<?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>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702022000200161</article-id>
<article-id pub-id-type="doi">10.17227/folios.56-12712</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¡Pongámosle lógica! Aportes al pensamiento crítico, la argumentación y la comprensión lectora a partir del aprendizaje de la lógica formal]]></article-title>
<article-title xml:lang="en"><![CDATA[Let's Put Logic to It! A Proposal for Development of Critical Thinking through Argumentation Learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Vamos colocar lógica nisso! Contribuições para o pensamento crítico, argumentação e compreensão leitora a partir do aprendizado da lógica formal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Rodríguez]]></surname>
<given-names><![CDATA[Juan Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Ortiz]]></surname>
<given-names><![CDATA[Angélica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>56</numero>
<fpage>161</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702022000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702022000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702022000200161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se presentan los resultados de una investigación en torno a los aportes de la lógica proposicional en el desarrollo de dos competencias fundamentales del pensamiento crítico, la argumentación y la comprensión de textos, en estudiantes de grado décimo usando como recursos textos filosóficos continuos. El estudio fue cualitativo con alcance descriptivo. Como resultados, se encontró que movilizar a los estudiantes del paso del lenguaje formal al lenguaje natural, fortalece el desarrollo de habilidades para la lectura inferencial, creativa y crítica. Asimismo, al realizar la formalización, los estudiantes adquirieron elementos para evaluar discursos propios y ajenos, identificando las inconsistencias que presentaban sus argumentos e iniciando un proceso de reestructuración de los mismos basados en el modelo toulminiano. Por último, se pudo inferir que, contrario a lo que parece sugerir el mismo Toulmin, el aprendizaje de la lógica proposicional no necesariamente es un obstáculo para el desarrollo de la argumentación dialéctica. Finalmente, se determina que la lógica intencionada al sentido práctico del uso del lenguaje natural, puede ser un medio útil para que los estudiantes puedan, a partir de criterios más sólidos y explícitos, estructurar mejor sus razonamientos y valorar de una manera más consistente los de sus congéneres.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results from research about the contributions of propositional logic in the development of two fundamental competencies of critical thinking: argumentation and texts comprehension in students in 10th grade. As resources, philosophical texts were used. The study was qualitative with a descriptive scope. The results found were that leading students through the transition from formal language to natural language strengthens their inferential, creative and critical reading development skills. Likewise, in the arguments process of formalization, thestudents acquired elements to evaluate their own and other people's speeches, find their weaknesses, and initiate a process of restructuring their arguments based on the Toulminian model. Considering the latter, it was evidenced that, contrary to what Toulmin himself sometimes seems to suggest, propositional learning of logic is not an obstacle to developing competencies such as dialectic argumentation. On the contrary, well-used propositional logic can be a useful method for students to be able to structure better their reasoning and assess more accurately those of their peers based on more solid and explicit criteria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta resultados de uma pesquisa sobre as contribuições ao redor da lógica proposicional no desenvolvimento de duas competências fundamentais do pensamento crítico, a argumentação e compreensão de textos, em alunos do décimo ano usando como recursos textos filosóficos contínuos. O estudo foi qualitativo com abrangência descritiva. Como resultados encontrou-se que mobilizar aos estudantes na transição da linguagem formal para a linguagem natural, fortalece as habilidades de desenvolvimento na leitura inferencial, criativa e crítica. Da mesma forma, no processo de formalização da argumentação, os estudantes adquiriram elementos para avaliar as próprias falas e as de outras pessoas, identificando as fragilidades que seus argumentos apresentavam e iniciando um processo de reestruturação dos mesmos a partir do modelo toulminiano. Por fim, foi posivel inferir que, ao contrário do que o próprio Toulmin às vezes parece sugerir, a aprendizagem proposicional da lógica não é necessariamente um obstáculo para o desenvolvimento de competências como a argumentação dialética. Finalmente, determina-se que a lógica intencional ao sentido prático do uso da linguagem natural pode ser um método útil para que os alunos consigam, com base em critérios mais sólidos e explícitos, estruturar melhor seus raciocínios e avaliar de forma mais consistenteos de seus congêneres.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lógica]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[logic]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[texts comprehension]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="pt"><![CDATA[lógica]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de textos]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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