Pastrana Muñoz, Juan CarlosVidal Navarro, Karoline2023-02-042023-02-042023-02-03https://repositorio.unicordoba.edu.co/handle/ucordoba/7008This report describes the internship process conducted in the Bilingualism for peace program at Camilo Torres high school. It consisted of teaching face-to-face and online lessons to learners from the program. This internship aims to show my personal and professional experience promoting critical literacy through projects (PBL) aligned with Bilingualism for peace themes, and values, will be put into practice. Additionally, it explains the main pedagogical perspectives on which this report is based, which are: critical literacy, project-based learning (PBL), and value education. Finally, it illustrates the methodologies, results, conclusions, recommendations, and limitations of this process, in which an intern experiences personal and professional growth.1. Introduction..................................................................................................................72. Pedagogies ....................................................................................................................92.1 Critical Literacy..........................................................................................................92.2 Project-Based Learning (PBL).................................................................................122.3 Value Education .......................................................................................................153. Methodologies ............................................................................................................173.1 Duties Chart..............................................................................................................194. Results.........................................................................................................................204.1 Professional growth..................................................................................................204.2 Students’ growth in critical literacy .........................................................................224.3 Personal growth........................................................................................................335. Conclusions and Recommendations.........................................................................346. Limitations..................................................................................................................367. References .................................................................................................................378. Appendices .................................................................................................................39application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Critical LiteracyProject-Based Learning (PBL)Value EducationBilingualism for peaceCamilo Torres High SchoolCritical literacyProject-Based Learning (PBL)Value EducationBilingualism for peaceCamilo Torres High School