Writing as a situated practice audio-visual social content & learners' experiences.

The current document embodies a pedagogical and didactic proposal centered on situated writing activities and audio-visual aids with social content. This proposal aims to be implemented with eleventh graders from a public school in Bogota, Colombia. The main objective of the proposal aims to design...

Full description

Autores:
Rodriguez Herrera, Oscar Esteiman
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/16647
Acceso en línea:
http://hdl.handle.net/20.500.12209/16647
Palabra clave:
Material audiovisual
Contenido social
Conflictos sociales
Escritura situada
Situated writing
Audio-visual materials
Social content
Social conflict
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Writing as a situated practice audio-visual social content & learners' experiences.
title Writing as a situated practice audio-visual social content & learners' experiences.
spellingShingle Writing as a situated practice audio-visual social content & learners' experiences.
Material audiovisual
Contenido social
Conflictos sociales
Escritura situada
Situated writing
Audio-visual materials
Social content
Social conflict
title_short Writing as a situated practice audio-visual social content & learners' experiences.
title_full Writing as a situated practice audio-visual social content & learners' experiences.
title_fullStr Writing as a situated practice audio-visual social content & learners' experiences.
title_full_unstemmed Writing as a situated practice audio-visual social content & learners' experiences.
title_sort Writing as a situated practice audio-visual social content & learners' experiences.
dc.creator.fl_str_mv Rodriguez Herrera, Oscar Esteiman
dc.contributor.advisor.none.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Rodriguez Herrera, Oscar Esteiman
dc.subject.spa.fl_str_mv Material audiovisual
Contenido social
Conflictos sociales
Escritura situada
topic Material audiovisual
Contenido social
Conflictos sociales
Escritura situada
Situated writing
Audio-visual materials
Social content
Social conflict
dc.subject.keywords.eng.fl_str_mv Situated writing
Audio-visual materials
Social content
Social conflict
description The current document embodies a pedagogical and didactic proposal centered on situated writing activities and audio-visual aids with social content. This proposal aims to be implemented with eleventh graders from a public school in Bogota, Colombia. The main objective of the proposal aims to design a pedagogical and didactic proposal using audio-visual materials with social content to promote situated writing skills in students of 11th grade. Nine lesson plans were developed to improve English skills through situated writing activities, and each session aims to be implemented in periods of 90 minutes.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-12-14T16:02:13Z
dc.date.available.none.fl_str_mv 2021-12-14T16:02:13Z
dc.date.issued.none.fl_str_mv 2021
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
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dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Armstrong, A. (2015) Improving Literacy Skills across Learning. CIDREE Yearbook 2015 Budapest: HIERD
Cassany, D. (1987). Descríure escriure. Com s 'aprén a escriure. Barcelona: Empuñes (trad. Cast.: Describir el escribir. Cómo se aprende a escribir. Barcelona, Paidós, 1999
Carbonell, J (2002) La aventura de innovar. El cambio en la escuela (pp.103-111) Madrid. Morata
Chapetón, C. (2007). Literacy as a resource to build resiliency. Bogotá, Colombia: Editorial Géminis.
Coll, C. Palacios. (2001). Desarrollo Psicológico y Educación. 2. Psicología de la educación escolar. Psicología y Educación, Alianza Editorial, Madrid. 2001
Chiroque, S. (2007). Cuando las innovaciones educativas se validan y sistematizan para convertirse en propuestas. Lima: Instituto de Pedagogía Popular.
Correa, Doris, & Echeverri, Sandra. (2017). Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers. How, 24(1), 44-62.
Díaz Barriga, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista (2a. ed.). México: McGraw Hill.
Eraut, M. (1994). Developing Professional Knowledge and Competence, Falmer Press, London, UK.
Freire, P., Giroux, H. A., & Macedo, D. P. (1985). The politics of Education: Culture, power, and liberation. South Hadley, Mass: Bergin & Garve
Freire, P. (1974). Acción cultural para la libertad. Buenos Aires. “Conscientization”. Cross Currents, 24 (1), 23-28. (1975).
Giroux, H. (2001). Beyond the Corporate University: Culture and Pedagogy in the New Millennium. Lanham. Rowman & Littlefield.
Gómez Jiménez, M. C., & Gutierrez, C. P. (2019). Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University. Profile: Issues in Teachers' Professional Development, 21(1), 91-105. https://doi.org/10.15446/profile.v21n1.71378
Janks, H. (2014). Critical literacy's ongoing importance for Education. Journal of Adolescent & Adult Literacy, 57(5), pp. 349-356.
Kang, S. (2004). Using visual organizers to enhance EFL instruction. JALT Journal, 58, 58-67.
Lerner, R. M., & Steinberg, L. (2004). The scientific study of adolescent development: Past, present, and future. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (p. 1–12). John Wiley & Sons Inc.
McLaren, P. (2003). Life in Schools. An introduction to critical pedagogy in the foundations of Education. University of California, Los Angeles: Pearson Education.
Ministerio de Educación Nacional. (2018). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Revolución Educativa, Colombia Aprende.
Palacios, J. Marchesi, A.; Coll, C. (1990). Desarrollo Psicológico y Educación II. Madrid: Alianza.
Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-346). Cambridge, UK: Cambridge University Press.
Rivera, A. J., Rodríguez, C. L. & Colmenares, J. C. (2014). El desarrollo emocional de adolescentes en la educación alternativa en un colegio en Bogotá. http://hdl.handle.net/10554/15722.
Shor I, Freire P. What is the "Dialogical Method" of Teaching? Journal of Education. 1987;169(3):11-31)
Torres, N. A. (2017). Co-constructing realities: fostering literacy in EFL 11th graders as a situated social practice. Recuperado de: http://hdl.handle.net/20.500.12209/11011.
Wileman, R.E. (1993). Visual communicating. New Jersey: Educational Technology Publications.
Wink, J. (2000). Critical pedagogy: Notes from the real world. California State University: Addison Wesley Longman.
Ruiz Sarmiento, C. (2015). Ninth graders’ social experiences to promote critical literacy in efl with project-based learning. Universidad Distrital Francisco José de Caldas.
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dc.coverage.spatial.spa.fl_str_mv Bogotá, Colombia
dc.coverage.temporal.spa.fl_str_mv 2021
dc.publisher.spa.fl_str_mv Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv Licenciatura en Español e Inglés
dc.publisher.faculty.spa.fl_str_mv Facultad de Humanidades
institution Universidad Pedagógica Nacional
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spelling Montaño Moreno, JohannaRodriguez Herrera, Oscar EsteimanBogotá, Colombia20212021-12-14T16:02:13Z2021-12-14T16:02:13Z2021http://hdl.handle.net/20.500.12209/16647instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The current document embodies a pedagogical and didactic proposal centered on situated writing activities and audio-visual aids with social content. This proposal aims to be implemented with eleventh graders from a public school in Bogota, Colombia. The main objective of the proposal aims to design a pedagogical and didactic proposal using audio-visual materials with social content to promote situated writing skills in students of 11th grade. Nine lesson plans were developed to improve English skills through situated writing activities, and each session aims to be implemented in periods of 90 minutes.Submitted by Oscar Rodriguez (dle_oerodriguezh241@pedagogica.edu.co) on 2021-12-07T02:04:52Z No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado.pdf: 190121 bytes, checksum: dd384935e274464f0d12c395ce20c474 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido RECHAZADO, en tanto, el título de la metadata debe tener punto final, en la fecha solo se debe indicar el año, la licencia de uso debe tener firma manuscrita. Por favor realice los ajustes y envíe de nuevo hoy mismo. on 2021-12-07T12:25:41Z (GMT)Submitted by Oscar Rodriguez (dle_oerodriguezh241@pedagogica.edu.co) on 2021-12-13T19:05:26Z No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado.pdf: 190121 bytes, checksum: dd384935e274464f0d12c395ce20c474 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido RECHAZADO nuevamente porque no presenta las modificaciones necesarias: Poner punto final en el título de la metadata. Escribir en fecha SOLO el año. La licencia de uso debe ir con firma manuscrita. on 2021-12-13T21:46:20Z (GMT)Submitted by Oscar Rodriguez (dle_oerodriguezh241@pedagogica.edu.co) on 2021-12-13T22:23:09Z No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado (1).pdf: 1141333 bytes, checksum: 2e1347943ce337239456dd9e8c937979 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-13T22:26:57Z (GMT) No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado (1).pdf: 1141333 bytes, checksum: 2e1347943ce337239456dd9e8c937979 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T16:02:13Z (GMT) No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado (1).pdf: 1141333 bytes, checksum: 2e1347943ce337239456dd9e8c937979 (MD5)Made available in DSpace on 2021-12-14T16:02:13Z (GMT). No. of bitstreams: 2 WRITING AS SITUATED PRACTICE AUDIOVISUAL SOCIAL CONTENT & LEARNERS EXPERIENCES.pdf: 8751124 bytes, checksum: 47cc0e4b9c7a0701dfc8e500b408882d (MD5) Licencia de uso trabajo de grado (1).pdf: 1141333 bytes, checksum: 2e1347943ce337239456dd9e8c937979 (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalMaterial audiovisualContenido socialConflictos socialesEscritura situadaSituated writingAudio-visual materialsSocial contentSocial conflictWriting as a situated practice audio-visual social content & learners' experiences.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisArmstrong, A. (2015) Improving Literacy Skills across Learning. CIDREE Yearbook 2015 Budapest: HIERDCassany, D. (1987). Descríure escriure. Com s 'aprén a escriure. Barcelona: Empuñes (trad. Cast.: Describir el escribir. Cómo se aprende a escribir. Barcelona, Paidós, 1999Carbonell, J (2002) La aventura de innovar. El cambio en la escuela (pp.103-111) Madrid. MorataChapetón, C. (2007). Literacy as a resource to build resiliency. Bogotá, Colombia: Editorial Géminis.Coll, C. Palacios. (2001). Desarrollo Psicológico y Educación. 2. Psicología de la educación escolar. Psicología y Educación, Alianza Editorial, Madrid. 2001Chiroque, S. (2007). Cuando las innovaciones educativas se validan y sistematizan para convertirse en propuestas. Lima: Instituto de Pedagogía Popular.Correa, Doris, & Echeverri, Sandra. (2017). Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers. How, 24(1), 44-62.Díaz Barriga, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista (2a. ed.). México: McGraw Hill.Eraut, M. (1994). Developing Professional Knowledge and Competence, Falmer Press, London, UK.Freire, P., Giroux, H. A., & Macedo, D. P. (1985). The politics of Education: Culture, power, and liberation. South Hadley, Mass: Bergin & GarveFreire, P. (1974). Acción cultural para la libertad. Buenos Aires. “Conscientization”. Cross Currents, 24 (1), 23-28. (1975).Giroux, H. (2001). Beyond the Corporate University: Culture and Pedagogy in the New Millennium. Lanham. Rowman & Littlefield.Gómez Jiménez, M. C., & Gutierrez, C. P. (2019). Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a PrivateUniversity. Profile: Issues in Teachers' Professional Development, 21(1), 91-105. https://doi.org/10.15446/profile.v21n1.71378Janks, H. (2014). Critical literacy's ongoing importance for Education. Journal of Adolescent & Adult Literacy, 57(5), pp. 349-356.Kang, S. (2004). Using visual organizers to enhance EFL instruction. JALT Journal, 58, 58-67.Lerner, R. M., & Steinberg, L. (2004). The scientific study of adolescent development: Past, present, and future. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (p. 1–12). John Wiley & Sons Inc.McLaren, P. (2003). Life in Schools. An introduction to critical pedagogy in the foundations of Education. University of California, Los Angeles: Pearson Education.Ministerio de Educación Nacional. (2018). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Revolución Educativa, Colombia Aprende.Palacios, J. Marchesi, A.; Coll, C. (1990). Desarrollo Psicológico y Educación II. Madrid: Alianza.Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-346). Cambridge, UK: Cambridge University Press.Rivera, A. J., Rodríguez, C. L. & Colmenares, J. C. (2014). El desarrollo emocional de adolescentes en la educación alternativa en un colegio en Bogotá. http://hdl.handle.net/10554/15722.Shor I, Freire P. What is the "Dialogical Method" of Teaching? Journal of Education. 1987;169(3):11-31)Torres, N. A. (2017). Co-constructing realities: fostering literacy in EFL 11th graders as a situated social practice. Recuperado de: http://hdl.handle.net/20.500.12209/11011.Wileman, R.E. (1993). Visual communicating. New Jersey: Educational Technology Publications.Wink, J. (2000). Critical pedagogy: Notes from the real world. California State University: Addison Wesley Longman.Ruiz Sarmiento, C. (2015). Ninth graders’ social experiences to promote critical literacy in efl with project-based learning. 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