Browsing by Author "Mendieta Sinche, Poleth Alejandra"

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Flipped classroom resources in the EFL classroom improves the learning process
(2016) Mendieta Sinche, Poleth Alejandra; Jara Villacreces, Jean Paul
English is one of the most important languages in the world, and therefore there is a high demand for English Language Learning. Nowadays there are several different approaches to learn English as a foreign language (EFL). This research project was developed in Nicolas Sojos Jaramillo Elementary School. The purpose of the project was to focus the effectiveness of an approach called Flipped Classroom (FC) as a resource for teaching and learning in EFL. It was an important tool to improve the students’ writing skills through activities related to vocabulary and communicative tasks. Teachers can use the FC approach to create a fun and interesting environment where in children feel free and motivated to participate in class through a combination of interactive activities. A bibliographic method was used to develop the theoretical background of this research, and quantitative method was used for data collection and analysis by means of observations of a control and an experimental group, a pre- research survey, a pre-test and a post-test. The results of this study showed that the children in the experimental FC enhanced writing skills, improved their attention to class activities, and had a higher motivation to learn. The conclusion is that FC material helped children enhanced their writing skills because they were not only limited to writing but were also helped to understand subject matter through a combination of sounds and graphics.
Percepciones sobre racismo hacia mujeres indígenas universitarias: análisis desde la interseccionalidad con un enfoque intercultural
(Universidad de Cuenca, 2021-07-21) Mendieta Sinche, Poleth Alejandra; Gómez Abeledo, Guadalupe
Through this research, an inquiry approach to the realities of indigenous students will be made from the experiences and perceptions they have about racism at the University of Cuenca to propose a space for discussion that seeks shared tissues from an intersectional perspective... Some indicators that contribute to delegitimizing discourses that justify inequality based on predetermined social and / or cultural categories - and also - work to raise awareness from the academy as a means of personal, cultural, social and community development are determined. The research approach has a critical - decolonial approach from a gender, intercultural and intersectional perspective that examines women within the feminine and feminisms on the one hand; and on the other hand, class, "race", ethnicity, gender; Furthermore, emphasis is placed on the role of the academy to treat the theme of diversity as a space to share, transmit and reproduce spaces - social, cultural, economic, political, with values of social justice, freedom and equality; equity, inclusive - or exclusive. A methodology will be used cualitative and cuantitative, through the application of descriptive techniques that correlate with the use of instruments such as: surveys and semistructured interviews.
Qué es interculturalidad? reflexiones en el contexto ecuatoriano a partir de las voces y visiones de los docentes
(2022) Quichimbo Saquichagua, Fausto Fabricio; Verdugo Guamán, María Eugenia; Sánchez Jimbo, Sandra Patricia; Mendieta Sinche, Poleth Alejandra
Interculturality in Ecuador is inserted as a transcendental issue in different areas such as health, education and communication, among others; through the application of public policies. The educational system does not escape this reality, it constitutes a transversal axis, both at the level of basic education, high school and higher education. However, there are a series of approaches around the concept of interculturality that causes its applicability to be carried out from the perspective of the person who states it and its context. On the one hand, it is related to bilingual education, peoples and nationalities; on the other hand, with migratory movements. The objective of the study was to identify the different voices and visions that teachers have about interculturality. The study was carried out under a qualitative interpretive approach of a hermeneutical nature. Semi-structured interviews were applied to teachers of the bilingual national and intercultural educational system from different territories of the country. The main finding is related to the problem of its definition and polysemy of meanings that are articulated to concepts of identity, culture and knowledge. As well as respect, tolerance, interaction and difference. The 2008 Constitution and the Organic Law on Intercultural Education stand out as the main regulations on interculturality. Also, the need to reconceptualize the concept of interculturality, moving from a descriptive or prescriptive definition to a critical perspective. In this way, it becomes an emancipatory tool for the transformation of structures, institutions and social relations to build societies within the framework of equal opportunities.