Logo UAB
2023/2024

Fundamentals of Socio-Community Education

Code: 101663 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OB 3 1

Contact

Name:
Lucas Martínez Chito
Email:
lucasmanuel.martinez@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Prerequisites

This is a subject third-year course. It requires having approved the subjects of Anthropology and Philosophy of Education and Sociopolitical Bases of Education.


Objectives and Contextualisation

 

1. Know the genesis, basic concept of Socio-Community Education and its relations with other socio-educational activities

2. Understand the theoretical foundations of education Socio

3. Know the different academic traditions and Socio-educational professionals.

4. Learn to design a project of Socio-Community Education

5. Understand and apply the methods, techniques and Socio-educational activities.

6. Get experiences and education projects Socio


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • 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.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify points for improvement.
  2. Analyse different types of communities and the main characteristics that define and shape them.
  3. Analyse socio-cultural and community development experiences and projects from the perspective of different theoretical paradigms.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  6. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  7. Design socio-cultural promotion and community development activities, programs and projects.
  8. Develop professional functions tailored to different social and community situations in ways that encourage the empowerment of the participants.
  9. Explain the explicit or implicit code of practice of one's own area of knowledge.
  10. Foster democratic education of the population and the practice of critical and social thought fostering collaboration with families, organizations and institutions with a bearing on the education of the population.
  11. Identify situations in which a change or improvement is needed.
  12. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  13. Maintaining an attitude of respect for practices and types of behaviour that address fairness and inclusion.
  14. Propose new experience-based methods or alternative solutions.
  15. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  16. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  17. Propose projects and actions that incorporate the gender perspective.
  18. Understand existing research on socio-cultural and community development.
  19. Understand the basic concept and the main methodologies and techniques of socio-cultural and community development.
  20. Understand the basic legislation that encompasses social and community education.
  21. Understand the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort showing an ethical attitude to mediation processes in different contexts and circumstances.
  22. Understand the theoretical frameworks that enable sustainable development and responsible actions to assess individual and collective responsibility for achieving a sustainable future.
  23. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  24. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
  25. Working in multidisciplinary teams, developing processes of social/community education.

Content

1. Basic conceptualization in socio-community education

2. Socio-pedagogical bases of the action in the community

2.1. Community education, civil society and sociocultural frameworks

2.2. the community

23. The participation

2.4. Community action and socio-educational work in xarxa

2.5. Community methodology

2.6. Social capital

2.7. Collective intelligence

3. The French-speaking tradition: the sociocultural animation

3.1. Theoretical-practical currents in sociocultural animation

3.2. The methodology of sociocultural animation

4. The Anglo-Saxon tradition: community development

4.1. Community, development and social change

4.2. Organization of the community and community development

5.Community dynamization techniques

6. Design and participatory evaluation of socio-community education projects

7. Socio-community education experiences and projects

8. Role of the social educator in the community sphere


Methodology

The protagonist in the teaching-learning process is the student and in this sense an active and participatory methodology has been planned, based on research. There are 4 types of activities:

1.-Directed, face-to-face in a large group: they include presentations by the teaching staff of the contents of the agenda and specific presentations of experiences and case studies by active professionals (30 hours).

2.-*Supervised: in the seminars the students will carry out practical activities in small groups on techniques and specific actions on the agenda. Both the practical research activities and the development of the work are supervised by the teaching staff. (15 hours)

3.-Autonomous: the students will have individual and couple autonomous work spaces to analyze a community experience and to elaborate a social community project respectively (75 hours).

4.-Evaluative: intended for the verification and qualification of the achievements.

 

 

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.


Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Classes and seminars 45 1.8 6, 2, 3, 4, 1, 19, 18, 20, 8, 7, 9, 12, 11, 24, 14, 15, 16, 17, 5, 23
Type: Supervised      
Design and development of an education project 30 1.2 3, 1, 20, 11, 24, 14, 25, 23
Type: Autonomous      
Study and research information 75 3 3, 4, 22, 21, 18, 20, 11, 24

Assessment

The subject contemplates two evaluation modalities: single and continuous. Both modalities require releasing the same evaluative evidence to accredit and guarantee the achievement of the objectives and learning results established for the subject.


They are mandatory requirements:

1.-Carry out all the required evaluation activities. It will be considered non-assessable if all are not done.
2.- Attendance to at least 80% of the classes and seminars, otherwise it will be considered non-assessable.
3.-It should be noted that the plagiarism of any text in the course work or the copy to the evaluation activities will be a reason for failing.


The positive attitude towards learning and participation in the sessions will be evaluated.

The continuous evaluation implies the regularity in the delivery of the tasks and works:

-community project analysis: December 1

-work research and application of techniques: by groups from October 13 to January 12

-community project design: January 26


The continuous evaluation implies the regularity in the delivery of the tasks and work as determined. The unique evaluation will imply the delivery of all the activities on January 26.
The final exam will be on January 26, and the recovery exam will be on February 2. The latter will consist of a test with 15 questions on the total content of the subject.

 

Evaluation activities

%

PART GROUP

Research work, elaboration of information and application of techniques to the classroom

15%

Design and elaboration of a socio-community education project

25%

PART INDIVIDUAL

Level of participation in the classroom and involved thedynamics

5%

Reflection of a community experience

10%

Final Examen

45%

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Analysis of a community project or initiative 10% 0 0 2, 3, 1, 18, 9, 24, 14, 15, 16, 23
Design and development of an education project in a specific reality 25% 0 0 6, 2, 3, 19, 21, 18, 20, 8, 7, 11, 17, 25, 5
Final Exam 45% 0 0 3, 22, 18, 20, 8, 7, 10
Participation and involvement in classroom dynamics 5% 0 0 3, 22, 19, 12, 13
Research work, development of information and application of techniques in the classroom 15% 0 0 2, 4, 19, 18, 7, 17

Bibliography

Manuals and general works

  1. AAVV. (2001). Comunidad y cambio social. Teoría y praxis de la acción comunitaria. Madrid: Editorial Popular.
  2. ANDER-EGG (1989) La animación y los animadores. Ed. Narcea. Madrid.
  3. AYUSO, I. (2004) Animación sociocultural. Intervención multidisciplinar. Jaen: Formación Alcalá.
  4. BARBERO,J.M.; CORTES, F. (2005) Trabajo comunitario, organización y desarrollo social. Madrid: Alianza.
  5. BARBOSA, E. Y MOURA, D.(2018) Proyectos educativos y sociales. Madrid. Editorial Narcea
  6. BLANCO, I. Y GOMÀ, R. – coordinadores (2022). ¿Vidas segregadas? Reconstruir fraternidad.  Valencia. Tirant Humanidades
  7. CALVO, A. (2002), La animación sociocultural. Una estrategia educativa para la participación. Madrid: Alianza
  8. CEMBRANOS, F. Y MEDINA, J.A. (2014) Grupos inteligentes. Teoría y práctica del trabajo en equipo. Madrid. Editorial Popular
  9. CIVIS, M. ; RIERA, J. (2007) La nueva pedagogía comunitaria. Un marco para la acción sociopedagógica e interprofesional. Valencia : Nau Llibres.
  10. CHARRY, C. ; CONTRERAS.IBAÑEZ, C. (2015) Capital social: enfoques alternativos. Barcelona, Anthropos
  11. CHECKOWAY, B.N.; GUTIÉRREZ, L. M. (Eds.). (2009) Teoría y práctica de la participación juvenil y el cambio comunitario.  Barcelona: Graò.
  12. DELANTY, G. (2006) Community. Barcelona : Graò.
  13. DIAZ-GIBSON, J. (2017)Projectes d'innovació educativa comunitària: ingredients d'éxit i reptes.Barcelona: FundacióJaume Bofill 
  14. FIGUERAS, P. (2011) Los Técnicos Superiores en Animación Sociocultural y su inserción en el mercado de trabajo. Madrid: Editorial CCS.
  15. FROUFE, S.; SANCHEZ, M.A. (1994) Construir la animación. Salamanca : Amaru.
  16. GARCÍA ROCA, J. (2004)  Políticas y programas de participación social. Madrid. Síntesis.
  17. GILLET, J. C. (2006) La animación en la Comunidad. Un modelo de animación socioeducativa. Barcelona : Graò.
  18. GOMÀ, R. (2008). La acción comunitaria: transformación social y construcción de ciudadanía. En Res. Revista de Educación Social. Monográfico de Educación Social y trabajo con la comunidad, núm. 7. [en línea]. enllaç. [14 de marzo de 2014]
  19. HERAS, P. (Coord.) y otros (2008). La acción política des de la comunidad.  Barcelona: Graò.
  20. HOMBRADOS, M.I. ; GARCÍA, M.A. ; LÓPEZ, T. (Coord.) (2006) Intervención social y comunitaria. Málaga : Ediciones Aljibe
  21. HOMBRADOSs, M. I. (2011).“Sentido de comunidad”. En Fernández, I.; Morales, J. F. y Molero, F. (coords.). Psicología de la intervención comunitaria, págs. 97-128.
    Bilbao. Editorial  Desclée de Brouwer
  22. LILLO, N. ; ROSELLO, E. (2001) Manual para el trabajo social comunitario. Madrid : Narcea.
  23. LLENA, A.; PARCERISA, A.; ÚCAR, X. (2009) 10 Ideas clave. La acción comunitaria. Barcelona: Graò.
  24. LOZANO, J. O. (2007) Jóvenes educadores. Tribus educadoras entre los lugares y las redes.  Barcelona: Graò.
  25. MARCHIONI, M. (Coord.) (2001) Comunidad y cambio social. Teoría y praxis de la acción comunitaria. Madrid: Popular.
  26. MARTINEZ, L. & ÚCAR, X. (2022) The generation of community social capital in the Poble Sec community plan (Barcelona), Community Development, DOI: 10.1080/15575330.2021.1987487
  27. MORATA, T. (Coord.) (2016) Pedagogia social comunitaria y exclusión social. Madrid, Popular
  28. NAVARRO, S. (2004) Redes sociales y construcción comunitaria. Madrid. CCS
  29. NUÑEZ, H. (2015) Evaluación participativa en la acción comunitaria. Madrid. Popular
  30. PEÑA-LÓPEZ, I.; BALAGUÉ PUXAN, F. (coords.) Acción comunitaria en red. Barcelona: Graò. 
  31. PÉREZ  SERRANO, G.; PÉREZ DE GUZMAN, Mª V. (2006) El animador. Buenas prácticas de acción sociocultural. Madrid: Narcea
  32. PÉREZ  SERRANO, G.; PÉREZ DE GUZMAN, Mª V. (2006) Qué es la animación sociocultural. Epistemología y valores. Madrid : Narcea
  33. PÉREZ SERRANO, M. (coord). (2011). Intervención sociocomunitaria. Mardid: Universidad Nacional de Educación a Distancia, UNED.
  34. POSE, H.M. (2006) La cultura en las ciudades. Un quehacer cívico-social. Barcelona: Graò
  35. REY, A. (2022)El libro de la inteligencia colectiva. Madrid Alzmuzara Editorial
  36. SÁNCHEZ, A. (2007): Manual de psicología comunitaria. Un enfoque integrado.Madrid: Pirámide.
  37. SANTIBÁÑEZ GRUBER, R.; MARTÍNEZ-PAMPLIEGA, A. (Coords.) (2013) La intervención comunitària con adolescentes y familias en riesgo. Barcelona. Graó.
  38. SARRATE, M.L. (Coord.) (2002), Programas de animación sociocultural. Madrid: UNED
  39. SOLER, P. (Coord.) (2011) La animación sociocultural. Una estrategia para el desarrollo y el empoderamiento de comunidades. Barcelona: UOC.
  40. TRILLA, J. (Coordinador) (1997). Animación sociocultural. Teorías, programas y ámbitos. Barcelona: Ariel.
  41. ÚCAR, X. (Coord.) (2009)  Enfoques y experiencias internacionales de acción comunitaria. Barcelona : Grao.
  42. ÚCAR, X. (Edit.) (2005)  Participación, animación e intervención socioeducativa. Actas del 1er. Congreso Internacional e Interdisciplinar. Ponencias y comunicaciones. Barcelona.
  43. ÚCAR, X.; LLENA, A. (Coords.) (2006) Miradas y diálogos en torno a la acción comunitaria.  Barcelona: Graò.
  44. Úcar, X. (2016). Relaciones socioeducativas . La acción de los profesionales. Barcelona, UOC
  45. VENTOSA, V.J. (Coord.) (2008) Los agentes de la animación sociocultural. El papel de las instituciones, de la comunidad y de los profesionales. Madrid: Editorial CCS.
  46. ZAMBRANO, A.; BERROETA, H. (Comps.) Teoría y práctica de la acción comunitaria. Aportes desde la psicología comunitaria. Santiago de Chile: Ril Editores. 

  

Design materials and intervention methodology

 

  1. CASACUBERTA, D. ; RUBIO, N. ; SERRA, L. (Coord.) (2011) Acción cultural y desarrollo comunitario. Barcelona : Graó
  2. CASTRO, M.M. y otros (2007) La escuela en la comunidad.La comunidad en la escuela. Barcelona : Grào.
    1. CEMBRANOS, F. y otros (1988) La animación sociocultural: una propuesta metodológica . Madrid: Popular.
    2. DELTORO, E. (1991) Como hacer proyectos de animación. Zaragoza : Trajecte associats.
    3. FRANCIA, A. y otros (1993) Análisis de la realidad. Ed. CCS. Madrid.
    4. JARA, O.(1998) Para sistematizar experiencias. Una propuesta teórica y práctica. Costa Rica: Alforja
    5. MARTÍ, J. ; PASCUAL, J. ; REBOLLO, O. (Coord.) (2005) Participación y desarrollo comunitario en medio urbano. Experiencias y reflexiones. Madrid : Ipala Editorial/Cimas.
    6. NUÑEZ, H. (2016) Evaluación participativa en la acción comunitaria. Madrid : Editorial Popular
    7. PEREZ SERRANO, G. (1993) Elaboración de proyectos sociales. Casos prácticos. Madrid: Narcea.
    8. PEREZ-CAMPANERO, M.P. (1991) Como detectar las necesidades de intervención socioeducativa. Madrid: Narcea.
    9. Red Cimas(2015) Metodologías participativas. Sociopraxis para la creatividad social.Madrid Dextra Editorial
    10. RECIO, C. y otros (2009) Los bancos de tiempo. Barcelona: Grao.
    11. VENTOSA, J.V. (2001) Desarrollo y evaluación de proyectos socioculturales. Madrid: CCS
    12. VILLASANTE, T.R. y otros (Coord.) (2001) La investigación social participativa. Barcelona : El viejo Topo.

 

Books on intervention techniques

 

  1. AGUILAR, Mª.J. (1991) Cómo animar un grupo. Barcelona : El Ateneo.
  2. AREA, M. ; PARCERISA, A. ; RODRIGUEZ, J. (Coord.) (2010) Materiales y recursos didácticos en contextos comunitarios.Barcelona : Graò.
  3. BASCONES, L.M. (1992) Juegos para la animación de ambientes. Madrid: CCS.
  4. COSTA, M.;LOPEZ, E. (1991) Manual del educador social 1 y 2. Madrid:  Ministerio de asuntos sociales.
  5. CHAVES, A.; MESALLES, LL. (2001)  El animador. Cómo organizar las actividades de los clientes en un hotel divertido. Barcelona: Laertes
  6. FROUFE, S. (1998) Técnicas de grupo en animación comunitaria. Salamanca: Amaru.
  7. GUTIERREZ, L. (1997) Métodos para la animación sociocultural. Madrid: CCS.
  8. PEREZ SERRANO, G. (2000) Modelos de investigación cualitativa en Educación social y animación sociocultural. Aplicaciones prácticas. Madrid: Narcea
  9. SANCHEZ, M. (1986) Metodología y práctica de la participación. Madrid: Popular.
  10. UCAR, X. (1992) El teatro en la animación sociocultural. Zaragoza: Diagrama.
  11. VILLASANTE, T.R. y otros  (Coord.) (2001) Prácticas locales de creatividad social. Barcelona : El viejo Topo.
  12. VILLASANTE, T.R. y otros  (2000). La investigación social participativa. Construyendo ciudadanía 1. Madrid: El Viejo Topo
  13. ZAMORA, A. (1993) Recursos lúdico-festivos. Madrid: CCS.

 

 

Magazines and web links

1. Educación Social.Revista de Intervención socioeducativa. Institut de formació Pere Tarrés.

2. Pedagogia social. Revista Interuniversitaria. Universidad Nacional de Educación a Distancia (UNED)

3. Quaderns d’animació i educació social. http://www.quadernsanimacio.com

4. Quaderns d'educació social. Col.legi d'educadores i educadors socials de Catalunya

5. Community Development Journal

6. European Journal of Social work

7. Social work education

8. Social Education

9. International Journal of Social Education

10.El Pas. http://www.diba.es/elpas/index.asp

11.Fundació Jaume Bofill. http://www.fbofill.cat/

12.Eduso. Net el portal de l’educació social.  http://www.eduso.net/

13. Dixit Centre de Documentació de Serveis Socials. http://dixit.gencat.cat/portal/index.html

14. Coordinadora per a l’Animació Sociocultural de Catalunya  http://www.cascat.org/

15. International Journal of Social Pedagogy

16.Xarxanet: entitats i voluntaris per un món millor http://xarxanet.org/

17. https://trabajosocialaquiyahoraonline.wordpress.com/

 18. https://www.trama.confavc.cat/acci%C3%B3-comunit%C3%A0ria

 


Software

None specific