<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000100402</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0058-008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de la literacidad crítica, currículo y estrategias didácticas en secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of critical literacy, curriculum, and didactic strategies in secondary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Alvarado]]></surname>
<given-names><![CDATA[Dulce Aidee]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanotto González]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aideepops@gmail.com  ]]></institution>
<addr-line><![CDATA[ Puebla]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Este artículo presenta los resultados obtenidos de una investigación cualitativa cuyo objetivo principal fue analizar el currículo de la educación secundaria en el área de lenguaje en México y las prácticas docentes en función de su relación con la enseñanza de la literacidad crítica. Con base en el método de análisis de contenido, se diseñaron y emplearon categorías sobre literacidad crítica centradas en el análisis del plan de estudios de la asignatura de español en el nivel de secundaria y del programa de la asignatura de español en tercero de secundaria; también, en ese nivel educativo y asignatura fueron examinadas las estrategias didácticas reportadas por nueve profesores. Los hallazgos muestran una inclinación hacia un enfoque funcional de la literacidad en el planteamiento curricular. Respecto a las estrategias didácticas, comparativamente, se obtuvieron más evidencias de elementos de literacidad crítica, pero estos muestran un desarrollo limitado. Se concluye que resulta pertinente la integración de la perspectiva de la literacidad crítica a la enseñanza, y que esta representa un campo fecundo para la investigación sobre lectura y escritura en los niveles básicos de la educación en México.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. This article presents the results obtained from qualitative research whose main objective was to analyze the curriculum of secondary education in language in Mexico and the teaching practices based on their relationship with the teaching of critical literacy. In response to this, through the method of content analysis, categories on critical literacy were designed and used, focused on the analysis of the Study Plan of the Spanish subject at the secondary level and the Program of the Spanish subject in the third year of secondary; thus, also in this educational level and subject, the didactic strategies reported by nine teachers were analyzed. The findings obtained show an inclination of the functional approach to literacy in the curricular document. Regarding didactic strategies, comparatively more evidence of critical literacy elements was obtained, however, these present a limited development. It is concluded that the integration of the perspective of critical literacy to teaching is pertinent, as well as that it represents a fertile field for research on reading and writing at the basic levels of education in Mexico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[literacidad crítica]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[lectura y escritura]]></kwd>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
</kwd-group>
</article-meta>
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