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En este articulo se presentan algunos tipos de creencias sobre la inteligencia a los que adhieren los/as profesores/as. Especificamente, la teoria fija e incremental de la inteligencia propuesta por Carol Dweck. Ademas, se analizan las consecuencias practicas y eticas de dichas concepciones. Al final de este trabajo, se propone una reflexion en torno al concepto de inteligencia basado en un enfoque sociocultural que promueva el desarrollo de una mentalidad incremental con la finalidad de realizar practicas educativas mas inclusivas y democraticas. Palabras claves: creencias sobre la inteligencia, teoria fija, teoria incremental, modificabilidad cognitiva estructural, inteligencias multiples. Teachers and their Beliefs about Intelligence: Are they in tune with current discussions? Abstract In this paper I present some kinds of beliefs about intelligence that the teachers believe. In particular, the fixed and incremental theory of intelligence proposed by Carol Dweck. In addition, I analyze the practical and ethical consequences of these conceptions. At the end of this work, I propose a reflection about the concept of intelligence based on a sociocultural approach that promotes an incremental mindset in order to consider more inclusive and democratic educational practices. Keywords: beliefs about intelligence, fixed theory, incremental theory, structural cognitive modifiability, multiple intelligences.

Docentes y sus creencias sobre la inteligencia: ¿Están en sintonía con las discusiones actuales?