Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy

The objective of this research was to encourage the management and knowledge of gender equality through the realitythatfamilyconflictsinvolveintheteachingprocessofstudents,inorder to transform and improve the English level of the boys and girls of Gimnasio BilingueModerno; which are located througho...

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Autores:
García Guerra, Ana Cristina
Martinez Bula, Ligia Rosa
Restrepo Ruiz, Marisela
Anaya herrera, Jhon edinson
Gándara Molina, Mario Alfonso
Tipo de recurso:
Article of investigation
Fecha de publicación:
2022
Institución:
Corporación Universitaria del Caribe - CECAR
Repositorio:
Repositorio Digital CECAR
Idioma:
eng
OAI Identifier:
oai:repositorio.cecar.edu.co:cecar/10861
Acceso en línea:
https://repositorio.cecar.edu.co/handle/cecar/10861
Palabra clave:
English learning
Teaching process
Sdg
Gender quality
Innovative stategy
Rights
openAccess
License
Derechos Reservados. Corporación Universitaria del Caribe – CECAR
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network_acronym_str RepoCECAR2
network_name_str Repositorio Digital CECAR
repository_id_str
dc.title.eng.fl_str_mv Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
title Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
spellingShingle Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
English learning
Teaching process
Sdg
Gender quality
Innovative stategy
title_short Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
title_full Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
title_fullStr Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
title_full_unstemmed Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
title_sort Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy
dc.creator.fl_str_mv García Guerra, Ana Cristina
Martinez Bula, Ligia Rosa
Restrepo Ruiz, Marisela
Anaya herrera, Jhon edinson
Gándara Molina, Mario Alfonso
dc.contributor.author.none.fl_str_mv García Guerra, Ana Cristina
Martinez Bula, Ligia Rosa
Restrepo Ruiz, Marisela
Anaya herrera, Jhon edinson
Gándara Molina, Mario Alfonso
dc.contributor.researchgroup.none.fl_str_mv Investigadores de educación a distancia (IDEAD)
dc.subject.proposal.eng.fl_str_mv English learning
Teaching process
Sdg
Gender quality
Innovative stategy
topic English learning
Teaching process
Sdg
Gender quality
Innovative stategy
description The objective of this research was to encourage the management and knowledge of gender equality through the realitythatfamilyconflictsinvolveintheteachingprocessofstudents,inorder to transform and improve the English level of the boys and girls of Gimnasio BilingueModerno; which are located throughout the Colombian territory and all efforts were focused on designing didactic and methodological strategies for the use of English as a foreign language, using the competencies for life and the Sustainable Development Goals SDG, which recognize the social, economic, political, and demographic needs as a reference for the educator, who acknowledges that persons involved in the educational process are more than the two main actors (students and teachers); taking into account parents, tutors and communities surrounding the institution. Thus, a qualitative approach was using in this study. Among the results,it was possible to observe anappropriation of the proposed topic and also a clear sign of acceptance of the topic of women shown as equal to men demonstrating the importance of gender based.
publishDate 2022
dc.date.issued.none.fl_str_mv 2022
dc.date.accessioned.none.fl_str_mv 2025-09-04T15:06:09Z
dc.type.none.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv García Guerra, A. C., Martínez Bula, L. R., Restrepo Ruíz, M., González , L. E., Herrera, J. A., & Gándara Molina, M. (2022). Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 8516-8530. https://doi.org/10.37811/cl_rcm.v6i6.4017
dc.identifier.uri.none.fl_str_mv https://repositorio.cecar.edu.co/handle/cecar/10861
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identifier_str_mv García Guerra, A. C., Martínez Bula, L. R., Restrepo Ruíz, M., González , L. E., Herrera, J. A., & Gándara Molina, M. (2022). Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 8516-8530. https://doi.org/10.37811/cl_rcm.v6i6.4017
2707-2215
url https://repositorio.cecar.edu.co/handle/cecar/10861
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.citationendpage.none.fl_str_mv 8530
dc.relation.citationissue.none.fl_str_mv 6
dc.relation.citationstartpage.none.fl_str_mv 8516
dc.relation.citationvolume.none.fl_str_mv Volumen 6
dc.relation.ispartofjournal.none.fl_str_mv Ciencia Latina Revista Científica Multidisciplinar
dc.relation.references.none.fl_str_mv Acevedo, Alejandro, Alba López, El proceso de la entrevista, México, Limusa, 4ª edición, 2009.
Blanco, r. (2006). equity and social inclusion: one of the challenges of education. reice. revista iberoamericana sobre. obtenido de https://www.redalyc.org/pdf/551/55140302.pdf
Colín Gorráez, Miriam, Héctor Galindo Leal, César Saucedo Pérez, Introducción a la entrevista psicológica, México, Trillas, 1ª edición, 2009.
Council of Europe. (2017). Companion Volume with New Descriptors, Provisional Edition.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
Cosmo, J. (2018). The Sustainable Development Goals and the academy. University of Medical Sciences, Santiago de Cuba, Cuba.http://scielo.sld.cu/pdf/san/v22n8/1029-3019-san- 22-08-838.pdf
Creswell, J. W. (1998). Qualitative Inquiry and Research Design. Choosing among Five Traditions. Thousand Oaks, California: Sage.
Davila, F. L. (2018). Educational policies in Colombia: In search of quality. Obtenido de https://ciencia.lasalle.edu.co/ap/vol1/iss71/9/
Delgado, M. (2017). Basic and secondary education in Colombia: challenges in equity and quality. Bogota. Obtenido de https://www.repository.fedesarrollo.org.co/handle/11445/190
Diaz, L. F. (2019). Educational quality: a look at the school and the teacher in Colombia. Bogota. Obtenido de https://dialnet.unirioja.es/servlet/articulo?codigo=7390625
Elena Balongo González, R. M. (2016). Classroom climate in project-based work. Creating learning environments that include child diversity. cIudad de Mexico: a Educadora en la Fundación Proyecto Don Bosco, Italia. CE: bagoe24@hotmail.com. Obtenido de http://www.scielo.org.mx/scielo.php?pid=S0185-26982016000200146&script=sci_arttext
Guzmán Cáceres, M., & Ortiz Flores, L. O. (2019). The modern Prometheus: The school principal as mediating leader for social justice and sustainable development. Obtenido de https://repositorio.uam.es/handle/10486/687632
linares-sevilla, v. m., & salazar - bahena, l. p. (2016). conflictos en los entornos familiar y escolar en el nivel medio. el fuerte, méxico: ra ximhai.
Mattioli, L. (2021). Objectives of sustainable development within the framework of the local- neighborhood scale. Case of the “Virgen de Lourdes” neighborhood in San Juan- Argentina. Urbe, Rev. Bras. management
McMillan, J. & Schumacher, S. (2005). Investigación educativa. Una introducción conceptual. 5° ed. Madrid: Pearson educación.
Ministerio de Educación Nacional. (2006). Foreign Language Proficiency Standards: English.
Nazly Esther Alvear Perea, N. C. (2014). Conflictos Familiares Y Su Influencia En El Proceso De Aprendizaje De Niños Y Niñas De Preescolar Del Institutomiguel De Cervantes De La Ciudad De Cartagena Del Año 2014. Cartagena.
Reimers, F. (2000). Education, inequality and policy options in Latin America in the 21st century:. Mexico. Obtenido de https://www.redalyc.org/pdf/270/27030202.pdf
Rizo, F. M. (2012). Inequalities in basic education. SCIELO. Obtenido de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982012000500004
Tezanos, J. (2017). ODS. Madrid. Obtenido de https://repositorio.unican.es/xmlui/handle/10902/12963
United Nations Conference on Environment and Development. (1992). Agenda 21. Recovered fromhttps://www.un.org/sustainabledevelopment/en/development-agenda/
dc.rights.none.fl_str_mv Derechos Reservados. Corporación Universitaria del Caribe – CECAR
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https://creativecommons.org/licenses/by-nc/4.0/
Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)
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spelling García Guerra, Ana Cristinavirtual::305-1Martinez Bula, Ligia Rosavirtual::306-1Restrepo Ruiz, Mariselavirtual::307-1Anaya herrera, Jhon edinsonvirtual::308-1Gándara Molina, Mario Alfonsovirtual::309-1Investigadores de educación a distancia (IDEAD)2025-09-04T15:06:09Z2022García Guerra, A. C., Martínez Bula, L. R., Restrepo Ruíz, M., González , L. E., Herrera, J. A., & Gándara Molina, M. (2022). Gender equality to achieve the sustainable development goals through the implementation of an innovative strategy. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 8516-8530. https://doi.org/10.37811/cl_rcm.v6i6.4017https://repositorio.cecar.edu.co/handle/cecar/108612707-2215The objective of this research was to encourage the management and knowledge of gender equality through the realitythatfamilyconflictsinvolveintheteachingprocessofstudents,inorder to transform and improve the English level of the boys and girls of Gimnasio BilingueModerno; which are located throughout the Colombian territory and all efforts were focused on designing didactic and methodological strategies for the use of English as a foreign language, using the competencies for life and the Sustainable Development Goals SDG, which recognize the social, economic, political, and demographic needs as a reference for the educator, who acknowledges that persons involved in the educational process are more than the two main actors (students and teachers); taking into account parents, tutors and communities surrounding the institution. Thus, a qualitative approach was using in this study. Among the results,it was possible to observe anappropriation of the proposed topic and also a clear sign of acceptance of the topic of women shown as equal to men demonstrating the importance of gender based.El objetivo de esta investigación fue incentivar el manejo y conocimiento de la igualdad de género a través de la realidad que involucran los conflictos familiares en el proceso de enseñanza de los estudiantes, con el fin de transformar y mejorar el nivel de inglés de los niños y niñas del Gimnasio Bilingüe Moderno; las cuales se encuentran ubicadas a lo largo del territorio colombiano y todos los esfuerzos se concentraron en diseñar estrategias didácticas y metodológicas para el uso del inglés como lengua extranjera, utilizando las competencias para la vida y los Objetivos de Desarrollo Sostenible ODS, que reconocen los derechos sociales, económicos, políticos y sociales. las necesidades demográficas como referencia para el educador, quien reconoce que las personas involucradas en el proceso educativo son más que los dos actores principales (estudiantes y docentes); teniendo en cuenta a los padres, tutores y comunidades aledañas a la institución. Por lo tanto, se utilizó un enfoque cualitativo en este estudio. Entre los resultados, se pudo observar una apropiación del tema propuesto y también una clara señal de aceptación del tema de la mujer mostrada como igual al hombre demostrando la importancia del género.Currículo, Interculturalidad y educación inicial.Educación Superior en el contexto internacional,Gerencia, gestión y educación ambientalLingüística, literatura, inglés y desarrollo humanoProcesos de enseñanza y aprendizaje en EAD y virtual15 páginasapplication/pdfengDerechos Reservados. Corporación Universitaria del Caribe – CECARhttps://creativecommons.org/licenses/by-nc/4.0/Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://doi.org/10.37811/cl_rcm.v6i6.4017Gender equality to achieve the sustainable development goals through the implementation of an innovative strategyArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Colombia853068516Volumen 6Ciencia Latina Revista Científica MultidisciplinarAcevedo, Alejandro, Alba López, El proceso de la entrevista, México, Limusa, 4ª edición, 2009.Blanco, r. (2006). equity and social inclusion: one of the challenges of education. reice. revista iberoamericana sobre. obtenido de https://www.redalyc.org/pdf/551/55140302.pdfColín Gorráez, Miriam, Héctor Galindo Leal, César Saucedo Pérez, Introducción a la entrevista psicológica, México, Trillas, 1ª edición, 2009.Council of Europe. (2017). Companion Volume with New Descriptors, Provisional Edition.Common European Framework of Reference for Languages: Learning, Teaching, Assessment.Cosmo, J. (2018). The Sustainable Development Goals and the academy. University of Medical Sciences, Santiago de Cuba, Cuba.http://scielo.sld.cu/pdf/san/v22n8/1029-3019-san- 22-08-838.pdfCreswell, J. W. (1998). Qualitative Inquiry and Research Design. Choosing among Five Traditions. Thousand Oaks, California: Sage.Davila, F. L. (2018). Educational policies in Colombia: In search of quality. Obtenido de https://ciencia.lasalle.edu.co/ap/vol1/iss71/9/Delgado, M. (2017). Basic and secondary education in Colombia: challenges in equity and quality. Bogota. Obtenido de https://www.repository.fedesarrollo.org.co/handle/11445/190Diaz, L. F. (2019). Educational quality: a look at the school and the teacher in Colombia. Bogota. Obtenido de https://dialnet.unirioja.es/servlet/articulo?codigo=7390625Elena Balongo González, R. M. (2016). Classroom climate in project-based work. Creating learning environments that include child diversity. cIudad de Mexico: a Educadora en la Fundación Proyecto Don Bosco, Italia. CE: bagoe24@hotmail.com. Obtenido de http://www.scielo.org.mx/scielo.php?pid=S0185-26982016000200146&script=sci_arttextGuzmán Cáceres, M., & Ortiz Flores, L. O. (2019). The modern Prometheus: The school principal as mediating leader for social justice and sustainable development. Obtenido de https://repositorio.uam.es/handle/10486/687632linares-sevilla, v. m., & salazar - bahena, l. p. (2016). conflictos en los entornos familiar y escolar en el nivel medio. el fuerte, méxico: ra ximhai.Mattioli, L. (2021). Objectives of sustainable development within the framework of the local- neighborhood scale. Case of the “Virgen de Lourdes” neighborhood in San Juan- Argentina. Urbe, Rev. Bras. managementMcMillan, J. & Schumacher, S. (2005). Investigación educativa. Una introducción conceptual. 5° ed. Madrid: Pearson educación.Ministerio de Educación Nacional. (2006). Foreign Language Proficiency Standards: English.Nazly Esther Alvear Perea, N. C. (2014). Conflictos Familiares Y Su Influencia En El Proceso De Aprendizaje De Niños Y Niñas De Preescolar Del Institutomiguel De Cervantes De La Ciudad De Cartagena Del Año 2014. Cartagena.Reimers, F. (2000). Education, inequality and policy options in Latin America in the 21st century:. Mexico. Obtenido de https://www.redalyc.org/pdf/270/27030202.pdfRizo, F. M. (2012). Inequalities in basic education. SCIELO. Obtenido de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982012000500004Tezanos, J. (2017). ODS. Madrid. Obtenido de https://repositorio.unican.es/xmlui/handle/10902/12963United Nations Conference on Environment and Development. (1992). Agenda 21. 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