Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | OT | 3 | 2 |
2500260 Social Education | OT | 4 | 1 |
2500261 Education Studies | OT | 4 | 1 |
There is not
Block 1
Block 2
Block 3
The protagonist in the teaching-learning process is always the student. It is under this premise that this subject methodology has been planned.
Teachers are going to present the theoretical framework and give the students the responsibility to build their knowledge from the references, curricular materials, and didactic proposals.
It is highly important to use digital tools, virtual contexts, human rights websites about democratic education.
The teaching staff will allocate approximately 15 minutes of some class to allow their students to answer the assessment surveys of the teaching performance and of evaluation of the asignatura or module.
Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVED-19.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Case study from mass media and digital tools | 45 | 1.8 | 2, 6 |
Type: Supervised | |||
Attendance and virtual activities | 7.5 | 0.3 | 6 |
Tutorials | 22.5 | 0.9 | 6 |
Type: Autonomous | |||
Reference comments, websites, practical activities, and oral presentation. | 75 | 3 | 2, 6 |
Assessment
In order to pass the subject, the evaluation activities of the three blocks must be approved. The evaluation of the three blocks involves a follow-up of the work to be done, and a continuous presentation of what is requested at each time of the course, including involvement and participation in the classroom.
The delivery of the three works will be one week after the completion of each of the three blocks.
The first work, an individual critical reflection on a reading, will be delivered on October 7, 2022 and can be retrieved, if redone, before 12/16/22. This work includes the following learning outcomes:
1. Analyze and apply critical reasoning to the understanding of representative versus participatory Democracy. Power, government and governability.
2. Analyze and apply the contributions of history, geography and social sciences to human rights education.
6. Identify, describe and analyze didactic, strategic models and curricular materials on political culture and civic culture.
11. Assess the impact of difficulties, prejudices and discrimination that may include actions or projects, in the short or long term, in relation to certain individuals or groups.
The second work, the individual critical assessment of a didactic proposal of Citizenship Education, will have to be delivered on November 18, 2022 and can be recovered, if it is redone before the end of 12/16/22. This work includes the following learning outcomes:
3. Analyze gender / gender inequalities and gender biases in the field of self-knowledge.
5. Identify the main inequalities and discriminations based on sex / gender present in society.
9. Reflect, assess and apply the necessary changes in educational practice on the concept of participation. Participation as a purpose and as a means for change.
The third work, the design in pairs or trio of a didactic unit of Education for Citizenship and its presentation in class, will have to deliver it the day 13 January 2023 And will be able to recover, if it remakes and delivers, no later than 3/02/23. This work includes the following learning outcomes:
4. Communicate using non-sexist or discriminatory use of language.
7. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for human rights and fundamental rights, diversity and democratic values.
8. Propose projects and actions that incorporate a gender perspective.
10. Reflect, assess and apply the necessary changes in educational practice on social participation from social actors: social movements and associations.
The correction by the teachers will be within the month following the delivery.
Class attendance is compulsory: the student must attend a minimum of 80% of classes, and the grade may be penalized by 10%, in case of exceeding this limit of unjustified absence.
Equally, evaluation criteria are active participation in class dynamics and dialogues.
In accordance with UAB regulations, plagiarism or copying of any individual or group document will be penalized with a mark of 0 for this document, without any possibility of replacement. During the performance of a work or individual examination in class, if the teacher has reason to believe that a student is trying to copy or discover any kind of unauthorized document or device, the student involved will get a grade of 0, without no chance of sitting down again.
To achieve a pass mark in this course, students should demonstrate, through their oral presentations and written assignments, that they have superior communicative skills and that they are fluent in the vehicular language and languages listed in the course syllabus. , being competent in articulating a critical and argued discourse on the reality studied. The evaluation of all the individual and group work tasks of the course includes criteria based on the quality, in terms of accuracy and fluency, of the tasks presented by the learners. Students are expected to demonstrate academic skills, which include the ability to express themselves fluently and accurately and to understand written academic texts. All potential primary school teachers should demonstrate a good command of Catalan (level C1 for first and second year students and level C2 for third year students, as described here:
It should be noted that students' attitudes of respect and coexistence are intrinsic to the learning of citizenship education, and therefore the inclusive perspective is essential, referring to gender or any other condition. An attitude that can break the rules of coexistence will be penalized in the same subject for being inconsistent with the same competencies that are pursued.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Journal of thematic ideas on formal and non formal education (individual work) | 20 | 0 | 0 | 1, 2, 6, 11 |
Journal on readings and reflection on materials, websites and digital tools (individual work) | 30% | 0 | 0 | 3, 5, 9, 10 |
Lesson Plan Design (team work) | 50 | 0 | 0 | 4, 7, 8, 9, 10 |
References
- Albacete, C. et al. (2000). Enseñar y aprender la democracia. Síntesis.
-Alvermann, D.E., Hagood, M.C. (2000). Critical Media Literacy: Research, Theory, and Practice in “New Times.” The Journal of Educational Research, 93(April 2010), 193–205. doi:10.1080/00220670009598707
- Apple M.W.; Beane, J.A. (comps.) (1997). Escuelas democráticas. Morata.
-Ball, O.,Gready, P. (2007). Los derechos humanos. Intermón Oxfam.
-Bolivar, A. (2007). Educación para la ciudadanía. Algo más que una asignatura.Graó
-Camps, V,Giner, S. (1998). Manual de civisme. Ariel
-Casas, M., Botella, J. (2003). La democracia y sus retos en el siglo XXI. Elementos para la formación democrática de los jóvenes. Praxis.
- Cortés, C. (2005). The “information” media. En Smith Crocco, M. (coord.). Social Studies and the Press. Keeping the beast at bay?. (pp. 25-35). Connecticut: Information age publishings.
-Cortina, A. (1998).Ciudadanos del Mundo. Hacía una teoría de la ciudadanía. Alianza.
-Debray, R. (2000). El civisme explicat a la meva filla. Barcelona. Empúries.
- Díaz Matarranz, J.J.,Santisteban, A.; Cascajero, A. (eds.) (2013). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Universidad de Alcalá/AUPDCS, 253-267.
- Heater, D. (2007).Ciudadanía. Una breve historia. Alianza Editorial.
-López, F., Arànega, S. (comp.). El mundo en guerra. La educación para la paz (3-12 años). Graó.
-Nomen, J. (2007). ¿Quién soy? ¿Cómo me relaciono con los demás? Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=5&materia=ciuda&dir=&nodo=3
-Nomen, J. (2008). Valores y juventud. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer. http://www.guiasensenanzasmedias.es/temaESO.asp?tema=12&materia=ciuda&dir=&nodo=6
-Nomen, J. (2009). En busca de la igualdad de genero. Pagès, J.,Santisteban, J. (coords.). Educación para la ciudadanía y los derechos humanos. Guías para la enseñanza secundaria obligatoria. Wolters Kluwer.
http://www.guiasensenanzasmedias.es/temaESO.asp?tema=13&materia=ciuda&dir=&nodo=7
- Oller, M.,Santisteban, A. (2011). Valores democráticos y educación para la ciudadanía. Santisteban, A., Pagès, J. (coords.).En Didáctica del Conocimiento del Medio Social y Cultural en la Educación Primaria.(pp.295-318).Síntesis
-Pagès, J., Santisteban, A. (1994). Democràcia i participació. Eumo.
-Puig, J. M. et al. (2006). Aprenentatge Servei. Educar per a la ciutadania. Octaedro.
- Ross, E.W. (2013). Spectacle, critical pedagogy and critical social studies education. En Díaz, J., Santisteban, A., Cascajero.A, (eds.) Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. (pp. 19-43). Servicio de publicaciones.
- Santisteban, A.(2004). Formación de la Ciudadanía y educación política, en Vera, M.I. y Pérez, D. La Formación de la ciudadanía: Las TICs y los nuevos problemas. AUPDCS. (pp.377-388). http://dialnet.unirioja.es/servlet/articulo?codigo=1454090
- Santisteban, A.,Pagès, J. (2007) El marco teórico para el desarrollo conceptual de la Educación para la Ciudadanía, en Pagès, J., Santisteban, A. (coord.). Educación para la ciudadanía. Madrid: Wolters Kluwer. Guías para Educación Secundaria Obligatoria. http://www.guiasensenanzasmedias.es/materiaESO.asp?materia=ciuda
- Santisteban, A. (2008). La participació democràtica i l’associacionisme. Una proposta de treball per al districte 2 de la ciutat de Terrassa. Cicle Superiord’Educació Primària. Ajuntament de Terrassa.
- Santiateban, A. (2009). Cómo trabajar en clase la competencia social y ciudadana.En Aula de Innovación Educativa, 189, (pp.12-15).
- Santisteban, A. (2012) La investigación sobre el desarrollo de la competencia social y ciudadana para una participación crítica. En De Alba, N.; García, F.; Santisteban, A. Educar para la participación ciudadana en la enseñanza de las ciencias sociales. Díada. (pp.277-286). http://dialnet.unirioja.es/servlet/articulo?codigo=3977777
- Smith Crocco, M. (ed.) (2005). Social Studies and the Press. Keeping the Beast at Bay? Greenwich-Connecticut.
Journals
- Perspectiva Escolar (1999), 234. Educació política
- Perspectiva Escolar, (2002), 270. Educació per a la ciutadania
- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2005), 44. Nuevos enfoques de la educación cívica y de la educación política.
- Íber. Didáctica de las Ciencias Sociales, geografía e historia, (2010), 64. Ciudadanía.
- Aula de Innovación educativa, (2009), 187. La competencia social y ciudadana.
- Cuadernos de Pedagogía, (2007), 366. Educación para la ciudadanía
Websites
- Senderi. Educació en valors (5 de juliol de 2021). http://www.senderi.org/
- Amnistia Internacional. Educació en drets humans (5 de juliol de 2021). http://www.amnistiacatalunya.org/edu/cat/index.html
- Unió Europea.(5 de juliol de 2021). http://www.oei.es/valores2/055ES.pdf
- UNESCO. (5 de juliol de 2021).
http://www.unesco.org/new/es/global-citizenship-education
- OXFAM Intermón. (5 de juliol de 2021). http://www.oxfamintermon.org/es/que-hacemos/campanas-educacion
Report
Comisión Europea/EACEA/Eurydice, (2017). La educación para la ciudadanía en el contexto escolar europeo. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea.
No specific software is required.