Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit
1 recurso en línea (183 páginas) : tablas, figuras.
- Autores:
-
Ramírez Sánchez, Mariana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/2974
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2974
- Palabra clave:
- Justicia social - Colombia - Investigaciones
Justicia política
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Social justice
Social justice teaching
Social justice standards
Racial Discrimination in the EFL classroom
Project-based learning
- Rights
- openAccess
- License
- Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia
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Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| title |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| spellingShingle |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit Justicia social - Colombia - Investigaciones Justicia política Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Social justice Social justice teaching Social justice standards Racial Discrimination in the EFL classroom Project-based learning |
| title_short |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| title_full |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| title_fullStr |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| title_full_unstemmed |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| title_sort |
Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit |
| dc.creator.fl_str_mv |
Ramírez Sánchez, Mariana |
| dc.contributor.advisor.spa.fl_str_mv |
Carvajal Medina, Nancy Emilce |
| dc.contributor.author.none.fl_str_mv |
Ramírez Sánchez, Mariana |
| dc.subject.armarc.none.fl_str_mv |
Justicia social - Colombia - Investigaciones Justicia política Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
Justicia social - Colombia - Investigaciones Justicia política Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Social justice Social justice teaching Social justice standards Racial Discrimination in the EFL classroom Project-based learning |
| dc.subject.proposal.spa.fl_str_mv |
Social justice Social justice teaching Social justice standards Racial Discrimination in the EFL classroom Project-based learning |
| description |
1 recurso en línea (183 páginas) : tablas, figuras. |
| publishDate |
2019 |
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2019-12-12T16:06:00Z |
| dc.date.available.none.fl_str_mv |
2019-12-12T16:06:00Z |
| dc.date.issued.none.fl_str_mv |
2019 |
| dc.type.spa.fl_str_mv |
Trabajo de grado - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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Ramírez Sánchez, M. (2019). Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2974 |
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http://repositorio.uptc.edu.co/handle/001/2974 |
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Ramírez Sánchez, M. (2019). Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2974 |
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http://repositorio.uptc.edu.co/handle/001/2974 |
| dc.language.iso.spa.fl_str_mv |
eng |
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eng |
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Aguirre, I. (2004). Exploring the critical thinking skills of analysis and evaluaevaluationin 9th graders through the use of authentic materials. HOW, a Colombia Journal for English Teachers, 11, 9 – 23. Agudelo, E. (2002). Poblaciones negras y política en el pacífico colombiano: las paradojas de una inclusión ambigua. Tesis de doctorado en Sociología (versión en Español) no publicada. Instituto de Altos Estudios de América Latina – Universidad La Sorbonne Nouvelle – Paris III. Paris, Francia. Agudelo, E. (2004). No todos vienen del río: Construcción de identidades negras urbanas y movilización política en Colombia‖. En: Eduardo Restrepo y Axel Rojas (eds.). Conflicto e (in)visibilidad: retos de los estudios de la gente negra en Colombia., 171-192. Popayán-Colombia: Universidad del Cauca. Allport, G. (1954). The Nature of Prejudice. Boston: Addison-Wesley. Anderson, J. (2012). Reflective journals as a tool for autoethnographic learning: A case study of student experiences with individualized sustainability. Journal of Geography in Higher Education, 36, 613–623. doi:10.1080/ 03098265.2012.692157 Andreouli, E., Greenland, K., & Howarth, C. (2016). ‘I don’t think racism is that bad anymore’: Exploring the ‘end of racism’ discourse among students in English schools. European Journal of Social Psychology, 46(2), 171–184. https://doi.org/10.1002/ejsp.2143 Arocha, J. (2009). Nina S. de Friedemann: cronista de disidencias y resistencias, 11-37. Bogotá D.C.: Universidad Nacional de Colombia-CES-UNESCO Bonilla, E. (2011). ¿Qué es el racismo? Hacia una interpretación estructural. En Mosquera Rosero-Labbé, C., Laó-Montes, A. y Rodríguez Garavito (Eds.). Debates sobre ciudadanía y políticas raciales en las Américas Negras (pp. 649-698). Bogotá: Universidad Nacional de Colombia. Facultad de Ciencias Humanas. Centro de Estudios Sociales-CES/ Universidad del Valle. Bagnato, S., Dimonte V., & Garrino, L. (2013). The reflective journal: A tool for enhancing experience-based learning in nursing students in clinical practice. Journal of Nursing Education and Practice, 3, 102–111. Retrieved from https://www.sciedu.ca/journal/index.php/jnep/article/ viewFile/1388/1067 Boyd, A. (2017). Social Justice Literacies in the English Classroom. New York: Teachers College Press. Burns, A. (2010) Doing action research in English language teaching. New York, NY: Routledge. Carvajal, N. (2017). Testimonios of the U.S. Rural “Homeless”: A Critical and Decolonizing-Decolonized Ethnography. Washington State University. USA. Clair, M. & Denis, J. (2015). Racism, Sociology of. International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edi, Vol. 19). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.32122-5 Creswell, J. (2016). 30 essential skills for the qualitative researcher. Thousand Oaks, California: SAGE Publications, Inc. Crookes, G. (1993). Action research for SL teachers: Going beyond teacher research. Applied Linguistics, 14(2), 130-144. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. New York, NY: Cambridge University Press. Dadzie, S. (2002). Herramientas contra el racismo en las aulas. Morata. Dave, S. (2002). Identity Formation and Difference in Mass Media. In Journalism and Mass Communication (pp. 247- 261). University of Wisconsin – Madison. Denzin, N. & Lincoln, Y. (1994). Introduction: Entering the field of qualitative research. In NK Denzin, N. & Lincoln, Y. (Eds.): Handbook of Qualitative Research Díaz, M. (2014). Developing Learner Autonomy through Project Work in an ESP Class. HOW, A Colombian Journal for Teachers of English, 21(2), 54-73. Enterline, S., Cochran, M., Ludlow, L., & Mitescu, E. (2008). Learning to teach for social justice: measuring change in the beliefs of teacher candidates. The new educator, 4(4), 267-290. Http://dx.doi. Org/10.1080/15476880802430361 Essed, P. (2010). Hacia una conceptualización del racismo como proceso‖. En: Odile Hoffman y Oscar Quintero. Estudiar el racismo. Textos y herramientas. Documento de Trabajo No. 8. México: Proyecto AFRODESC / EURESCL Fearon, J. (1999). What is Identity (As We Now Use the Word)? Department of Political Science. Stanford University. Freire, P.(1969). Education as a practice of freedom. España: Siglo Veintiuno editores Freire, P. (1979). Pedagogy of the oppressed. España: Siglo Veintiuno editores Friedemann, N. (1985). Negros en Colombia: invisibilidad y presencia‖ En: El negro en la historia de Colombia: fuentes orales y escritas. Bogotá: Fundación colombiana de investigaciones folclóricas. Gil, F. (2010). Vivir en un mundo de blancos. Experiencias, reflexiones y representaciones de "raza" y clase de personas negras de sectores medios en Bogotá D.C. Trabajo presentado para optar por el título de Magíster en Antropología Social, Bogotá D.C.: Universidad Nacional de Colombia. Glesne, C. (2006). Becoming Qualitative Researchers: An Introduction. 3rd ed. Boston, Pearson, Allyn, & Bacon. Glesne, C. (2011). Becoming Qualitative Researchers: An Introduction. 4th ed. Boston, Pearson, Allyn, & Bacon. Goetz, J. & LeCompte, M. (1984). Ethnography and Qualitative Design in Educational Research. Orlando, FL: Academic Press Goffman, E. (1970). Ritual de la interacción. Buenos Aires: Tiempo contemporáneo. Hall, S. (2005). Race, Articulation, and Societies Structured in Dominance. En Sociological Theories: Race and Colonialism., 305-345. Paris: UNESCO Hawkins, M. (2011). Dialogic determination: Constructing a social justice discourse in language teacher education. In M. R. Hawkins (Ed.), Social justice language teacher education (pp. 120-123). Bristol, UK: Multilingual Matters. Hooks, B. (2001). Salvation: Black people and love, New York: HarperCollins. Hopkins, D. (1995). A Teacher's Guide to Classroom Research. Philadelphia: Open University Press. Howarth, C. (2006). “A social representation is not a quiet thing”: Exploring the critical potential of social representations theory. British Journal of Social Psychology, 45, 65–86. Jones, B., Rasmussen, C., & Moffitt, M. C. (1997). Real-life problem solving.: A collaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association. Johnson, R. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246. http://dx.doi.org/10.1037/0033-2909.134.2.223 Kemmis, S. & McTaggart, R. (2005) ‘Participatory action research: communicative action and the public sphere’, in Norman Denzin and Yvonna Lincoln (eds), The Sage Handbook of Qualitative Research, 3rd, edn. Thousand Oaks, CA: Sage. pp. 559–603. Kohli, R. (2008). Breaking the Cycle of Racism in the Classroom: Critical Race Reflections. Teacher Education Quarterly, 35(4), 177–189. Retrieved from https://files.eric.ed.gov/fulltext/EJ838707.pdf Krajcik, J., Blumenfeld, P., Marx, R., & Soloway, E. (1994). A collaborative model for helping middle grade teachers learn project based instruction. The Elementary School Journal, 94(5 ), 483–497. Krajcik, J., Czerniak, C., & Berger, C. (2002). Teaching science in elementary and middle school classrooms: A project-based approach (2nd ed.). New York: McGraw Hill Krajcik, J., & Blumenfeld, P. (2013). Project-Based Learning. The Cambridge Handbook of the Learning Sciences. Retrieved from http://free.openeclass.org/modules/document/file.php/ENG155/Projects online/CHAPTER 19 PBL Kraichik.docx Lara, M. (2015). Critical Analysis of Advertising: Enhancing Tenth Graders’ Identity Construction in an EFL classroom. UPTC Lara, M. (2018). Environmental Literacies: Raising Eighth Graders’ Social Justice and Environmental Awareness through Project Work. UPTC Mack, N. (2005). Qualitative Research methods: A Data Collectors’ Field Guide. North Carolina, USA: Family Health International. McDonald, M. (2008). The pedagogy of assignments in social justice teacher education. Equity and Excellence in Education, 41(2), 151-167. http://dx.doi.org/10.1080/10665680801943949. MEN, (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional, 24-25. Mena, I. (2009). Investigando el racismo y la discriminación racial en la escuela. Informe ejecutivo. Colombia: Alcaldía Mayor de Bogotá D.C-Aecid. Mills, G. (2007). Action Research: A Guide for the Teacher Researcher. Pearson, (6th ed). UK. Moghaddam, F. (1998). Social Psychology: Exploring Universals Across Cultures. New York: W.H. Freeman and Company. Moghaddam, F., Taylor, D. & Wright, S. (1993). Social Psychology in CrossCultural Perspective. New York: W. H. Freeman and Company. Moon, J. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). London: Routledge Falmer. Muñoz, A. (1995). La educación intercultural, hoy. Didáctica. UCM. Madrid 7: 217-240. Nunan, D. (1985). Language Teaching Course Design: Trends and Issues. Adelaide: National Curriculum Resource Centre Pietil, K. (2009). Bringing real-life English into foreign language classrooms : Language learners’ views on the use of real-world and artificial materials in the English language learning classrooms. Thesis for the Master's degree in Language Teaching. University of Jyväskylä. Finland Pratto, J., Sidanius, J., Stallworth, L. & Mallé, B. (1994). Social dominance orientation: A personality variable predicting social and political attitudes. Journal of Personality and Social Psychology, 67, 741-763. Puertas, M. (2010). DEL COLOR DE LA PIEL AL RACISMO: Prácticas y representaciones sobre las personas afrodescendientes en el contexto escolar bogotano. Tesis de Maestría. Universidad Nacional de Colombia. Bogotá Quintero, Ó. (2014). El racismo cotidiano en la universidad colombiana desde la experiencia vivida por los estudiantes negros en Bogotá. Universitas Humanística, 77(77). https://doi.org/10.11144/Javeriana.UH77.rcuc Restrepo, E. (2008). Racismo y discriminación. Cátedra de Estudios Afrocolombianos. Aportes para maestros., 192-204. Colección Educaciones y Culturas. Popayán (Colombia): Universidad del Cauca. Restrepo, E. (2010). Cuerpos Racializados. Revista Javeriana. Ribé, R. and Vidal, N. (1993). Handbooks for the English Classroom: Project Work. MacMillan Publisher. Romo, M. (2010). Del color de la piel al racismo: Prácticas y representaciones sobre las personas afrodescendientes en el contexto escolar bogotano. Universidad Nacional de Colombia. Bogotá Rudder, V., Vourc'h, F. & Poiret, C. (2010). La desigualdad racista. Precisiones conceptuales y propuestas teóricas‖. Estudiar el racismo. Textos y herramientas. Documento de Trabajo No. 8. México: Proyecto AFRODESC / EURESCL. Sánchez, S. (1973) Freire, a pedagogy for the adult. Madrid, España: Zero Schensul, S., Schensul, J. & LeCompte, M. (1999). Essential ethnographic methods: observations, interviews, and questionnaires (Book 2 in Ethnographer's Toolkit). Walnut Creek, CA: AltaMira Press. Scrimshaw & Gleason, G. (1992). Rapid assesment procedures: Qualitative methodologies fo planning evaluation of health-related programmes. Boston: International Nutrition Foundation for Developing Countries. Sierra, A. (2016). Contributions of a social justice language teacher education perspective to professional development programs in Colombia. PROFILE Issues in Teachers’ Professional Development, 18(1), 203-217. http://dx.doi.org/10.15446/profile.v18n1.47807. Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White Professors Teaching about Racism: Challenges and Rewards. Counseling Psychologist, 45(5), 651–668. https://doi.org/10.1177/0011000017717705 Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377. http://dx.doi.org/10.1086/597493. Soler, S. (2009). La escuela y sus discursos. Los textos escolares como instrumentos de exclusión y segregación. Sociedad y Discurso 15: 107-124. Solórzano, D., Allen, W. & Carroll, G. (2002). Keeping race in place: Racial microaggressions and campus racial climate at the University of California, Berkeley. Chicana/o-Latina/o Law Review, 23(15), 15-112. Stangor, C. (2009). The Study of Stereotyping, Prejudice, and Discrimination Within Social Psychology. A Quick History of Theory and Research. En T. Nelson (Editor), Handbook of Prejudice, Stereotyping, and Discrimination (pp. 1-22). New York: Psychology Press. Stangor, C. (2000). Overview. En C. Stangor (Editor), Stereotypes and Prejudice: Key Readings in Social Psychology (pp. 1-16). Ann Arbor: Edwards Brothers. Tolerance, T. (2016). SOCIAL JUSTICE STANDARDS: THE TEACHING TOLERANCE ANTI-BIAS FRAMEWORK. editor@tolerance.org, 8- Thomas, J.; Mergendoller, J. & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education. Van Dijk, T. (2007). Racismo y discurso en América Latina: una introducción. En T.A. Van Dijk (Coord.). Racismo y discurso en América Latina (pp.21-34). Barcelona: Gedisa. Van Dijk, T. (2010). Discurso y racismo. En: Odile Hoffman y Oscar Quintero. Estudiar el racismo. Textos y herramientas. Documento de Trabajo No. 8. México: Proyecto AFRODESC / EURESCL. Viveros, M. 2007. Discriminación racial, intervención social y subjetividad. Reflexiones a partir de un estudio de caso en Bogotá. Revista de Estudios Sociales 27 (Agosto): 106-121. Wacquant, L. (1997). For an Analytic of Racial Domination. Political Power and Social Theory, 11, 221-234. Wade, P. (1997). Gente negra, Nación mestiza. Dinámicas de las identidades raciales en Colombia. Bogotá: Ediciones Uniandes. Woodson, C. (1933). MisEducation of the Negro. Trenton, NJ: Africa World Press. Yardley, L. (2009). Demonstrating validity in qualitative psychology. In Jonathan A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 235–251). Los Angeles: Sage. Yin, K. (2016). Qualitative Research from Start to Finish. Guilford Publications. 2nd ed. New York. Zeichner, K. (2009). Teacher education and the struggle for social justice. New York, NY: Routledge. Zeichner, K. (2011). Teacher education for social justice. In M. R. Hawkins (Ed.), Social justice language teacher. |
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Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia |
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Carvajal Medina, Nancy Emilcea9eae6902910dae189adb8ae637d4601-1Ramírez Sánchez, Mariana27ea1b947ec5aea9f2c6a354666bf9da-12019-12-12T16:06:00Z2019-12-12T16:06:00Z2019Ramírez Sánchez, M. (2019). Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unit. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2974http://repositorio.uptc.edu.co/handle/001/29741 recurso en línea (183 páginas) : tablas, figuras.Having a sense of belonging to society and respect for diversity, sometimes turns out to be a difficult task when our own culture, education, and context has taught us to ignore, criticize, judge, and discriminate against others without understanding their reality. Social justice plays an important role in creating social changes since it allows human beings to distinguish between the impact of their words and actions within a context. In the same way, they can interpret situations, facts or texts taking into account their own lived experiences. This document presents the results of a qualitative research project focused on Racial Discrimination understandings, Social Justice Standards, Project-based work, and English language level improvement through the implementation of a didactic unit. It was conducted at Alejandro de Humboldt School, a private institution in Sogamoso - Boyacá with eighth-graders. A synthetized data analysis will be presented with its corresponding pedagogical implications.Tener un sentido de pertenencia con la sociedad y respeto por la diversidad a veces resulta ser una tarea difícil cuando nuestra propia cultura, educación y contexto de desarrollo nos ha enseñado a ignorar, criticar, juzgar y discriminar a otros sin comprender su realidad. La justicia social desempeña un papel importante en crear cambios sociales ya que esta permite al ser humano distinguir entre el impacto de sus palabras y acciones dentro de un contexto y del mismo modo interpretar situaciones, hechos o textos teniendo en cuenta sus propias experiencias vividas. Este documento presenta los resultados de un proyecto de investigación cualitativa que se centró en la comprensión de la discriminación racial, los estándares de justicia social, el trabajo basado en proyectos y la mejora del nivel de lengua inglesa a través de la implementación de una unidad didáctica. Esta se realizó en el colegio Alejandro de Humboldt, una institución privada en Sogamoso - Boyacá con alumnos de octavo grado. Se presentará un análisis de datos sintetizados con sus correspondientes implicaciones pedagógicas.Bibliografía y webgrafía: páginas 171-177PregradoLicenciado en Idiomas Modernos Español - Inglésapplication/pdfengUniversidad Pedagógica y Tecnológica de ColombiaEscuela de IdiomasFacultad de Ciencias de la EducaciónLicenciatura en Idiomas ModernosCopyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Social justice and racial discrimination understandings in the EFL classroom through the implementation of a project-based didactic unitTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Aguirre, I. (2004). 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Hawkins (Ed.), Social justice language teacher.Justicia social - Colombia - InvestigacionesJusticia políticaLicenciatura en Idiomas Modernos - Tesis y disertaciones académicasSocial justiceSocial justice teachingSocial justice standardsRacial Discrimination in the EFL classroomProject-based learningORIGINALTGT_1588.pdfTGT_1588.pdfArchivo principalapplication/pdf9550086https://repositorio.uptc.edu.co/bitstreams/17a7fe33-692b-4d7d-b617-1a4fba1519b7/download0415033ee03a0f0c49608def04a90c96MD51A_MRS.PDFA_MRS.PDFAutorización publicaciónapplication/pdf1016389https://repositorio.uptc.edu.co/bitstreams/037fc40c-2701-4e98-a1d1-08fcdceda90b/download1c6ec7bb2288ae7172510ee437d97208MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-814798https://repositorio.uptc.edu.co/bitstreams/92d65f22-7cef-4053-a722-29163296948e/download88794144ff048353b359a3174871b0d5MD53TEXTTGT_1588.pdf.txtTGT_1588.pdf.txtExtracted 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