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Ítem The impact of authentic materials on rural secondary english learners(Universidad Icesi, 2022-01-01) Santander Caicedo, Birna Rosario; Portilla Quintero, Brayan; Asesor TesisThis Master’s research aims at describing to what extent the implementation of authentic materials (brochures, advertisements, product descriptions) impacts the intercultural competence of secondary EFL learners from a public rural high school in Nariño. This paper was carried out by collecting and analyzing the data by reviewing key concepts and designing a didactic sequence. Before applying all the elements of the didactic sequence, a semi-structured interview was applied. After this, a written and speaking pre-test was employed. Then, the didactic sequence was executed based on the concept of authenticity. Next, a written and speaking post-test phase was conducted for comparing results. Finally, an online questionnaire was employed to find out students’ perceptions after the implementation of this teaching strategy. After all, considering the findings, the application of materials based on authenticity helped students enhance their intercultural communicative competence and English-speaking and writing skills. A supplementary benefit of this didactic strategy, the application of the questionnaire shows an increase in curiosity and motivation when using brochures, advertisements, and product descriptions for speaking tasks.Ítem Principales lineamientos educativos para la formación en emprendimiento rural de los estudiantes de grado transición a grado 5º en la sede San Antonio en la institución Educativa Cristóbal Colón, del Municipio de Dagua Valle del Cauca.(Universidad Icesi, 2020-01-01) Vallejo Montoya, Claudia Patricia; Moreno Barragán, Jhon Alexander; Asesor TesisEste documento presenta unas propuestas metodológicas que permiten evidenciar los principales lineamientos educativos para la formación en emprendimiento rural en los estudiantes de grado transición a grado 5° en la sede San Antonio de la Institución Educativa Cristóbal Colón en Dagua – Valle, en procura de ajustarse a los lineamientos emitidos por la ley 1014 del 2006 y la Guía 39 del Ministerio de Educación Nacional. Esta Investigación tiene un enfoque mixto de alcance exploratorio y descriptivo. El diseño es de tipo no experimental. Desde una mirada cualitativa y cuantitativa se tuvieron en cuenta los datos, conocimientos y saberes de los actores en el estudio (Padres de familia, Estudiantes y docentes), donde se valoraron las habilidades empíricas con respecto al emprendimiento.Ítem Impacto de la educación pública rural del corregimiento de Montebello(Universidad Icesi, 2014-01-01) Bautista Tinoco, María del Carmen; Cuenca, James; Asesor TesisEl presente texto surge desde el análisis reflexivo de la experiencia como educadora, caracterizado por una mirada crítica sobre las políticas públicas de la educación rural. Se propone evidenciar cómo las acciones de una comunidad educativa pueden transformar microespacios que ayuden a construir una sociedad más justa y equitativa .Es una invitación, a quienes estamos involucrados en los procesos pedagógicos de la educación del corregimiento de Montebello-Cali, a resignificar los proyectos educativos y a repensar sobre el papel que como agentes educativos tenemos para lograr transitar por el camino de una educación esperanzadora que permita mejorar las condiciones de vida de la población rural.Ítem Implementation of the new school approach teaching guides in a public rural elementary school to improve reading and writing skills of english language(Universidad Icesi, 2022-01-01) Hurtado Arias , Oscar Eduardo; Portilla Quintero, Brayan; Asesor TesisThe current research project is a qualitative case study developed in the I. E. El Placer in Guadalajara de Buga, Valle del Cauca. This is a rural public institution composed of thirteen branches in the mountains of the municipality. The study was done with the intention to determine the improvement of fifth graders’ reading and writing English skills by using the learning guides designed under the “New School” pedagogical approach during the first period of the 2022 school year. In order to achieve the project objectives, a pre-test and a post-test were applied to nineteen students; four learning guides were designed following the parameters of New School pedagogical approach, and direct class observation was done during the development of the activities proposed in the learning guides. Based on the comparisons of the results between the pre-test and the post-test, almost all the students evidenced improvement in their performance after the implementation of the four learning guides. During the implementation of the four learning guides, the students showed interest in their elaboration, likewise, they were committed to the activities proposed in the learning guides.