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Bases for the Design of Socioeducational Intervention Projects and Equality Plans

Code: 105796 ECTS Credits: 6
Degree Type Year Semester
2503878 Sociocultural Gender Studies 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.


Lorena Garrido Jimenez

Use of Languages

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


Mariona Massip Sabater
Laura Girbau Casajoana


gender knowledge

Objectives and Contextualisation

The aim of this subject is the contextual application of gender equality knowledge and theoretical approaches when designing social and educational interventions.

Principal aims:

-       To identify social realities in theoretical debates, and to mobilise previous knowledge to respond to them.

-       To design consultancy programs for educational institutions and laboral relations

-       To design educational and laboral interventions


  • Advise on socio-educational action processes to promote citizen participation in equality issues.
  • Apply to gender studies the methods, techniques and tools of a quantitative and qualitative nature of social research. 
  • Demonstrate ability to work autonomously, self-analysis and self-criticism.
  • Express correctly and in a non-sexist or homophobic manner both orally and in writing.
  • Identify the basic legal concepts, legislation and jurisprudence related to the rights of the collectives affected by gender inequalities. 
  • Propose and analyze the results of gender policies and plans of equality and equity in institutions, companies, public, private and non-governmental organizations.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Work cooperatively and energize multidisciplinary and diverse teams, assuming and respecting the role and diversity of those who make them up.

Learning Outcomes

  1. Analyze the applied theoretical framework and the presence or absence of the gender perspective in existing projects or experiences of psychosocial, educational and community intervention.
  2. Apply the fundamentals of law and legal tools to the preparation of plans and projects.
  3. Distinguish between facts and value judgments.
  4. Distinguish between theoretical and methodological assumptions.
  5. Identify the tools to diagnose gender intervention needs in specific contexts.
  6. Identify the tools to promote citizen participation in the preparation of intervention projects.
  7. Make valuations and corrections of your own work.
  8. Produce, collect and interpret empirical data in a gender sensitive manner.
  9. Propose the basic lines of programs, coeducational projects and equality plans from a gender perspective taking into account the target persons and the context.
  10. Put into practice skills to work in a team: commitment to the team, habit of collaboration, ability to promote problem solving.
  11. Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  12. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  13. Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  14. Use non-sexist resources and alternatives in work spaces, education and coexistence.


1. Educational Institutions
2. Co-education and Equality Programs
3. Gender perspective in scholar culture
4. Gender perspectives in scholar knowledge
5. Gender, Social Representations and Relevant Social Issues
6. Designing co-educative interventions
7. Advicing and Acompanying transformative practices
1.1. Concept and assumptions.
1.2. Purpose of equality plans.
1.3. Equality plans in the company.
1.4. Areas of action of equality plans.
2.1. Phases of the equality plan: diagnosis, design, application and monitoring and evaluation.
2.2. Procedure for drawing up an equality plan.
2.3. Subjects involved. Special consideration to Equality Agents.
3.1. Particularities of content and negotiation of a business equality plan.
3.2. Examples of Equality Plans.
4.1. Strengths of equality plans Examples of Equality Plans.
4.2. Criticisms and limits of equality plans.
4.3. Policies to promote equality plans.


Lectures are planned to be exploratives, manipulatives and theoreticals. Individual and group autonomy work will be required.

This subject includes theoretical sessions and seminar sessions.

Formative Activities

Due to the excepcional situation caused by COVID19 pandemia, the planification and organization of formative activities can vary. They may be directed, supervised and autonomous.



Title Hours ECTS Learning Outcomes
Type: Directed      
Seminar 19.5 0.78 1, 5, 6, 10, 8, 9, 13, 12, 11, 14
theoretical classes 19.5 0.78 1, 3, 4, 5, 6, 13, 14
Type: Supervised      
evaluation activities 5 0.2 3, 4, 7, 9, 13, 12
Type: Autonomous      
Indiviadual work 53 2.12 3, 4, 10, 9, 13, 11, 14
Team works 53 2.12 1, 5, 6, 10, 8, 9, 13, 12


Evaluation should bring the necessary information to guide the educational process. On the other hand, it should show the conditions to accredit this subject.

Evaluation is planned to promote self reflection about the learning process; coevaluation will be used to value and evaluate the work of partners.

The correct use of catalan language will be required to pass the subject.

Evaluation will be realized along the semester by these activities. The teacher will give them feedback before 21 days. If any student wants to revise the activities or its evaluation, she should ask for it during the 10 days after its publication.

Passing all the activities is required to pass the subject.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (the original weighing will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Instructors will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities, the student will receive a zero as the final grade for the class.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Co-educative training design 25% 0 0 1, 2, 4, 5, 10, 8, 9, 13, 14
Coevaluation: educational program design 10% 0 0 1, 2, 3, 7, 5, 8, 13, 11, 14
Individual work 25% 0 0 2, 4, 7, 5, 8, 13, 12, 14
Oral Presentation: educational program design 15% 0 0 4, 5, 6, 8, 13, 12, 14
Team work and oral presentation on the areas and contents of an equality plan 25% 0 0 2, 5, 10, 8, 12, 11, 14


Bibliography Intervención socioeducativa

De la Cruz Redondo, Alba; Díez Bedmar, MªConsuelo i García Luque, A. (2019). Formación de profesorado y reflexión sobre identidades de género diversas a través de los libros de texto de Ciencias Sociales. A M. Joao Hortas, A. Dias i N. de Alba (Eds). Enseñar y aprender Didáctica de las Ciencias Sociales: la formación del profesorado desde una perspectiva sociocrítica. (pp.273-287). Lisboa: AUPDCS i Politécnico de Lisboa.

Díez Bedmar, MªConsuelo (2013). Indicadores para el seguimiento y la evaluación de la perspectiva de género en proyectos educativos de ciencias sociales: una apuesta real por la calidad. A J. Pagès Blanch i A. Santisteban Fernández (eds.). Una mirada al pasado y un proyecto al futuro. Investigación e innovación en didáctica de las ciencias sociales (V.II). (pp.45-51). Bellaterra: AUPDCS i Universitat Autònoma de Barcelona

Díez Bedmar, Mª Consuelo i Fernández Valencia, Antonia (2019). Enseñanza de las Ciencias Sociales con perspectiva de género. CLIO. History and History Teaching, 45, 1-10.

Hooks, Bel (1994). Teaching to transgress: education as a practice of freedom. New York: Routledge.

Solsona Pairó, Núria (2016). Ni princeses ni pirates. Per educar nenes i nens en llibertat. Barcelona: Eumo.

Subirats Martori, Marina (2017). Coeducación, apuesta por la libertad. Madrid: Octaedro.

Subirats Martori, Marina; Tomé González, Amparo, i Solsona Pairó, Núria (2019). Coeducar: posar la vida al centre de l’educació. DOSSIER, 4. Editorial Graó.


Bibliography Planes de Igualtat

BALLESTEROSDONCEL, Esmeralda (2010). “Condiciones de posibilidad de los Planes de Igualdad  como  política  de  promoción  de  la  equidad  en  el  ámbito  laboral”, Cuadernos de Relaciones Laborales, 28.

BODELÓN, Encarna; IGAREDA, Noelia (2011) Los Planes de Igualdad en tiempos de crisis: problemas de aplicación y carencias conceptuales. Editorial Dykinson, Madrid.

Consejo General del Poder Judicial (VVAA). (2011). Estudio sobre la aplicación de la ley orgánica 3/2007, de 22 de marzo, para la igualdad efectiva de mujeres y hombres. Edición del Centre d’Estudis Juridics i Formacio Especialitzada. Barcelona. http://www.poderjudicial.es/portal/site/cgpj/menuitem.0cb0942ae6fbda1c1ef62232dc432ea0/?vgnextoid=4e18b5c4f2216310VgnVCM1000006f48ac0aRCRD&vgnextchannel=3a20f20408619210VgnVCM100000cb34e20aRCRD&vgnextfmt=defa ult#bottom

GALA, Carolina (2007). “Los aspectos de Seguridad Social de la Ley Orgánica para la igualdad”, Iuslabor 2/2007. http://www.raco.cat/index.php/IUSLabor/article/view/72321/82557

GALA, Carolina (2010): “Nuevos contenidos de las Leyes de Igualdad: la responsabilidad social empresarial como nuevo instrumento de intervención “ en Heim, Daniela; Bodelón, Encarna (coord..) en Derecho, género e igualdad: cambios en las estructuras jurídicas androcéntricas.

GARRIDO, Lorena. (2010) “Los Planes de igualdad en las empresas y su desarrollo en momentos  de  crisis”;  en  Espuny,  Mª  Jesús  y  Paz,  Olga.  “Crisis  y  Ocupación”. Editorial Juan Bosch, p.373-412.

GARRIDO, Lorena (2010). “Los planes de igualdad en las empresas: hacia un instrumento de aplicación y tutela del derecho fundamental a la igualdad sustantiva”; en Heim, Daniela i Bodelón, Encarna. (coord.): Derecho, género e igualdad. Cambios en las estructuras jurídicas androcéntricas. Volumen I, Ed. Grupo Antígona, UAB, p. 141-154.

LOUSADA AROCHENA, José Fernando (2008) (Coord) “El principio de igualdad en la Negociación Colectiva”. Ministerio del Trabajo e inmigración, Colección informes y estudios Nº 85.  http://www.igualdadenlaempresa.es/enlaces/webgrafia/docs/el-principio-de-igualdad-en-la-negociacion-colectiva.pdf

PÉREZ DEL RÍO, Teresa. (2007). “La Ley Orgánica de Igualdad Efectiva entre Mujeres y Hombres: aproximación para el debate”. Revista de Derecho Social (pàg. 223-250).

PÉREZ DEL RÍO, Teresa. (2010). “La Ley Orgánica 3/2007 para la igualdad efectiva entre mujeres y hombres”. http://www.juntadeandalucia.es/empleo/carl/boletin/numero9/boletin_acrl_9-


PÉREZ DEL RÍO, Teresa (2009). “Guía de negociación colectiva sobre la discriminación por razón de género en el empleo y las condiciones de trabajo, la igualdad retributiva y la violencia de género”. Consejo Andaluz de Relaciones Laborales. http://www.juntadeandalucia.es/empleo/carl/portal/c/document_library/get_file?uuid=7145df2d-4c31-4f30-a8f6-12950d721e0f&groupId=10128

VALDÉS DAL-RÉ (coord.) (2010). “El análisis de las materias relacionadas con la igualdad de género en los planes de igualdad” en http://www.ugt.es/actualidad/2011/mayo/jor-informe_2.pdf