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dc.contributor.advisorRonald Andrés Rojas López - asesorspa
dc.contributor.authorMicán Castiblanco, Andrés Felipespa
dc.date.accessioned2018-09-20T22:26:15Z
dc.date.available2018-09-20T22:26:15Z
dc.date.issued2016
dc.identifier.otherTE-19834spa
dc.identifier.urihttp://hdl.handle.net/20.500.12209/9111
dc.description.abstractEste trabajo de grado reporta una experiencia cualitativa de investigación acción cuya intención fue identificar los discursos de los estudiantes sobre construcciones de género, a través del desarrollo de tareas comunicativas, en un curso intermedio de inglés como lengua extranjera (EFL por sus siglas en inglés), en el Centro de Lenguas de la Universidad Pedagógica Nacional. Las tareas comunicativas fueron útiles en dos sentidos: en primer lugar, suministraron los datos necesarios para analizar los discursos de los estudiantes y, en segundo lugar, evidenciaron el progreso que tuvieron los estudiantes en sus habilidades de producción, particularmente escritura y habla. Los datos se recolectaron de las producciones escritas y orales de los estudiantes, las observaciones y el diario de campo del profesor y algunas entrevistas realizadas durante la intervención pedagógica. La metodología retoma elementos de la propuesta del Feminist Postructuralist Discourse Analysis (FPDA) y la Investigación-Acción (AR por sus siglas en inglés) para constituir lo que el investigador decidió llamar Feminist Postructuralist Action Research and Discourse Analysis (FPARDA). Tres discursos sobre masculinidades y feminidades fueron identificados (We all are equal, but…; I probably don’t like it but it’s a cultural practice; This is not part of the English class) y dos en relación con estereotipos (Chicas’ must be brave and ‘chicos’…; Usually men don’t do this). En relación con los resultados obtenidos sobre las habilidades de producción, los estudiantes fueron capaces de hacer uso adecuado de las estructuras de la lengua y de reflexionar sobre temas relacionados con la identidad. Los resultados también evidencian que los discursos de los estudiantes son complejos y polivalentes. Además de esto, llevar reflexiones sobre construcciones de género a un salón de EFL puede fortalecer el desempeño de los estudiantes cuando escriben y hablan en lengua extranjera. Por último, este trabajo constituye una contribución pedagógica a la investigación hecha en Colombia en la comunidad de la enseñanza del inglés y, específicamente, al interior del Departamento de Lenguas de la UPN.spa
dc.formatPDFspa
dc.format.mimetypeapplication/pdf
dc.language.isospaspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectLengua Extranjeraspa
dc.subjectHabilidades Comunicativasspa
dc.subjectInglesspa
dc.titleRevealing students’ discourses on constructions of gender through communicative tasksspa
dc.typeTesis y trabajos de grado (Pregrado)spa
dc.publisher.programLicenciatura en Español y Lenguas Extranjerasspa
dc.rights.accessAcceso Abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.publisher.departmentFacultad de Humanidadesspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf3853
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dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPN
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
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