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Introduction. A qualitative and quantitative analysis of the influence of educommunicative processes on education, specifically on the School Environmental Projects of the PRAE Network at Área Metropolitana del Valle de Aburrá, is introduced in this article. This is done by means of critical reflections about the importance of contextualization of the environmental education and the most effective way to transmit their processes and results to the whole educative community. Methodology. The design and application of the collection instruments for the primary information were proposed with some members of the educative community from every institution in which the project was applied, by means of surveys and in-depth interviews. The information was stored in databases and analyzed by the use of graphic methods and percentages, thus obtaining the tendencies in the information collected. Results. The internal communication processes in the educative institutions are very weak, so the appropriation of the projects has not been enough. Most of the institutions have started training processes for the actors involved, but have had poor results due to the fact that the formation provided is not fully multiplied for the whole educative community. Conclusion. More divulgation of the results is necessary in order to make the purposes and achievements of the environmental projects at the schools more visible, going beyond the formulation of the projects and making a wider reading of the context, identifying the real strengths of this context through the solution of the real problems these projects are having. [ABSTRACT FROM AUTHOR]

This paper presents the media competence conceptualization and its treatment in curricula at Primary Schools of Colombia and Spain. We specifically focus the language area, because it is one of the most related area to the development of media competence. We propose a revision of the situation in both countries from a series of dimensions, with the aim to check whether the proposed curriculum of each country ensures or enhances the development of media competence and determine which dimensions are addressed. [ABSTRACT FROM AUTHOR]