Lengua, Literatura y Lenguajes Audiovisuales-Tesis de Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/148

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Amor, deseo y cuerpo en la jerga juvenil de Cuenca
(2012) Herrera Salazar, Karla Tatiana; Cordero Carpio, Guillermo Alejandro
Análisis comparativo de las formas de escritura, de la red frente a las regulaciones lingüísticas del español.
(2013) Coello Palacios, Aida Monserrat; Cordero Carpio, Guillermo Alejandro
This research focused on the analysis of the forms of social networking script, taking, as a paradigmatic example, the "stories" that users publish their biographies Facebook. Whereas it is one of the most widespread varieties Internet communications, I found it interesting to see how it works, its settings, applications (especially those involving the production of written texts). For the analysis of the stories of Facebook as a discursive phenomenon, he reminded Jacobson and the six elements that structure the communication theory. Extrapolated these elements to the structure of Facebook, was able to locate the respective roles of language within the "stories". From the question: What are you thinking?, Users type their "stories" can be status, photo, place and important event. The corpus is built with textual examples of these four types of stories, analyzed from different perspectives: character conversational, colloquial usage, presence of oral language, use of non-linguistic signs, etc... We also analyzed the syntax and the lexicon used depending on a type of communication those appeals to the economy, to the immediacy. We analyzed the grammar of the language, orographic characteristics compared to the rules imposed by the standard, as well as lexical-semantic features. It was left to end the treatment of nonverbal code that accompanies the text and is used to convey emotions and experiences.
Análisis de una secuencia didáctica centrada en la enseñanza de la poesía a partir de prácticas de lectura y escritura en BGU: contenidos movilizados y actividad docente
(Universidad de Cuenca, 2023-08-22) Buestan Morocho, Miriam Verónica; Vallejo Clavijo, Evelyn Dayana; Cordero Carpio, Guillermo Alejandro
The objective of this proposal is to analyze the activity of teaching literary content (poetry) mediated by reading and writing practices during the implementation of a didactic sequence in the third year of high school. To achieve this objective, a qualitative research will be carried out, a case study with didactic co-design that considers four phases: 1) Collaborative co-design (teacher and researchers) of a didactic sequence with interwoven reading and writing activities around poetry. 2) Implementation of the sequence in the third year of high school at the "Fray Vicente Solano" Educational Unit. 3) Recording of the sequence through audio-recording of classes, collection of students' written productions. 4) Analysis of the data through the theoretical notions proposed from the Theory of Joint Action (Sensevy, 2007), the didactics of reading and writing (Lerner, 2001) the didactics of literature (Margallo, 2011), and the teaching of poetry (Mancero, 2021; Gallardo, 2010). The results are expected to help identify teaching actions that promote students' exercise of reading and writing practices in the classroom, and their potential as tools for teaching disciplinary content (poetry).
Análisis de una secuencia didáctica centrada en la enseñanza del género épico a partir de prácticas de lectura y escritura: contenidos movilizados y actividad docente
(Universidad de Cuenca, 2023-08-29) Quezada Capelo, Camila Alexandra; Tamay Ucho, Silvia Fernanda; Cordero Carpio, Guillermo Alejandro
The research that is intended to carry out part of a double problematic, on the one hand, the low level of reading and writing of literary texts of BGU students and, on the other hand, there is little research on the activity of teachers aimed at teaching these practices. As a contribution to fill this gap, the present work aims to analyze the activity of a teacher who seeks to teach his students literary contents from reading and writing practices. To achieve this goal, we observed a didactic sequence focused on teaching the epic genre to a group of 1° Unified General Baccalaureate of the Educational Unit "Antonio Ávila Maldonado", an institution that welcomes a population of adult students. For this purpose, classes for the treatment of the subject were videotaped, written productions of the students were collected, and interviews were conducted in which the teacher is confronted with the traces of his activity (video fragments). For the analysis of the data, the notions of the Theory of Joint Action (Sensevy, 2007), the didactics of reading and writing (Lerner, 2001) and professional didactics were used (Vinatier, 2021; Fernández and Clot, 2010). It is hoped that the results of the research will contribute to the construction of didactic knowledge that will improve teaching practice around the teaching of reading and writing of literary texts.
Autobiografías lectoras de futuros docentes de literatura: corpus literario y factores de iniciación y desarrollo de la competencia lectora
(Universidad de Cuenca, 2024-09-27) Tenemea Vintimilla, Karen Nicole; Cordero Carpio, Guillermo Alejandro
The future teacher of literature, in a certain way, has developed the habit of reading throughout life, it is important to have a store of readings and literary knowledge that, through autobiographies allow us to know the first reading steps in a student of the Pedagogy of Language and Literature career. Thus, we also find the educational and family factors and even the spaces that have mediated in the reading initiation. The aim of this paper is to analyze the reading autobiographies of future teachers of language and literature pedagogy. To do so, we rely on the theoretical sources of Granado and Puig (2015) reading identity and teaching identity, Munita (2007) the didactic reading subject and Ballester (2017), reading formation. In turn, they facilitate us the classification of the components of literary education. Meanwhile, it allows us to know the didactic actions present in the reading process. For the analysis, we turn to the research line of autobiographical discourse, where we have 31 narratives. The corpus reveals different factors such as the family, primary and secondary school teachers, and spaces that have been guides and sources of inspiration for the initiation or formation of reading habits.
Cantos de papel: análisis de una propuesta didáctica enfocada en la fusión poética y artística en Segundo de BGU
(Universidad de Cuenca, 2024-10-05) Pérez Sisalima, Andrea Carolina; Cordero Carpio, Guillermo Alejandro
In the educational context, literature is often separated from the arts due to certain traditions and formalities. Interdisciplinary activities used as a didactic method in the teaching of literature tend to be atypical, specifically in high school. In order to try to solve this problem, we have created a proposal with the objective of elaborating an interdisciplinary didactic sequence that attends in an equitable way to the teaching of poetry and collage within a literature class; this with the purpose of creating works of visual poetry that formidably integrate verbal and visual language. The methodology applied in this research is a case study with interventionist characteristics, this with the intention of understanding the learning situations that revolve around collective reading tasks. Finally, the general results show that from this sequence the students tend to be more critical and analytical, and above all they behave as reading and creative subjects.
Configuraciones culturales e identitarias en el lenguaje estudiantil de los jóvenes del área de la salud de la Universidad de Cuenca: una mirada sociolingüística
(Universidad de Cuenca, 2021-06-02) Guapisaca Cabrera, Gabriela Monserrath; Ávila Vinueza, Oswaldo Sebastián; Cordero Carpio, Guillermo Alejandro
This research studies the student language of young people in the health area of the University of Cuenca, from a sociolinguistic perspective and considering that youth jargon is a particular social communication tool that establishes a different style from the standard code. The objective is to know and value the peculiarities of the university student group and their ways of communicating, to include them as active and productive members within Cuenca's society, culture and academy. The methodology is descriptive and qualitative: ethnography of speaking and uses the semistructured interview technique; Furthermore, it is supported by a dictionary plant created exclusively for this study, which organizes the arrangement of the entries for the language studied. As a result, 198 terms created and adapted by university students have been collected through lexical, semantic and stylistic changes; use of rhetorical and literary figures; foreign language loans and record changes. The conclusions highlight four aspects: grammatical categories, with a total of 154 nouns, 29 adjectives, 8 verbs, 6 adverbs, 5 plurals and 1 exclamation; rhetorical creation mechanisms, lexical-semantic 96 terms, morphological 72 terms, phonological 25 terms and the syntactic 5 terms; the terms and their classification according to the fields, among the first three places stands out student with 65 terms, occupation with 22 terms and subjects with 17; and, finally, by semantic fields, the finding of 60.61% dedicated to specialized jargon and 39.39% to student jargon. In general, it is concluded that young people use language to differentiate themselves as a group and that the reformulation of specialized terms can be understood as a process of appropriation of the terminology of the discipline
Configuraciones culturales e identitarias en el lenguaje estudiantil de los jóvenes del área social de la Universidad de Cuenca: una mirada sociolingüística
(Universidad de Cuenca, 2021-05-19) Pintado Ortega, Érika Janneth; Vázquez Aguirre, Daniela Paulina; Cordero Carpio, Guillermo Alejandro
This thesis focuses on the study of student jargon in the social area of the University of Cuenca from a lexicographic and sociolinguistic perspective, disciplines that allow us to focus, as an object of analysis, on the lexicon of a specific social context: that of the students of the social area of the University of Cuenca, for whom student slang is a particular social communication tool that establishes a code different from standard Spanish and allows them to differentiate themselves from others, belong to a group, encrypt their messages, etc. So, to achieve this objective, a lexicographic methodology was used, in the first instance, that allowed compiling a corpus of 164 terms and writing their respective lexicographic entries with information on each one. Likewise, in a second instance, its linguistic particularities were studied: lexical, semantic and stylistic changes, and the use of rhetorical and literary figures, which together constituted loans from foreign languages and changes of registers.
Configuraciones culturales e identitarias en el lenguaje estudiantil de los jóvenes del área técnica de la Universidad de Cuenca: una mirada sociolingüística
(Universidad de Cuenca, 2021-05-28) Condo Buestán, Mercy Marisol; Crespo Loja, Paulina Fernanda; Cordero Carpio, Guillermo Alejandro
The present work aims to analyze the student language of the technical area of the University of Cuenca (School of Architecture and Urbanism, Chemical Sciences, Agricultural Sciences and Engineering) by describing a glossary of 248 terms that they use, as well as the mechanisms which have led to the formation of these terms. These lexical-semantic variants that they use make it possible to determine how this social group constructs its identities and sense of belonging. Theoretically, it relies on the postulates of lexicography (to organize the glossary) and sociolinguistics (to analyze the results). It uses a mixed quali-quantitative methodology with probability sampling and uses the structured interview as a technique. As a result, it finds that the created nouns sum up 63% of the terms. It also identifies that 50% of the terms come from technical specialized language, 28% from student language, and 22% from youth language. Regarding semantic figures, it was found that the most frequently used figures were simile, apocopate, metaphor, and sarcasm. Regarding the fields, the largest number of entries are in the student field with 114, followed by the field of subjects with 36 and academic with 33. From these creation processes, students develop a particular code that suits to their communication, expressive, and group identity needs.
Conflictos de identidad en los personajes de la obra El Chulla Romero y Flores
(2011) Cadme Galabay, Tránsito A.; Pérez Mendía, Mariana; Cordero Carpio, Guillermo Alejandro
Construcción de la identidad lectora y escritora en estudiantes de una maestría en enseñanza de la Lengua y la Literatura
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Ordoñez Aguirre, Camila Ariana; Cordero Carpio, Guillermo Alejandro
This paper analyzes the construction of reading and writing identity in 27 students of the Master's Degree in Language and Literature Teaching at a university in Loja (Ecuador). The main objective is to identify the factors and experiences that shape teaching identity by examining their personal biographies. For this purpose, a mixed qualitative design was implemented. First, the biographies were collected and then transcribed and coded according to categories related to reading and writing experiences. Next, the frequency of the main emerging factors in each category (family, institutional and personal) was quantified to determine their relevance in the process of identity construction. The findings reveal that reading initiation is mainly based on children's literature and poetry, mediated by the family. Subsequently, participants incorporate academic texts, influenced by teachers, and self-help texts. In addition, affective reactions and the perception of reading self-efficacy are determinant in the formation of reading habits. In writing, participants begin in the school environment and then diversify genres. They experience writing as a catharsis and a form of communication, although insecurities persist in their writing skills. In conclusion, it is proposed to progressively integrate textual genres appropriate to the educational level, to promote orality, and to.
El Cuento fantástico Ecuatoriano
(2007) Cordero Carpio, Guillermo Alejandro; Vintimilla Carrasco, María Augusta
El microrrelato y La sueñera (1984) de Ana María Shua como estrategia activa para la mediación lectora en estudiantes de EGB superior
(Universidad de Cuenca, 2022-02-17) León Peralta, Karen Tatiana; Orellana Verdugo, Ruth Marilyn; Cordero Carpio, Guillermo Alejandro
Among the challenges faced by EGB teachers when promoting the construction of the reading habit in their students is the lack of didactic strategies designed to achieve this goal. As a contribution to solve this problem, this project aims to design a series of active strategies of reading mediation using as an instrument seven micro-stories from the book La sueñera (1984) by Ana María Shua, whose theme is centered on the oneiric. In these works the author covers dreaming and waking, presenting dark and colorful images by associating reality and fantasy. For this project, seven active strategies proposed by Cangalaya (2010) were taken as a basis, which were adapted to the micro-stories of La Sueñera and tested with students in the tenth grade of EGB superior of the "Martha Bucaram de Roldós" Public Education Unit. Methodologically, it is a qualitative research design that considers two phases: literary analysis and didactic design. For the literary analysis of the selected micro-stories, a hermeneutic perspective was used (Garrido Dominguez, 2004), while the didactic design was based on the research/action method, which considered the design, implementation and evaluation of the strategies (Colmenares and Piñero, 2008). We consider that our work will contribute to improve the teaching-learning process, helping the teacher in his task of developing reading abilities, cognitive-affective skills and, above all, the students' reading habit
La conversación en el aula como medio para reflexionar sobre los procesos de lectura y escritura en Segundo de Bachillerato Internacional: un estudio de caso
(Universidad de Cuenca, 2022-10-19) Guerrero Peñaranda, Ana Belén; Andrade Paltín, Mariana Belén; Cordero Carpio, Guillermo Alejandro
This paper analyzes whether and how literary conversation in the classroom can become a means to teach and learn critical reading practices and academic writing of literary texts in a group of Second International Baccalaureate (BGU) students, from a school of Loja-Ecuador. Methodologically, it is a qualitative research focused on an instrumental case study. The data collection took place through the video recording and transcription of six virtual class sessions around the work Brave New World by Aldous Huxley. From these data, the teaching actions (Sensevy, 2007) and the tasks mobilized by the students (Lerner 2001) were identified and characterized. Likewise, self-confrontation interviews were conducted with the teacher in order to better understand the teaching and learning processes of literary texts through the exercise of orality. Although our research does not yield exhaustive data, it allowed us to show that conversation in the classroom is essential for students to learn to read and understand the work, and for the teacher to improve her activity.
Lectura de cuentos de terror y diseño de libros pop-up en primero de Bachillerato: quehaceres movilizados y prácticas docentes
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Quimí Benítez, Eidy Nelly; Quintuña Agudo, María Fernanda; Cordero Carpio, Guillermo Alejandro
Reading skills are the foundation for building new knowledge and fostering critical thinking. However, in our context, specifically at the high school level, these competencies have yet to be established as a strength. According to the National Institute for Educational Evaluation (2023), 40.3% of high school students demonstrate either a basic level of reading performance or are still developing their reading abilities. This underscores the need to design and implement various didactic strategies aimed at enhancing their reading skills. As a contribution to addressing this gap, we developed a reading and design proposal focused on pop-up books. The objective of this research is to analyze the students’ activities and the teacher’s actions during the implementation of the proposal. To achieve this goal, within the framework of action research, a didactic sequence centered on a reading circle and the creation of a pop-up book will be designed, implemented, and analyzed. During the implementation of the sequence, audio recordings and students’ work will be collected—qualitative tools that will allow us to analyze and categorize the data. For this purpose, the study will be conducted with first-year high school students from Benigno Malo School, an institution located in the urban area of Cuenca. This project aims to deepen the understanding of literary conversation and the teaching practices involved in facilitating it in the classroom.
Lenguajes cifrados: jerga de la delincuencia juvenil
(2015) Samaniego Oleas, Christian Patricio; Cordero Carpio, Guillermo Alejandro
The present work presents in Glossary of terms used by the Centro de adolescentes infractores del Azuay (CAIA). In the firt part the reader will find the historu , physical description, role played by the Center, and the theory that involves the origin of speech from the Center; in a second, the glossary as such. This is divided onto thematic áreas marked by activities or own living inmates songs: sex, treatment, drugs, alcohol , food, crime, money, family and clothing. Within each topic, the terms are sorted alphabetically. Each study ter mis a entry with the following gramatical information, definition, mark pragmatics, social change, example of use, menings and observations. Through the approach to the vocabulary used by the inmates. We think that it is posible to look at your reality better. In this sense, the present work aims to open a door through which the reader is student, resarcher, teacher, social worker, or any other interested person, to acces the world of adolescent ofender of the CAIA.
Neopolicial: el escritor como detective en Una novela criminal de Jorge Volpi
(Universidad de Cuenca, 2021-11-23) Ramírez Vásquez, Javier Hernán; Zhinín Campoverde, Bryam Andrés; Cordero Carpio, Guillermo Alejandro
In the present study, we develop a literary analysis of A Criminal Novel by Jorge Volpi to show that the neopolicial category defines this work more precisely, even though several genres/subgenres coexist in its narrative (neopolicial, chronicle, documentary novel, not fiction). Then, we reflect on the figure of Jorge Volpi as an author, narrator-researcher, narrator-author and neo-detective character within his novel, whose term was a finding that emerged as a result of our reading. To support the validity of these statements, we rely on references from the Latin American police and neo-police, such as Rodolfo Walsh, Ricardo Piglia, Paco Ignacio Taibo II, among others. Therefore, our objective is to identify the elements of the Latin American neopolitical novel and the writer as a neodetective character in his work
Prácticas de enseñanza mediadas por actividades de lectura y escritura: análisis de una secuencia didáctica sobre género policial implementada en 8vo de EGB
(Universidad de Cuenca, 2022-09-05) Ríos Guerrero, Sanlly Lisbeth; Granizo Usca, Jacqueline Elena; Cordero Carpio, Guillermo Alejandro
This study analyzed the reading and writing practices that took place during the implementation of a didactic sequence on the police genre in 8th grade of EGB in the Millennium Educational Unit "Sayausí". The sequence was the product of a didactic co-design carried out by a teacher and the authors of this research. The objective was to characterize the teaching practices of a Language and Literature teacher mediated by reading and writing activities, which promoted in the students the construction of literary knowledge related to the police genre. The methodology of this research was qualitative of interactive and descriptive modality of an instrumental and interventionist case study. Data collection included the transcription of classes and forums, collection of curricular documents, two teacher interviews and two student surveys. Three strategies were used for the analysis of the data collected: categorization, contextualization (Maxwell and Miller, 2012) and direct interpretation (Stake, 1999). This, in order to identify the "contents mobilized by students" (Lerner, 2001), the "teaching actions" that promoted the mobilization of contents (Sensevy, 2007; Sánchez Miguel, 2011) and the perceptions of the teacher and students about their participation in the implementation of the didactic sequence. The results show that the teacher carried out nine teaching actions that promoted reading and writing tasks on the police genre in the students. Likewise, the perceptions showed the change that was generated in the actors involved before and after the implementation of the didactic sequence
Sembrar palabras en el corazón: la actividad de mediación lectora de la fundación Montaña Inversa
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-31) González Jara, Karen Samantha; Cordero Carpio, Guillermo Alejandro
In conventional educational settings, reading is predominantly linked to the acquisition of historical literary data or to the formal and intricate analysis of specific literary works. This narrow association, however, hinders the realization of a fundamental objective of contemporary literary education: the cultivation of competencies, reading habits, and, by extension, the enjoyment derived from reading. In order to contribute to the achievement of this objective, this research poses the following question: It is imperative to ascertain which activities and resources are conducive to fostering the development of habits and competencies in students, thereby enhancing their enjoyment of reading. In order to respond to this inquiry, it is proposed that the reading mediation practices carried out by the Montaña Inversa Foundation be studied. These practices are aimed at third, fifth, and eighth grade students of the Francisca Dávila de Muñoz Educational Unit. The data were collected through surveys, audio recordings, and photographic registries. The findings demonstrate the efficacy of reading mediation practices in facilitating encounters between readers and literary works, thereby enabling students to engage with written culture and construct pleasurable experiences through it.

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