Analyzing social media content in the english classroom to promote critical interculturality with 7th graders at a public school in Bogotá.

Vista sencilla de ítem
dc.contributor.advisorCruz Arcila, Ferneyspa
dc.contributor.authorPinzon Gonzalez, Henry Estebanspa
dc.coverage.spatialBogotá, Colombia
dc.coverage.temporalSiglo XXI
dc.date.accessioned2026-07-10T15:25:32Z
dc.date.available2026-07-10T15:25:32Z
dc.date.issued2026
dc.description.abstractEn Colombia, si bien las distintas políticas educativas de enseñanza del inglés (ej., PFDCLE en 2010, Colombia Very Well en 2014 y Colombia Bilingüe en 2018) exigen una enseñanza que respete e integre la diversidad del país y promueva el pensamiento crítico en los estudiantes, esto ha derivado en una enseñanza funcional y poco reflexiva que se centra únicamente en el contenido lingüístico. Diversos estudios ponen de manifiesto esta inconsistencia. Por ejemplo, los estudios de Henao et al. (2019) y Torres (2022) muestran que los materiales y las prácticas de enseñanza del inglés promueven una interculturalidad superficial, la cual, en realidad, podría abordarse desde una perspectiva crítica. En este contexto, el presente estudio se fundamenta en el marco de la interculturalidad crítica, definida por Walsh (2010) y Granados (2015) como una perspectiva que se centra en las estructuras de poder que generan inequidad entre culturas. Considerando todo lo anterior, este trabajo presenta un estudio de investigación-acción que explora cómo el análisis crítico del contenido de las redes sociales puede facilitar el desarrollo de la interculturalidad crítica en estudiantes de séptimo grado de una escuela pública en Bogotá. Los resultados del estudio sugieren que el contenido de las redes sociales puede ser una herramienta clave para fomentar el pensamiento crítico y el diálogo intercultural, a la vez que fortalece las habilidades comunicativas de los estudiantes.spa
dc.description.abstractenglishIn Colombia, although different educational policies of English language teaching (e.g., PFDCLE in 2010, Colombia Very Well in 2014, and Colombia Bilingüe in 2018) require teaching that respects and integrates the diversity in the country and also promotes critical thinking in students, it has resulted in a functional and unreflective teaching that focuses merely on linguistic content. Various studies highlight this inconsistency. For example, studies by Henao et al. (2019) and Torres (2022) show that English materials and English teaching practices promote a superficial promotion of interculturality, which, actually, could be addressed in a critical view. In this context, this study is based on the framework of critical interculturality, defined by authors Walsh (2010) and Granados (2015) as a perspective that focuses on the power structures that generate inequity between cultures. Considering all the above, this paper reports on an action research study that explores how the critical analysis of social media content can facilitate the development of critical interculturality in 7th-grade students at a public school in Bogotá. The findings of the study suggest that social media content can be a key tool for fostering critical thinking and intercultural dialogue, while strengthening students' communicative skills.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/22500
dc.language.isoen
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
dc.relation.referencesArroyo, A. (2016). Pedagogías decoloniales y la interculturalidad: perspectivas situadas. In M. Di Caudo, D. Llanos, & M. Ospina, Interculturalidad y educación desde el Sur (pp. 47-66). Ecuador: Editorial Universitaria Abya-Yala. Retrieved from https://biblioteca-repositorio.clacso.edu.ar/bitstream/CLACSO/16492/1/Interculturalidad_y_educacion.pdf
dc.relation.referencesBehar, D. (2008). Metodología de la Investigación. Editorial Shalom. Retrieved from https://187.191.86.244/rceis/wp-content/uploads/2015/07/Metodolog%C3%ADa-de-la-Investigaci%C3%B3n-DANIEL-S.-BEHAR-RIVERO.pdf
dc.relation.referencesBenaissa, S. (2018). La producción y consumo de contenidos de redes sociales por las audiencias de medios digitales. Ámbitos Revista internacional de comunicación, 42(4), 55-75. Retrieved from http://dx.doi.org/10.12795/Ambitos.2018.i42.04
dc.relation.referencesBonilla, X., Cruz, F., & Solano, V. (2022). Configuraciones de alteridad en prácticas pedagógicas de segundas lenguas —español e inglés— en Colombia. Praxis & Saber, 13(35). doi: https://doi.org/10.19053/22160159.v13.n35.2022.14712
dc.relation.referencesBourdieu, P. (1986). The Forms of Capital. En J. Richardson, Handbook of Theory and Research for the Sociology of Education (págs. 241–258). New York: Greenwood. Retrieved from https://home.iitk.ac.in/~amman/soc748/bourdieu_forms_of_capital.pdf
dc.relation.referencesBraun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
dc.relation.referencesBritish Council. (2015). English in Colombia: An examination of policy, perceptions and influencing factors. Colombia. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/English%20in%20Colombia.pdf
dc.relation.referencesBrutt, J. (2002). World English: A Study of Its Development. Great Britain: Multilingual Matters Ltd. Retrieved from https://dokumen.pub/world-english-a-study-of-its-development-9781853595790.html
dc.relation.referencesBurns, A. (2010). What is action research? In Doing Action Research in English Language Teaching (págs. 1-21). New York: Routledge. Retrieved from https://www.researchgate.net/publication/361088110_Burns_A_2010_Doing_Action_Research_in_Language_Teaching_A_Guide_for_Practitioners_NY_Routledge_Pp_196
dc.relation.referencesByram, M. (1997). Teaching and Assessing Intercultural Communicative Competence Multilingual Matters. Multilingual Matters. Retrieved from
dc.relation.referencesComboni, S., & Juárez, J. (2013). Las interculturalidad-es, identidad-es y el diálogo de saberes. Reencuentro (66), 10-23. Retrieved from http://www.redalyc.org/articulo.oa?id=34027019002
dc.relation.referencesCongreso de la República de Colombia. (17 de octubre de 2012). Ley Estatutaria 1581 de 2012. Retrieved from https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=49981
dc.relation.referencesCrookes, G. (2013). Critical ELT In Action. New York: Routledge. Retrieved from https://www.researchgate.net/publication/280787702_Critical_ELT_in_Action_Foundations_Promises_Praxis_by_Graham_V_Crookes
dc.relation.referencesCrystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Retrieved from https://culturaldiplomacy.org/academy/pdf/research/books/nation_branding/English_As_A_Global_Language_-_David_Crystal.pdf
dc.relation.referencesDecreto 804 de 1995. (1995). Decreto 804 de mayo 18 de 1995. Retrieved from https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=1377
dc.relation.referencesDepartamento Administrativo Nacional de Estadística (DANE). (2019). Presentación grupos étnicos población NARP 2019. Retrieved from https://www.dane.gov.co/files/investigaciones/boletines/grupos-etnicos/presentacion-grupos-etnicos-poblacion-NARP-2019.pdf
dc.relation.referencesFairclough, N. (1989). Language and power. New York: Longman Group. Retrieved from https://www.researchgate.net/profile/Norman-Fairclough/publication/49551220_Language_and_Power/links/54db76260cf233119bc62bc2/Language-and-Power.pdf
dc.relation.referencesFreire, P. (1967). La educación como práctica para la libertad. Siglo Veintiuno. Retrieved from https://asslliuab.noblogs.org/files/2013/09/freire_educaci%C3%B3n_como_pr%C3%A1ctica_libertad.pdf_-1.pdf
dc.relation.referencesFreire, P. (1970). Pedagogy of the oppressed. United States of America: Continuum. Retrieved from https://files.libcom.org/files/Paulo%20Freire,%20Myra%20Bergman%20Ramos,%20Donaldo%20Macedo%20-%20Pedagogy%20of%20the%20Oppressed,%2030th%20Anniversary%20Edition%20(2000,%20Bloomsbury%20Academic).pdf
dc.relation.referencesFreire, P. (1993). Cartas a quien pretende enseñar. Buenos Aires: Siglo Veintiuno. Retrieved from https://www.icesi.edu.co/blogs/daa1/files/2021/09/FREIRE-cartas-a-quien-pretende-ensenar.pdf
dc.relation.referencesGarcía Canclini, N. (2004). Diferentes, desiguales y desconectados. In N. García Canclini, Diferentes, desiguales y desconectados: Mapas de la interculturalidad (págs. 45-79). Barcelona: Gedisa, S.A. Retrieved from https://oibc.oei.es/uploads/attachments/123/garcia-canclini-nestor-diferentes-desiguales-y-desconectados-mapas-de-la-interculturalidad.pdf
dc.relation.referencesGiroux, H. (2013). La Pedagogía crítica en tiempos oscuros. Praxis Educativa, 7(1-2), 13-26. Retrieved from http://www.redalyc.org/articulo.oa?id=153129924002
dc.relation.referencesGoh, R., Lim, L., & Wee, L. (2013). The Politics of English: South Asia, Southeast Asia and the Asia Pacific. Philadelphia: John Benjamins Publishing Company. Retrieved from https://benjamins.com/catalog/wlp.4?srsltid=AfmBOoqGanqsY3vgC16ijyydU1lcuwHZTN5YR-HDUSejHM-FZ8huYThS
dc.relation.referencesGramsci, A. (1991). Prison Notebooks. London: ElecBook. Retrieved from https://uberty.org/wp-content/uploads/2015/10/gramsci-prison-notebooks.pdf
dc.relation.referencesGranados, C. (2022). Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality. Íkala, Revista De Lenguaje Y Cultura, 27(3), 627–645. doi: https://doi.org/10.17533/udea.ikala.v27n3a03
dc.relation.referencesGutiérrez, C. (2022). Learning English from a critical, intercultural perspective: The journey of preservice language teachers. Profile: Issues in Teachers’ Professional Development, 24(2), 265–279. doi: https://doi.org/10.15446/profile.v24n2.97040
dc.relation.referencesHall, S. (2010). La Cuestión Multicultural. In E. Restrepo, C. Walsh, & V. Vich, Teorías de la Cultura (págs. 583-589). Colombia: Universidad Javeriana, IEP y Universidad Andina Simón Bolivar. Retrieved from https://www.ram-wan.net/restrepo/hall/la%20cuestion%20multicultural.pdf
dc.relation.referencesHenao, E., Gómez, J., & Murcia, J. (2019). Intercultural awareness and its misrepresentation in textbooks. Colombian Applied Linguistic Journal, 21(2), 179-193. doi: https://doi.org/10.14483/22487085.14177
dc.relation.referencesHernández, R., Fernández, C., & Baptista, P. (2014). Metodologia de la Investigación. México D.F: McGRAW-HILL. Retrieved from https://apiperiodico.jalisco.gob.mx/api/sites/periodicooficial.jalisco.gob.mx/files/metodologia_de_la_investigacion_-_roberto_hernandez_sampieri.pdf
dc.relation.referencesHorkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment: Philosophical Fragments. Stanford: Stanford University Press. Retrieved from https://dn710607.ca.archive.org/0/items/pdfy-TJ7HxrAly-MtUP4B/Dialectic%20of%20Enlightenment%20-%20Theodor%20W.%20Adorno%2C%20Max%20Horkheimer.pdf
dc.relation.referencesKaplan, A., & Haenlein, M. (2009). Users of the world, unite! The challenges and opportunities of Social Media. ScienceDirect, 53, 59-68. doi: 10.1016/j.bushor.2009.09.003 Retrieved from https://www.researchgate.net/publication/222403703_Users_of_the_World_Unite_The_Challenges_and_Opportunities_of_Social_Media
dc.relation.referencesKramsch, C. (2014). The Challenge of Globalization for the Teaching of Foreign Languages and Cultures. Electronic Journal of Foreign Language Teaching, 11(2), 249–254. Retrieved from https://www.academia.edu/83731096/The_Challenge_of_Globalization_for_the_Teaching_of_Foreign_Languages_and_Cultures_1
dc.relation.referencesKumaravadivelu, B. (2003). Beyond Methods. London: Yale University Press. Retrieved from https://www.ugr.es/~isanz/archivos_m3thodology/kumaravidelulibrocap1.pdf
dc.relation.referencesLatorre, A. (2005). La investigación-acción. In La investigación-acción: Conocer y cambiar la práctica educativa (pp. 23-38). Editorial GRAÓ. Retrieved from https://www.uv.mx/rmipe/files/2019/07/La-investigacion-accion-conocer-y-cambiar-la-practica-educativa.pdf
dc.relation.referencesLenharo, R., Monteiro, D., & Ferreira, F. (2023). Social Justice, vulnerability and English Language teaching: the use of Didactic Sequences and possibilities of articulation with Socio-Discursive Interactionism. Raído, 17(44), 299–317. doi: https://doi.org/10.30612/raido.v17i44.17
dc.relation.referencesLey General de Educación. (1994). Ley 115 de 1994, 8 de febrero de 1994. Retrieved from https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=292
dc.relation.referencesLifschitz, J. (2015). El audiovisual como forma de intervención social. Mediaciones Sociales, 13, 161-183. doi: https://doi.org/10.5209/rev_MESO.2014.n13.49436
dc.relation.referencesLópez, J. (2022). La dimensión intercultural en una pedagogía crítica de lenguas adicionales. Universidad de Alicante. Alicante, Spain. Retrieved from https://rua.ua.es/bitstream/10045/142578/1/tesis_julian_lopez_medina.pdf
dc.relation.referencesMerriam, S., & Tisdell, E. (2016). Qualitative Research: A Guide to Design and Implementation. United States of America: Jossey-Bass. Retrieved from https://repository.act.ac.rw/server/api/core/bitstreams/323490a5-4e3f-4cd1-ab1a-8ec2ec2e1a21/content
dc.relation.referencesMinisterio de Educación Nacional. (2006). Plan Nacional Decenal de Educación 2006-2016. Retrieved from https://www.mineducacion.gov.co/portal/micrositios-institucionales/Plan-Nacional-Decenal-de-Educacion-2016-2026/
dc.relation.referencesMoya, D., Moreno, N., & Núñez, V. (2018). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo Y Pensamiento, 37(73). doi: https://doi.org/10.11144/Javeriana.syp37-73.iltc
dc.relation.referencesNazim, Z., & Venkat, S. (2012). Data and Data Collection: Artifacts. In Action Research Handbook (págs. 42 - 56). Creative Commons. Retrieved from https://ecampusontario.pressbooks.pub/actionresearchhandbook/
dc.relation.referencesOses, A., Cabeza, O., Flórez, C., & Botero, D. (2022). Educación intercultural crítica: una alternativa para la construcción del posconflicto colombiano. Análisis, 54(101), 1-25. doi: https://doi.org/10.15332/21459169.7579
dc.relation.referencesOssa, M., & Restrepo, K. (2020). Los Memes y las Representaciones de Género en Jóvenes de la Institución Educativa Playa Rica del Municipio de Bello. Bello, Colombia: Corporación Universitaria Minuto de Dios. Retrieved from https://repository.uniminuto.edu/items/f1b378b0-c491-490a-838f-628d222de1f9
dc.relation.referencesOviedo, H., & Jaramillo, C. (2023). Critical Intercultural Pedagogical Experiences: The Case of Two Public Schools in Colombia. Colombian Applied Linguistics Journal, 25(2), 74-90. doi: https://doi.org/10.14483/22487085.20616
dc.relation.referencesPennycook, A. (2007). Global Englishes and Transcultural Flows. New York: Routledge. Retrieved from https://www.researchgate.net/publication/248687624_Alastair_Pennycook_Global_Englishes_and_transcultural_flows_London_Routledge_2007_Pp_vii_189_Pb_3395
dc.relation.referencesPennycook, A. (2010). Language as a local practice. New York: Routledge. Retrieved from https://www.researchgate.net/publication/288289784_Language_as_a_Local_Practice
dc.relation.referencesPennycook, A. (2013). The Cultural Politics of English as an International Language. New York: Routledge. Retrieved from https://bayanebartar.org/file-dl/library/Linguistic1/The_Cultural_Politics_of_English.pdf
dc.relation.referencesPicón, A., Orna, E., & Lucio, Y. (2025). Interculturalidad crítica: ¿cómo descolonizar la educación? In Código Científico Revista De Investigación, 5(1), 1009–1032. Doi: https://doi.org/10.55813/gaea/ccri/v5/n1/414
dc.relation.referencesQuinn, M. (2015). Chapter 2. Strategic Themes in Qualitative Inquiry. In Qualitative research & evaluation methods: integrating theory and practice (pp. 95-147). United States of America: SAGE Publications. Retrieved from https://aulasvirtuales.wordpress.com/wp-content/uploads/2014/02/qualitative-research-evaluation-methods-by-michael-patton.pdf
dc.relation.referencesRobson, G. (2017). Critical Interculturality: Lectures and Notes. Cambridge Scholars Publishing. Retrieved from https://books.google.com.co/books/about/Critical_Interculturality.html?id=M10pDwAAQBAJ&redir_esc=y
dc.relation.referencesSantos, B. (2009). Epistemologies. New York: Routledge https://unescochair-cbrsr.org/pdf/resource/Epistemologies_of_the_South.pdf
dc.relation.referencesSeo, Y. (2022). Creating the Space to Talk about Race and Racism in English Language Teaching. Modern English Education, 23(3), 1-9. doi: https://doi.org/10.18095/meeso.2022.23.3.1
dc.relation.referencesSimons, H. (2009). Whose Data Are They? Esthics In Case Study Research Mid-Term Letter. In H. Simons, Case Study Research in Practice (págs. 134-157). California: SAGE. Retrieved from https://methods.sagepub.com/book/mono/case-study-research-in-practice/toc#_
dc.relation.referencesTheodor, A., & Horkheimer, M. (1947). Dialectic of Enlightenment. California, Usnited States of America: Stanford University Press. Retrieved from https://archive.org/download/pdfy-TJ7HxrAly-MtUP4B/Dialectic%20of%20Enlightenment%20-%20Theodor%20W.%20Adorno%2C%20Max%20Horkheimer.pdf
dc.relation.referencesTorres, A. (2022). English Learning: Pedagogical Discourses, Challenges, and Prospectives. Universal Journal of Educational Research, 10(3), 205-214. doi:10.13189/ujer.2022.100303 Retrieved from https://www.hrpub.org/journals/article_info.php?aid=11865
dc.relation.referencesTuhiwal Smlth, L. (2016). La investigación a través de la mirada imperial. In Linda Tuhiwal Smlth, A descolonizar las metodologías (pp. 71-91). Santiago, Chile: LOM Ediciones. Retrieved from https://elizabethruano.com/wp-content/uploads/2019/07/Tuhiwai-Smith-2016-A-descolonizar-las-metodologias.pdf
dc.relation.referencesWalsh, C. (2010). Interculturalidad crítica y educación intercultural. In J. Viaña, L. Tapia, C. Walsh, & III-CAB, Construyendo Interculturalidad Crítica (pp. 75-96). La Paz, Bolivia: Instituto Internacional de Integración del Convenio Andrés Bello. Retrieved from https://sermixe.org/wp-content/uploads/2020/08/Lectura10.pdf
dc.relation.referencesWalsh, C. (2013). Pedagogías Decoloniales: Prácticas insurgentes de resistir re)existir y (re)vivir. Quito, Ecuador: Ediciones Abya-Yala. Retrieved from https://caritascolombiana.org/wp-content/uploads/2016/10/Catherine-Walsh-Pedagog%C3%ADa-Decoloniales-Tomo-I.pdf
dc.relation.referencesWong, W., & Ortega, Y. (2023). Addressing Anti-Black Racism in English Language Teaching: Experiences from Duoethnography Research. Tesol Quarterly, 1-32. doi: https://doi.org/10.1002/tesq.3291
dc.relation.referencesWorld Bank Group. (2024). www.worldbank.org. Retrieved from https://data.worldbank.org/indicator/SI.POV.GINI?locations=CO
dc.relation.referencesŽižek, S. (1998). Multiculturalismo o la lógica cultural del capitalismo multinacional. In F. Jameson, & S. Žižek, Estudios Culturales. Reflexiones sobre el multiculturalismo (pp. 137-188). Buenos Aíres: Paidos. Retrieved from https://www.felsemiotica.com/descargas/Jameson-Fredric-y-Zizek-Slavoj-Estudios-culturales.-Reflexiones-sobre-el-multiculturalismo.pdf
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInterculturalidad críticaspa
dc.subjectDiversidad culturalspa
dc.subjectContenido de redes socialesspa
dc.subject.keywordsCritical interculturalityspa
dc.subject.keywordsCultural diversityspa
dc.subject.keywordsSocial media contentspa
dc.titleAnalyzing social media content in the english classroom to promote critical interculturality with 7th graders at a public school in Bogotá.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Critical interculturality.pdf
Tamaño:
3.33 MB
Formato:
Adobe Portable Document Format
Descargar

Bloque de licencias

Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
No hay miniatura disponible
Nombre:
202603250117783 29MAY2026 HENRY PINZON.pdf
Tamaño:
1.62 MB
Formato:
Adobe Portable Document Format
Descripción:
LICENCIA APROBADA
Descargar

Colecciones

Licenciatura en Español e Inglés