Informes de investigación

URI permanente para esta colección

https://hdl.handle.net/10784/34038

Examinar

Examinando Informes de investigación por Autor "Valle-Zuluaga, Carolina"

Mostrando 1 - 3 de 3
  • No hay miniatura disponible
    Ítem
    Proceso de ASC - ACTITUDES Y CREENCIAS SOBRE LA PAZ Y LA VIOLENCIA EN COLOMBIA
    (Universidad EAFIT, 2020) Zuluaga-Aristizábal, Marda; Gálvez-Ortiz, Claudia; López-Sánchez, Daniela; Prieto-Lozano, María Paula; Guiral-Quinchía, Julián; Torres-Merchán, Ana María; Orozco-Castillo, Carolina; Restrepo-Ruíz, Natalia; Valle-Zuluaga, Carolina; Daza, Leidy Daniela; Universidad EAFIT
    This work investigates the attitudes and beliefs that, about peace and violence, are found in the written interventions of the comments on the Facebook pages of two media outlets: El Colombiano and El Espectador, specifically about the peace agreement. . Investigating beliefs implies a reflection on the ideologies and representations present in a society, which are incorporated and recreated by the subjects that constitute it. For this reason, critical discourse analysis was used as a method, from the sociocognitive perspective of Van Dijk (2007), seeking a reflection on social problems through the analysis of discursive structures, which give rise to beliefs and attitudes. 15 primary and 12 secondary attitudes were identified, as well as three types of ideologies that underlie them.
  • No hay miniatura disponible
    Ítem
    Proceso de ASC - EXPERIENCIA DE TOMA DE DECISIONES EN PRACTICAS EVALUATIVAS DESDE LA EXPERIENCIA DE DOCENTES Y ESTUDIANTES
    (Universidad EAFIT, 2021) Manrique-Tisnés, Horacio; Valle-Zuluaga, Carolina; Ordóñez-Echeverri, Monserrat; González-Peña, Maritza; Universidad EAFIT
    Decision-making in evaluative practices is fundamental in the teacher-student interaction, however, it has been little studied from the perspective of the experience of those involved. Therefore, we propose as a research question: How is the experience of decision-making in evaluative practices from the perspective of teachers and students? Consequently, the objective of this project is to analyze the experience of decision making in evaluative practices from the perspective of university teachers and students, understanding their logic, with the intention of proposing alternatives to improve the experience of decision making in these practices. To answer the question and fulfill the objective, we propose an analytical and phenomenological-hermeneutic approach, which allows us to explore the experiences of the subjects involved in decisions about evaluation from both the teacher's and the student's perspective. Although evaluation is a topic that due to its importance has been studied from many perspectives (Salinas, 2013), we consider that it is important to ask ourselves about what those directly involved (teachers and students) experience when making decisions, since this approach has been little explored (as evidenced in the state of the art presented below), being of paramount importance to understand many associated phenomena such as, for example, motivational factors of students and teachers, conflicts that arise in the classroom, academic fraud behaviors, effects of the proposed changes in evaluation models (focused on teaching, focused on learning), incidence of new technologies in evaluation processes, challenges and challenges in understanding the integral formation of the new generations in our context, but with the influence of other contexts in an increasingly interconnected world, among others.
  • No hay miniatura disponible
    Ítem
    Proceso de ASC - TOMA DE DECISIONES INDIVIDUALES E INTERINDIVIDUALES EN LA INTERACCION PROFESOR-ESTUDIANTE
    (Universidad EAFIT, 2020) Manrique-Tisnés, Horacio; Valle-Zuluaga, Carolina; Universidad EAFIT
    Individual and inter-individual decision-making influences the dynamics of the classroom, as well as the evolution of those involved, due to the transmission and construction of ways of proceeding based on the adoption of one of these positions. To this extent, we consider it convenient to make a first approach to the subject by means of the realization of a state of the art that allows us to analyze those implications that decision making may have in the teacher-student interaction, both from an individual and interindividual perspective, with the purpose of contributing to the knowledge in the area, and as a contribution to the understanding of these dynamics.