<?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>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222022000100143</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.16.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE LECTURA LITERARIA ESCOLAR: REVISIÓN CRÍTICA DE SU AGENDA Y DESAFÍOS EN CLAVE DE JUSTICIA SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL LITERARY READING PRACTICES: A CRITICAL REVIEW OF ITS AGENDA AND CHALLENGES AS A MATTER OF SOCIAL JUSTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<numero>16</numero>
<fpage>143</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222022000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222022000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo se enmarca en una línea investigativa emergente: la lectura literaria escolar en clave de justicia social. El principal propósito del texto es analizar, crítica y descriptivamente, las prácticas lectoliterarias documentadas por la comunidad científica. Para tales fines, se emplea una metodología de análisis bibliográfico dividida en tres momentos: rastreo, análisis y presentación de resultados. El corpus analítico (25 textos) reconoce dos bloques de evidencias: aquellas que refieren al ser escolar de la lectura literaria, y aquellas que dan cuenta del mismo objeto pero se documentan desde el marco teórico de la justicia (o tributándole). Entre los hallazgos destacan: buena parte de las prácticas reportadas sintonizan con la lectura como tecnología universal y con la educación literaria desde su enfoque lectointerpretativo, mientras que, en menor medida, las prácticas lectoras son interpeladas o diseñadas desde la justicia como marco político, epistémico y didáctico. La relevancia del trabajo está en proponer, a partir de la identificación de agendas, sentidos y nudos críticos, algunos desafíos pedagógicos que allanen la ruta para nuevas investigaciones y posibiliten la reflexión sobre el quehacer político de la lectura literaria escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is part of an emerging research line: school literary reading as a matter of social justice. The main purpose of this text is to analyse the literary reading practices documented by the scientific community, both critically and descriptively. For such purposes, a methodology of bibliographic analysis divided into three moments is used: tracing, analysis and presentation of results. The analytical corpus (25 texts) recognizes two blocks of evidence: those that refer to the scholarly nature of literary reading, and those that account for the same object but are documented from the theoretical framework of justice (or tributing to it). Among the most relevant findings: a good part of the practices reported are in tune with reading as a universal technology and with literary education from its reading-interpretative approach. On the other hand, to a lesser extent, reading practices are questioned or designed from justice as a political, epistemic and didactic framework. The relevance of this work lies in proposing, from the identification of agendas, meanings and critical knots, some pedagogical challenges that could pave the way for new studies and enable reflection on the political connotations of school literary reading.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación literaria]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="en"><![CDATA[Literary education]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[reading.]]></kwd>
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