Examinando por Materia "Producción de sentido"

Mostrando 1 - 3 de 3
  • Publicación
    Acceso abierto
    Características de la nueva fábula en Marcovaldo de Italo Calvino : una lectura semiótica
    (2021) Ruiz Marín, Alexandra; Higuita Serna, Catalina
    This literary research work collects a reader's sensitive experience who approaches the new fable for the first time when she decides to read Marcovaldo, o sea las estaciones de la ciudad, a book by Italo Calvino published in 1963. Moved by curiosity, she searches to understand how gender's characteristics are manifested through a semiotic analysis of the book, based on theoretical approaches of Umberto Eco and Grupo de Entrevernes around mechanisms that produce meaning, but not before exploring definitions of gender-based on literary criticism. Under the premise that there are no categorical interpretations, the work is conceived as a reading proposal that traces the essential opposition between Nature and City. From these thematic descriptions and figurative ensemble emerge that function as a network of intertwined threads in Marcovaldo's fables. Finally, new investigative openings are proposed in Italo Calvino's work that is born from the experience of reading as an intimate and personal bastion.
  • Publicación
    Acceso abierto
    La experiencia estética como dispositivo pedagógico para la producción de sentido a través de la escritura creativa
    (2019) Atehortua Rúa, Mónica Yasmín; Giraldo Henao, Daniela Marcela; Jiménez Villa, Juan Camilo
    The purpose of this thesis is to analyze and reflect on the implications derived from the use of the aesthetic experience as a pedagogical device that favors the productions of meaning of the subject through creative writing, for which objectives are formulated that are based on the pedagogical reflections that the aesthetic experience arouses in education. The notions of the subject, conceptions of education, the aesthetic experience and creative writing, from the ideal, regulative and real spheres are addressed. This with the intention, not to replace the already established educational forms, but rather to provide reflective frameworks within these pedagogical practices that enable and contribute to generate training devices that allow the being to be with itself and with the world
  • Publicación
    Acceso abierto
    Narrativas docentes y experiencias escolares significativas: relatando el sentido de ser maestro
    (Universidad de San Buenaventura - Cali, 2007-07) Díaz Meza, Cristhian James
    Las siguientes reflexiones pretenden acercarse al maestro –y en esta misma línea de opción, a la profesión docente–, en un abordaje interpretativo, cuyo objetivo central es recuperar la experiencia pedagógica a través de las narrativas docentes, para comprender cómo las acciones y tareas propias del quehacer escolar cotidiano, comúnmente concebidas como simples rutinas o como operaciones instrumentales necesarias para el buen desarrollo de la dinámica escolar, logran convertirse en experiencias escolares significativas, en el marco de una práctica pedagógica reflexiva, capaces de producir sentido y de dar contenido al sujeto docente.