Impacto de la política de lectura y las directrices curriculares en la educación básica
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La sociedad contemporánea ha implementado políticas públicas de lectura para apostar por la formación de ciudadanos alfabetizados y competentes en las habilidades de lectura. En ese sentido, es importante reconocer la relevancia y el alcance de la lectura en los distintos momentos del proceso educativo. El objetivo de esta revisión sistemática es describir el impacto de la política educativa de lectura y las directrices curriculares propias de la educación básica en los procesos de lectura. Para esto, se empleó la metodología Prisma en la recolección y el análisis de 41 artículos de investigación registrados en Scopus y Web of Science (WoS), desde el 2014 hasta el 2024. De acuerdo con los resultados, se destacan seis aspectos que impactan en los procesos de lectura, según la política educativa y las directrices curriculares: la ineficacia de las formulaciones curriculares, las creencias docentes, la utilización del translingüismo en las aulas de clase, falencias en el dominio de la lengua de instrucción, desconexión entre las apuestas educativas y los contextos sociales, y finalmente, falencias en la adquisición de estrategias en la realización de una lectura crítica. Se concluye que la aplicación de las políticas educativas en lectura enfrenta desafíos de aplicación, debido a su descontextualización, el papel determinante de las creencias docentes y la incoherencia de las directrices curriculares.
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