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Social Pedagogy

Code: 104080 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OB 3 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Xavier Úcar Martínez

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


There is not

Objectives and Contextualisation

1. Know and reflect on individual and group history, current conceptualization, interpretation and intervention paradigms and the current situation in the world of Social Pedagogy and Social Education

2. Know the technologies, professional methodologies and areas of intervention of the Social Pedagogy and Social Education

3. Analyse and know in depth a specific area of intervention in the field of Social Pedagogy and Social Education


  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Develop critical thought and reasoning and be able to communicate them effectively, both in your own language and second or third languages.
  • Generate innovative and competitive proposals in research and professional activity.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Participate in the theoretical debates that affect the profession and affect different policy areas.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse the complexity of the social function of social education.
  2. Analyse the complexity of the value of training as a decisive factor of social inclusion.
  3. Analyse the development of professionalisation in social education.
  4. Analyse the different possibilities for employing social education professionals.
  5. Analyse the relationship between ideologies and socio-educational action.
  6. Analyse the training-progress-happiness relationship in today's society.
  7. Develop the capacity of analysis and scientific thinking to improve professional action.
  8. Produce social and educational reports in multidisciplinary contexts
  9. Properly formulate aspects of planning in schools.
  10. Understand and develop critical thinking and reasoning to analyse the complexity of the challenges of social education.
  11. Understand the main social and educational models of action and intervention.
  12. Understand the professionalization process of social education.
  13. Understand the roles that social workers can play in different types of multidisciplinary teams.
  14. Using the basic conceptualisation of Pedagogy and Social Education.
  15. Working with other professions in the social area (social workers, psychologists, social anthropologists, sociologists, etc.).


1. Social pedagogy and social education: conceptualization and relationships

        1.1. Basic conceptual tools

            1.1.1. Social Pedagogy; Social education; Social work;

            1.1.2. Social and educational intervention; social praxis; awareness; emancipation; maladjustment; exclusion; animation; etc.

        1.2. Historical development of social pedagogy and Social Education in Europe and Spain. Most important authors.

        1.3. Current problems and challenges of Social Pedagogy and Social Education.

2. Pedagogical bases of socialization and social learning

        2.1. Education, socialization and social learning

        2.2. Models and theories of social learning

3. Education and social empowerment processes

       3.1. Pedagogy, education and social policy

       3.2. Educational intervention, ideology and power

       3.3. Empowerment and educational intervention

       3.4. Type of empowerment

4. Models of action of social and educational intervention

       4.1. Models of social educational intervention

       4.2. The universe of actions and interventions Social Pedagogy and Social Education

       4.3.Normativa pedagogy and social education

       4.4. Methodology of educational intervention

5. Professionalism in social education and professionsof the social

       5.1. The social and cultural professions 

       5.2. The profiles of historical social education

       5.2. Professional spheres of social educators

       5.3. Social education, and interdisciplinary interprofesionalitat


The protagonist in the process of learning and the student is under this premise is planned methodology of the subject as shown in the table below:





Presential in great group


Expositions by the professor of the contents and basic issues of the agenda.

. It is developed through virtual training capsules that the teacher uploads to the Moddle.
After each topic, there is a face-to-face question session



Workspaces in small groups supervised by the teacher. Below is the list of activities to be developed in the classroom





A) Working journal articles or book chapters (individual and group)


B) Work on films (individual and group)


C) Preparation of a poster of a level of intervention or a specific topic of social pedagogy. (Group)


D) Presentation and defense of the poster in the classroom (Group)


E) 2 proofs (individual)


The proposed teaching methodology and assessment may undergo some modifications depending on the attendance restrictions imposed by the health authorities.


Title Hours ECTS Learning Outcomes
Type: Directed      
Lecturer class 0 0
Seminars 15 0.6
Type: Supervised      
Supervised 60 2.4
Type: Autonomous      
Autonomous 75 3


It is mandatory to access to the final evaluation of the subject have made at least one group presentation in the classroom of an paper or film; have presented the poster and have done also the public defense . Attendance at classes (lecture / seminar) for the course is required. Students must attend at least 80% of the classes, otherwise it will be considered "Not evaluable".


There are two midterm exams for this subject. You must pass both to pass the subject. The marks obtained in the 2 parts, when both are passed, will average for the final mark that is complemented with the rest of the marks of the subject. There is a recovery of the subject but it can only be accessed if at least one of the two partials has been passed and the other has been suspended with a mark between 3’6 and 4’9. Only partial exams are recoverable.

The dates of the exams and re-assessment are:

First partial exam: 16 of  November 2020

Second partial exam: 18 of January 2021

Re-assessment (only for those who meet the conditions): 25 of January 2021




Evaluation activities


% of the mark


Classroom Presentations/Articles/Movies

5 %

Making a poster on a specific theme

15 %

Public presentation of the poster



Participation in the classroom and involvement in the dynamics




2 Midterm exams (eliminatory subjects)

35% + 35%

The proposed teaching methodology and assessment may undergo some modifications depending on the attendance restrictions imposed by the health authorities.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
2 partial exams 70% 0 0 3, 1, 2, 6, 4, 5, 12, 11, 10, 13, 7, 8, 9, 15, 14
Making a poster about a specific topic 15% 0 0 3, 1, 4, 12, 11, 13, 14
Participation and involvement in classroom dynamics 2% 0 0 3, 1, 2, 6, 4, 5, 12, 11, 10, 13, 7, 8, 9, 15, 14
Presentations of papers or films 5% 0 0 1, 4, 5, 10, 13, 7
Public presentation of the poster 5% 0 0 3, 5, 12, 10, 13, 7, 8, 9, 14
Self-assesment 3% 0 0 3, 1, 2, 6, 4, 5, 12, 11, 10, 13, 7, 8, 9, 15, 14


A - General and specific handbooks


  1. CARIDE, J.A. (2005). Las fronteras de la Pedagogía social. Perspectivas científica e histórica.   Barcelona: Gedisa.
  2. CAMERON, C.; MOSS, P. (Eds.) (2011). Social Pedagogy and working with children and young people. Where care and education meet. Jessica Kingsley Publishers: London and Philadelphia.
  3. COLECTIVO JIPS (2018). Desafíos para la educación social en tiempos de cambio. Propuesta de trabajo para la intervención socioeducativa. Málaga: Aljibe.
  4. DEL POZO, F.J. (Comp.) (2018). Pedagogía Social en Iberoamérica y en Colombia. Fundamentos, ámbitos y retos para la acción socioeducativa. Barranquilla (Colombia): Universidad del Norte.
  5. ERIKSSON, L.; WINMAN, T. (Eds.)(2010). Learning to fly. Social Pedagogy in a contemporary society. Daidalos: Göteborg 
  6. FRYD, P. (Coord.) i altres (2011) Acción socioeducativa con infancias y adolescencias. Miradas para su construcción. UOC. Barcelona.
  7. GÓMEZ MUNDÓ, A. (2012) Sabers i sentits de l’educació social. Sostenir l’ofici. UOC. Barcelona.
  8. HATTON, K. (2013) Social Pedagogy in UK. Theory and practice. London: Russell House Puyblishing.
  9. HIPÓLITO, N.; MORENO, R.; ARIAS, E. (2017). Experiencias innovadores y buenas prácticas en educación social. Valencia: Nau Llibres.
  10. KORNBECK , J.; ROSENDAL JENSEN, N. (2009). The diversity of social pedagogy in Europe. Europäischer Hochschulverlag GmbH&Co. KG: Bremen
  11. KORNBECK , J.; ROSENDAL JENSEN, N. (Eds.) (2011). Social Pedagogy for the entire human lifespanVol. I.  Europäischer Hochschulverlag GmbH & Co. KG.: Bremen.
  12. KORNBECK , J.;  ROSENDAL JENSEN, N. (Eds) (2012). Social Pedagogy for the entire human lifespan, Vol. II. Europäischer Hochschulverlag Gmbh & Co. KG.: Bremen  
  13. KORNBECK, J.; ÚCAR, X. (2015). Latin American Social Pedagogy: relaying concepts, values and methods between Europe and the Americas. Studies in Social Pedagogies and International Social Work and Social Policy, Vol. XXVIII. Bremen: EHV Academicpress GmBH.
  14. LLENA, A.; PARCERISA, A (2008). La acción socioeducativa en medio abierto. Fundamentos para la reflexión y elementos para la práctica. Graò: Barcelona.
  15. MARCH, M.X.; ORTE, C. (Coords.) (2014). La pedagogia Social y la escuela. Los retos socioeducativos de la institución escolar en el siglo XXI. Barcelona. Octaedro
  16. MELENDRO, M.; DE-JUANAS, A, RODRIGUEZ_BRAVO, A.E. (2018). Pedagogía Social. Retos y escenarios para la acción socioeducativa. Madrid: UNED
  17. MOYANO, S./PLANELLA, J. (Coord.) (2011). Voces de la educación social. UOC. Barcelona.
  18. NÚÑEZ, V. (2002). La educación en tiempos de incertidumbre: las apuestas de la pedagogía social. Barcelona: Gedisa.
  19. PEREZ SERRANO, G. (2003). Pedagogía Social/Educación Social. Construcción científica e intervención práctica. Narcea. Madrid.
  20. PLANELLA, J.; VILAR, J. (Coord.) (2006). La pedagogía social en la sociedad de la información. Barcelona: UOC.
  21. ROLIM DE LIMA SEVERO, J.L.; GONSALVES POSSEBON, E. (Org.) (2019). Fundamentos e temas em Pedagogia Social e educação não escolar.João Pessoa: Editora
  22. SAEZ, J.; MOLINA, J.G. (2006). Pedagogía Social. Pensar la educación social como profesión. Madrid: Alianza
  23. SAEZ, J (Coord.) (2007). Pedagogía Social. Madrid: Pearson Educación.
  24. STEPHENS, P. (2013). Social Pedagogy: heart and head. Europäischer Hochschulverlag GmbH&Co. KG: Bremen
  25. STORO, J. (2013). Practical social pedagogy. Theories, vàlues and tools for working with children and Young people. The policy Press. Bristol.
  26. SOLER, P. (Coord.) (2005). L’educació social avui: la intervenció socioeducativa a Catalunya. Girona: Universitat de Girona.
  27. TIANA FERRER, A.; SANZ FERNÁNDEZ, F. (Coords) (2003). Génesis y situación de la educación social en Europa. Madrid: Universidad Nacional de Educación a Distancia (UNED)
  28. ÚCAR, X. (2016). Pedagogías de lo social. Barcelona. Editorial UOC. Oberta publishing.
  29. ÚCAR, X. (2016). Relaciones socioeducativas. La acción de los profesionales. Barcelona. Editorial UOC. Oberta publishing.
  30. ÚCAR, X. (2016). Pedagogía de la elección. Barcelona. Editorial UOC. Oberta publishing.
  31. VILAR MARTIN, J. (2013). Cuestiones éticas en la educación social. Del compromiso político a la responsabilidad en la práctica profesional. Barcelona: UOC.


B - Other handbooks of consultation

  1. AMORÒS, P./AYERBE, P (2000). Intervención educativa en inadaptación social. Madrid:Síntesis
  2. CENTENO, C. (2005). Pedagogía social. Marco metodológico y profesional del educadors social. Alcalá la Real: Fundación Alcalá.
  3. HERRERA, M.; CASTÓN, P.  (2003). Las políticas sociales en las sociedades complejas. Ariel: Barcelona.
  4. JOLONCH, A.(2002). Educació i infància en risc. Barcelona: Centre d’Estudis Contemporanis
  5. LANDRY, M.(2005). Procesos clínicos en educación especializada. Barcelona: Graò.
  6. MONDRAGON, J.; TRIGUEROS, I (2002). Intervención con menores. Acción socioeducativa. Madrid: Narcea.
  7. MORATA, Tx. (Coord.) (2016). Pedagogía social comunitaria y exclusión social. Madrid: Ed. Popular.
  8. PAREDES NAVARRO, L.; CASTILLO CARBONELL, M. ; BOU BLANCO, M. (2016). Escuela y educación social: Necesidades, contextos y experiencias. Barcelona. Editorial UOC. Oberta publishing.
  9. PLANELLA, J. (2006). Subjetividad, disidencia y discapacidad. Prácticas de acompañamiento social. Madrid: Fundación ONCE.
  10. QUINTANA, JM. (1994). Educación social. Antología de textos clàsicos. Madrid: Narcea.
  11. SILVA DE PAIVA, J. (2015). Caminhos do educador social no Brasil. Jundiaí: Paco Editorial
  12. TORIO, S. GARCIA-PEREZ,O. PEÑA CALVO, J.V.; FERNANDEZ GARCIA, C.M. (Coord.) (2013). La crisis social y el Estadio del benestar: las respuestas de la pedagogia social. Gijón: Universidad de Oviedo.
  13. ÚCAR, X.; SOLER-MASO, P. & PLANAS-LLADO, A. (Edts.) (2020). Working with Young people. A Social pedagogy perspective from Europe and Latin America. New York: Oxford University Press.



C - Methodologies

  1. ARAGAY, J.M. (2017). Les arts comunitàries des de l’educació social. L’experiència Basket Beat. Neret Edicions
  1. BARAÚNA, T./MOTOS, T.  (2009). De Freire a Boal: pedagogía del Oprimido. Teatro del Oprimido.  Ciudad real: Ñaque.
  2. GOMEZ, M. (2000). Els serveis socials i la seva avaluació. Edicions Universitat de Barcelona: Barcelona.
  3. LOPEZ DE CEBALLOS, P. y otros (2001). Un método de evaluación formativa en el campo social. Madrid: Popular.
  4. PLANELLA, J.; VILAR, J. (Eds.) (2003). L’educació social: proyectes, perspectivas i camins. Pleniluni: Barcelona.
  5. RIBERAS, G.; VILAR, J.; PUJOL, P. (2003). Disseny de les intervencions socioeducatives. Pleniluni: Barcelona.
  6. ROZEMBLUM, S.(2007). Mediación. Convivencia y resolución de conflictos en la comunidad. Barcelona: Graò.


D) Journals and web links

    1. Educación Social. Revista de Intervención socioeducativa. Institut de formació Pere Tarrés.
    2. Pedagogia social. Revista Interuniversitariahttp://recyt.fecyt.es/index.php/PSRI/index
    3. International Journal of Social Pedagogyhttp://www.internationaljournalofsocialpedagogy.com/index.php?journal=ijsp
    4. Quaderns d’animació i educació socialhttp://www.quadernsanimacio.com
    5. Social Pedagogy quaterlyhttp://pedagogikaspoleczna.com/social-pegagogy-about-quarterly/
    6. Papers of social pedagogy  https://pedagogikaspoleczna.uw.edu.pl/resources/html/cms/MAINPAGE
    7. Quaderns d'educació social. Col.legi d'educadores i educadors socials de Catalunya
    8. European Journal of Social work
    9. Social work education
    10. Social Education
    11. International Journal of Social Education
    12. El Pas. http://www.diba.es/elpas/index.asp 
    13. Fundació Jaume Bofill. http://www.fbofill.cat/ 
    14. Eduso. Net el portal de l’educació social.  http://www.eduso.net /
    15. Dixit Centre de Documentació de Serveis Socials. http://dixit.gencat.cat/portal/index.html