, for which purpose we applied a pre- and pos-test, to a population and sample of 78 students enrolled in the fifth grade of secondary education. In order to measure the level of resilience, aquestionnaire elaborated with a Likert scaletype was used, following the proposal of Gotberg (1995), a questionnaire that consisted of 16 items. And in order to promote the levels of resilience, personal development workshops were applied.The statistical tests used were Chi-square,which, when comparing the frequencies of the resilience level before and after the implementation of the personal development workshops, the differences are significant (p <0.01).This increase in the level of resilienceis attributed to the workshop of personal development. Key words: Promotion, students, workshop,personal development and resilience.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46525477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LA CORRECIÓN LINGÜÍSTICA","authors":"V. Fernandez","doi":"10.22497/HELIOS.V1I1.832","DOIUrl":"https://doi.org/10.22497/HELIOS.V1I1.832","url":null,"abstract":"Resumen La idea de lo “correcto” o “incorrecto” en la practica idiomatica, ha sido siempre motivo de gran preocupacion tanto para los estudiosos de las lenguas como para sus respectivos hablantes. El presente trabajo intenta aclarar esa distincion, teniendo en cuenta que el significado variado de los terminos correcto o incorrecto referidos al uso del idioma, conduce a una serie de confusiones, puesto que no existe una idea general y absoluta respecto a ellos en la practica de una lengua. Asi, lo que en una epoca se considero “correcto”, en otra es “incorrecto”, porque las lenguas cambian a traves del tiempo (diacronia); las formas“correctas” de una region resultan “incorrectas”en otras, etc. Solo existen consideraciones o criterios de correccion idiomatica que estan de acuerdo a circunstancias o razones socio-culturales. En el uso del idioma lo “correcto”es lo que se considera normal en las diferentes situaciones. Una practica idiomatica puede ser considerada “correcta” o normal,por ejemplo, por dos razones: por estar realizada de acuerdo a lo establecido por el sistema de una lengua (reglas gramaticales)o porque esta sujeta a la norma, es decir, a un conjunto de convenciones adoptadas y aceptadas por una comunidad linguistica. Palabras claves: La correccion linguistica,correcto, incorrecto, criterios. Abstract The idea of \"right\" or \"wrong\" in the idiomatic practice has always been a matter of great concern to both language learners and their respective speakers. The present work tries to clarify this distinction, taking into account that the varied meaning of the terms correct or incorrect referring to the use of the language, leads to a series of confusions,since there is no general and absolute idea about them in the practice of a language.Thus, what was once considered \"right\", in another is \"wrong\" because languages change through time (diachrony); the \"correct\"forms of one region are \"incorrect\" in others,etc. There are only considerations or criteria of idiomatic corrections that are according to socio-cultural circumstances or reasons. In the use of the language the \"correct\" is what isconsidered normal in the different situations. An idiomatic practice can be considered\"right\" or normal, for example, for two reasons:because it is performed according to the system of a language (grammatical rules) or because it is subject to the norm, which is, toa set of conventions adopted and accepted by a language community. Key words: The linguistic correction, correct,incorrect, criteria.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44109077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}