The concept of competence is, probably, one of the most referred terms in shaping current educational discourses. Their use, in different contexts, has allowed identifying as a competence other realities close to this, or at best of cases, to be confused by terms being related of competence but not meet the substantial attributes of the competence itself. Therefore, this paper proposes a transit bridge to use the sense of competence through three elements: A historical approach, an etymological reference and a synthetic semantic delimitation. These aspects are integrated with a conceptual approach based on a review of literature, which provides the potential and limitations about competence in education.
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