Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students
: figuras, tablas
- Autores:
-
Rojas Ladino, Daniel Leandro
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
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- oai:repositorio.utp.edu.co:11059/16156
- Acceso en línea:
- https://hdl.handle.net/11059/16156
https://repositorio.utp.edu.co/home
- Palabra clave:
- 400 - Lenguas
Inglés - Adquisición
Educación primaria
Aprendizaje
6. Humanidades::6B. Idiomas y Literatura::6B01. Estudios generales del lenguaje
Arts and crafts
Language learning
Primary education
Translanguaging
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
- Rights
- closedAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
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Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
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Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students 400 - Lenguas Inglés - Adquisición Educación primaria Aprendizaje 6. Humanidades::6B. Idiomas y Literatura::6B01. Estudios generales del lenguaje Arts and crafts Language learning Primary education Translanguaging ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
| title_short |
Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
| title_full |
Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
| title_fullStr |
Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
| title_full_unstemmed |
Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
| title_sort |
Implementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary students |
| dc.creator.fl_str_mv |
Rojas Ladino, Daniel Leandro |
| dc.contributor.advisor.none.fl_str_mv |
Echeverry Palacio, Sandro Alfonso |
| dc.contributor.author.none.fl_str_mv |
Rojas Ladino, Daniel Leandro |
| dc.subject.ddc.none.fl_str_mv |
400 - Lenguas |
| topic |
400 - Lenguas Inglés - Adquisición Educación primaria Aprendizaje 6. Humanidades::6B. Idiomas y Literatura::6B01. Estudios generales del lenguaje Arts and crafts Language learning Primary education Translanguaging ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
| dc.subject.armarc.none.fl_str_mv |
Inglés - Adquisición Educación primaria Aprendizaje |
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6. Humanidades::6B. Idiomas y Literatura::6B01. Estudios generales del lenguaje |
| dc.subject.proposal.eng.fl_str_mv |
Arts and crafts Language learning Primary education Translanguaging |
| dc.subject.ods.none.fl_str_mv |
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos |
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: figuras, tablas |
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2025 |
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2025-07-21T20:58:33Z |
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2025 |
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Trabajo de grado - Pregrado |
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Universidad Tecnológica de Pereira |
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Repositorio Universidad Tecnológica de Pereira |
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Beres, A. M. (2015). An overview of translanguaging: 20 years of "giving voice to those who do not speak." Translation and Translanguaging in Multilingual Contexts, 1(1), 103- 118. https://doi.org/10.1075/ttmc.1.1.05ber Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. ResearchGate; unknown. https://www.researchgate.net/profile/Gavin-Brooks-2 /publication/324217578_Using_oral_presentations_to_improve_students Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education. Burns, A., & Joyce, H. (1997). Focus on speaking. National Centre for English Language Teaching and Research. Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228-257. https://doi.org/10.2307/1320379 Care, E., Griffin, P., Scoular, C., Awwal, N., & Zoanetti, N. (2014). Collaborative problem- solving tasks. Assessment and Teaching of 21st Century Skills, 9, 85–104. https://doi.org/10.1007/978-94-017-9395-7_4 colewebCUSPuerto. (2022, March 23). INSTITUCIÓN EDUCATIVA CIUDADELA CUBA » Risaralda, Pereira - Colombia. Colegios Colombianos. Retrieved on 04/30/2024, from https://www.colegioscolombianos.com/institucion-educativa-ciudadela-cuba- risaralda-pereira Correa, E. & Henao, M. (2017). La enseñanza del inglés en Colombia: una reflexión sobre la educación monolingüe y la diversidad lingüística. Íkala, revista de lenguaje y cultura, 22(3), 445-456. Dewey, J. (1938). Experience and education. Macmillan. Dinehart, L. H. (2015). Handwriting, fine motor skills, and academic achievement. Early Childhood Research Quarterly, 32, 116-130. https://doi.org/10.1016/j.ecresq.2015.03.005 Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-Based Language Teaching. Cambridge University Press. Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137. Fogarty, R. (1991). The mindful school: How to integrate the curricula. IRI/Skylight Publishing, Inc. Freeman, M. R. (2023). Linking language to action: Enhancing preschoolers communicative abilities within language stimulation. Language, Speech, and Hearing Services in Schools, 54(4), 1308-1322. https://doi.org/10.1044/2023_lshss-22-00196 Garcia, O and Li, W (2014) Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137385765 Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books. Gómez, G. (2017). Teaching English through arts and crafts to third grade public school children at Institucion Educativa Suroriental de Pereira. https://hdl.handle.net/11059/8045 Gómez-Zapata, J. D., Herrero-Prieto, L. C., & Rodríguez-Prado, B. (2021). Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia. Journal of Cultural Economics, 45(1), 1–26. https://doi.org/10.1007/s10824-020-09310-0 HISTORIA DEL COLEGIO CIUDADELA CUBA. (2011, 25 junio). Pati73. https://pati73.wordpress.com/2011/06/24/historia-del-colegio-ciudadela-cuba-2/ Hocine, N., Ameur, M., & Ziani, W. (2019). Keep attention: A personalized serious game for attention training. https://ceur-ws.org/Vol-2497/paper7.pdf Huang, D. (2015). A study on the application of task-based language teaching method in a comprehensive English class in China. Journal of Language Teaching and Research, 7(1), 118. https://doi.org/10.17507/jltr.0701.13 I.E. CIUDADELA CUBA. (s. f.). I.E. CIUDADELA CUBA. https://www.ciudadelacuba.edu.co/ Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Kostoulas, A., & Lämmerer, A. (2015). Classroom-based research. Materials created for ELT Connect 2015. Karl-Franzens-Universitä. Lancaster, J. (1991). Art, craft, and aesthetics in education. Routledge. Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation: An International Journal on Theory and Practice, 18(7), 685-700. https://doi.org/10.1080/13803611.2012.718488 Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039 Mahmoudi, S., Jafari, E. M., Bakhtiar Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: An approach for the 21st century. International Education Studies, 5(3), 178-186. https://api.semanticscholar.org/CorpusID:145793446 Marinšek, M., & Lukman, N. (2021). Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood. Economic Research-Ekonomska Istraživanja, 1–9. https://doi.org/10.1080/1331677x.2021.1974306 Miller, R. (1992). What are schools for: Holistic education in American culture (2nd ed., pp. iv–vi). Holistic Education Press. Ministerio de Educación Nacional. (2010). Orientaciones Pedagógicas para la Educación Artística en Básica y Media. https://www.mineducacion.gov.co/1621/articles- 340033_archivo_pdf_Orientaciones_Edu_Artistica_Basica_Media.pdf Ministerio de Educación Nacional. (2016). Plan Nacional Decenal de Educación. https://www.mineducacion.gov.co/1780/articles-392871_recurso_1.pdf Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can holistic education solve the world’s problems: A systematic literature review. Sustainability, 14(15), 9737. https://doi.org/10.3390/su14159737 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. Oladipo, S. E. (2009). Moral education of the child: Whose responsibility? Journal of Social Sciences, 20(2), 149–156. https://doi.org/10.1080/09718923.2009.11892733 Puche, B. (2020). Didactic proposal to deal with art contents through the English language in year 3 of Primary Education. Didáctica. Lengua y Literatura, 32, 41-57. Rao, A. P. (2017). The Importance of Hands-on-Approach in Learning Practices. Global English-Oriented Research Journal, 2(4), 83-86. Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press. Shiobara, F. J., & Niboshi, R. (2022). Encouraging language development in young learners through craft activities. In P. Ferguson, & R. Derrah (Eds.), Reflections and new perspectives. JALT. https://doi.org/10.37546/JALTPCP2021-01 Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. Thulasivanthana, U. (2020). Incorporating Visual Arts into English Language Teaching. Shanlax International Journal of English, 8(4), 52 - 56. 10.34293/english.v8i4.3320 Torres, N., & Rodríguez, L. (2020). Desarrollo de la motricidad fina en educación infantil. Revista de Educación y Desarrollo, 54, 28-35. Universidad Tecnológica de Pereira. (2015). Acuerdo de Consejo Académico No 12. Pereira, Risaralda, Colombia. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Wang, T. L., & Lien, Y. H. B. (2013). The potential of leveraging video data. Qualitative and Quantitative, 47, 2933–2941. https://doi.org/10.1007/s11135-012-9717-0 Wartofsky, M. W. (1979d). Models. In Boston studies in the philosophy of science. https://doi.org/10.1007/978-94-009-9357-0 Webb, S. (2008). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 30(1), 33-52. https://doi.org/10.1017/S0272263108080023 Willis, J. (1996). A framework for task-based learning. Longman. Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art’s sake? The impact of arts education. OECD Publishing. Yi, J. (2008). The use of diaries as a qualitative research method to investigate teachers’ perception and use of rating schemes. Journal of PanPacific Association of Applied Linguistics, 12(1), 1-10. Yurdakul, C. (2017). An investigation of the relationship between autonomous learning and lifelong learning. International Journal of Educational Research Review, 2(1), 15–20. https://doi.org/10.24331/ijere.309968 Zambrano, C. M. Z., Moreira, D. M. Á., Zambrano, C. L. V., & Calderón, V. E. A. (2022). Crafting and acting as motivational tools in the acquisition of the English vocabulary in students from elementary schools. Revista Cedotic, 7(1), 140-166. |
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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 de la Ley 23 de 1982. En concordancia suscribo (suscribimos) este documento en el momento mismo que hago (hacemos) entrega de mi (nuestra) OBRA a la Biblioteca “Jorge Roa Martínez” de la Universidad Tecnológica de Pereira. Manifiesto (manifestamos) que la OBRA objeto de la presente autorizaciónhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_14cbinfo:eu-repo/semantics/closedAccessEcheverry Palacio, Sandro AlfonsoRojas Ladino, Daniel Leandro2025-07-21T20:58:33Z2025-07-21T20:58:33Z2025https://hdl.handle.net/11059/16156Universidad Tecnológica de PereiraRepositorio Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/home: figuras, tablasEste es un proyecto de intervención educativa cualitativa cuyo objetivo es fomentar la competencia en inglés y la creatividad a través de actividades de arte y manualidades. Se implementó en 2023 con estudiantes de tercero a quinto grado en una institución pública de Pereira. Basado en enfoques translingües y de aprendizaje integrado, el taller Crafty Lab combinó la enseñanza del idioma con actividades manuales para apoyar el desarrollo del vocabulario, la comunicación oral y la coordinación motriz fina...This is a qualitative educational intervention project aimed at fostering English language proficiency and creativity through arts and crafts. It was implemented in 2023 with third to fifth-grade students at a public school in Pereira. Grounded in translingual and integrated learning approaches (Puche, 2020; Shiobara & Niboshi, 2022; Zambrano et al., 2022; Freeman, 2023), the Crafty Lab Workshop combined language instruction with manual activities to support vocabulary development, oral communication, and fine motor skills. Data collection included the teacher's diary, students' artifacts, and video recordings. The analysis followed reflective cycles based on classroom implementation, observation, and reflection. Results showed increased student engagement, improved vocabulary retention, more spontaneous oral participation, and noticeable progress in coordination and artistic expression. This project highlights the value of integrating artistic practices with language education to create holistic and motivating learning experiences in primary education.Abstract -- 3 Resumen -- 4 Acknowledgments -- 5 Justification -- 11 Objectives -- 17 General Objective -- 17 Specific Objectives -- 17 Theoretical Framework -- 18 Literature Review -- 18 Conceptual Framework -- 23 Translanguaging in education -- 24 Holistic Education -- 25 Arts and Crafts in Education -- 26 Fine Motor Coordination and Manual Dexterity -- 27 Vocabulary Knowledge -- 28 Oral Communication Skills -- 29 Methodology -- 31 Type of methodology -- 31 Context -- 31 Settings -- 32 7 Participants -- 33 Student’s Profiles -- 33 Pre-service Teacher’s Profile -- 34 Instructional Design -- 34 Implementation -- 35 Resources -- 37 Instruments -- 37 Teacher’s diary -- 38 Video Recording -- 38 Artifacts -- 39 Overview -- 39 Schedule of activities -- 40 Cycles and Report -- 46 First Cycle -- 46 Theoretical support -- 46 Planning Description and Cycle Purposes -- 46 Linguistic repertoire -- 49 Reflections on Teaching: Successes, Challenges, and Growth -- 49 Attendance -- 51 Second cycle -- 52 Theoretical support -- 52 8 Planning Description and Cycle Purposes -- 52 Language section -- 54 Reflections on Teaching: Successes, Challenges, and Growth -- 54 Attendance -- 55 Third cycle -- 57 Theoretical support -- 57 Planning Description and Cycle Purposes -- 57 Language section -- 61 Reflections on Teaching: Successes, Challenges, and Growth -- 62 Attendance -- 63 Fourth cycle -- 65 Theoretical support -- 65 Planning Description and Cycle Purposes -- 66 Language section -- 69 Reflections on Teaching: Successes, Challenges, and Growth -- 70 Attendance -- 71 Fifth cycle -- 73 Theoretical support -- 73 Planning Description and Cycle Purposes -- 74 Language section -- 77 Reflections on Teaching: Successes, Challenges, and Growth -- 77 9 Attendance -- 79 Closing Event -- 80 Conclusions -- 82 Teacher Reflection -- 82 Planning -- 82 Use of Translanguaging and Language -- 83 Limitations -- 84 Pedagogical implications -- 86 Teaching strategies and methodologies -- 86 Assessment and Feedback -- 87 Teacher Training and Professional Development -- 87 References -- 89 Appendix A. Planning Format -- 96 First Class, The magic of knowing each other -- 96 Appendix B. Planning Format -- 99 Advertising -- 99 Figure 0. Graphic piece by Crafty Lab -- 99 Requirements -- 100 I- Registration form -- 100 II. Consent -- 100 III. Attendance -- 101 10 Appendix C. Complete Evidences -- 101 First cycle -- 101 Second Cycle -- 101 Third cycle -- 101 Fourth cycle -- 101 Fifth cycle -- 102PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés102 páginasapplication/pdfspaUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira400 - LenguasInglés - AdquisiciónEducación primariaAprendizaje6. Humanidades::6B. Idiomas y Literatura::6B01. Estudios generales del lenguajeArts and craftsLanguage learningPrimary educationTranslanguagingODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todosImplementation of a translingual arts and crafts Workshop called crafty lab in a public school in Pereira with primary studentsTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisPereira, Risaralda, ColombiaBeres, A. M. (2015). An overview of translanguaging: 20 years of "giving voice to those who do not speak." Translation and Translanguaging in Multilingual Contexts, 1(1), 103- 118. https://doi.org/10.1075/ttmc.1.1.05berBlack, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.Brooks, G., & Wilson, J. (2015). Using oral presentations to improve students’ English language skills. ResearchGate; unknown. https://www.researchgate.net/profile/Gavin-Brooks-2 /publication/324217578_Using_oral_presentations_to_improve_studentsBrown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.Burns, A., & Joyce, H. (1997). Focus on speaking. National Centre for English Language Teaching and Research.Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Art Education, 41(3), 228-257. https://doi.org/10.2307/1320379Care, E., Griffin, P., Scoular, C., Awwal, N., & Zoanetti, N. (2014). Collaborative problem- solving tasks. Assessment and Teaching of 21st Century Skills, 9, 85–104. https://doi.org/10.1007/978-94-017-9395-7_4colewebCUSPuerto. (2022, March 23). INSTITUCIÓN EDUCATIVA CIUDADELA CUBA » Risaralda, Pereira - Colombia. Colegios Colombianos. Retrieved on 04/30/2024, from https://www.colegioscolombianos.com/institucion-educativa-ciudadela-cuba- risaralda-pereiraCorrea, E. & Henao, M. (2017). La enseñanza del inglés en Colombia: una reflexión sobre la educación monolingüe y la diversidad lingüística. Íkala, revista de lenguaje y cultura, 22(3), 445-456.Dewey, J. (1938). Experience and education. Macmillan.Dinehart, L. H. (2015). Handwriting, fine motor skills, and academic achievement. Early Childhood Research Quarterly, 32, 116-130. https://doi.org/10.1016/j.ecresq.2015.03.005Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-Based Language Teaching. Cambridge University Press.Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137.Fogarty, R. (1991). The mindful school: How to integrate the curricula. IRI/Skylight Publishing, Inc.Freeman, M. R. (2023). Linking language to action: Enhancing preschoolers communicative abilities within language stimulation. Language, Speech, and Hearing Services in Schools, 54(4), 1308-1322. https://doi.org/10.1044/2023_lshss-22-00196Garcia, O and Li, W (2014) Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137385765Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.Gómez, G. (2017). Teaching English through arts and crafts to third grade public school children at Institucion Educativa Suroriental de Pereira. https://hdl.handle.net/11059/8045Gómez-Zapata, J. D., Herrero-Prieto, L. C., & Rodríguez-Prado, B. (2021). Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia. 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Revista Cedotic, 7(1), 140-166.Comunidad académica y científica, Estudiantes, Docentes, InvestigadoresORIGINALTrabajo de grado.pdfTrabajo de grado.pdfapplication/pdf1597575https://repositorio.utp.edu.co/bitstreams/04f58c78-7b2d-43d6-a931-506399abaa7e/download85d4906d04e2b78c5e80bef428be232aMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.utp.edu.co/bitstreams/c4f1be0b-f661-433c-ba7b-b94618e3e748/download73a5432e0b76442b22b026844140d683MD52THUMBNAILImagen14.pngimage/png34001https://repositorio.utp.edu.co/bitstreams/0fefdabe-51bb-43d2-b8a0-ee688dd91033/download9a8cbd32d7a6f688141bbf03f72efeacMD53Trabajo de grado.pdf.jpgTrabajo de grado.pdf.jpgGenerated Thumbnailimage/jpeg5596https://repositorio.utp.edu.co/bitstreams/fa94f077-5547-4963-8a63-1d8859126e8f/download35367ff252915225e6a81f77da68f5f9MD55TEXTTrabajo de grado.pdf.txtTrabajo de grado.pdf.txtExtracted texttext/plain100142https://repositorio.utp.edu.co/bitstreams/0689ee24-b997-446d-854e-10dd54cbc8ec/download5c0d7bff39ec327cca1969315510f9aeMD5411059/16156oai:repositorio.utp.edu.co:11059/161562025-07-22 05:01:21.754https://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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Manifiesto (manifestamos) que la OBRA objeto de la presente autorizaciónopen.accesshttps://repositorio.utp.edu.coRepositorio de la Universidad Tecnológica de 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