Políticas públicas educativas para la enseñanza y aprendizaje de la lectura y la escritura en su tránsito por la educación básica en Colombia

Abstract

This article reflects on language teaching in Colombia over the past two decades and aims to analyze public policies, quality standards, and other guidelines related to the teaching of reading and writing in the country. The reflective exercise was conducted using the textual archaeology methodology on ten documents (laws, guidelines, quality standards, curricular orientations, and manuals) from the National Ministry of Education. It is concluded that there exists a profound gap between existing theory and educational practices in classrooms, as evidenced by the persistently low student performance in various tests (TIMMS, PISA, SABER) that evaluate, among other things, these basic competencies. The text also justifies the importance and responsibility of schools in forming individuals capable of reading and writing with purpose and meaning in all areas of life and educational trajectories, thus shaping critical and autonomous readers, ready to understand and transform the current world.