Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 2 |
There are no official prerequisites and / or necessary knowledge to follow the subject correctly.
This subject is part of both the Psychosocial Analysis and Intervention Minor and the Psychoeducational Intervention Minor.
Communication is a central process in social and personal construction; a process in which meaning is produced and traded within a constitutive cultural context and constituted by the same communication processes. We are in a context where people live with multiple cultural traditions (intercultural context) and belong to multiple social categories (intersectional context). The subject focuses on the analysis of the current models of coexistence and proposals to improve coexistence and social inclusion, as well as the legitimization of cultural, societal and sexual diversity.
This course aims to develop theoretical and methodological tools that allow us to understand personal and identity development in a complex and multiple context. For this reason, the basic theories about the production of meaning and the ways of approaching the concept of culture are reviewed. An analysis of the general cultural context is carried out, taking into account the processes of globalization, cultural imperialism and the consolidation of the consumer society. The establishment of specific cultural fields will be looked at, such as sexual minorities, ethnic minorities or virtual communities. Finally, the effects of this cultural context on the constitution of the person will be reviewed. The course is based on a critical perspective that identifies the factors that structure the current ways of living and explores communication processes that allow us to transform the current cultural hegemony.
Contents of theoretical seminars
- Cultural and Communication Psychology. Conceptual frameworks: classical, modern and postmodern theories
- From Cognitive Psychology to Cultural Psychology.
- From cultural differences to the cultural explanation of the mind. Narrative and identity
- Cultural-Historical approach to social phenomena and Activity Theory.
- Cultural diversity and minority development.
- Signs and meanings. Communication processes and methods of interpretation in the social sciences.
- Ideology, hegemony, gender and power. Cultural and communication processes.
- ICTs and communication. New technologies and new spaces for subjective definition of social and gender relations.
. Cultural and communication processes in the global world. Globalization and the consumer society.
- Post colonialism and decolonial thinking. Cultural imperialism and minorities. Development of critical thinking and gender perspective
Contents of practical seminars
Classroom practice focuses on the analysis of social and cultural practices through ethnography.
Theory seminar (whole group) in which the theoretical elements of the subject will be developed. Each theme will be introduced by a master class, and developed through participation in virtual forums and debates promoted by students from an oral presentation.
Practical seminars in small groups in which the research process will be carried out using the methodology of ethnography. Based on the methodological tools in the field of self-ethnography, students will have to record and analyse different aspects of their cultural insertion taking into account the communication processes typical of their cultural environment. All this will be done based on the study of some features of other cultural groups. Assessment will be based on class attendance and participation, individual writing exercises and the optional presentation of a final, individual or group assignments at the end of the semester, in which it will reflect on the experience, based on the theoretical tools of cultural psychology and communication.
Autonomous work will consist of the bibliography material and the undertaking of assessment work.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practical seminars in small groups | 12 | 0.48 | 1, 3, 4, 5, 6, 8 |
Theory seminar (whole group) | 24 | 0.96 | 1, 2, 3, 4, 5, 6, 7, 8, 12, 9, 11 |
Type: Supervised | |||
Participation in virtual forum | 22 | 0.88 | 2, 7, 10, 9, 11 |
Type: Autonomous | |||
Evaluation works | 50 | 2 | 1, 2, 3, 4, 5, 6, 7, 8, 12, 9, 11 |
Preparation of oral presentations | 20 | 0.8 | 2, 7, 12, 10, 9, 11 |
Reading and analysis | 22 | 0.88 | 1, 2, 3, 4, 5, 6, 7, 8, 11 |
The competences will be assessed through the assessment: Ev1 individual contributions to the discussion forums (at least 4 in order to be assessed in this assessment), Ev2 an oral presentation of one of the topics of the subject (compulsory) Ev3, activity in ethnographic practices. Without successfully completing each of these three assessments, the subject cannot be passed.
Ev1 Participation in virtual forums (40%)
Each week there is a reading necessary for students to be able to follow the next class. In total there are 10 readings. On an individual basis, students must do, at least, and within the established deadlines, 4 contributions to the virtual forums, discussing relevant aspects of the corresponding reading. They are only allowed to make one contribution for each of the subjects and the contribution cannot be made with reference to the topic on which the oral presentation is made. The grade for this activity will be the result of the arithmetical average of the 4 best contributions of each student.
Ev2 Oral Presentation (20%)
Group presentation using an oral presentation tool (power point, video, games, drama, etc.) of one of the 10 topics of the course. Each student will have to present this event on a date corresponding to the topic to be presented.
Ev3 Practical reports (40%)
They consist of three parts:
Ev3a: Record of the activity with a weight of 20% of the final mark, 5 writing exercises.
Ev3b: Participation with a weight of 8%. It is assessed continuously.
Ev3c: Final synthesis work, with a weight of 12%. The submission will take place in week 15.
To pass this subject, the student must show that they have gained the competencies assessed. He/she must have a grade equal to or greater than 5 in each of the three assessment activities: the 4 participations in the virtual forum, the oral presentation and the overall grade in practice sessions. In the event of not meeting these requirements, the maximum grade that can be obtained is 4.9 points.
In order to consider a student as assessable, they must have completed at least 40% of the assessment activities.
The student will have the right to resits if they have taken assessment activities with at least 68% of the total weight, if they have obtained a grade higher than 3,5 in the total of the assessments of the subject and have one assessment not passed. In resits students will submit new assessment instead of the one that they have previously failed. In the case of practice sessions, only Ev3c can be re-assessed, since the continued participation in the practice activities (Ev3a and Ev3b) cannot be substituted by any other test. Re-assessment, if passed, allows students to obtain a 5 in the final grade.
The assessment system of this subject has been prepared in accordance with the requirements set forth in the Guidelines for the assessment of the degrees of the Faculty of Psychology, which can be consulted at https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
No unique final synthesis test for students who enrole for the second time or more is anticipated.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1 | 40 | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 12, 9, 11 |
Ev2 | 20 | 0 | 0 | 2, 7, 12, 10, 9, 11 |
Ev3 | 40 | 0 | 0 | 2, 10, 9, 11 |
BASIC BIBLIOGRAPHY
Barley, Nigel (1989). El Antropólogo inocente: notas desde una choza de barro. Barcelona: Anagrama.
Cerreruela, Emilio; Crespo, Isabel et al. (2001). Hechos gitanales. Conversaciones con tres gitanos de Sant Roc. Barcelona: UAB.
Esteban Guitart, Moisès (2010). Geografías del desarrollo humano. Una aproximación a la psicología cultural. Madrid: Editorial Aresta
Mendoza, Eduardo (1991). Sin noticias de Gurb. Barcelona: Seix Barral.
READINGS
Bruner, Jerome S. (1991).: Actos de significado. Alianza. Madrid. Capítulo I: El estudio apropiado del hombre.
Bruner, Jerome S. (1990). La autobiografía y el “Yo”. En Jerome Bruner Actos de significado, pp. 101-134. Madrid: Alianza
Campàs Montaner, Joan (2005). Paper d’Internet en la cultura emergent del món actual (1945-2003), El. Instal·lacions interactives, NetArt i hipertextos en línia com a estudis de cas. Barcelona, Universitat de Barcelona, http://www.tesisenxarxa.net/TDX-0510105-120517 , pàgines 509-600.
Crespo, Isabel; Lalueza, José Luis; Sánchez-Busqués, Sònia & Padrós, Marta (2013). Multiplicidad de voces e identidad étnica en los procesos de cambio en la cultura gitana. Athenea Digital, 13(3), 159-177.
de Miguel, Jesús M. (1996). Sociología Cualitativa. En Jesús M. de Miguel Auto/biografías, pp. 9-19. Madrid: Centro de Investigaciones Sociológicas (Col·lecció: Cuadernos Metodológicos).
de Sousa Santos, Boaventura (2003). La caída del Angelus Novus: Ensayos para una nueva teoría social. Colección En Clave de Sur. 1ª ed. ILSA, Bogotá D.C. Colombia.
García-Olivares, Antonio (2007). Metáforas del saber popular(III): el amor en el tango . Acciones e Investigaciones Sociales, 23, 139-179.
Gómez, Andres (2011). Experimentar y codificar: consecuencias simbólicas del artefacto tecnológico. Revista Teknokultura 8 (2): 67-80.
Hughes, Sherick A. & Pennington, Julie L. (2017). Autoethnography. Introduction and Overview. E Sherick A. Hughes & Julie L. Pennington, Autoethnography. Process, Product, and Possibility for Critical Social Research, pp. 4-32 London: Sage.
Kaufmann, Jean-Claude (2003). La Mañana siguiente: cómo nace una historia de amor. Barcelona: Gedisna.
Lakoff, George. i Johnson, Mark. (1980/2017). Metáforas de la vida cotidiana. Madrid: Cátedra.
Lalueza, José Luis (2012). Modelos psicológicos para la explicación de la diversidad cultural.Cultura & Educación 24(2),149-162
Macías Cortés, Gerardo Javier (2003). Teorías de la comunicación grupal en la toma de decisiones: contexto y caracterización. p. 52-153
Noguera, Albert (2011). La teoría del Estado y del poder en Antonio Gramsci. Claves para descifrar la dicotomía dominación-liberación. Nómadas, 29. Disponible en: http://www.redalyc.org/src/inicio/ArtPdfRed.jsp?iCve=18118941013
Reynoso, Carlos (2007). Elementos de linguistica y semiotica. (Capítulo 7).
Rogoff, Barbara (2003). The Cultural Nature of Human Development.Oxford NY: Oxford University Press.
Santamaria, Enrique (2002). Inmigración y barbarie. La construcción social y política del inmigrante como amenaza. Papers, 66. 59 – 75.
Wertsch, James (1991): Voces de la mente. Madrid: Aprendizaje-Visor. Capítol III