<?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>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792023000100008</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v51i1.12020</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La lectura crítica en el giro digital: retos para la política curricular en lenguaje en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical Reading in the digital turn: Challenges for the curricular policy in Language in Colombia]]></article-title>
<article-title xml:lang="fr"><![CDATA[La lecture critique dans le tournant numérique : défis pour la politique des programmes de langage en Colombie]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Franco]]></surname>
<given-names><![CDATA[Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>51</volume>
<numero>1</numero>
<fpage>224</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792023000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792023000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792023000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es reflexionar sobre las implicaciones que tiene el giro digital en la política educativa sobre la lectura crítica en Colombia. El origen de la discusión surge de la lectura de cuatro documentos del Ministerio de Educación Nacional en el área de Lengua Castellana, publicados en las dos últimas décadas (1996-2016), que permite por un lado describir cómo construyen el concepto de evaluación de la lectura crítica y, por el otro, explorar algunas de sus implicaciones para la didáctica de la lectura en la educación básica y media. El análisis de los textos permite ver la irrupción del discurso de la evaluación por competencias a lo largo de toda la escolaridad básica y media, y su articulación con el de la educación superior a través de las pruebas Saber 11 y Saber Pro. Sin embargo, los documentos requieren una importante adaptación a la lectura crítica en internet y las redes sociales para incorporar los profundos cambios que plantea la digitalización de la cultura escrita en la formación del lector crítico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'objectif de cet article est de réfléchir aux implications du virage numérique de la politique éducative sur la lecture critique en Colombie. L'origine de la discussion découle de la lecture de quatre documents du Ministère de l'Éducation Nationale dans le domaine de l&#8217;enseignement de la langue espagnole, publiés au cours des deux dernières décennies (1996-2016), qui permettent, d'une part, de décrire comment ils construisent le concept d'évaluation de la lecture critique et, d'autre part, d'explorer certaines de ses implications pour l'enseignement de la lecture dans l'éducation primaire et secondaire. L'analyse des textes permet de voir l'irruption du discours de l'évaluation par compétences tout au long de la scolarité primaire et secondaire et son articulation avec celui de l'enseignement supérieur à travers les épreuves Saber 11 et Saber Pro. Cependant, les documents nécessitent une importante adaptation à la lecture critique sur internet et les réseaux sociaux afin d'intégrer les profonds changements que la numérisation de la culture écrite pose à la formation du lecteur critique.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura crítica]]></kwd>
<kwd lng="es"><![CDATA[evaluación por competencias]]></kwd>
<kwd lng="es"><![CDATA[evaluación de pruebas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje situado]]></kwd>
<kwd lng="es"><![CDATA[literacidad digital]]></kwd>
<kwd lng="es"><![CDATA[política curricular]]></kwd>
<kwd lng="es"><![CDATA[giro digital]]></kwd>
<kwd lng="en"><![CDATA[critical reading]]></kwd>
<kwd lng="en"><![CDATA[competency-based assessment]]></kwd>
<kwd lng="en"><![CDATA[test assessment]]></kwd>
<kwd lng="en"><![CDATA[situated learning]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
<kwd lng="en"><![CDATA[curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[digital turn]]></kwd>
<kwd lng="fr"><![CDATA[lecture critique]]></kwd>
<kwd lng="fr"><![CDATA[évaluation basée sur les compétences]]></kwd>
<kwd lng="fr"><![CDATA[évaluation des tests]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage situé]]></kwd>
<kwd lng="fr"><![CDATA[littératie numérique]]></kwd>
<kwd lng="fr"><![CDATA[politique en matière de programmes d'études]]></kwd>
<kwd lng="fr"><![CDATA[tournant numérique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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