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Social Pedagogy

Code: 104080 ECTS Credits: 6
2024/2025
Degree Type Year
2500260 Social Education OB 3

Contact

Name:
Xavier Úcar Martínez
Email:
xavier.ucar@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

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


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • 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.
  • 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.
  • 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.
  • Participate in the theoretical debates that affect the profession and affect different policy areas.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge. 
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
  • 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 the complexity of the social function of social education.
  3. Analyse the complexity of the value of training as a decisive factor of social inclusion.
  4. Analyse the development of professionalisation in social education.
  5. Analyse the different possibilities for employing social education professionals.
  6. Analyse the relationship between ideologies and socio-educational action.
  7. Analyse the training-progress-happiness relationship in today's society.
  8. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  9. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  10. Identify situations in which a change or improvement is needed.
  11. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  12. Produce social and educational reports in multidisciplinary contexts
  13. Properly formulate aspects of planning in schools.
  14. Propose new experience-based methods or alternative solutions.
  15. Understand the main social and educational models of action and intervention.
  16. Understand the professionalization process of social education.
  17. Understand the roles that social workers can play in different types of multidisciplinary teams.
  18. Using the basic conceptualisation of Pedagogy and Social Education.
  19. Working with other professions in the social area (social workers, psychologists, social anthropologists, sociologists, etc.).

Content

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


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lecturer class 30 1.2 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 19
Seminars 30 1.2 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 19
Type: Supervised      
Supervised 15 0.6 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Type: Autonomous      
Autonomous 75 3 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 19

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:

 

Activitie

Hours

Methodology

Presential in great group

30

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

. It is developed in person or through virtual training capsules that the teacher uploads to the Moddle.

Seminars

15 x 2

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

 

  

Activities

 

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, whit photovoice application, 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.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
2 partial exams 70% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Making a poster about a specific topic 15% 0 0 2, 4, 5, 15, 16, 17, 18
Participation and involvement in classroom dynamics 3% 0 0 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 19
Presentations of papers or films 5% 0 0 2, 5, 6, 17
Public presentation of the poster 5% 0 0 4, 6, 12, 13, 16, 17, 18
Self-assesment 2% 0 0 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 19

It is a compulsory requirement for access to the final assessment of the course:

(1) to have made at least one group presentation in the classroom of an article and a film;
(2) have presented the assessment documents and questions for each article;
(3) have presented the poster and made a public defense of it.

Attendance at classroom classes (seminars) of the course is compulsory. Students must attend at least 80% of the classes, otherwise, they will be considered as not having attended.

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 or, if both are suspended, they have been suspended with an average score of 3.5 points. Only partial exams are recoverable. None of the rest of the activities are.

Students who take a single assessment will have a written exam that will include all the theory developed by the teacher, the mandatory readings worked on in the seminars and the work around the films watched.

The dates of the exams and re-assessment are:

First partial exam: 28 of  October 2024

Second partial exam and single evaluation: 20 of January 2025

Re-assessment and single evaluation: 27 of January 2025

 

Assessment Activities

% of the grade

GROUP

PART

 

Making a poster on a specific theme

20%

Public presentation of the poster

5%

Photovoice from the poster

3%

INDIVIDUAL

PART

Participation in the classroom andinvolvement in the dynamics

2%

Self-evaluation

2%

2 Midterm exams (eliminatory subjects)

34% + 34%

 

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

 


Bibliography

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 lifespan, Vol. 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 Interuniversitaria. http://recyt.fecyt.es/index.php/PSRI/index
    3. International Journal of Social Pedagogy. http://www.internationaljournalofsocialpedagogy.com/index.php?journal=ijsp
    4. Quaderns d’animació i educació social. http://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

Software

There is not


Language list

Name Group Language Semester Turn
(SEM) Seminars 311 Catalan first semester morning-mixed
(SEM) Seminars 312 Catalan first semester morning-mixed
(TE) Theory 3 Catalan first semester morning-mixed