BK. Maestría en Didáctica del Inglés
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Examinando BK. Maestría en Didáctica del Inglés por Materia "370 - Educación"
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- PublicaciónAcceso abiertoExploring and inquiring myths and legends in a rural community: retrieving and podcasting the students´ local storytelling in the English class(Universidad del Tolima, 2023) Téllez Soler, David Giovanny; Acosta Rubiano, DeyssiEste proyecto de investigación analiza los efectos de la exploración y gestión de contenidos de mitos y leyendas de un grupo de estudiantes de sexto grado de educación rural para recuperar la narración oral de historias locales y al mismo tiempo enriquecer el vocabulario y las destrezas del habla y escritura en inglés. Lo anterior debido a que algunas prácticas del folclore local han sido reemplazadas por el uso de mecanismos electrónicos y la influencia de otras formas de representación cultural de carácter global como los estilos de moda, los géneros musicales, la comida, y otras costumbres. Por lo tanto, el grupo de estudiantes participantes de sexto grado hicieron indagación en la comunidad sobre mitos y leyendas regionales a través de pedagogías basadas en la comunidad y fondos de conocimiento para escuchar, recontar y recuperar la práctica de narrar historias y el conocimiento local a través del diseño de un audiolibro digital en inglés. Consecuentemente, este proceso requirió acciones transversales como el uso de la tecnología, el trabajo colaborativo, la indagación, sistematización y análisis de la información para lograr los objetivos de este estudio. Algunos de los resultados obtenidos evidencian que las prácticas de contacto entre la comunidad y la escuela revitalizan las habilidades sociales y la valoración de las culturas y el conocimiento propio, recuperar la identidad, y valorar las expresiones culturales locales como medios que afianzan y facilitan el aprendizaje del inglés.
- PublicaciónAcceso abiertoFrom Beans to Bonds: Coffee Culture, Identity, and Community Education(Universidad del Tolima, 2024) Artunduaga Garzón, Andrés Enrique; Palomino Herrera, Cristian Camilo; Lastra Ramírez, Sandra PatriciaThis study, conducted under Action Research principles, involved 47 students from two public schools in rural areas of the department of Tolima. Its main objective was to explore the participants’ coffee culture by implementing Community-Based Pedagogies (CBPs) and facilitating curricular negotiations to highlight and harness the local knowledge and community assets of the regions within an English language learning environment. The study was developed in one cycle divided into three moments, enabling teacher-researchers to gain profound insights into the coffee culture of Delicias and Gaitania. Based on that, exploring the surroundings, along with the implementation of CBPs, served as a valuable tool for comprehending the coffee culture. Furthermore, the purpose was to describe the curricular connections emerging from the exploration of the coffee community and the effects on the English language learning process. Data was collected through interviews, classroom observation, teacher’s journals, learner’s artifacts, and a focus group. Results showed that the local knowledge within these coffee communities can significantly influence curricular constructions by resignifying cultural values within the English classroom. In this regard, students actively engaged in exploring their coffee culture, fostering positive awareness about their identity as coffee farmers. Finally, this study unveiled different understandings of coffee, transitioning from a mere knowledge of coffee production to entrepreneurial actions that benefitted all members of their communities.
- PublicaciónAcceso abiertoImplementing a Situated Pedagogical Practice to Promote Rural Eighth Graders’ Critical Biliteracy(Universidad del Tolima, 2024) Baena Bernal, Natalia; Acosta Rubiano, DeyssiThe present study aims to unveil and report critical biliteracy practices of eight graders while they explore and perform different activities within a situated pedagogical design that was built according to their rural settings. In addition, it aims to provide insights on how this situated pedagogical design could promote critical biliteracy in which eight graders could reflect on and analyze their rural surroundings from various social and economic perspectives in the light of their knowledge on the English language. Indeed, this research study was framed within a qualitative approach guided by an action research design that sought to improve learning, make decisions in benefits to both students and the teacher. In addition, this study employed an initial questionnaire, a focus group, a second questionnaire, and a final structured interview as data-gathering devices. Moreover, I kept a teacher’s diary to thoroughly report the pedagogical encounters with the participants. The main findings of this project revealed that the pedagogical intervention promoted critical biliteracy practices in which the participants critically analyzed and reflected on their rural context and its social and economic implications as part of the coffee cultural landscape of the region they belong to. Furthermore, it was possible to foster a sense of agency in which the participants recognized that making decisions and their actions can improve and keep their own rural context alive.
