The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)

El mercado laboral es más competitivo que nunca. Además de tener una amplia base de conocimientos en su campo, se espera que los futuros empleados tengan un cierto dominio del inglés. Esta nueva dinámica también ha sido reconocida por el Servicio Nacional de Aprendizaje (SENA), institución que viene...

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Autores:: Herrera Aguirre, Orión

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Tecnológica de Pereira

Repositorio:: Repositorio Institucional UTP

Idioma:: eng

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dc.title.eng.fl_str_mv	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
title	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
spellingShingle	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos) 420 - Inglés e inglés antiguo::428 - Uso del inglés estándar Aprendizaje del inglés Formación en el trabajo Educación técnica y profesional Co-enseñanza Co-planificación
title_short	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
title_full	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
title_fullStr	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
title_full_unstemmed	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
title_sort	The application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)
dc.creator.fl_str_mv	Herrera Aguirre, Orión
dc.contributor.advisor.none.fl_str_mv	Ramos Gallego, Dolly
dc.contributor.author.none.fl_str_mv	Herrera Aguirre, Orión
dc.subject.ddc.none.fl_str_mv	420 - Inglés e inglés antiguo::428 - Uso del inglés estándar
topic	420 - Inglés e inglés antiguo::428 - Uso del inglés estándar Aprendizaje del inglés Formación en el trabajo Educación técnica y profesional Co-enseñanza Co-planificación
dc.subject.lemb.none.fl_str_mv	Aprendizaje del inglés Formación en el trabajo Educación técnica y profesional
dc.subject.proposal.spa.fl_str_mv	Co-enseñanza Co-planificación
description	El mercado laboral es más competitivo que nunca. Además de tener una amplia base de conocimientos en su campo, se espera que los futuros empleados tengan un cierto dominio del inglés. Esta nueva dinámica también ha sido reconocida por el Servicio Nacional de Aprendizaje (SENA), institución que viene formando profesionales en programas técnicos y tecnológicos. Con el fin de ayudar a los estudiantes a alcanzar un nivel de competencia que aumente su competitividad, el SENA ha creado un programa bilingüe. Aunque el SENA ha iniciado este proyecto con el fin de ayudar a sus estudiantes a alcanzar el nivel de competencia necesario, todavía hay ciertas áreas de fortalecimiento en los enfoques utilizados. El objetivo de este proyecto fue asistir a los docentes del SENA en la planeación y enseñanza del inglés para propósitos específicos en los programas intermedios de la institución. El practicante en este estudio fue un estudiante de la Universidad Tecnológica de Pereira que cursaba la carrera de bilingüismo, y estaba encargado de asistir a los estudiantes de varios programas del SENA para que alcanzaran los niveles de competencia necesarios, A2 para los programas técnicos y B1 para los tecnólogos. Como resultado, se implementaron actividades en el SENA entre el segundo semestre de 2022 y el primer semestre de 2023 para construir este proyecto. Dichas prácticas incluyen la co-planeación, la co-enseñanza y el enfoque de inglés con fines específicos. Se esperaba que la metodología y las estrategias propuestas ayudaran a los estudiantes del SENA a desarrollar competencias en inglés para su uso en sus líneas de trabajo. Esto con el fin de formar profesionales capacitados para atender el sector productivo.
publishDate	2022
dc.date.issued.none.fl_str_mv	2022
dc.date.accessioned.none.fl_str_mv	2023-08-28T14:24:00Z
dc.date.available.none.fl_str_mv	2023-08-28T14:24:00Z
dc.type.none.fl_str_mv	Trabajo de grado - Pregrado
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dc.identifier.instname.none.fl_str_mv	Universidad Tecnológica de Pereira
dc.identifier.reponame.none.fl_str_mv	Repositorio Institucional Universidad Tecnológica de Pereira
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url	https://hdl.handle.net/11059/14812 https://repositorio.utp.edu.co/home
identifier_str_mv	Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	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 Buddie, A. (2016). Academic conferences 101: What they are, why go, how to present and how to pay for it all. American Psychological Association. http://www.apa.org/ed/precollege/psn/2016/09/academic-conferences 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. Lucey, B. (2014, January 31). How to organize an academic conference-10 tips. The Guardian. https://www.theguardian.com/higher-education-network/blog/2014/jan/17/how-to-organis e-academic-conference McCurry, D. (2019, February 19). Your complete guide to academic conferences. Ex Ordo. https://www.exordo.com/blog/guide-to-academic-conferences/ McCurry, D. (2022, February 3). Looking to organize a conference in 2022? Follow this step-by-step guide. Plus, take advantage of a few handy templates. Ex Ordo. https://www.exordo.com/blog/organising-conference-tips/ 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. https://www.icbf.gov.co/cargues/avance/docs/resolucion_mineducacion_18583_2017.htm 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.pdf Zadorozhna, I., Datskiv, O., & Shepitchak, V. (2020). PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TO CO-TEACHING. Advanced Education, 7(15), 41-46. DOI: 10.20535/2410-8286.197576
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spelling	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, DollyHerrera Aguirre, Orión2023-08-28T14:24:00Z2023-08-28T14:24:00Z2022https://hdl.handle.net/11059/14812Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeEl mercado laboral es más competitivo que nunca. Además de tener una amplia base de conocimientos en su campo, se espera que los futuros empleados tengan un cierto dominio del inglés. Esta nueva dinámica también ha sido reconocida por el Servicio Nacional de Aprendizaje (SENA), institución que viene formando profesionales en programas técnicos y tecnológicos. Con el fin de ayudar a los estudiantes a alcanzar un nivel de competencia que aumente su competitividad, el SENA ha creado un programa bilingüe. Aunque el SENA ha iniciado este proyecto con el fin de ayudar a sus estudiantes a alcanzar el nivel de competencia necesario, todavía hay ciertas áreas de fortalecimiento en los enfoques utilizados. El objetivo de este proyecto fue asistir a los docentes del SENA en la planeación y enseñanza del inglés para propósitos específicos en los programas intermedios de la institución. El practicante en este estudio fue un estudiante de la Universidad Tecnológica de Pereira que cursaba la carrera de bilingüismo, y estaba encargado de asistir a los estudiantes de varios programas del SENA para que alcanzaran los niveles de competencia necesarios, A2 para los programas técnicos y B1 para los tecnólogos. Como resultado, se implementaron actividades en el SENA entre el segundo semestre de 2022 y el primer semestre de 2023 para construir este proyecto. Dichas prácticas incluyen la co-planeación, la co-enseñanza y el enfoque de inglés con fines específicos. Se esperaba que la metodología y las estrategias propuestas ayudaran a los estudiantes del SENA a desarrollar competencias en inglés para su uso en sus líneas de trabajo. Esto con el fin de formar profesionales capacitados para atender el sector productivo.Colombian job markets are more competitive than ever. In addition to having a base of knowledge in their field, future employees are expected to have a certain degree of English proficiency. This new dynamic has also been acknowledged by the Servicio Nacional de Aprendizaje (SENA), an institution that has been training professionals in technical and technological programs. In order to help students reach a competency level that increases their competitiveness, SENA has created a bilingual program. Although SENA has launched a project aimed at assisting its students in reaching the necessary competency level, there are still some areas where the approaches utilized in the English classes can be strengthened. The goal of this project was to assist SENA's in-service teachers in planning and teaching English for Specific Purposes instruction in the institution's intermediate programs. The participant in this study was a student at Universidad Tecnológica de Pereira pursuing a degree in bilingualism, and he was in charge of assisting students in various SENA intermediate programs to reach the needed competence levels, A2 for technical programs and B1 for technicians. As a result, activities at SENA between the second semester of 2022 and the first semester of 2023 were implemented to build this project. Including co-planning, co-teaching, and English for Specific Purposes approach. The proposed methodology and strategies were expected to help SENA students develop English communication skills for usage in contexts relating to their lines of work. The goal of this is to produce professionals who are more qualified to meet the demands of the producing sector. Table of Content Acknowledgements 8 Introduction 10 Abstract 11 Resumen 12 Justification 13 Institution needs and objectives 17 Conceptual Framework 19 English for Specific Purposes 19 Absolute characteristics: 20 Variable characteristics: 20 Co-teaching 22 Approaches for co-teaching 23 Teaching and observing. 24 Station teaching. 24 Parallel teaching. 24 Alternative teaching. 24 Team teaching. 25 Co-planning 25 Tutoring 27 Literature Review 29 CO-TEACHING AND CO-PLANNING THROUGH ESP 4 Methodology 34 Context 35 Population 36 Students 36 In-service teachers 37 Pre-service teacher 38 Development and implementation 38 Expected impact 39 SENA 39 UTP - Bachelor’s degree 40 Social 40 Professional 40 Resources 41 Reflection Format 41 Formato de Reflexión 42 Chronogram 43 Students recruitment 44 Development of the written work 44 Advisory sessions 44 Presentation of the project 44 Evidence 45 CO-TEACHING AND CO-PLANNING THROUGH ESP 5 October 15th - 31st 2022 45 March 15th - 31st 2023 53 Reflection 59 Professional growth 59 Lesson Planning 60 Students 60 Resources 61 Activities 61 Competence 62 Prizes 62 Motivation 63 Extrinsic 63 Intrinsic 63 Management of the classroom 64 Use of time 64 Inside the classroom 64 Outside the classroom 65 Working collaboratively 65 Co-Teaching 65 Co-Planning 66 Academic growth 66 CO-TEACHING AND CO-PLANNING THROUGH ESP 6 Self discipline 66 Assessing 67 Organization 67 Material 68 Design 68 Planning 68 Reports 69 Personal growth 69 Resilience 69 Empathy 70 Communication 70 Directives 70 Students 71 Verbal and nonverbal 71 Conclusion 72 Conclusion 73 Implications 74 Limitations 76 References 78 Annexes 84PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés84 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira420 - Inglés e inglés antiguo::428 - Uso del inglés estándarAprendizaje del inglésFormación en el trabajoEducación técnica y profesionalCo-enseñanzaCo-planificaciónThe application of co-teaching and co-planning through the english for specific purposes approach to support the english learning process at the sena branch centro atención sector agropecuario (cerritos)Trabajo 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/23023329Buddie, A. (2016). Academic conferences 101: What they are, why go, how to present and how to pay for it all. American Psychological Association. http://www.apa.org/ed/precollege/psn/2016/09/academic-conferencesCarreño, 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]. 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DOI: 10.20535/2410-8286.197576ORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf11911711https://dspace7-utp.metabuscador.org/bitstreams/0a9a595b-095b-49b0-ab42-782a630f75e9/download76368520e31838e5c1cc844755cc071fMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/e647413f-fe2e-48e7-9ad3-d4bda9949633/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain109624https://dspace7-utp.metabuscador.org/bitstreams/2fffd134-fef9-4620-9912-819f452b6a4f/download1e42ebbca6d97c5cb844e853f9c2aae3MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg7220https://dspace7-utp.metabuscador.org/bitstreams/d993a854-8969-4bc0-8fc8-ca51bba8535e/downloadef0e7e1d5a23af3100403e7ee0de5a8cMD5411059/14812oai:dspace7-utp.metabuscador.org:11059/148122023-08-29 03:00:38.931https://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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