<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032019000100786</article-id>
<article-id pub-id-type="doi">10.15517/aie.v19i1.35569</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La alfabetización desde una perspectiva crítica: Los aportes de Vygotski, Freire y Martín Baró]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy from a critical perspective: The contributions of Vygotsky, Freire and Martín Baró]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Arocho]]></surname>
<given-names><![CDATA[Wanda C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Puerto Rico Recinto Río Piedras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Puerto Rico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>786</fpage>
<lpage>812</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032019000100786&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032019000100786&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032019000100786&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto tiene su origen en una conferencia dictada en el X Encuentro Vygotski, Freire y Martín Baró: Memoria y Vigencia en Movimiento, organizado por el Instituto de Investigación Educativa de la Universidad de Costa Rica. El mismo es una reflexión teórica que tiene como propósito sostener que, pese a que las producciones intelectuales y las acciones sociopolíticas de Lev S. Vygotski, Paulo Freire y Ignacio Martín Baró se originaron en momentos y contextos históricos distintos, sus ideas sobre las relaciones entre lenguaje, conciencia, pensamiento, afecto y actividad humana tienen vigencia y pertinencia para aproximarnos a la alfabetización crítica en la actualidad. Luego de una breve introducción al tema, prosigo con un análisis de la alfabetización como actividad históricamente situada, culturalmente mediada y socialmente ejecutada, que pone de manifiesto la intrincada relación entre tecnologías, alfabetización y transformación psicosocial. A partir de ese análisis, paso a precisar lo que cada uno de los autores mencionados aportó a la comprensión de dicha relación. Continúo con un examen de la vigencia y el movimiento de su legado y sus implicaciones para la práctica educativa orientada a la alfabetización crítica. Finalizo con una conclusión general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text originated as a lecture given at the X Encuentro Vygotski, Freire y Martín Baró: Memoria y Vigencia en Movimiento, organized by the Institute of Educational Research at the University of Costa Rica. It is a theoretical reflection to argue that, although the intellectual productions and the sociopolitical actions of Lev S. Vygotsky, Paulo Freire and Ignacio Martín Baró originated in different historical moments and contexts, their ideas about the relations between Language, conscience, thought, affection and human activity are valid and pertinent to approach critical literacy at present. After a brief introduction to the subject, I proceed with an analysis of literacy as a historically situated, culturally mediated and socially executed activity that highlights the intricate relationship between technologies, literacy and psychosocial transformation. From that analysis, I go on to specify what each of the authors alluded authors contributed to the understanding of this relationship. I continue with an examination of the validity and movement of their particular legacy and the implications for an educational practice oriented to critical literacy. This leads to a final general conclusion.]]></p></abstract>
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<kwd lng="es"><![CDATA[alfabetización crítica]]></kwd>
<kwd lng="es"><![CDATA[Lev S. Vygotski]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Ignacio Martín Baró]]></kwd>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[Lev S. Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Ignacio Martín Baró]]></kwd>
</kwd-group>
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