Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution
Nowadays, the competition for jobs in Colombia is stricter than ever. Companies require their future employees to have not only extensive professional knowledge but also adequate English skills. The Servicio Nacional de Aprendizaje (SENA), an institution that has been training people in technical an...
- Autores:
-
Marín Berrío, Isleny
Olarte Arias, Paulina
Zapata Vargas, Alejandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14688
- Acceso en línea:
- https://hdl.handle.net/11059/14688
https://repositorio.utp.edu.co/home
- Palabra clave:
- 420 - Inglés e inglés antiguo
Métodos de enseñanza de idiomas
Enseñanza del inglés como segundo idioma
Enseñanza del inglés con propósitos específicos (ESP)
Co-teaching
Co-planning
Tutoring
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| title |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
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Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution 420 - Inglés e inglés antiguo Métodos de enseñanza de idiomas Enseñanza del inglés como segundo idioma Enseñanza del inglés con propósitos específicos (ESP) Co-teaching Co-planning Tutoring |
| title_short |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| title_full |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| title_fullStr |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| title_full_unstemmed |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| title_sort |
Supporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institution |
| dc.creator.fl_str_mv |
Marín Berrío, Isleny Olarte Arias, Paulina Zapata Vargas, Alejandra |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Gallego, Dolly |
| dc.contributor.author.none.fl_str_mv |
Marín Berrío, Isleny Olarte Arias, Paulina Zapata Vargas, Alejandra |
| dc.subject.ddc.none.fl_str_mv |
420 - Inglés e inglés antiguo |
| topic |
420 - Inglés e inglés antiguo Métodos de enseñanza de idiomas Enseñanza del inglés como segundo idioma Enseñanza del inglés con propósitos específicos (ESP) Co-teaching Co-planning Tutoring |
| dc.subject.lemb.none.fl_str_mv |
Métodos de enseñanza de idiomas Enseñanza del inglés como segundo idioma Enseñanza del inglés con propósitos específicos (ESP) |
| dc.subject.proposal.spa.fl_str_mv |
Co-teaching Co-planning Tutoring |
| description |
Nowadays, the competition for jobs in Colombia is stricter than ever. Companies require their future employees to have not only extensive professional knowledge but also adequate English skills. The Servicio Nacional de Aprendizaje (SENA), an institution that has been training people in technical and technological programs, has responded to the demands of the productive sector by creating a bilingual program that aims to enhance students' competitiveness in the job market. This program targets A2 proficiency for technical programs and B1 proficiency for technologists. Although SENA has applied a bilingual project to assist its learners in achieving the necessary proficiency level, there are still various opportunities for enhancing the methodologies employed in English courses. Based on the aforementioned, the purpose of this project is to support the in-service teachers at SENA in the planning and teaching of English for specific purposes in the intermediate programs of the institution. Thus, co-planning, co-teaching, and the English for Specific Purposes approach were implemented through practices at SENA from the second semester of 2022 to the first semester of 2023 by three undergraduate students of the Bilingualism degree from a public university who assisted SENA learners from various intermediate programs to attain the required proficiency levels. Through the implementation of this project, SENA students enhanced their communicative skills in English for specific working fields, the SENA institution obtained additional support for the development of their bilingual program, and the pre-service teachers gained teaching experience and tools to improve areas such as planning, material design, and lesson organization. |
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2023 |
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2023-06-01T15:11:35Z |
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2023 |
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Trabajo de grado - Pregrado |
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https://hdl.handle.net/11059/14688 |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira |
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spa |
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spa |
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Anthony, L. (1997, January). English for specific purposes: What does it mean? Why is it different?. https://www.researchgate.net/publication/267631304_English_for_specific_purposes_Wh at_does_it_mean_Why_is_it_different Anthony, L. (2018). Introducing English for specific purposes. Routledge. Baker, E. (2016, May 5). How to Easily Start an English Conversation Club in 4 Steps. BusinessEnglishAllure. https://www.businessenglishallure.com/easily-start-english-conversation-club-in-4-steps/ Bauwens, J., Hourcade, J. J. & Friend, M. (1989). Cooperative Teaching: A Model for General and Special Education Integration. Remedial and Special Education, 10(2), 17-22. doi: 10.1177/074193258901000205 Bryant, M., & Land, S. (1998). Co-Planning Is the Key to Successful Co-Teaching. Middle School Journal, 29(5), 28-34. http://www.jstor.org/stable/23023329 Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15(1), 173-198. DOI: 10.26817/16925777.395 Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15, 173-198. doi:10.26817/16925777.395 Černá, M. (2020). Private Tutoring in English Through the Eyes of Its Recipients. ORBIS SCHOLAE, 14(2), 59-79. DOI: 10.14712/23363177.2020.13 Cluey Learning. (November 1 of 2019). What is a tutor?. Cluey Learning. Retrieved from https://clueylearning.com.au/blog/what-is-tutoring/ Conderman, G. (2011). Middle School Co-Teaching: Effective Practices and Student Reflections. Middle School Journal, 42(4), 24–31. http://www.jstor.org/stable/23047713 Congreso de la República de Colombia [Cong]. Ley 115 de 1994. 8 de febrero de 1994 (Colombia). https://repositorio.gestiondelriesgo.gov.co/handle/20.500.11762/20185 Cook, L. & Friend, M. (1995). Co-Teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children, 27(3), 1-16. DOI: 10.17161/foec.v28i3.6852 Dubek, M. & Doyle-Jones, C. (2021). Faculty co-teaching with their teacher candidates in the field: Co-planning, co-instructing, and co-reflecting for STEM education teacher preparation. Taylor & Francis Online, 56(4), 445-465. DOI: 10.1080/08878730.2021.1930310 Dudley-Evans, T., & Johns, A. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2), 297-314. DOI: 10.2307/3587465 Ewens, T. (2013, March). English Clubs. Teaching English. https://www.teachingenglish.org.uk/article/english-clubs Fiorito, L. (2022, January 5). Teaching English for Specific Purposes (ESP). UsingEnglish.com. https://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-es p.html Goetz, H. (February 9 of 2016). Defining and choosing a good, effective tutor. Chapman University. Retrieved from https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/ Gonzales, C. (2015). English for Specific Purposes: Brief History and Definitions. Revista de Lenguas Modernas, (23), 379 - 386. DOI: 10.15517/rlm.v0i23.22359 González, C. (2015). English for Specific Purposes: Brief Description and Definitions. Revista de Lenguas Modernas, 23(1), 379-386 Graziano, K. J. & Navarrete, L., A. (2012). Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in teacher education, 21(1), 109-126. Recovered from https://www.researchgate.net/publication/292756807_Co-teaching_in_a_Teacher_Educati on_Classroom_Collaboration_Comprise_and_Creativity Hope King, A. (2022). Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching. Linguistics and Education, 67(1), 1-12. https://doi.org/10.1016/j.linged.2022.101015. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press Hyland, K. (2019) English for Specific Purposes: Some Influences and Impacts. In: Gao X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_19 Instituto Colombiano para la Evaluación de la Educación (Icfes). (2021). Informe nacional de resultados del examen Saber Pro 2020 (vol. I). Johns, A. M. & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2), 297-314. Ministerio de Educación Nacional. (2014). Colombia Very Well! Programa Nacional de Inglés. https://www.dropbox.com/s/r63nz4qvyfl1t7x/PROGRAMA%20NACIONAL%20DE%2 0INGL%C3%89S%202015-2025.pdf Mouleka, F. (2013). English Club Guide Book A Contribution to Bilingualism In Gabon. United States of America: Trafford publishing. ISBN: 9781466989771 Napean Tutoring (2016). What is the real purpose of tutoring? Napean Tutoring. Retrieved from https://nepeantutoring.com.au/what-is-the-real-purpose-of-tutoring/ Parsons, E. (2015). So you think you want to run an environmental conservation meeting? Advice on the slings and arrows of outrageous fortune that accompany academic conference planning. Journal of Environmental Studies and Sciences, 5, 735-744. DOI: 10.1007/s13412-015-0327-8 Quinde Villón, A. T. (2015). A conversational club to improve English speaking skills to students of ninth basic year at unidad educativa Santa Elena, province of Santa Elena [Bachelor 's thesis, Universidad Estatal Península de Santa Elena]. Repositorio Universidad Estatal Península de Santa Elena. https://repositorio.upse.edu.ec/handle/46000/2808 Reinoso-Espinosa, G., Macías-Silva, E. C., Armas-Pesántez, P. R. & Heredia-Arbloleda, E. E. (2020). English for Specific Purposes: Teaching English for Science. Polo del conocimiento, 5(12), 395-405. DOI: 10.23857/pc.v5i12.2062 Resolución 18583 de 2017 [Ministerio de Educación Nacional]. Por la cual se ajustan las características específicas de calidad de los programas de Licenciatura. 15 de septiembre de 2017. Sanchez-Aguilar, J. (2021). Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico. Profile Issues in Teachers` Professional Development, 23(2), 167-182. DOI: 10.15446/profile.v23n2.87744 Servicio Nacional de Aprendizaje - SENA. (2021). Manual de informe estadístico SENA. Servicio Nacional de Aprendizaje - SENA. (September 10, 2020). Circular 163 de 2020. Normograma SENA. https://normograma.sena.edu.co/normograma/docs/circular_sena_0163_2020.htm Servicio Nacional de Aprendizaje - SENA. (n.d.). Bilingüismo. SENA. https://www.sena.edu.co/es-co/formacion/Paginas/bilinguismo.aspx Stobaugh, R. & Gichuru M. (2016). Co-teaching Practices During Student Teaching. The Renaissance Group, 5(1), 53-73 Subina, E., & Balbuca, M. (2016). Conversational clubs as improvement for the performance of listening and speaking skills in English classrooms in the third year of basic education of ¨unidad educativa Eloy Alfaro ¨Huigra, province of Chimborazo, Ecuador. During the academic year 2015 – 2016. [Bachelor’s thesis, Universidad Nacional de Chimborazo] Repositorio Nacional UNACH Torbet, G. (2018, July 26). How to organize a conference. Conference Monkey. https://conferencemonkey.org/es/advice/how-to-organise-a-conference-1155594 Tulane University. (2021). Academic Policies. (The United States of America). Retrieved from https://catalog.tulane.edu/graduate-degrees-professional-programs/graduate-postdoctoral studies/policies/policies.pd Zadorozhna, I., Datskiv, O., & Shepitchak, V. (2020). PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TO CO-TEACHING. Advanced Education, 7(15), 41-46. DOI: 10.20535/2410-8286.19757 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessRamos Gallego, DollyMarín Berrío, IslenyOlarte Arias, PaulinaZapata Vargas, Alejandra2023-06-01T15:11:35Z2023-06-01T15:11:35Z2023https://hdl.handle.net/11059/14688Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeNowadays, the competition for jobs in Colombia is stricter than ever. Companies require their future employees to have not only extensive professional knowledge but also adequate English skills. The Servicio Nacional de Aprendizaje (SENA), an institution that has been training people in technical and technological programs, has responded to the demands of the productive sector by creating a bilingual program that aims to enhance students' competitiveness in the job market. This program targets A2 proficiency for technical programs and B1 proficiency for technologists. Although SENA has applied a bilingual project to assist its learners in achieving the necessary proficiency level, there are still various opportunities for enhancing the methodologies employed in English courses. Based on the aforementioned, the purpose of this project is to support the in-service teachers at SENA in the planning and teaching of English for specific purposes in the intermediate programs of the institution. Thus, co-planning, co-teaching, and the English for Specific Purposes approach were implemented through practices at SENA from the second semester of 2022 to the first semester of 2023 by three undergraduate students of the Bilingualism degree from a public university who assisted SENA learners from various intermediate programs to attain the required proficiency levels. Through the implementation of this project, SENA students enhanced their communicative skills in English for specific working fields, the SENA institution obtained additional support for the development of their bilingual program, and the pre-service teachers gained teaching experience and tools to improve areas such as planning, material design, and lesson organization.su profesión, sino también un nivel aceptable de dominio del inglés. El Servicio Nacional de Aprendizaje (SENA), institución que viene formando personas en programas técnicos y tecnológicos, ha respondido a las demandas del sector productivo creando un programa bilingüe que busca mejorar la competitividad de los estudiantes en el mercado laboral. Este programa apunta a un nivel de competencia A2 para los programas técnicos y B1 para los tecnólogos. Aunque el SENA ha aplicado un proyecto bilingüe enfocado a ayudar a sus estudiantes a obtener el nivel de competencia requerido, aún existen varias oportunidades de mejora en las metodologías implementadas en los cursos de inglés. Con base en lo anterior, el propósito de este proyecto es apoyar a los instructores del SENA en la planificación y enseñanza de inglés con fines específicos en los programas intermedios de la institución. Así, la coplanificación, la co-enseñanza y el enfoque de inglés con fines específicos se implementaron en el desarrollo de este proyecto a través de prácticas en el SENA durante el segundo semestre de 2022 y el primer semestre de 2023 por tres estudiantes del programa de bilingüismo de una universidad pública quienes ayudaron a los estudiantes del SENA de diversos programas intermedios a alcanzar los niveles de competencia en la lengua requeridos. A través de la implementación de este proyecto, los estudiantes del SENA pudieron mejorar sus habilidades comunicativas en inglés para campos laborales específicos, la institución obtuvo apoyo adicional para el desarrollo de su programa bilingüe y los docentes en formación ganaron experiencia y herramientas para mejorar en áreas como la planificación, el diseño de materiales y la organización de lecciones.Table of Content Acknowledgements 6 Abstract 8 Resumen 9 Introduction 11 Justification 13 Conceptual Framework 17 English for Specific Purposes 17 Absolute characteristics: 18 Variable characteristics: 18 Co-teaching 20 Approaches for co-teaching 21 Teaching and observing. 22 Station teaching. 22 Parallel teaching. 22 Alternative teaching. 22 Team teaching. 23 Co-planning 23 Tutoring 25 Conversational clubs 27 Literature Review 31 CO-TEACHING AND CO-PLANNING THROUGH ESP 4 Methodology 36 Context 37 Population 37 Students 38 In-service teachers 38 Pre-service teachers 39 Development and implementation 39 Impact of the project 40 SENA 40 UTP - Bachelor’s degree 41 Social 41 Professional 42 Resources 42 Reflection Format 42 Chronogram 78 Students recruitment 79 Development of the written work 79 Advisory sessions 80 Presentation of the project 80 Work at SENA 80 Institution needs and objectives 81 CO-TEACHING AND CO-PLANNING THROUGH ESP 5 Reflection 83 Limitations 90 Encouraging students' participation 90 Effective communication 91 Use of available technological resources 91 Pedagogical implications 93 Conclusions 95 References 97PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés102 Páginasapplication/pdfspaUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira420 - Inglés e inglés antiguoMétodos de enseñanza de idiomasEnseñanza del inglés como segundo idiomaEnseñanza del inglés con propósitos específicos (ESP)Co-teachingCo-planningTutoringSupporting english instruction by implementing co-teaching and co-planning using the esp approach at the sena institutionTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAnthony, L. (1997, January). English for specific purposes: What does it mean? Why is it different?. https://www.researchgate.net/publication/267631304_English_for_specific_purposes_Wh at_does_it_mean_Why_is_it_differentAnthony, L. (2018). Introducing English for specific purposes. Routledge.Baker, E. (2016, May 5). How to Easily Start an English Conversation Club in 4 Steps. BusinessEnglishAllure. https://www.businessenglishallure.com/easily-start-english-conversation-club-in-4-steps/Bauwens, J., Hourcade, J. J. & Friend, M. (1989). Cooperative Teaching: A Model for General and Special Education Integration. Remedial and Special Education, 10(2), 17-22. doi: 10.1177/074193258901000205Bryant, M., & Land, S. (1998). Co-Planning Is the Key to Successful Co-Teaching. Middle School Journal, 29(5), 28-34. http://www.jstor.org/stable/23023329Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15(1), 173-198. DOI: 10.26817/16925777.395Carreño, L., & Ortiz, L. (2017). Lesson co-planning: Joint Efforts, Shared Success. Gist Education and Learning Research Journal, 15, 173-198. doi:10.26817/16925777.395Černá, M. (2020). Private Tutoring in English Through the Eyes of Its Recipients. ORBIS SCHOLAE, 14(2), 59-79. DOI: 10.14712/23363177.2020.13Cluey Learning. (November 1 of 2019). What is a tutor?. Cluey Learning. Retrieved from https://clueylearning.com.au/blog/what-is-tutoring/Conderman, G. (2011). Middle School Co-Teaching: Effective Practices and Student Reflections. Middle School Journal, 42(4), 24–31. http://www.jstor.org/stable/23047713Congreso de la República de Colombia [Cong]. Ley 115 de 1994. 8 de febrero de 1994 (Colombia). https://repositorio.gestiondelriesgo.gov.co/handle/20.500.11762/20185Cook, L. & Friend, M. (1995). Co-Teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children, 27(3), 1-16. DOI: 10.17161/foec.v28i3.6852Dubek, M. & Doyle-Jones, C. (2021). Faculty co-teaching with their teacher candidates in the field: Co-planning, co-instructing, and co-reflecting for STEM education teacher preparation. Taylor & Francis Online, 56(4), 445-465. DOI: 10.1080/08878730.2021.1930310Dudley-Evans, T., & Johns, A. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2), 297-314. DOI: 10.2307/3587465Ewens, T. (2013, March). English Clubs. Teaching English. https://www.teachingenglish.org.uk/article/english-clubsFiorito, L. (2022, January 5). Teaching English for Specific Purposes (ESP). UsingEnglish.com. https://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-es p.htmlGoetz, H. (February 9 of 2016). Defining and choosing a good, effective tutor. Chapman University. Retrieved from https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/Gonzales, C. (2015). English for Specific Purposes: Brief History and Definitions. 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DOI: 10.20535/2410-8286.19757ORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf1018747https://dspace7-utp.metabuscador.org/bitstreams/9efd153d-c17e-4277-b8d8-c1e52d4a6b7d/download455c7039387b737c9d4148e852bb68b8MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/2eef65a2-9287-4107-aeff-b04575bcee36/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain132955https://dspace7-utp.metabuscador.org/bitstreams/dc7c9781-ff54-49ee-9b82-d3543ed4eb30/download5037951bac3d6776d5253f39b1b99d86MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg7514https://dspace7-utp.metabuscador.org/bitstreams/7c7f982c-6854-45af-8f86-fbfe4852b744/downloadf983073892bf52021451dc97b53c367aMD5411059/14688oai:dspace7-utp.metabuscador.org:11059/146882023-06-15 08:07:45.457https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. 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