Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira
The present project aims to design a Didactic Sequence for teaching English and astronomy through games to fourth-grade learners of a public school in the city of Pereira. Due to globalization, the necessity of being able to communicate with people around the world has increased. Colombia is one of...
- Autores:
-
López Aristizabal, Yuliana Catherine
Ospina Taborda, Zara
Sánchez Montero, Nicolás
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14308
- Acceso en línea:
- https://hdl.handle.net/11059/14308
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::375 - Currículos
Metodos de enseñanza
Lenguaje y lenguas - Enseñanza - Metodo Bilingüe
Bilingüismo
Secuencia didactica
Astronomía
Oralidad
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| title |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
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Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira 370 - Educación::375 - Currículos Metodos de enseñanza Lenguaje y lenguas - Enseñanza - Metodo Bilingüe Bilingüismo Secuencia didactica Astronomía Oralidad |
| title_short |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| title_full |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| title_fullStr |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| title_full_unstemmed |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| title_sort |
Designing a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in Pereira |
| dc.creator.fl_str_mv |
López Aristizabal, Yuliana Catherine Ospina Taborda, Zara Sánchez Montero, Nicolás |
| dc.contributor.advisor.none.fl_str_mv |
Arcila Ramírez, Angélica |
| dc.contributor.author.none.fl_str_mv |
López Aristizabal, Yuliana Catherine Ospina Taborda, Zara Sánchez Montero, Nicolás |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::375 - Currículos |
| topic |
370 - Educación::375 - Currículos Metodos de enseñanza Lenguaje y lenguas - Enseñanza - Metodo Bilingüe Bilingüismo Secuencia didactica Astronomía Oralidad |
| dc.subject.lemb.none.fl_str_mv |
Metodos de enseñanza Lenguaje y lenguas - Enseñanza - Metodo Bilingüe Bilingüismo |
| dc.subject.proposal.spa.fl_str_mv |
Secuencia didactica Astronomía Oralidad |
| description |
The present project aims to design a Didactic Sequence for teaching English and astronomy through games to fourth-grade learners of a public school in the city of Pereira. Due to globalization, the necessity of being able to communicate with people around the world has increased. Colombia is one of the countries that have found the necessity of training competitive English language speakers since it has become the lingua franca for businesses, knowledge, and cultural interchanges. For those reasons, the Colombian educational system has created different bilingualism policies to train competitive bilingual speakers; however, the results that Colombia has obtained in international and national tests have demonstrated that the process has not been successful. Bearing this in mind, it is necessary to implement a methodology that helps to reinforce the English abilities in which students are failing. This project proposes the DS as a methodology for teaching the English language mainly focusing on the development of the students’ speaking productive skills; in addition, due to the flexibility of this methodology for the implementation of topics and activities, this didactic sequence implements astronomy as the main theme. Generating in students’ abilities such as critical thinking, spatial intelligence, inquiry, and research abilities; moreover, students increased their English language skills in a safe environment. |
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2022 |
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2022-10-07T16:17:45Z |
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2022-10-07T16:17:45Z |
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2022 |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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https://repositorio.utp.edu.co/home |
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eng |
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spa |
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spa eng |
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Ali, M. M. (2017). Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh. IIUC Studies, 14(2), 99-110. https://doi.org/10.3329/iiucs.v14i2.39883 Aragón, E. C., & Greca, I. (2018, December). La enseñanza de las ciencias en un contexto bilingüe: propuesta para la enseñanza de contenidos de astronomía para primer ciclo de primaria. Revista de Enseñanza de La Física, 30(2), 31-47. https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22734/22344 Camps, A. (2003). Secuencias didácticas para aprender a escribir (1st ed.). Graó. Ceni, D. A. (2017). Didactic Sequence: A Dialectic Mechanism for Language Teaching and Learning. Revista Brasileira de Linguística Aplicada, 17(1), 163-184. https://doi.org/10.1590/1984-6398201610012 Chen, S., Zhang, S., Yue Qi, G., & Yang, J. (2020, April). Games Literacy for Teacher Education. Educational Technology & Society, 23(2), 77-92. https://www.jstor.org/stable/10.2307/26921135 Chirandon, A., Laohawiriyanon, C., & Rakthong, A. (2010, April 10). The Effects of Teaching English through Games. The 2nd International Conference on Humanities and Social Sciences, Faculty of Liberal Arts, Prince of Songkla University. ftp://fs.libarts.psu.ac.th/research/conference/proceedings-2/4pdf/006.pdf Colombia Aprende. (2016). Ciencias naturales y Educación Ambiental. [Fundamentación teórica de los DBA]. Retrieved April, 2021, from http://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/fundamentacioncienciasnatural es.pdf Colombia Aprende, La red del conocimiento. (n.d.). Plan nacional de bilingüismo. Colombia Aprende, La red del conocimiento. Retrieved April, 2021, from https://aprende.colombiaaprende.edu.co/es/colombiabilingue Deesri, A. (2002). Games in the ESL and EFL Class. The Internet TESL Journal, 8(9). http://iteslj.org/Techniques/Deesri-Games.html Dolz, J., Gagnon, R., Mosquera, S., & Sanchez, V. (2013). Producción escrita y dificultades de aprendizaje. Graó. Domènech-Casal, J., & Ruiz-España, N. (2016). Mission to Stars: Un Proyecto de Investigación Alrededor de la Astronomía, las Misiones Espaciales y la Investigación Científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(1), 98-114. 10498/18849 Education First, English Proficiency Index. (2020, November 17). Índice del Dominio del Inglés de EF. Education First, English Proficiency Index. https://www.ef.com.co/assetscdn/WIBIwq6RdJvcD9bc8RMd/legacy/__/~/media/centralefco m/epi/downloads/full-reports/v10/ef-epi-2020-spanish-latam.pdf Figueroa, J. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 21, 32-54. http://greav.ub.edu/der García, I. M., & Manterola, I. (2016, April). Didactic sequences for language teaching: At the crossroads of theory and methodology. Calidoscópio, 14(1), 46-58. https://doi.org/10.4013/cld.2016.141.04 Hannula, I. (2005). Need and possibilities of astronomy teaching in the Finnish comprehensive school. University of Helsinki. http://ethesis.helsinki.fi Instituto Colombiano para la Evaluación de la Educación Superior. (2020). Informe nacional de resultados del Examen Saber 11º 2019. Instituto Colombiano para la Evaluación de la Educación Superior. Retrieved Abril 10, 2021, from https://www.icfes.gov.co/documents/20143/1711757/Informe%20nacional%20de%20resultad os%20Saber%2011-2019.pdf Iwaniszewski, S. (2009). Por una astronomía cultural renovada. Complutum, 20(2), 23-37. https://www.researchgate.net/publication/277992110 Jensen, S. H. (2017). Gaming as an English Language Learning Resource among Young Children in Denmark. CALICO Journal, 34(1), 1-19. https://www.jstor.org/stable/10.2307/90014675 Koster, R. (2005). A Theory of Fun. Paraglyph Press, Inc. Masoni, L. (2021). Orality, Inclusion and Equality in the EFL Primary Classroom. Educazione Interculturale – Teorie, Ricerche, Pratiche, 19(1), 51-63. https://doi.org/10.6092/issn.2420- 8175/12963 Mercado Libre. (2022). Lampara Rotatoria Proyector Cielo Estrellas Noche Dormir Luz. https://n9.cl/75m65 Ministerio de Educación Nacional. (n.d.). Ministerio de Educación Nacional. Retrieved 2021, from https://www.mineducacion.gov.co/portal/#menu_principal Ong, W. (2002). Orality and Literacy (2nd ed.). Methuen & Co. Ltd; Taylor & Francis e-Library. https://monoskop.org/images/d/db/Ong_Walter_J_Orality_and_Literacy_2nd_ed.pdf Percy, J. (2006). Teaching Astronomy: Why and How? Journal of American Association of Variable Star Observers, 35(5), 248-254. https://adsabs.harvard.edu/full/2006JAVSO..35..248P Santolària, A. (2019). La secuencia didáctica: un instrumento para escribir textos en Educación. Ediciones complutense, 31, 287-301. https://doi.org/10.5209/dida.65953 Soler, B., Villacañas, L. S., & Ponce, E. P. (2013). Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language. Íkala, revista de lenguaje y cultura, 18(3), 31-43. www.udea.edu.co/ikala Susman, K., & Pavlin, J. (2020). Improvements in Teachers’ Knowledge and Understanding of Basic Astronomy Concepts Through Didactic Games. Journal of Baltic Science Education, 19(6), 1020-1033. https://doi.org/10.33225/jbse/20.19.1020 Trumper, R. (2005). Teaching Future Teachers Basic Astronomy Concepts—Seasonal Changes—at a Time of Reform in Science Education. Journal of Research in Science Teaching, 43(9), 879- 906. 10.1002/tea.20138 Valderrama, D. A., & Navarrete, D. S. (2020). Apropiación conceptual de la astronomía en el contexto de la educación primaria [Trabajo de grado para optar por título de licenciado en ciencias naturales y educación ambiental Universidad Tecnológica y Pedagógica de Colombia]. In Repositorio institucional Universidad Tecnológica y Pedagógica de Colombia. https://repositorio.uptc.edu.co/bitstream/001/3190/1/TGT_Apropiaci%C3%B3n_conceptual_ astronomia.pdf Wood, E., & Attfield, J. (2005). Play, Learning and the Early Childhood Curriculum. Paul Chapman Publishing. https://books.google.es/books?id=zIWfkIvBB70C&lpg=PP9&ots=Qr 2NeYN5O&dq=teaching%20and%20learning%20second%20languages%20through%20play &lr&hl=es&pg=PP6#v=onepage&q=teaching%20and%20learning%20second%20languages %20through%20play&f=false Young, S. S.-C., & Wang, Y.-H. (2014, July). The Game Embedded CALL System to Facilitate English Vocabulary Acquisition and Pronunciation. Journal of Educational Technology & Society, 17(3), 239-251. https://www.jstor.org/stable/10.2307/jeductechsoci.17.3.239 Yukselturk, E., Altiok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159-173. https://www.jstor.org/stable/10.2307/26458515 |
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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/openAccessArcila Ramírez, AngélicaLópez Aristizabal, Yuliana CatherineOspina Taborda, ZaraSánchez Montero, Nicolás2022-10-07T16:17:45Z2022-10-07T16:17:45Z2022https://hdl.handle.net/11059/14308Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThe present project aims to design a Didactic Sequence for teaching English and astronomy through games to fourth-grade learners of a public school in the city of Pereira. Due to globalization, the necessity of being able to communicate with people around the world has increased. Colombia is one of the countries that have found the necessity of training competitive English language speakers since it has become the lingua franca for businesses, knowledge, and cultural interchanges. For those reasons, the Colombian educational system has created different bilingualism policies to train competitive bilingual speakers; however, the results that Colombia has obtained in international and national tests have demonstrated that the process has not been successful. Bearing this in mind, it is necessary to implement a methodology that helps to reinforce the English abilities in which students are failing. This project proposes the DS as a methodology for teaching the English language mainly focusing on the development of the students’ speaking productive skills; in addition, due to the flexibility of this methodology for the implementation of topics and activities, this didactic sequence implements astronomy as the main theme. Generating in students’ abilities such as critical thinking, spatial intelligence, inquiry, and research abilities; moreover, students increased their English language skills in a safe environment.El presente proyecto tiene como objetivo diseñar una secuencia didáctica para la enseñanza del inglés y la astronomía a través de juegos a alumnos de cuarto grado de una escuela pública de la ciudad de Pereira. Debido a la globalización, ha aumentado la necesidad de poder comunicarse con personas de todo el mundo. Colombia es uno de los países latinoamericanos que se ha enfrentado a la necesidad de capacitar hablantes competentes en la lengua inglesa ya que esta se ha convertido en la lengua franca para los intercambios comerciales y culturales. Por esas razones, el sistema educativo colombiano ha creado diferentes políticas de bilingüismo para formar hablantes bilingües competitivos; sin embargo, los resultados que ha obtenido Colombia en pruebas internacionales y nacionales han demostrado que el proceso no ha sido exitoso. Teniendo esto en cuenta, es necesario implementar una metodología que ayude a reforzar las habilidades de inglés en las que los estudiantes no están alcanzando los resultados esperados. Este proyecto propone la secuencia didáctica como una metodología para la enseñanza del idioma inglés enfocándose principalmente en el desarrollo de las habilidades productivas del habla de los estudiantes. Además, debido a la flexibilidad de esta metodología para la implementación de temas y actividades, esta secuencia didáctica integrará la astronomía como tema principal. De esta manera, se busca generar el desarrollo de habilidades como pensamiento crítico, la inteligencia espacial, la indagación y las habilidades de investigación en los estudiantes. Además, se espera incrementar el nivel lengua inglesa de los estudiantes en un ambiente seguro.Table of Contents. Contenido Abstract.......................................................................................................................................3 Resumen .....................................................................................................................................4 Acknowledgements ................................................................................................................5 Justification.................................................................................................................................7 Objectives.............................................................................................................................11 Theoretical Framework.............................................................................................................13 Literature Review .................................................................................................................13 Conceptual Framework.........................................................................................................23 Methodology.............................................................................................................................36 Type of Project .....................................................................................................................36 Context and Setting ..............................................................................................................36 Participants...........................................................................................................................37 Instructional Design..............................................................................................................38 Sequence Identification ........................................................................................................39 Ethical considerations...............................................................................................................86 Conclusions. .............................................................................................................................88 Recommendations ....................................................................................................................90 References ................................................................................................................................91PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglésapplication/pdfspaengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y Humanidades370 - Educación::375 - CurrículosMetodos de enseñanzaLenguaje y lenguas - Enseñanza - Metodo BilingüeBilingüismoSecuencia didacticaAstronomíaOralidadDesigning a didactic sequence for teaching astronomy and english through games to develop the oral skills of children of fourth grade from a public school in PereiraTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisPereira RisaraldaAli, M. M. (2017). Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh. IIUC Studies, 14(2), 99-110. https://doi.org/10.3329/iiucs.v14i2.39883Aragón, E. C., & Greca, I. (2018, December). La enseñanza de las ciencias en un contexto bilingüe: propuesta para la enseñanza de contenidos de astronomía para primer ciclo de primaria. Revista de Enseñanza de La Física, 30(2), 31-47. https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22734/22344Camps, A. (2003). Secuencias didácticas para aprender a escribir (1st ed.). Graó.Ceni, D. A. (2017). Didactic Sequence: A Dialectic Mechanism for Language Teaching and Learning. Revista Brasileira de Linguística Aplicada, 17(1), 163-184. https://doi.org/10.1590/1984-6398201610012Chen, S., Zhang, S., Yue Qi, G., & Yang, J. (2020, April). Games Literacy for Teacher Education. Educational Technology & Society, 23(2), 77-92. https://www.jstor.org/stable/10.2307/26921135Chirandon, A., Laohawiriyanon, C., & Rakthong, A. (2010, April 10). The Effects of Teaching English through Games. The 2nd International Conference on Humanities and Social Sciences, Faculty of Liberal Arts, Prince of Songkla University. ftp://fs.libarts.psu.ac.th/research/conference/proceedings-2/4pdf/006.pdfColombia Aprende. (2016). Ciencias naturales y Educación Ambiental. [Fundamentación teórica de los DBA]. Retrieved April, 2021, from http://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/fundamentacioncienciasnatural es.pdfColombia Aprende, La red del conocimiento. (n.d.). Plan nacional de bilingüismo. Colombia Aprende, La red del conocimiento. Retrieved April, 2021, from https://aprende.colombiaaprende.edu.co/es/colombiabilingueDeesri, A. (2002). Games in the ESL and EFL Class. The Internet TESL Journal, 8(9). http://iteslj.org/Techniques/Deesri-Games.htmlDolz, J., Gagnon, R., Mosquera, S., & Sanchez, V. (2013). Producción escrita y dificultades de aprendizaje. Graó.Domènech-Casal, J., & Ruiz-España, N. (2016). Mission to Stars: Un Proyecto de Investigación Alrededor de la Astronomía, las Misiones Espaciales y la Investigación Científica. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(1), 98-114. 10498/18849Education First, English Proficiency Index. (2020, November 17). Índice del Dominio del Inglés de EF. Education First, English Proficiency Index. https://www.ef.com.co/assetscdn/WIBIwq6RdJvcD9bc8RMd/legacy/__/~/media/centralefco m/epi/downloads/full-reports/v10/ef-epi-2020-spanish-latam.pdfFigueroa, J. F. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 21, 32-54. http://greav.ub.edu/derGarcía, I. M., & Manterola, I. (2016, April). Didactic sequences for language teaching: At the crossroads of theory and methodology. Calidoscópio, 14(1), 46-58. https://doi.org/10.4013/cld.2016.141.04Hannula, I. (2005). Need and possibilities of astronomy teaching in the Finnish comprehensive school. University of Helsinki. http://ethesis.helsinki.fiInstituto Colombiano para la Evaluación de la Educación Superior. (2020). Informe nacional de resultados del Examen Saber 11º 2019. Instituto Colombiano para la Evaluación de la Educación Superior. Retrieved Abril 10, 2021, from https://www.icfes.gov.co/documents/20143/1711757/Informe%20nacional%20de%20resultad os%20Saber%2011-2019.pdfIwaniszewski, S. (2009). Por una astronomía cultural renovada. Complutum, 20(2), 23-37. https://www.researchgate.net/publication/277992110Jensen, S. H. (2017). Gaming as an English Language Learning Resource among Young Children in Denmark. CALICO Journal, 34(1), 1-19. https://www.jstor.org/stable/10.2307/90014675Koster, R. (2005). A Theory of Fun. 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Journal of Educational Technology & Society, 21(3), 159-173. https://www.jstor.org/stable/10.2307/26458515PublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf1756654https://dspace7-utp.metabuscador.org/bitstreams/79097904-04b0-4664-8377-ec8c8693be5d/download0f967e055aae90368f52c7d3aea01f8aMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/33d2bc24-e355-4436-b0e2-7cec9f1d660b/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain159123https://dspace7-utp.metabuscador.org/bitstreams/7ac841cb-16b8-4056-a880-b1420bd20a4f/download9e3733e98ab2b3360a5bbc3f500f6371MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg6355https://dspace7-utp.metabuscador.org/bitstreams/9b0be1d7-72ca-42f0-abfe-e55975f34050/download8f3ff65feaa8551dd22b3681de97fadeMD5411059/14308oai:dspace7-utp.metabuscador.org:11059/143082024-09-05 17:11:34.497https://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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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 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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