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Abstract: This article explores the application of deconstructivism to Algerian popular literary texts, with a particular focus on poetic works. Based on the principles of Jacques Derrida, the study examines how this approach reveals implicit and multiple meanings through a deconstructivist approach. The methodology includes a textual analysis of Sidi LakhdarBenkhlouf's works and an assessment of internal contradictions and cultural tensions. The results show that deconstruction enriches the understanding of the texts by exposing new interpretations and emphasizing the crucial role of the reader. However, the article also acknowledges the limits of deconstruction, especially with regard to subjectivity and generalization of conclusions. Keywords : deconstruction, Jacques Derrida, postmodernism, populartexts, readerinterpretation

Abstract (English) The present study explores the impact of a three-phased high-stakes admission exam on the practice of Spanish language teachers as they prepare their high-school students for meeting the entry requirements at the University of Brasilia. The Serial Assessment Program (PAS) is an annual reading test in Spanish, French or English functioning as a diagnostic, summative, and formative assessment tool and offering an entry opportunity for low-income students. Using a case study, an online questionnaire of twenty-nine Spanish public school teachers and three interviews, the study identifies potential washback of the Spanish exam on the teaching practice of public school Spanish language teachers when they teach Spanish reading skills. Despite the teachers' consensus that the PAS exam is essential in its socio-economic context, data analysis points to an impoverished Spanish language content integrated into the Spanish curriculum. Evidence of washback was identified as being restricted to past exam papers used to familiarize learners with the exam item format, topics, themes, and genres utilized in the PAS Spanish language component. Bottom-up approaches to reading seem to predominate, and a more consistent alignment of reading competencies and abilities to the exam framework was not identified. Abstract (Español) Este estudio investiga el impacto de un examen de admisión y alto riesgo hecho en tres fases en la práctica de los profesores de español mientras preparan a sus estudiantes de secundaria para cumplirlo como oportunidad de ingreso en la Universidad de Brasilia. El programa de evaluación seriada (PAS) representa una prueba anual de lectura en español, francés o inglés que funciona como herramienta de diagnóstico y también tiene función sumativa y formativa. Utilizando el estudio de caso, un cuestionario en línea hecho por veintinueve profesores de lengua española de escuelas públicas y tres entrevistas, el estudio identifica el potencial impacto del examen en la práctica de los docentes cuando enseñan la habilidad lectora en español. A pesar del consenso de los profesores de que el examen es esencial en su contexto socioeconómico, el análisis de los datos apunta a un contenido empobrecido del español integrado en el currículo escolar. La evidencia del efecto retroactivo se identificó con prácticas y usos de documentos y exámenes anteriores utilizados para familiarizar a los estudiantes con el formato del examen, con los temas y los géneros utilizados. Los enfoques ascendentes de la lectura parecen predominar y no se identificó una alineación más consistente de las competencias y capacidades de lectura con el marco del examen.

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