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espanolEl constructo inteligencia se ha utilizado principalmente para medir la capacidad que tienen los individuos de resolver un problema, correlacionando el cociente intelectual con el rendimiento escolar. Esto ha generado una vision estatica y poco modificabl e de ciertas habilidades cognitivas, con resultados poco favorables en ninos de contextos rurales o deprivados socioculturalmente, evidenciando el impacto de la cultura en las diferencias individuales. En primera instancia, se realiza un breve barrido his torico sobre el concepto inteligencia, para luego senalar alcances y limitaciones de la medicion del cociente intelectual, discutiendo el concepto de retardo mental sociocultural que no busca afirmar una etiologia cultural, sino comprender y resaltar la im portancia del contexto y las diferencias individuales en las habilidades cognitivas. Finalmente se concluye que la inteligencia y su medicion deben cumplir con el objetivo de identificar fortalezas y no solo deficits en el rendimiento escolar, enfatizando la aplicacion de mediciones positivas dinamicas Englishhe construct intelligence has been mainly used to me asure the ability of individuals to solve a problem by correlating the intellectual quotient to school performance. This has generated a little static and editable view of certain cognitive skills in children with unfavorable rural contexts or socio - cultur ally deprived results, demonstrating the impact of culture on individual differences. At first a brief historical sweep on intelligence concept is performed, and then point the scope and limitations of measuring intelligence quotient, discussing the concept of mental retardation sociocultural not seeking to assert a cultural causes, but to understand and highlight the importance of context and individual differences in cognitive abilities. Finally, we conclude that intelligence and its measurement must meet in order to identify strengths and not only deficits in school performance, emphasizing the application of positive dynamic measurements

ASPECTOS A CONSIDERAR FRENTE AL CONCEPTO DE INTELIGENCIA EN NIÑOS PRIVADOS SOCIOCULTURALMENTE: LA IMPORTANCIA DE LAS EVALUACIONES DINÁMICAS