<?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>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322024000100003</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.20v.1i.1372</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Discusiones alrededor de la política lingüística para la formación de maestros de primaria en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Discussions about primary teacher training language policy in Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Discussões em torno da política lingüística para a formação de professores do ensino fundamental na Colômbia.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RESTREPO NASAYÓ]]></surname>
<given-names><![CDATA[MARICEL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Quindío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322024000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322024000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322024000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En las últimas décadas, en Colombia, se le ha atribuido el bajo resultado de inglés en pruebas estandarizadas a los maestros. No obstante, se deben revisar las políticas lingüísticas planteadas para determinar el impacto de éstas en las instituciones educativas. Por ello, se realizó una revisión sistemática exploratoria, que tuvo como objetivo buscar referentes en relación con el impacto del Plan Nacional de Bilingüismo (PNB) y las reflexiones y aportes que los autores plasman alrededor de la formación inicial de maestros de primaria para el bilingüismo en Colombia. Dicha revisión es resultado parcial de la tesis doctoral "Interpretación y apropiación de la política lingüística nacional en una Escuela Normal Superior. Hacia una política para el multilingüismo". Como metodología, se utilizó PRISMA, teniendo en cuenta dos categorías: estudios nacionales e internacionales sobre la política para el bilingüismo y reflexiones y aportes en torno a la formación inicial de maestros para el bilingüismo. El cuerpo final de esta revisión fue de 53 documentos, los cuales muestran el bajo impacto del PNB, al imponer un currículo descontextualizado que contribuye con la estratificación y mercantilización de las lenguas y la falta de cualificación docente. Se puede concluir que se requiere la formulación de políticas lingüísticas, más allá de simples planes, proyectos o programas, que rompan el esquema de su construcción desde lo macro a lo micro, de manera estructurada, contextualizada, democrática e incluyente y que permita trascender a una formación para el multilingüismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In recent decades in Colombia, low English scores on standardized tests have been attributed to teachers. However, language policies should be reviewed to determine their impact on educational institutions. For this reason, an exploratory systematic review was carried out with the objective of seeking references in relation to the impact of the National Bilingualism Plan (PNB) and the reflections and contributions of the authors on the initial training of primary school teachers for bilingualism in Colombia. This review is a partial result of the doctoral thesis "Interpretation and appropriation of the national linguistic policy in a Teacher Training College. Towards a policy for multilingualism". As a methodology, PRISMA was implemented, taking into account two categories: National and international studies on bilingualism policy and reflections and contributions on initial teacher training for bilingualism. The final corpus of this review was 53 documents, which show the low impact of the PNB, by imposing a decontextualized curriculum that contributes to the stratification and commodification of languages and the lack of teacher qualification. It can be concluded that the formulation of language policies is required, beyond simple plans, projects or programs, that break the scheme of their construction from the up-bottom to the bottom-up, in a structured, contextualized, democratic and inclusive manner, and that allows transcending to an education for multilingualism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nas últimas décadas, na Colômbia, os baixos resultados em inglês nos testes padronizados têm sido atribuídos aos professores. No entanto, as políticas linguísticas devem ser revistas para determinar o seu impacto nas instituições educativas. Por isso, foi realizada uma revisão sistemática exploratória com o objetivo de buscar referências em relação ao impacto do Plano Nacional de Bilinguismo (PNB) e as reflexões e contribuições dos autores sobre a formação inicial de professores do ensino fundamental para o bilinguismo na Colômbia. Esta resenha é um resultado parcial da tese de doutoramento "Interpretação e apropriação da política linguística nacional numa escola de formação de professores. Rumo a uma política para o multilinguismo". Como metodologia, foi implementado o PRISMA (Page et al., 2020), tendo em conta duas categorias: Estudos nacionais e internacionais sobre a política de bilinguismo e reflexões e contributos sobre a formação inicial de professores para o bilinguismo. O corpus final desta revisão foi de 53 documentos, que evidenciam o baixo impacto do PNB, ao impor um currículo descontextualizado que contribui para a estratificação e mercantilização das línguas e para a falta de qualificação dos professores. Conclui-se que é necessária a formulação de políticas linguísticas, para além de simples planos, projetos ou programas, que rompam o esquema de sua construção de cima para baixo para baixo, de forma estruturada, contextualizada, democrática e inclusiva, e que permita transcender para uma educação para o multilinguismo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de maestros]]></kwd>
<kwd lng="es"><![CDATA[política lingüística]]></kwd>
<kwd lng="en"><![CDATA[Bilingualism]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[language policy]]></kwd>
<kwd lng="pt"><![CDATA[Bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[política linguística]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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