<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322019000200363</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v24n01a10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[De los nuevos estudios de literacidad a las perspectivas decoloniales en la investigación sobre literacidad]]></article-title>
<article-title xml:lang="en"><![CDATA[From New Literacy Studies to Decolonial Perspectives in Literacy Research]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dos novos estudos de letramento às perspetivas decoloniais nas pesquisas sobre o letramento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Zamora]]></surname>
<given-names><![CDATA[Gregorio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana departamento de Educación y Comunicación ]]></institution>
<addr-line><![CDATA[CDMX ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>363</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322019000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322019000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322019000200363&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Mediante una extensa revisión de literatura, este artículo traza la historia de los Nuevos Estudios de Literacidad (NEL), desde su origen en el mundo anglosajón en la década de 1980 hasta el giro decolonial que en la actualidad emerge en América Latina. Se argumenta que en su origen los NEL no fueron un proyecto meramente académico, sino que estuvieron ligados a una crítica política muy cercana al actual pensamiento poscolonial o decolonial, que cuestiona las políticas y discursos que niegan o inferiorizan las prácticas culturales de los grupos no dominantes en la sociedad y, a la vez, reivindican sus saberes, voces, identidades y prácticas. Se argumenta que la educación letrada debe ser, en nuestros países, un proyecto de formación de sujetos con voz, que tengan la capacidad y disposición para pensar y hablar por sí mismos públicamente. Para reconstruir esta historia y sustentar este argumento, el artículo revisa tres grandes movimientos detrás del pensamiento decolonial: el movimiento intelectual de los NEL; los movimientos históricos de resistencia y liberación en contra del colonialismo y el neocolonialismo en América Latina; y el movimiento intelectual autodenominado poscolonialidad o decolonialidad, construido en décadas recientes por académicos en Europa, Norteamérica y Latinoamérica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Relying upon an extensive literature review, this article traces the history of the New Literacy Studies (NLS), from their origins in the Anglo-Saxon world in the 1980s to the decolonial turn that is emerging in Latin America these days. It is argued that the NLSs were not a purely academic project in their beginnings, but political criticism closely related to the current postcolonial or decolonial thought, questioning the policies and discourses that neglect or downplay cultural practices by non-dominant groups in society and, at the same time, reclaiming their knowledge, voices, identities and practices. It also argues that literate education in Latin American countries must be a project of educating agents with the voice, the capacity and the willingness to think and speak for themselves in the public space. To reconstruct this history and ground this argument, the article reviews three major movements behind decolonial thinking: the intellectual movement of the NLS; the historical movements of resistance and liberation against colonialism and neocolonialism in Latin America; and the intellectual movement self-named postcoloniality or decoloniality, built in recent decades by scholars in Europe, North America and Latin America.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Mediante uma extensa revisão de literatura, este artigo traça a história dos Novos Estudos de Letramento (NEL), desde sua origem no mundo anglo-saxão na década de 1980 até a virada decolonial que na atualidade emerge na América Latina. Argumenta-se que em sua origem os NEL não foram um simples projeto acadêmico, senão que estiveram ligados a uma crítica política muito próxima ao atual pensamento pós-colonial ou decolonial, a qual questiona as políticas e discursos que negam ou inferiorizam as práticas culturais dos grupos não dominantes na sociedade e, ao mesmo tempo, reivindicam seus saberes, vozes, identidades e práticas. Argumenta-se que a educação letrada deve ser, em nossos países, um projeto de formação de sujeitos com voz, que tenham a capacidade e disposição para pensar e falar por si mesmos publicamente. Para reconstruir esta história e sustentar este argumento, o artigo revisa três grandes movimentos atrás do pensamento decolonial: o movimento intelectual dos NEL; os movimentos históricos de resistência e liberação contra ao colonialismo e ao neocolonialismo na América Latina; e o movimento intelectual autodenominado postcolonialidade ou decolonialidade, construído em décadas recentes por acadêmicos na Europa, na América do Norte e na América Latina.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[poscolonialidad]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[nuevos estudios de literacidad]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[cultura escrita]]></kwd>
<kwd lng="en"><![CDATA[postcolonialism]]></kwd>
<kwd lng="en"><![CDATA[decolonialism]]></kwd>
<kwd lng="en"><![CDATA[new literacy studies]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="pt"><![CDATA[postcolonidade]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[novos estudos de letramento]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educativa]]></kwd>
<kwd lng="pt"><![CDATA[cultura escrita]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Literacy in theory and practice]]></source>
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<article-title xml:lang=""><![CDATA[Introduction: The New Literacy Studies]]></article-title>
<source><![CDATA[Cross-cultural approaches to literacy]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Cambridge/New York ]]></publisher-loc>
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<source><![CDATA[Postcolonialism: a very short introduction]]></source>
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