Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | FB | 1 | A |
2500261 Education Studies | FB | 1 | A |
2500797 Early Childhood Education | FB | 1 | A |
2500798 Primary Education | FB | 1 | A |
It is recommended to read and analyse educational papers as well as news related to the educational field that appear in the national and international press.
The course addresses the educational phenomenon in today's society and how it can contribute to generating a fairer society. From the sociological, political and institutional contexts of education, it shows the relevance of education in the individual and collective development of individuals and groups, while identifying, broadly speaking, some of the most relevant limitations inherent in nowadays education.
It considers the social, political and institutional frameworks as general references where the action of the agents that intervene in a territory, classroom or other educational space is framed.
The course also contributes to the educational guidance of first-year students in the Faculty of Education Sciences, by presenting the possible areas of intervention of the different education professionals and the contexts in which their performance develops. In this sense, it also has a clear propaedeutic function for later courses.
Some of the training objectives are:
To understand education as a phenomenon influenced by multiple contexts (social, political and institutional);
To develop critical thinking about the educational phenomena as well as the development of the gender perspective in education;
To relate specific educational realities with socio-educational decisions and options;
To identify the social and political dimensions that frame the pedagogical activity.
A) MACRO PERSPECTIVE OF THE SOCIETY
1. Society and social change.
1.1. Individuals and society.
1.2. Social change and changes in the forms of socialization.
2. Social groups, exclusion and social integration.
2.1. Social stratification, mobility and poverty.
2.2. Ethnic and gender as axes of social inequality.
3. Family.
3.1. Evolution and transformation in the composition and family functioning.
3.2. Changes in family socialization styles.
4. Group of peers.
4.1. Dynamics of belonging and identity within the peer group.
4.2. Peer group as a mediator of the other agents of socialization.
5. TV and other screens.
5.1. Use of various screens, social networks and Internet.
5.2. Analysis of the message and its impact on values and behaviours.
6. Spaces of socialization in leisure time.
6.1. Evolution of the concept, amount and use of leisure time.
6.2. Cultural changes in leisure society and mass consumption.
B) MACRO PERSPECTIVE OF EDUCATION: THEORY AND EDUCATIONAL SYSTEMS.
1. Human rights and the right to education
1.1. The right to education and its indicators. International benchmarks and today’s society.
1.2. The rights of the subaltern subjects.
1.3. Children’s rights
2. Educational policies and current legislation
2.1 Policy framework and current educational legislation.
2.2 Political ideologies and educational policies. Current models in the international context.
2.3. Policies of gender equality and inclusion.
3. Diversity, inclusion and educational inequalities.
3.1 Diversity and education models.
3.3 Educational and social inequalities (gender, ethnicity, social class, functional diversity, etc.)
3.4. Models of inclusive education.
4. Educational agents: culture and community
4.1.Adult-centered and patriarchal culture and education.
4.2. Territory, networks and education.
4.3. Relations between family and educational institution.
5. Educational agents: the professionals of education.
5.1 Educators nowadays: role, functions and competences.
5.2 Social function of an educational agent: to reproduce or to create?
5.3 Gender perspective in educators training.
6. The lifelong learning.
6.1. The lifelong learning nowadays.
6.2. The lifelong learning in international perspective.
6.3. Training models throughout life.
C) MEZZO AND MICRO PERSPECTIVE OF EDUCATION: THE CONTEXT INSTITUTIONAL.
1. Educational organizations.
1.1. Organizations as social structures
1.2. Nature of organizations.
1.3. Components of organizations.
2. Types of educational organizations.
2.1. Classification criteria and types of organizations.
2.2. Formal education organizations and their characteristics
2.3. Characteristics of non-formal educational organizations.
3. Institutional autonomy and its implications at institutional level.
3.1. Decentralization, deconcentration and institutional autonomy.
3.2. Formats and types of institutional autonomy.
3.3. Implications of institutional autonomy.
4. Educational institutions and their environment.
4.1. Institutions and their mediated context.
4.2. The opening of institutions to the environment.
4.3. The involvement and participation of educational institutions in the environment.
5. Educational institutions and communities of learning and practice
5.1. Educational communities and social communities.
5.2. Learning communities.
5.3. The school as a learning community.
6. The school as intervention place.
6.1. The place of pedagogical intervention and its components.
6.2. Space planning .
6.3. The pedagogical relationship in the field of intervention.
The teaching and learning methods are student centred.
Due to the exceptional situation, teaching during the first semester will be in mixed mode: On-Site seminar groups and On-Line large group lectures.
The teaching of the second semester will be planned On-Site.
The proposed teaching methodology and assessment may undergo some modification depending on the on-site attendance restrictions imposed by the health authorities.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Field visits (in small groups). During this activity relevant institucions in the filed of education will be visited | 15 | 0.6 | 45, 37 |
Lecturer classes - presentation of the content related to the subject. It is delivered with the whole group | 45 | 1.8 | 45, 42 |
Project RBL (Research Based Learning) | 2 | 0.08 | 48, 46, 30, 42, 41, 37 |
Project RBL (Research Based Learning). Group project | 8 | 0.32 | 45, 48, 46 |
Seminar related to the field visits | 2 | 0.08 | 48 |
Seminars related to the lecturer classes (the group is divided into 3) | 18 | 0.72 | 45, 48 |
Type: Supervised | |||
Tutorial meetings and follow- up activities | 50 | 2 | 41, 37 |
Type: Autonomous | |||
Readings, assignments, field visits preparatory activities, seminars | 150 | 6 | 45, 48, 46, 30, 42, 41, 37 |
ATTENDANCE
Attendance is mandatory, both in master classes and seminars. Otherwise the activities developed during the seminars will be considered not presented.
Written proofs will only be used to explain the absence but in no case exempt from attendance.
In situations of force majeure (does not include work reasons) that prevent class attendance for an extended period, teachers will consider the possibility of non-face-to-face follow-up during that period of time, provided that the student informs them beforehand. to start absences.
EVALUATION: IMPORTANT ASPECTS
At the end of each block, there will be an individual written exam that will include aspects worked on during the big group sessions, seminars, visits and compulsory readings. Also, during the course there will be different deliveries of individual or group evaluation evidence. The deadline of each delivery will be communicated at the beginning of each block and will be available on the virtual campus.
- The evaluation of the course will be realized along all the academic year by means of the examinations and the individual and group activities that are shown in the grid above.
- To be able to pass the subject it is necessary to pass the three exams with a minimum grade of 5 out of 10.
- Students who do not reach 5 in some of the assessment activities will have the right to access to a second chance.
- The resit of the exam will be done at the end of the course, according to the schedule of the subject.
- In order to have a second chance on the other evaluation activities (with the exception of the exam) that do not reach 5, the new delivery must be within 20 working days from the date when grades are made public.
- With the exception of the exam, the mark of the evaluation activities (individual and group project) will only average with the other marks from 3.5 out of 10.
GRADES
The grades of each of evaluative evidence will be made public on the virtual campus within 20 business days of delivery.
The student who wants to review the mark will have to do it in the 20 working days subsequent to his publication, notifying the will of revision to the professors.
STUDENTS ENROLLING THE SUBJECT FOR THE SECOND OR THIRD TIME:
Students in the second or subsequent call have the following options:
OPTION 1: Carry out for each block the final block exam and an individual work per each block to be determined by the teachers, without the obligation to attend the classes.
OPTION 2: Carry out the subject normally, with the obligation to attend the classes.
Students in the second or subsequent call must carry out a meeting with the teachers of the three blocks at the beginning of the course to agree on the option they chose.
Calendar of individual written exams and retake. In no case there is the possibility of changing the examination date.
DUE TO THE EXCEPTIONAL SITUATION, SO FAR WE CAN ONLY BE CERTAIN ABOUT THE DATE FOR THE FIRS EXAM (BLOCK A).
Grup |
Examen bloc A |
Examen bloc B |
Examen bloc C |
Recuperació |
1 |
16/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
2 |
10/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
21 |
18/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
31 |
18/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
41 |
18/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
61 |
18/12/2020 | to b confirmed | to b confirmed | to b confirmed |
62 |
18/12/2020 | to b confirmed | to b confirmed | to b confirmed |
71 |
16/12/2020 |
to b confirmed | to b confirmed | to b confirmed |
All evaluable activities will be subject to formal criteria, including spelling, writing and presentation. Regardless of the language of the group (Catalan, Spanish or English) the students must be able to express themselves with fluency and correctness and to read with a high degree of comprehension extensive and specialized texts.
ETHICS
In this subject it is essential to show an attitude compatible with the educational profession. Some skills are: active listening, respect, participation, cooperation, empathy, kindness, punctuality, not judging, arguing, proper use of electronic devices (mobile, computer, etc.).
It is necessary for students to show that they are responsible and rigorous in independent work, that they actively participate in classes, show critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. Racist, sexist or discriminatory attitudes will not be tolerated.
The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
3 Exams (one per each block: block A 15%, block B 15% i block C 15%) | 45 % | 6 | 0.24 | 2, 13, 11, 12, 5, 6, 10, 4, 7, 25, 21, 44, 48, 43, 46, 40, 31, 30, 42, 41, 39, 16, 14, 17, 24, 28, 29, 27, 26, 22, 33, 34, 9, 35, 37, 8, 32 |
Individual Project (bloc A 10%, bloc B 10% i bloc C 10%) | 30 % | 1 | 0.04 | 21, 45, 48, 46, 40, 31, 30, 42, 41, 47, 17, 27, 23, 34, 37 |
Project RBL - group | 25% | 3 | 0.12 | 13, 12, 5, 6, 10, 3, 7, 1, 21, 45, 48, 43, 46, 40, 30, 42, 41, 39, 18, 16, 14, 15, 17, 19, 49, 24, 28, 29, 27, 22, 33, 34, 36, 35, 37, 20, 38, 32 |
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