De la intención curricular a la acción pedagógica: el papel de los recursos para el aprendizaje

The adoption of the competency-based approach in Latin America promotes curricular transformation that does not always materialize in classroom practice. This article aims to critically analyze the gap between the prescribed curriculum and the implemented curriculum, emphasizing the role of school leadership as a pedagogical mediator. An integrative theoretical review was conducted based on indexed literature published between 2021 and 2024 in international academic databases. The findings indicate that contextual, cultural, and organizational factors contribute to the persistence of traditional practices, particularly in vulnerable settings. It is concluded that pedagogical leadership, situated professional development, and school-family articulation are key determinants in consolidating competency-based education and fostering sustainable innovation in schools.