Lectura crítica y enseñanza de la filosofía en la educación básica y media en Colombia (1994 – 2017)

Abstract

The theme of this article is critical reading as a teaching and evaluation tool in the language area between 1994 and 2017 in Colombia, with the aim of answering what is the type and social purpose expected of critical reading in contemporary school? This problem is a particular approach treated in our country in an incipient way and reduced to statistical analysis and socioeconomic trends. Therefore, the novelty of this

research is the association of the critical aspect with metacognition. As well as, the identification of the prevalence of the syntactic, semantic and pragmatic components in the external evaluation tests of Critical Reading, based on the study of a documentary mass of institutional archive from the ICFES and the results of the Saber and PISA tests from 2014-2 to 2017-2.