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https://repository.unad.edu.co/handle/10596/75511Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Zableho,Judithm | |
| dc.coverage.spatial | cead_-_ibagué | |
| dc.creator | Maryi Paola Gonzalez Otalora | |
| dc.date.accessioned | 2025-10-28T21:15:08Z | |
| dc.date.available | 2025-10-28T21:15:08Z | |
| dc.date.created | 2025-05-30 | |
| dc.identifier.uri | https://repository.unad.edu.co/handle/10596/75511 | |
| dc.description.abstract | El presente trabajo analiza la implementación de las políticas públicas educativas en los municipios rurales de Chaparral y Planadas en el departamento del Tolima, durante el período 2014-2024, con el objetivo de determinar su pertinencia en el contexto rural. En este sentido, se identifica que estas localidades enfrentan diferencias en acceso, calidad y permanencia educativa, derivadas de factores como la dispersión geográfica, limitaciones en infraestructura, escasa conectividad digital y una asignación presupuestal inferior al promedio nacional. Estas condiciones afectan los resultados académicos, en consecuencia, la investigación adopta un enfoque cualitativo y descriptivo, utilizando grupos focales y revisión documental para recoger datos sobre los desafíos, experiencias y percepciones de los actores educativos y comunitarios. Basado en el marco de la Teoría del Capital Humano y modelos de implementación de políticas públicas, el análisis propone estrategias para adaptar las políticas educativas a las particularidades territoriales, fortalecer la formación docente, mejorar la infraestructura y promover la articulación entre comunidades, instituciones y sectores productivos, con el fin de garantizar una educación contextualizada que impulse el desarrollo local. | |
| dc.format | ||
| dc.title | Políticas Educativas y Desarrollo Territorial: Análisis de Chaparral y Planadas, Municipios Rurales del Tolima (2014-2024) | |
| dc.type | Proyecto de investigación | |
| dc.subject.keywords | Desarrollo local | |
| dc.subject.keywords | Implementación de Políticas | |
| dc.subject.keywords | Públicas Educativas | |
| dc.subject.keywords | Tolima | |
| dc.subject.keywords | Contexto Rural | |
| dc.description.abstractenglish | Findings and Conclusions:The comprehensive data analysis from the diagnostic survey, classroom observations, formative assessments, and feedback sessions highlighted several significant findings. Firstly, students demonstrated considerable motivation to improve their English skills, which was evident through their active participation and receptivity to new methodologies introduced during the practice. A major finding was the clear distinction between receptive and productive language skills among students. While most students excelled in listening comprehension activities, there was a noticeable struggle in oral and written expression. This discrepancy reinforced the necessity of targeted interventions aimed specifically at enhancing productive skills. The experiential learning approach proved highly effective in addressing the practical application gap initially observed. Students actively participated in role-plays, real-life simulations, and contextualized tasks, subsequently reporting increased confidence and improved capability in applying their English skills in everyday situations. Guided writing workshops emerged as particularly beneficial, significantly enhancing students' ability to express complex ideas clearly and cohesively. Regular, structured feedback allowed students to progressively refine their written outputs, resulting in observable improvements in accuracy, coherence, and overall communicative effectiveness. Activities explicitly designed to address linguistic anxiety successfully reduced hesitation and boosted students' willingness to communicate orally. Peer-supported dialogues and structured oral presentations contributed substantially to decreasing anxiety and enhancing fluency and articulation in spoken English. The implementation of differentiated instruction and contextualized grammar and vocabulary exercises supported students' communicative competence development across various proficiency levels. Students reported feeling more equipped to handle diverse communicative situations effectively due to tailored instructional supports. Collaborative learning activities fostered a cooperative and supportive learning environment, reducing competitive pressures and enhancing peer-to-peer interactions. This atmosphere positively influenced the communicative competence of all students, particularly benefiting those initially hesitant or less confident in their abilities. Continuous formative assessments proved crucial in monitoring student progress and adapting instructional strategies accordingly. Immediate feedback provided through these assessments helped students remain motivated and aware of their ongoing progress, contributing to sustained language development. Teacher responsiveness to student feedback and regular instructional adjustments based on data-driven insights significantly improved the overall effectiveness of the pedagogical approach. Students recognized and appreciated personalized attention, directly correlating it with improved self-confidence and language proficiency gains. In conclusion, the strategic integration of experiential learning, structured writing workshops, anxiety-reduction exercises, and collaborative learning significantly improved students' communicative competencies. Continuous evaluation and adaptability of instructional approaches proved essential, reinforcing the necessity for responsive teaching practices tailored explicitly to students' evolving needs and proficiency levels. | |
| dc.subject.category | Derecho, derechos humanos y gestión de la información | |
| Appears in Collections: | Maestría en Gobierno, Políticas Públicas y Desarrollo Territorial | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| mpgonzalezo.pdf | 691.31 kB | Adobe PDF |  View/Open |
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