Ciencias Humanas-Tesis de Pregrado

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Browsing Ciencias Humanas-Tesis de Pregrado by Author "Palacios Cordero, Mireya del Pilar"

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    Análisis del proyecto de educación cultural “círculos de lectura para niños con cáncer” implementado por la Fundación Karen Tatiana en la ciudad de Cuenca 2013
    (2014) Cruz Narváez, Eva Azucena; Palacios Cordero, Mireya del Pilar
    The main goal of this investigation was to analyze the management of the project from Cultural Education “Cìrculos de Lectura” and to propose a working guide for its performance in the Institution Karen Tatiana in Cuenca. To achieve this research, it had to start with a analysis and searching of similar programs developed in Chile, Mexico and Uruguay, which were in the same research context, because they develop related projects to the two main axes proposed: promoting Reading, and Reading at hospitals as a pedagogic tool. The procedure of the Institution Karen Tatiana was analyzed and it was determined that it did not possess any technical plan of action for developing their multiple projects related to the focus of this research. As a general outcome it was found that this project did not have a method which could allow to keep track of its progress chronologically, and its results could not be measured in quantity with a focus on the development of the reading contents, related to the cultural environment. After establishing the faults in this project, the research draws it attention to develop a new working guide by 2015.
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    Características e implicaciones epistemológicas de la crítica de Enrique Dussel al eurocentrismo
    (Universidad de Cuenca, 2024-09-12) Contreras Contreras, María José; Carchi Carchi, Mayra Maricela; Palacios Cordero, Mireya del Pilar
    The thesis examines the epistemological implications of Enrique Dussel's critique of Eurocentrism, a relevant but underexplored topic in existing literature. Despite recognition of his contributions to Latin American thought, there remains a gap in understanding the epistemological aspects of his ideas. The study adopts a qualitative, exploratory, and descriptive approach, focusing on a bibliographic review and content analysis of documents related to Dussel's critique of Eurocentrism. The research is structured into several chapters, each addressing a specific objective that contributes to the overall analysis. The first chapter discusses Dussel's theoretical perspective on modernity and Eurocentrism, reviewing previous studies on his work. The second chapter identifies the epistemological characteristics of his critique, detailing the qualitative approach and analytical methods used. The third chapter places the epistemological implications of Dussel's critique within decolonial narratives that oppose Eurocentrism, highlighting how these narratives develop in the context of globalization. Finally, the work synthesizes the key findings, underscoring the relevance of the identified epistemological implications and suggesting future research directions to explore Dussel's impact on other aspects of Latin American thought, particularly in relation to decoloniality and the critique of modernity within a globalized framework.
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    Fortaleciendo la enseñanza de la Filosofía: El Cine Foro como estrategia didáctica en el bachillerato General Unificado
    (Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-23) Loja Guiñanzaca, Kevin Alexander; Salazar Ayora, Liliana Alexandra; Palacios Cordero, Mireya del Pilar
    This thesis proposes the integration of the Cine Foro (Film Forum) as a didactic strategy to strengthen the teaching of Philosophy in the “Bachillerato General Unificado” (BGU) of the Ecuadorian educational system. Based on a theoretical foundation grounded in the constructivist approach and active methodologies, it analyzes how cinema, through critical and collective reflection, can become an effective resource to energize the teaching-learning process, stimulate philosophical thinking, and foster argumentation and interpretation. This study identifies the challenges and limitations involved in implementing the Cine Foro, such as curricular rigidity, academic prejudices, and infrastructural shortcomings, and it proposes concrete pedagogical alternatives for its application. Finally, a methodological proposal is designed, structured through preparatory activities, film screenings, discussion forums, reflective evaluations, and impact monitoring, demonstrating that the Cine Foro enables comprehensive, ethical, critical, and deeply meaningful learning in the field of Philosophy.