EVIDENCES OF MY 10 HOURS OF OBSERVATION

CORPORACION UNIVERSITARIA DELCARIBE

CECAR

TRABAJO PRÁCTICA INTEGRAL INGLESA

PROGRAMA: LICENCIATURA EN INGLES

ESTUDIANTE: YESID HUMBERTO VILLA AGUILAR

PROFESORA: MARTHA JOHANNA MORENO BLANCO

GUAPI- CAUCA

AÑ0 2018
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Introdution ____________________________________________________________3
This is my school San José de Guare_______________________________3
History_____________________________________________________________________ 3
What about the edification?_________________________________________5
Institutional Values___________________________________________________5
Mission__________________________________________________________________5
Vision____________________________________________________________________6
General Objective______________________________________________________6
Specific Objectives_____________________________________________________6
Motto_____________________________________________________________________7
Symbol___________________________________________________________________7
Institutional system of student assessment_______________________7
Google maps Location_________________________________________________8
My students profile____________________________________________________9
My advisor teacher profile____________________________________________9
What I teach____________________________________________________________10
Cover letter ____________________________________________________________21
CV________________________________________________________________________22
Hoja de vida en español______________________________________________25
The official presented letter signed by my principal___________42
My LinkedIn profile_____________________________________________________
Conclusion______________________________________________________________________
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Introdution
Since some time has been the interest desire and eagerness to develop research in almost all

educational institutions whatever level, although this purpose is evident only at the time of the

work as option of degree. This reductionist vision does not allow reading of what you can afford

to the inside of the classroom where they emerge where resultant many possibilities for do the

unpredictable. In this sense the classroom projects arise as an alternative that allows the

educational action in the classroom and do so in a flexible and innovative. "The class project is a

didactic proposal based on the solution of problems, from the formative processes, within the

school". (González Agudelo, 2002)

The class project is efficient in the a to fund is known as the mission, vision and objectives of the

institutional educational project just like that their physical and social environment.

This is my school San José de Guare

History
The school San Jose De Guare is located in the rural area of the municipality of Guapi, in the

lane San José de Guare, northwest of the municipal seat at the right margin Guajui River two (2)

hours away by speedboat from the municipal.

This town was founded in the year 1930 with the name of Olaya Herrera its founders were

MARCIANO Castro and his family, Juan Ramos and his family, Evangelist Montaño,

PEDRO ANGLE, JOHN DESIDERIO SINISTERRA who started the town building the first

houses in the fall part, the founders of the town as well as inhabitants are principally engaged

in economic activities in the primary sector (fishing, agriculture, mining and crafts) for

subsistence purposes among them it emphasize the mining, fishing, agriculture, and cut down

wood. (garcia, 2017)

At present, the community has an average of 100 families with a population of 550

inhabitants, the predominant ethnicity Afro-Colombians, their houses are of wood with zinc
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

roof and tejalit, in terms of public services how water aqueduct the 24 hours, there isn’t

service of electrical energy only there is 4 hours daily sometime.

Zanchez Ana & Montaño Eleuterio (2017)Affirm that the first school in the town was founded

in 1933, under the leadership of the teacher RITA TULIA PERLAZA. Who began its work

attending 112 students, in journey continues for attend the students this teacher led the build of

the house of the teacher in which habit until the arrive of the Franciscan religious community

with Monsignor Joseph of Jesus Arango who moved to the teacher that is replaced by the

marine teachers also Góngora, EDUVINA GÓNGORA AND CANCHIMBO victory this last

was from city of Buenaventura. It is as well, how as Monsignor helps Community, to change

the school location toward the right margin of the town because during the low tide was

difficult for students because on the front of this has mud that leave the low tide.

The school was located in the neighborhood the union at the foot of the hillock of the3 Cross

their first teachers were, NORA AND ITS

SUCCESSOR AURA MARIA OROBIO,

LUZ MARIA LEDEZMA, EUDOXIA

TORRES, MARÍA ATAND PINILLO,

OMAIRA, JORGE ENRIQUE GODOY,

LUIS ANGEL LEDEZMA, MARIA

MINOTA, GRISELDA WALLS OF ZÚÑIGA, ZOILA among others.

In the year 1998 arrived teachers ANA ROSA SANCHEZ AND FRANCISCO JOSÉ

GARCÍA SOLIS and they saw the need to expand coverage by creating the basic secondary

schools, because many students didn´t have the facility to continue their studies after finished

of the basic they stay in town working in activities farming work, because the socio-economic

situation of their parents weren´t the better to send them to continue their study in Guapi or in

another place. (Campaz, 2017)

Thanks to God and the Blessed Virgin Mary on August 8th of 2003 began the basic secondary

schools with grade 6, with 17 students and 5 teachers who had a full academic in the primary,

but collaborated with overtime with that new degree (6°).

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

The first teachers of secondary schools were: ANA ROSA SANCHEZ, FRANCISCO JOSÉ

GARCÍA SOLIS, ESTHER SOFIA CAICEDO, CARMEN ELENA ARIZABALETA

LEATHER, and MARÍA ELISA SINISTERRA MONTAÑO. (Montaño, 2017)

What about the edification?

Institucional Values
 Respect

 Honesty

 Tolerance

 solidarity

 LOVE

 Empathy

Mission
The institution educational San José de Guare, is an educational community focused on respect

for human dignity, committed with the formation of men and women of integrity, with

undertake minds in the agricultural sector through of productive pedagogical projects, with

spiritual principles and values and an consciousness cultural ethnic vouch for. The institution it’s
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

project Plans way for the formation of future leaders and leaders of the Colombian Pacific, so

that from their work to help with the construction of the progress in the region. (Carabali, 2015)

Vision
In the 2025 Vision We will be recognized as an institution with high standards of academic

quality where it formation men and women a solid, comprehensive training, wide entrepreneurial

minds in the agricultural sector through relevant productive pedagogical projects, and leaders in

the development of the municipality and the Pacific region. (garcia, 2017)

General Objective
cohesion processes that generate all the organizational structure, administrative and

pedagogical educational institution of the San José de Guare, which answer by the integral

formation of the learner, the social development of the community and the continual

improvement of the quality of the education and strive for excellence through a

comprehensive process that allows resizing to man as a person biological, psychological,

intellectual, social, moral and transcendent to assume with autonomy and responsibility their

life project and the development of their region. (Docentes, 2015)

Specific Objectives
 Involve the educational community in the planning, management and assessment of the

development of the institutional processes, through the participation of responsible,

active and democratic.

 further an experience of the Afro-Colombian ethnic values based on the development of

the free personality, and having a transcendent vision of man, futuristic and trained to

respond to the demands and changes in the environment.

 EVIDENCES OF MY 10 HOURS OF OBSERVATION

 Assume an attitude of commitment, respect and appreciation of the school, family and

community for the use of natural resources and the defense of the territory, looking for

the improvement of the quality of life.

 exalt the internal efficiency of the educational process of the institution, qualifying the

administration of human resources, pedagogics, physical and financial.

 Schedule, plan and execute agricultural projects, fish, craft to develop abilities and skills

for the benefit of the students and their community.

 Guide the organization, management, control and evaluation of the administrative task,

to generate institutional processes that are responsive to the needs of the community.

Motto
“Among crowds extensive we make a difference” (Garces, 2016,p113).

Symbol

Institutional system of student assessment

In the light of the guidelines established by the General Education Law, the Decree 1860 of 1994

and Decree 1290 of April 16th of 2009 the evaluation must perform the following criteria:

Continues: That is permanently monitoring the student, to observe the progress and the

difficulties that arise in the process of their formation. At the end of each act of education, theme

unit, period and process of the development of standards and competencies of each subject of the

curriculum.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Integral: Take into account all the dimensions of the student's development, as be bio-psycho-

social for demonstrate the process of learning, skills development and organization of

knowledge.

Systematic : Carry out the evaluation taking into account the pedagogical principles that relate to

the goals, objectives of education, the vision and mission of the educational institution, the

powers of the various subjects, accomplishments, indicators of achievement, curriculum

guidelines or scientific structure of areas/or subjects, contents and methods.

Guidance: that permits to discover fallacy and mistake, or failures in the process allowing it to

be useful and timely.

Flexible : which take into account the rhythms of student learning and development in its

different aspects of interest, capacities, difficulties, limitations of affective, family type,

nutritional, social environment, physical disabilities of whatever, own styles, giving a special and

differential management according to the relevant problems .

Interpretative: that allow students to understand the meaning of the processes and results, and

make reflections on the scope and the failure to establish corrective pedagogic that allow you

advance its development in the normal way.

Participatory : comprise, the student, teacher, parent and other request that contribute to make

some good methods in that the students were who participate in the pedagogical processes.

Formative: Allows redirect the educational processes and methodologies educative when

present signs of disapproval in some course, analyzing the causes and looking for that what are

learned in class would have an effect on the behavior and attitudes of students in their context.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Google maps Location

My students profile

Theses student are live in rural zone of Guapi municipality they never have had a English
teacher, they are marvelous, intelligent, easy going and
polite. Always they reflect the institutional values are
interesting and motived by learn English as well as do
many question about how say some word in English
they like the class motived and didactic so they are
friendly
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

My advisor teacher profile

My advisor teacher is a person friendly, easygoing, likes to work with children and young.
Her professional experience is excellent has worked in many school, teaching Spanish and
English. She has been advisor teacher of other students too, in her class are dynamics always her
students are motivated because in the class her there are many didactic material moreover is
facilitate the social development, educative and the culture and her pedagogic work is very
organized; sometime is a person very serious but is funny .She has achieved to be bachelors in
Castilian language with emphasis in English and Specialist in education too.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

What I teach

Grade: 6° Period 1

Standards Competenc Basic Lesson Performance

e Rights of
Learning

 I Linguistic  Participa  Greetings  Identifies and

understan tes in a and expresses phrases
d basic short Farewells, that give
informati conversa formal instructions.
on about tion to and  Make short
subjects Pragmatics say their informal. conversations in
related to name,  Personal English.
my age and Informati  Understand and
everyday basic on. produce written
activities data to  0-100 texts.
and with
Sociolinguist
teachers, numbers.  Includes rounds
my
ics
friends  The time. and songs worked
environm and  Days of in class.
ent. family. the week.  Expresses
 I can  Months of situations related
understan the year. with the time and
d short,  The performs exercises
 Requests
simple weather. in which sets forth
and
messages  Definite the time.
provides
related to and
clarificat
my indefinite
ion on
surroundi articles.
how to
ngs and
write
my
names
personal
and
and
unfamili
academic
ar words
interests.
in a short
 Complete
conversa
basic
tion.
personal
informati
on in
formats
and
simple
document
s.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 6° Period 2

Standards Competence Basic Rights Lesson Performance

of Learning

 Understand  Can  Personal

questions and understand pronouns.
oral and use  Possessive  To correctly answer short
expressions familiar pronouns. questions in English
Linguistic
that are words and  Apostrophe s using the vocabulary
learned.
reflected to short  verb to be
me, my phrases present.  Identifies the personal
pronouns orally and in
family, my about  Professions,
friends and routines, writing.
places.
Pragmatics  Know the different
my daily  Use of the
environment. activities professions that can have
dictionary.
 Identified the and tastes.  Wh.
the people.
proper  Describes  Gives a comprehensive
 Demonstrativ
meaning of the basic description in simple
e pronouns.
the words in Sociolinguistics features of terms, on daily aspects of
 The family.
the dictionary people their environment, such
 Parts of the
to suit the things and as people, places, and
body.
context. places in experience.
 I write a short your
text relating school,
to me, my community
family, my through
friends, and phrases
my and
environment sentences.
or about facts
that are
familiar to
me.
 I give simple
oral
directions in
school
situations
family and
my
environment
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 6° Period 3
Standards Competence Basic Rights of Lesson Performance
Learning

 I asked for Linguistic  I answer  Adjectives  Makes exercise of

explication questions  Clothing. writing and
of specific related to the  Color production of
situations of what, who and  Nationalities. everyday
my school, when after  Moods expressions.
my family Pragmatics reading or
and my listening to a
environment. text short and
 Classifies objects in
simple, always
the classroom and
and when the
Sociolinguistics places them
topic is related
 I understand according to their
to events that
basic color.
are familiar
information
about
subjects
related to my
everyday
activities and
with my
environment.

 I write short
messages
and with
different
purposes
related to
situations,
objects or
people in my
immediate
environment.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 6° Period 4

Standards Competence Basic Rights of Lesson Performance

Learning

 I understand Linguistic  Understands  Parts of the  Includes

basic the subject sentence short texts
information and general in English.
about subjects information
related to my of a text short
 Construction of
everyday Pragmatics and simple,
simple  Identify the
activities and using aid such
paragraphs. parts of the
with my as images,
sentence.
environment. titles and
 I understand keywords.
written
Sociolinguistics  Dialogs.
intrusions to  Build
reach personal coherent
 Requests and
and academic paragraphs
activities.
provides  Readings.
describinga
clarification
 I write short ctivitiescarr
on how to
messages and ied out by
write names
with different other
and
purposes people.
unfamiliar
related to
words in a
situations,
short
objects or
conversation.
people in my
immediate
environment
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 7° Period 1
Standards Competence Basic Lesson Performance
Rights of
Learning

 I understand and I
follow specific
instructions when Linguistic  Participat  Diagnostic  Identifies the
they are presented es in a  Exercises verb as an
in a clear and short Strengthen element of
known vocabulary. conversat ing. sentence and its
 I understand ion in  Review grammatical
literary texts, Pragmatics which Can, function.
academic and provides Could. 
general interest informati  Verb to be  Present a tolerant
written in a simple on about in the past. attitude and
language. itself,  Verb to be respectful when
 Use appropriate about in the speaking and
Sociolinguistic
vocabulary to give people, future. listening to
s
coherence to my places,  There is, others.
writings. and there are.
events 
 Complete basic How
that are many, how
personal  Expresses exact
familiar. much.
information in quantity in
formats and simple  Reading. addition to the
documents.  Dialogs existence of
 Begin, maintain  Describes abstract
and close a simple , in an situations in the
conversation on a oral way, past.
subject known to people,
man. activities,
 I participated in events
everyday and
communicative personal
situations, such as experienc
asking for favors, es.
apologize and
thank.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 7° Period 2

Standards Competence Basic Rights Lesson Performance

of Learning

 I
understand
and I follow Linguistic  Write  Auxiliary  Talks with
specific short texts Will. specific dates
instructions and simple  There were, of events or
when they actions, there was. situations that
are experience  Ordinal occurred in the
presented in Pragmatics s and plans numbers. past or that
a clear and that you  Special may arise in
known are Dates. the future.
vocabulary. familiar  Differentiate
 I with. between
understand  Describes cardinal and
Sociolinguistics
questions people, ordinal
and oral activities, numbers.
expressions events and  Read out loud
that are personal and with
reflected to experience appropriate
me, my s. texts according
family, my to the topics
friends and studied.
my
environmen  Build coherent
t. paragraphs
 Used describing
nonverbal activities
codes such carried out by
as gestures other people.
and
intonation,
among
others.
 Simple
sentences to
describe my
daily
routine and
others.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 7° Period 3
Standards Competence Basic Rights of Lesson Performance
Learning

 Builts questions
 I answer with  Recognizes  Simple using auxiliary
short Linguistic specific present do and does for
information  .Auxiliary
sentences to refer to the
related to
simple objects, people,  Readings. simple present.
questions on and actions  Dialogs
topics which when we are
are familiar to Pragmatics known and they .
speak slowly.  Participates in
me.
dialogs in
 Gives and present simple
 I can remove
receives dealing with
general and instructions and familiar topics
specific Sociolinguistics suggestions on and vocabulary
information topics related to
already studied.
of a short text their everyday
written in a environment.
simple
language.  Describes
events of the
 I understand present or the
the general past with
idea in a textual
description coherence.
and narration.

Grade: 7° Period 4

Standards Competence Basic Rights Lesson Performance

of Learning

 Makes
question in
 I understand and I follow Linguistic  Describes  Past simple. past.
specific instructions when they actions  Auxiliary
are presented in a clear and related to a Did.
known vocabulary. topic of their  Adverbs of .
family or manner.
Pragmatics school  Adverbs of  Gives coherent
environment response to
place
 I understand basic information questions
about subjects related to my
. For this,  Reading. raised with
use simple  Dialogs. affairs of the
everyday activities and with my
sentences time spent.
environment.
and is
Sociolinguistics
supported
by images.
 I can understand short, simple
messages related to my
.
surroundings and my personal
and academic interests with short
phrases to simple questions on
topics which are familiar to me.
 Participated in everyday
communicative situations, such
as asking for favors, apologize
and thank.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 8° Period 1

Standards Competence Basic Rights Lesson Performance

of Learning

 Give
simple
 Understand Linguistic  Requests  Degrees of description
what I'm told and comparison. s about
the teacher and provides  Possessive daily
my classmates information adjectives. aspects of
in everyday on  Possessive their
interactions Pragmatics experiences pronouns. environme
within the and plans in  Reading. nt, such as
classroom, a clear and  Dialogs people,
without the brief. places, and
need for experience
repetition. s
Sociolinguistic
s  Explains in  Using your
writing, in a own
 I write stories coherent informatio
about personal and simple, n or
experiences situations situations
and facts and events that are
around me. that are unfamiliar
 Produce simple familiar. to you,
texts with using
different known
functions vocabulary
(Describe, .
narrate, argue)
about personal
issues and  It
related to other establishes
subjects. relationshi
ps of
addition,
sequence
of cause
and effect
and simple
compariso
ns.

 Identify the
possessive
pronouns
orally and
in writing.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 8° Period 2

Standards Competence Basic Rights of Lesson Performance

Learning

 I Linguistic  Recognizes  Let's  Identifies

apprecia specific (imperatives). connectors
te the information  Connectors. or
reading in oral and  Readings. keywords in
as an written short  Dialogs. a text.
importa Pragmatics texts on
nt topics of
activity general
 Identifies
for all interest.
the general
areas of
sense of a
my life.
Sociolinguistic text.
s  Exchange of
information
 Produce on academic
simple subjects in
texts the school
with environment
differen and of
t general
function interest,
s through
(Descri simple
be, conversation
narrate, s, dialogs
argume and role-
nt) play.
about
personal
issues
and
related
to other
subjects

.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 8° Period 3
Standards Competence Basic Rights of Lesson Performance
Learning

 I write Linguistic  Makes  Adverbs of  Known identifies and

stories about recommendations frequency. differentiates the regular
personal to people in your  Irregular and irregular verbs.
experiences community about verbs
and facts what to do, where,  Regular
around me. Pragmatics when, or how, Verbs.
 Properly use adverbs of
based on everyday  Reading.
frequency in simple and
situations of family  Dialogs. compound sentences.
life.
 I write
messages in
different Sociolinguistics
formats on  Makes brief
topics of presentations on an
interest to academic subject
me. related to their
school environment
or your community.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Grade: 8° Period 4

Standards Competence Basic Rights of Lesson Performance

Learning

 I follow the Linguistic  Expresses his  To Have  Identifies

instructions emotions and  Present both orally
given in class feelings about perfect and in
for academic a situation or a  Participle writing the
activities. specific item past. present
Pragmatics on its family or  Reading. simple tense
school of the verb to
environment, have.
 I understand
giving its
what I'm told
reasons for
the teacher
doing so in a
and my Sociolinguistics  Identify
clear and
classmates in different
simple way.
everyday tenses
interactions
within the
classroom,  Narrates
 produce texts
without the briefly current
by applying
need for events,
the present
repetition. everyday
perfect, past
situations or
participle and
their own
made
 Produce experiences,
welcome
simple texts either orally or
pronunciation
with different in writing.
and listening
functions
activities
(Describe,
narrate, argue)
about personal
issues a
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Cover letter

Dear:
Principal.
Mauro Reina Colorado.
Educacional Institution San Jose de Guare

Teacher Training College with ability to work in the basic levels of preschool, primary and basic
secondary education, a student at the University of the Caribbean (CECAR) of bachelor's degree
in English in the virtual modality I am writing to you because I am interested in I do the
professional practice in your school and be part of your team.

My goal as teacher is encourage a positive environment that make easier the learning of
students, I believe that my experience, knowledge and skills learned in the teaching of the
English language will serve for better the level of this language in your institution.

My experience as a teacher is wide I have specific training in the teaching of the language in
English. I have facility for mage study groups and I love working with children and adolescents.
I am very interested in the pedagogical approach of the school I would love to have the
opportunity to contribute to achieving the goals of its institution.

Below I have enclosed my curriculum vitae.

Thank your attention, and waiting for your kind response.

Send kind regards

Yesid Humberto Villa Aguilar

CC.1388826 de Guapi Cauca
Email: yesvia30@gmail.com
Phone: 3127793723
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

CV
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Hoja de vida en español

EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

The official presented letter signed by my principal

EVIDENCES OF MY 10 HOURS OF OBSERVATION
EVIDENCES OF MY 10 HOURS OF OBSERVATION
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

My Linkedin profile
https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149

(https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149, 2107)

Conclusion
The research seeks to constitute recognition of the physical space, human and social

development of the Educational Institution San José de Guare from the experiences reals of the

pedagogic action of teachers who develop the work of classroom projects as a didactic strategy

and its contribution to the generation of investigative competence proposal in its institutional

project.
 EVIDENCES OF MY 10 HOURS OF OBSERVATION

Bibliografía
Campaz, R. (29 de Agosto de 2017). Historia de mi escuela. (Y. H. A., Entrevistador)

Carabali, M. (2015). P.E.I. guapi.

Docentes. (2015). P.E.I. guapi.

garces, A. (2016). proyecto educativo institucional. En docentes, proyecto educativo instituciona (pág.
113).

garcia, F. (29 de Agoto de 2017). Historia de mi comunidad. (Y. H. Villa, Entrevistador)

González, & Agudelo. (2002). Pedagogia y Didáctica.

https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149. (31 de Agosto de 2107).

Obtenido de https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149.

Montaño, N. (28 de Agosto de 2017). Historia de mi escuela. (Y. H. Villa, Entrevistador)

Zanchez Ana, & Montaño Eleuterio. (28 de Agosto de 2017). Histotia de mi escuela. (Y. H. A,
Entrevistador)

https://yeshvia.blogspot.com/

https://www.linkedin.com/in/yesid-humberto-villa-aguilar-2322b8149