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Critical content tasks to de-center sexist discourses

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dc.contributor.advisorSagre Barboza, Ana María
dc.contributor.authorGaleano Villadiego, Mayra Alejandra
dc.contributor.authorAcosta Espitia, Ana Camila
dc.contributor.juryHerrera Naranjo, Sol Jashmed
dc.date.accessioned2024-01-30T20:22:40Z
dc.date.available2024-01-30T20:22:40Z
dc.date.issued2024-01-30
dc.description.abstractThis research aims to explore the effectiveness of critical content tasks in fostering awareness and challenging sexist discourses among students in a public institution in Berástegui. The central question guiding this study is, "How can critical content tasks help students decenter sexist discourses?" The investigation focuses on promoting awareness of diverse sexist behaviors towards both men and women. Employing critical content tasks involves presenting students with authentic materials addressing specific topics, thereby encouraging them to question, reflect upon, and criticize instances of sexism. By incorporating valuable content that contributes to students' development as informed citizens, this study seeks to facilitate a deeper understanding and reflection on issues related to sexism within the educational context.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsAbstract………………………………………………………………………………………2eng
dc.description.tableofcontentsIntroduction............................................................................................................... 4eng
dc.description.tableofcontentsConceptual Framework............................................................................................ 7eng
dc.description.tableofcontentsTBL (Task-Based Learning)......................................................................... 7eng
dc.description.tableofcontentsCharacteristics of tasks in TBL ...................................................... 7eng
dc.description.tableofcontentsStages in a TBL Sequence.............................................................. 9eng
dc.description.tableofcontentsUnstructured Tasks....................................................................... 10eng
dc.description.tableofcontentsCritical Content Task..................................................................... 10eng
dc.description.tableofcontentsTransgressive Pedagogies ........................................................................ 11eng
dc.description.tableofcontentsSexism……………………………………………………………………12eng
dc.description.tableofcontentsLiterature Review.................................................................................................... 13eng
dc.description.tableofcontentsMethodology ........................................................................................................... 17eng
dc.description.tableofcontentsContext and Participants ........................................................................... 17eng
dc.description.tableofcontentsStudy Design............................................................................................... 18eng
dc.description.tableofcontentsData Collection ........................................................................................... 19eng
dc.description.tableofcontentsData Analysis .............................................................................................. 23eng
dc.description.tableofcontentsFindings................................................................................................................... 24eng
dc.description.tableofcontentsAwareness of sexist discourses ............................................................... 24eng
dc.description.tableofcontentsBehavior characteristics………………………………………………………..32eng
dc.description.tableofcontentsBibliography……………………..…………………………………………………………39eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8153
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsSexismeng
dc.subject.keywordsCritical content taskseng
dc.subject.keywordsAwarenesseng
dc.subject.keywordsTransgressive pedagogieseng
dc.titleCritical content tasks to de-center sexist discourseseng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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