Resumo

VARGAS FRANCO, Alfonso. Critical Reading in the digital turn: Challenges for the curricular policy in Language in Colombia. Leng. [online]. 2023, vol.51, n.1, pp.224-249.  Epub 30-Jan-2023. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v51i1.12020.

The purpose of this article is to reflect on the implications of the digital turn in the educational policy on critical reading in Colombia. Based on the analysis of four institutional documents in the area of Spanish Language published by the Colombian Ministry of Education over the last two decades (1996-2016), I, on the one hand, describe how the Ministry construct the concept of critical reading assessment and, on the other hand, explore some of its implications for the teaching of reading in elementary and middle school education. The analysis of the texts reveals the irruption of the discourse of competency-based assessment throughout elementary and middle school and its articulation with that of higher education through the Saber 11 and Saber Pro tests. However, the documents require an important adaptation to critical reading on the Internet and social networks in order to incorporate the profound changes brought about by the digitalization of written culture and the formation of the critical reader.

Palavras-chave : critical reading; competency-based assessment; test assessment; situated learning; digital literacy; curriculum policy; digital turn.

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