Licenciatura en Humanidades y Lengua Castellana

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https://hdl.handle.net/11396/2226

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La identidad sanandresana: un reconocimiento a través de sus oralidades
(Universidad La Gran Colombia, 2021) Espinosa Avilez, Maria Alejandra; Ayala Herrera, Freddy Alexander
Este trabajo está realizado bajo un énfasis cualitativo que repercute en la descripción de la cultura raizal, en el que se resaltan las formas simbólicas de la región, halladas en las costumbres, la oralidad, las visiones de mundo, la lengua creole, la música y la literatura. El propósito de este proyecto es comprender la identidad sanandresana a través del análisis discursivo de sus formas simbólicas inmersas en las manifestaciones de la oralidad (las canciones y los testimonios). Para finalmente llegar a una búsqueda de identidad desde la perspectiva propia del sanandresano, cuyo énfasis recae en su memoria oral.
La escritura de guiones cinematográficos: una estrategia didáctica para el fomento de la escritura pensada desde el contexto de los estudiantes de grado décimo del Colegio San Anselmo
(Universidad La Gran Colombia, 2024) García Camelo, Fabio Hernán; Rodríguez Leuro, Yaneth Marcela
The teaching of the Spanish language at school seeks, among other things, to promote writing skills in students. Sometimes, a challenge arises in this teaching practice: the linking of orality, reading and writing with the context and reality of the students. As Knobel and Lankshear (2011) refer to in the text Remix: The New Popular Writing, students feel more comfortable writing if they have video and audio resources. This is how the idea arose of bringing tenth grade students closer to the creation of film scripts, to provide them with an alternative space during the textual production process and for them to find in it a tool close to their daily lives. This work was aimed at tenth grade students, with whom a didactic sequence was carried out that had the following moments: it began by presenting an introduction to cinematographic language, then there was a discussion about the structure of cinematographic scripts to familiarize students with this format. Subsequently, activities were proposed to write scripts and the students recorded their short films and, finally, their audiovisual works were projected. This project was planned to be developed over a period of six months, during the first three academic periods of the school year.
Anne Sexton: una aproximación rancieriana al concepto de poesía política para la didáctica de la literatura en educación media
(Universidad La Gran Colombia, 2023) Vargas Pérez, Angela María; Guardia Hernández, Andrea Milena
This research revolves around the relationship between politics and poetry, taking politics a base for readers to approach lyrical analysis. The starting point is the premise that poetic creation is not reduced to the objective of externalizing a feeling. At the same time, the same starting point consists in the objective of establishing a relationship between aesthetics, political constructions and literature. This relationship, in the work of Anne Sexton, gives way to the appreciation of the feminine gender as a problematic concept. Her poems are important to understand a social truth: the nonconformity of women in face of a concept not forged by herself. This reality will be linked to the Rancierian concept of the politics of literature, since the writing and reading of his poems allows, within the work itself, the redistribution of what the philosopher calls the distribution of the sensible. For this reason, Anne Sexton's poetic work was selected to confirm the political character of every literary construction. Therefore, the elaboration of a critical edition on Anne Sexton's poetry, from the perspective of her work as a political scenario for the teaching of literature, becomes a conceptual basis that allows the inclusion of the poet in the didactic processes of poetry. To consolidate this critical edition, the concept of politics was established according to the aesthetic and artistic theories of Jacques Rancière, as well as that of poetry and didactics of poetry, and the space given to the political analysis of literature from the Colombian technical curricular norm was investigated (as mentioned within this the narrative genre). Subsequently, the categories that guided the analysis of Sexton's work were constructed: the body, sexual reproduction and the personal. With the finalized edition, it was concluded that it was possible to delineate the poetics of the author around the categories constructed and that the poet's work can be interpreted as a political scenario. It is hoped that this product can be implemented with high school students, so that schools can understand that literature offers a multiplicity of meanings that can transform readers' lives and experiences.
Conociendo la época del Bipartidismo en Colombia a través de la música: una propuesta didáctica para fortalecer la lectura inferencial en grado octavo
(Universidad La Gran Colombia, 2023) Bernal Segura, Paola Andrea; Cano Murillo, Santiago; Sierra Amortegui, Diego Armando; Sierra Amortegui, Diego Armando
The objective of this research work is to propose a didactic strategy to strengthen the level of inferential reading in eighth grade students through the connotative and denotative analysis of the lyrics of two Colombian songs with a historical background referring to the time of the two-party system; the first is A quién engañas abuelo by Arnulfo Briceño, and the second is El campesino embejucao by Óscar Humberto Gómez. The work arises as a result of the difficulties manifested in the standardized tests, which indicate a low reading comprehension on the part of the students, who only reach a level of literal reading, as well as the lack of the teaching of History in education Colombian that since years ago it was relegated and combined with areas such as Geography, Political Science, and among other disciplines, which diminishes its importance and causes conceptual gaps in students. To this end, this work is based on the postulates of various theorists about reading levels and, specifically, about the categories of denotation and connotation; also using a mixed methodology of an interpretive and constructivist nature with an educational action research approach, which results in the integration of the two problems present in each area through a didactic sequence in which music is the pedagogical tool that It helps students acquire the ability not only read the textual surface, but to read between the lines, in addition to recognizing and appropriating the history of their own country.
Lenguaje inclusivo de género. Implicaciones sociales y lingüísticas para la construcción de una perspectiva dentro del contexto educativo
(Universidad La Gran Colombia, 2023-08-03) Ariza Moncada, Leidi Emilia; Guardia Hernández, Andrea Milena
The present research builds an educational perspective on gender-inclusive language (GIL) to observe, through an intervention carried out in an institution, how students perceive and understand this type of language. The study takes a journey that delves into linguistic and social phenomena, with a focus on non-normative neomorphological structures that have a prominent tension with the prescriptive use of language. The first part of the project establishes the foundation of GIL. Based on the conceptual information gathered on inclusive language as a problematic axis, the methodology is structured to intervene in an educational context previously chosen. The methodological route is divided into several stages. The first involves designing instruments, which are organized in two proposed categories: perceptions and knowledge. Then, these instruments are used in the intervention with the students of a tenth-grade and an eighth-grade class. Through fieldwork, data is collected and analyzed using a mixed approach that interrelates qualitative and quantitative aspects. The results show that although students recognize the issue of inclusive language in different digital, educational, and social environments, it is not necessarily something they fully understand. Based on the findings, guidelines are created to help lead these types of discussions in different educational environments in a dialogical manner, since these formative spaces are considered a primary space for promoting the development of critical thinking and argumentative skills.
Propuesta didáctica para fomentar la lectura crítica en grados décimo y undécimo a través de la obra aunque me muera a la izquierda de Fernando Araújo Vélez
(Universidad La Gran Colombia, 2023) Diaz Duarte, Elena Verónica Chafyrtth; Villanueva-Osorio, Christian Camilo
Oralitura en Charalá. Proceso de creación libro "Historias de Charalá"
(Universidad La Gran Colombia, 2022) Archila Castro, Mónica Alexandra; Ayala Herrera, Fredy Alexander; Ayala Herrera, Fredy Alexander
Oralitura in Charalá Santander- imaginaries, narrations and perspectives, is creative research carried out in the municipality of Charalá, with the objective of reconstructing the popular narratives of the municipality, investigating and inquiring about new methodological tools that allow the recognition of orality as a didactic source. and important in education; In this way, a search is generated on antecedents and states of the art to identify starting points of the investigation, focused on orality and popular narrative. Reconstruction of popular narratives based on the theoretical methodological, and practical reflection of research. From orality with Walter Ong, methodological approaches with William Labov, national constructions from the indigenous narrative with Miguel Rocha; Bernstein, with the dynamics of society and language; considerations of investigative approach with Ibáñez, and among other authors that enrich the conceptual and reflective knowledge of the investigation.
Análisis semiótico de los cuentos El huésped y La señorita Julia de Amparo Dávila para la creación de un portafolio didáctico dirigido a docentes de Lengua Castellana
(Universidad La Gran Colombia, 2022) Zarabanda Guerrero, Brayan Camilo; Torres Castro, Nasly Yiseth; Copete, José Enrique
In the literature world, the role of woman has been, generally, as inspiration and muse in the creation of innumerable quantity of books, novels and stories that are part of the literary canon; such as Beatrice Portinari who captivated Dante Allegri and whose death devasted the poet, so he dedicates his masterpiece, The Divine Comedy to her; In the case of the poet Edgar Allan Poe, the love, devotion and sadness by the death of his wife Virginia Eliza Clemm would lead him to write stories such as Anabell Lee, Eleonora, The crow, among others, wich became him in the one of the greatest exponents of romanticism. However, as time passed, the women has been participants of different literary practices, by being authors in the creation of their own works and stories. Therefore, through a semiotic analysis of the stories of the Mexican writer Amparo Dávila El huésped and La señorita Julia, starting from a mixed approach and a documentary design, a didactic portfolio is developed with the purpose of guiding teachers of spanish language in the teaching of Amparo Dávila literature and, by the way, allows to exhibit her message and her position in this field.
Estrategia pedagógica del uso de narrativas interactivas para la creación de un cuento fantástico y su aplicación en el aula
(Universidad La Gran Colombia, 2022) Pacheco Castañeda, Ingrid Dayana; Copete, José Enrique
The present work focuses on the didactic use of interactive narratives in the area of Humanities and Spanish Language, in order to conceive its usefulness to go beyond linear literary structures commonly worked in the classroom, starting from the proposal of the author Xavier Berenguer, who recognizes the interactive branching model; which is indicated for the construction of a story, without the need for the intervention of complex audiovisual resources. Of course, to test its functionality it will be applied to fantasy literature and Tzvetan Todorov's tenets. This didactic proposal is based on the concept of "hesitation" that acts as the main trigger for the plot and its possible explanations. In this sense, this search to understand what happened can be identified in four categories: "pure strange", "fantastic strange", "fantastic wonderful" and the "wonderful pure", concepts that are studied in Todorov's theory, these terms they were essential to be able to delimit and evaluate if a literary writing belongs to the fantastic; In addition, the clear purpose that throughout the exercise the author and authors (since it is a collective creation in class) of the text have the intention of generating this "detonator" in their writing. What has been said before will be evidenced in the final product, which consists of the design of an interface that acts as a support for the fantastic story entitled: Aunt Emilia's funeral.
El videojuego 'What Remains of Edith Finch' como herramienta pedagógica para el fortalecimiento de la competencia lectora
(Universidad La Gran Colombia, 2022) Cediel Rincón, Jahir Camilo; Guardia Hernández, Andrea Milena
The purpose of this research project is to make explicit the relationship between the video game and different literary categories such as fiction and narrative, emphasizing the pedagogical opportunities it offers in terms of reading competence. A bibliographic search was carried out for the construction of the conceptual schemes of narration, fiction, game and video game in order to elaborate a narrative scheme of the video game. Then, comprehension, specifically text comprehension, and reading competence were approached conceptually, in order to elaborate a set of criteria that bring the video game closer to the classroom. For these purposes, the game What Remains of Edith Finch was used, under the analysis of each of its narrative-fictional instances. It is concluded that the comprehension of the video game works analogously to the comprehension of the written literary text, with the added potential of the video game in terms of its constant interactivity and multiplicity of stimuli, aspects that could help students' multimodal and deep comprehension. This could confirm the pedagogical potential of the video game, since it would help to activate, reconfirm and/or reorient comprehension, either by the objectives it proposes or by the goals proposed in the classroom.
Uso de los generos comunicativos en la escuela: chat oralidad y escritura
(Universidad La Gran Colombia, 2021) Acosta Zamora, Néstor Alejandro; Gonzales, William
Within the revolution that the Internet supposes in history and human evolution, chat appears as a privileged means of communication in our societies. Due to its characteristics, it would find a place as a genre between orality and writing, as defined by Mayans (2001) and other authors, which leads us to wonder about their interrelation and the way in which Spanish language teachers, together with their students, must address this phenomenon, in the teaching-learning processes. Therefore, this work explores some classroom strategies that help to strengthen the use of communicative genres, from processes that we could frame in digital literacy, understanding it, as a pedagogical and critical position about the use of digital resources in school and of its relationship with speaking and writing.
Propuesta didáctica de lectura cinematográfica para la comprensión de la jerga colombiana mediante la película La gente de La Universal
(Universidad La Gran Colombia, 2021) Echeverría Rodríguez, Jefferson Leandro; Villanueva Osorio, Christian Camilo
This work includes several conceptual and methodological aspects according to, in the first place, with the dynamics of cinematographic language as a reading argument. Secondly, it addresses perspectives corresponding to the jargon model, within the contributions given by the sign and the signifier, which enable the identification of common properties in a social relationship process immersed in a specific communicative context. Subsequently, it links such evidence with an in-depth analysis of the Colombian film La gente de La Universal to understand specific sociocultural aspects, making reference to the events in which slang is used as an important factor of enunciation in the characters. Finally, it develops a didactic approach that brings together each of the criteria contemplated to generate practical evidence from experiences and application in a classroom.
La imagen como posibilidad en el aprendizaje. Una aproximación al concepto de Pornomiseria desde Agarrando Pueblo
(Universidad La Gran Colombia, 2021) Rincón Mendoza, Lina Marcela; García Salazar, Edwin
This study proposes a didactics of image and sets up a manner of conceiving it, producing questions in reference to its formation, in this way, to apply an approach regarding to the concept of Pornomisery. This correlatively suggests a possibility for learning and claims the relevance in the study of the image and the resources that constitute it, in order to mobilize the thinking and produce approaches related to the educational field. Therefore, the relation that is set up among cinema, literature and education is justified through a non-instrumentalized conception of the image that allows us to understand the way in which the theories referring to the same image advance. This research was developed through the analysis of pedagogical reflective and disciplinary aspects between learning, cinema and literature, leading the image concept as a framework of meaning that allowed not only to review or track but also, to reconstruct a visual field of an audiovisual piece such as Agarrando Pueblo with the possibility to understand the cinema as a filmic text and discussing the resources that allowed to reveal the strength of the exercise that provokes the image: to mobilize the thinking.
Narración Oral: Tejedora de realidades
(Universidad La Gran Colombia, 2021) Garzón Soto, Adriana Sofía; Rodríguez Camargo, Carlos Gabriel
This project collects theoretical and practical observations in the environment of oral narration in Bogota from the study of sociolinguistics, critical discourse analysis and semiotics. From this study and concatenation, a pedagogical proposal designed based on the conclusions collected, and framed in the introduction of oral narration and creative writing in community groups of the elderly, is proposed. A tool test was carried out in two elderly people in the Santa Rosita village in Suesca, Cundinamarca, with a view to collecting testimonies and narrative productions, as an exercise in collecting stories to enrich the collective memory.
Análisis y crítica en la interpretación literaria: lenguaje, intersubjetividad y deseo (realidad narrada de una sociedad en la novela Los ejércitos de Evelio Rosero)
(Universidad La Gran Colombia, 2019) Navia Garrido, Alfredo; González Otero, Angélica María
In the present monograph work it is offered an interpretative proposal of analytical and critical reading, based on the proposal of discourses studies by Luis Alfonso Ramírez. The proposal is going to be worked on the novel Los ejércitos, written by Evelio Rosero. This interpretative proposal has been made for students, in the classrooms, to have, in this work, a reference to hermeneutical reading in literature, which is always made from an analytical and critical perspective and that is related to the social reality of the context and environment from every single individual as a social person and a single being. It is used, in this work, the study of language, intersubjectivity and, desire configurations, which are in the narrative of the novel Los ejércitos of Rosero, and, previously, in conjunction of the analysis of those and the same configurations on the poetic act of the novel author. In the present work, it is been found that critical reading from literature enrich the skill of reading social, political and, cultural reality from our environment, as citizens, as professionals and, human beings, and, in accordance with a critical pedagogy, as the socio-critical pedagogy, which is the model embraced by the La Gran Colombia University is the student who should build their critical skill throughout observation and dialogue, based on their life experience, giving the positive knowledge a secondary place in their academic development, but giving it the relevance it deserves. From the accompaniment by the teacher, which is the labor of being a pedagogue, the student could enrich their reading skills, which is constituted by their hermeneutics or interpretation skills, by their critical and analytic skill and, by their critical skills made from their own voice
Cartografías autobiográficas (lo confesional, lo íntimo y lo literario). El diario y sus alcances en el aula como instrumento formativo
(2021) Arcila, Juan Pablo; Torres Guerrero, Andres Octavio; González, William Fernando
The intimate productions have been arranged as common places of "the writings of the self", in spite of this, in the different spheres of our culture, the narratives circumscribed to sui-referentiality have always been directed no further than self-documentation, situating themselves -if we may say so- in spaces of the not-yet, in places populated by a profound indeterminacy. This circumstance has certainly granted that this type of compositions still survives in a minority of age, under the pretext of the considerable theoretical and critical neglect in which they have historically been inscribed and which, unfortunately, they still hold at present. In view of the above, one of the main purposes of this work lies in the presumable revitalization of the figure of the diary and its status of self-refentiality; this, not only in the literary event, but also in essential spaces [sine qua non] such as education. In order to support the aforementioned presupposition and its resistance, the present research is distributed in two specific moments, both of which embrace this promise. Thus, in the inaugural instance, a historical and theoretical reconstruction of the literary diary is presented, in which the genealogical description and the critical thought are present, perspectives that expose not only the different transitions that the figure of the "I" has undergone in this type of writings, but at the same time, it allows to reveal and discuss with the different eccentricities and interdependencies that this device of "the referentiality" has occurred in front of the literary tribunals. In the second moment, attention is precisely focused on elucidating the creative and formative possibilities contained in "this type of narratives" in educational environments, all this from an explicitly revisional position.
Textos argumentativos: principales factores que inciden en la compresión y producción en estudiantes universitarios
(Universidad La Gran Colombia, 2021) Hernández Escamilla, Ginna Paola; Sánchez Hernández, Jessica Alejandra; Sánchez Muñoz, John Jario; Sánchez Muñoz, John Jairo
One of the main objectives of the Ministry of National Education of Colombia is to achieve that throughout the training process of each student who goes through the educational system, critical thinking skills are developed. For this reason, different regulations, projects, decrees, laws, and guidelines have been implemented with which educational institutions training parameters for understanding and producing texts for argumentative purposes. However, despite having these regulations, low results are evidenced in the critical reading area and proof of this are the Saber 11 2019 and PISA 2018 tests, the analysis of which will be exposed throughout this work. The foregoing implies that despite the existence of regulations on teaching and evaluation for the comprehension and production of texts for argumentative purposes, there are gaps in these training processes. Therefore, this work has the purpose of analyzing the main factors that affect the problems of interpretation, understanding and production of argumentative texts in students recently graduated from high school, and who at the time of applying the instruments were studying the first semester of the civil engineering program at the Universidad La Gran Colombia. Therefore, it is proposed to make a conceptualization based on language skills, language teaching and a methodology of socialization of experiences to support each of the findings around the detected problem.
El taller de lectura dialógica como una estrategia metodológica para mejorar los niveles de desempeño de lectura crítica en los estudiantes de grado 904 del colegio República Dominicana
(2020) Sandoval Peña, Daniela; Torres, Andrés Octavio
This pedagogical research project born to need that enhance the levels of critical reading of students belonging to grade 904 of the educational district institution República Dominicana through of pedagogical intervention, that in this case imply the application of dialogical workshops of critical reading how methodological strategy in Spanish class. With this project the intention is to contribute to the population of educational institution República Dominicana in two fundamental aspects for your academic training and your professional exercise: first, wanted encourage the argumentation and critical reading contextualized through reading literature texts and, at the same time modify the methodological perspective of the Spanish class making dynamic the professional exercise [pedagogical and didactic] starting from new virtual community reading strategies with a defined objective. The proposal is a methodological intervention that is based on the observation of the Spanish class, that manages to identify that the levels of critical reading of the students are low because they present disinterest compared to the class methodology and compared to the literature chosen to fulfill the competencies proposed by the ministerial de education national (MEN) due to this it is necessary to use the educational workshop since the methodological perspective in order to present itself as a solution first, disinterested in regard to reading and second to the improvement in the levels of critical reading that the institutional evaluations tests give by academic periods that are applied for each area of knowledge
Cartografía literaria de Bogotá en El incendio de abril. Un ejercicio de reconstrucción de la memoria histórica desde la literatura.
(Universidad La Gran Colombia, 2020) Aldana Cervera, Wendy Xiomara; Guardia Hernández, Andrea Milena
This research project focuses on the design of a didactic tool that allows the students of the course called "Literatura y ciudad" to activate the processes of reconstruction of historical memory, through the concept of Literary Cartography, applied to the novel El incendio de abril. This Project approaches the lack of historical memory in Colombia, specifically around the facts related to the "Bogotazo". Because of this, some aspects of Jorge Eliécer Gaitán’s life, as well as the causes, consequences and transcendence of his assassination, are exposed. The methodological process focuses on the historical-hermeneutical paradigm, adopting a mixed approach, with an inductive method and some elements of historical investigation. The collection of the data and its analysis were done according to the techniques and instruments used in documentary and field investigation. The didactic tool shows up various places and buildings related to Gaitán’s life and death; through this, it’s possible to visualize the changes that those sites have had over the years, and in turn, understand part of its history. History is part of the identity of those who inhabit these places.
El microrrelato como estrategia didáctica para la enseñanza de la escritura (una perspectiva fenomenológica)
(Universidad La Gran Colombia, 2018) Liévano Becerra, María Alejandra; Ayala Herrera, Freddy Alexander
This research work is a proposal aimed at strengthening the needs in terms of writing, of the students of the Cafam Continuing Education Program in the complementary stage (7.1 and 7.2) cycle 3, where the main purpose is to make an approach to the exercise of creative writing of the students, through the micro-story as a didactic strategy. Thus, the construction of micro-stories by the students allowed to reinforce scriptural processes, interact in conjunction with the texts and the knowledge of other perspectives about life. The micro story is used as a strategy to elicit the experiential, enabling a writing from subjectivity, allowing interaction with others, vindicating the discourse of everyday life through written expression as a strategy and as a tool to provide feedback to meaningful learning

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