| Competences |
| Type A | Code | Competences Specific |
| A2 | Conèixer els fonaments teòrics de la intervenció socioeducativa i els seus àmbits d'actuació. | |
| Type B | Code | Competences Transversal |
| B1 | Learning to learn | |
| B3 | Critical, logical and creative thinking, and an ability to innovate | |
| B5 | Teamwork, collaboration and sharing of responsibility | |
| B6 | Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field | |
| B7 | Sensitivity to environmental issues | |
| Type C | Code | Competences Nuclear |
| C2 | Be advanced users of the information and communication technologies | |
| C3 | Be able to manage information and knowledge | |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| C5 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A2 |
Coneix les bases antropològiques, històriques i sociològiques de l'educació. Interpreta les relacions de gènere, les intergeneracionals, les culturals i les dels diferents estils de vida. Interpreta de manera crítica i respectuosa les diferents expressions culturals. | |
| Type B | Code | Learning outcomes |
| B1 |
Be familiar with the features of their discipline. | |
| B3 |
Interpreta les relacions de gènere, les intergeneracionals, les culturals i les dels diferents estils de vida. Interpreta de manera crítica i respectuosa les diferents expressions culturals. | |
| B5 |
Help to define, organize and distribute the group’s tasks. | |
| B6 |
Adapt their arguments to different groups and/or situations. | |
| B7 |
Ensure that their studies and projects have social, economic and environmental dimensions. | |
| Type C | Code | Learning outcomes |
| C2 |
Understand basic computer hardware. Understand the operating system as a hardware manager and the software as a working tool. | |
| C3 |
Locate and access information effectively and efficiently. Reflect on, review and evaluate the information management process. | |
| C4 |
Produce oral texts that are appropriate to the communicative situation. Produce well-structured, clear and rich written texts | |
| C5 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. Be respectful of the values of a culture of peace and democracy. |
| Contents |
| Topic | Sub-topic |
| Introduction to the subject |
Introductory subject |
| Block 1: Introduction to educational research | 1.1 Introduction (Databases) 1.2 Scientific knowledge 1.3 Characteristics of research 1.4 How to conduct educational research 1.5 Formal aspects of presenting a research project |
| Block 2: Education in contemporary times. Current trends | 2.1 A brief historical overview of family and education 2.2 From Rousseau to Modern Schooling 2.3 Education in the Contemporary World 2.4 Current educational trends |
| Block 3: Family, gender, culture and intergenerational relations | 3.1 Anthropological models of education 3.2 Sociocultural techniques and social structures 3.3 Family models and their influence on education 3.4 Gender relations 3.5 Multiculturalism and interculturalism 3.6 Discrimination and social inclusion 3.7 Intergenerational relations |
| Planning |
| Methodologies :: Tests | ||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||||
| Introductory activities |
|
4 | 0 | 4 | ||||||||||
| Assignments |
|
42 | 111 | 153 | ||||||||||
| Lecture |
|
48 | 44 | 92 | ||||||||||
| Presentations / oral communications |
|
6 | 20 | 26 | ||||||||||
| Personal attention |
|
15 | 0 | 15 | ||||||||||
| Extended-answer tests |
|
0 | 10 | 10 | ||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||||||
| Methodologies |
| Description | |
| Introductory activities | Activities aimed at contacting and collecting information from students and presenting the course. |
| Assignments | Group and/or individual work by pupils |
| Lecture | Presentation by the teacher of the topics with ICT support. |
| Presentations / oral communications | Presentations by students of group and/or individual work. |
| Personal attention | Time that each teacher has reserved for attending to and resolving student queries. |
| Personalized attention |
| Description |
|
The student will be attended individually in tutoring sessions to help him/her with doubts about the different subjects of the course and in group sessions, to guide him/her in carrying out the work. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||||
| Assignments |
|
Group work related to different topics of the subject, development of seminars of readings or other types of exercises that may be considered. | 45% | ||||||||||
| Presentations / oral communications |
|
Presenting and defending the different tasks that arise from the organisation of the course. | 20% | ||||||||||
| Extended-answer tests |
|
Performance of tests on the content of the subject. | 35% | ||||||||||
| Others |
| Other comments and second exam session | |||
|
The evaluation of the subject will be done in the following way: (it may vary significantly in each group according to the criteria of the teacher who will inform the first day of class). Seminars of readings, research work or other types of exercises will be carried out, which will account for 45% of the mark; oral presentations will account for 20% of the mark; and finally, 35% of the mark will correspond to a developmental test. On the first day of class each teacher will specify the above parameters in his/her specific syllabus. All parts of the course must be passed in order to pass. There is a second call for students who do not pass one or more parts of the subject in the continuous assessment. In this case, it will consist of a knowledge test. Attendance is compulsory. Only students who have attended 80% of the classes (theory and seminars) will be assessed. No type of certificate will be accepted to justify an absence. Participation in the classroom and in other voluntary training activities proposed by the course will only have an impact on the final grade if all parts of the course are passed. In accordance with the regulations in force, the teacher may establish those measures that he/she considers appropriate for the proper development of the assessed activities. The measures may include limitations on the use or possession of communication and data transmission devices during the tests and must be complied with by the student. The instructions laid down by the URV will be followed with regard to the student disciplinary regulations and the document on the prevention, detection and treatment of plagiarism in teaching. In both cases, the measures established in the documents will be applied. |
|||
| Sources of information |
| Basic |
Aubert, A., Flecha, A., Garcia, C., Flecha, R., & Racionero, S. , Aprendizaje dialógico en la Sociedad de la Información, Hipatia, 2008
Bowen, J., Historia de la educación occidental, Herder, Última edició disponible
Kottak, C.P., Introducción a la antropología, espejo para la humanidad, McGraw-Hill, Última edició disponible
Flecha, R., ed, Successful educational actions for inclusion and social cohesion in Europe, Springer, cop. 2015, Última edició disponible
Beck-Gernsheim, E. , La reinvención de la família: en busca de nuevas formas de convivencia, Paidós, Última edició disponible
Burggraf, J., ¿Qué quiere decir género? En torno a un nuevo modo de hablar, Promesa, Última edició disponible
Durkheim, E., Educació i sociologia, Eumo, Última edició disponible
Harris, M. , Antropología Cultural, Alianza, Última edició disponible
Freire, P. , Pedagogía del Oprimido, Siglo XXI, Última edició disponible
Apple, M.W., & Beane, J.A. , Escuelas Democráticas, Morata, Última edició disponible
Aubert, A., Garcia, C., & Racionero, S. , Aprendizaje dialógico, Cultura y Educación, 2009
García, C., Diálogo y aprendizaje, Cultura y Educación, 2009
Garcia, C., Ruíz, L., Puigvert, L., & Rué, L., Hipatia de Alejandria. Un equipo plural de científicas desvela la verdad sobre la primera mujer de ciencia, Hipatia, Última edició disponible
Luxán Serrano, Marta and Biglia, Barbara, “Family”, In D. Cook (Ed.), The sage encyclopedia of children and childhood studies, 2020
Biglia, B., Feminismo(s): hibridaciones frente a diferencialismos (Feminism(s): hybridition versus differentialisms), Oñati Socio-Legal Series, 2019
Garcia Yeste, C.; El Miri, O.; Álvarez, P.; & Morlà, T., Muslim women wearing the niqab in Spain: Dialogues around discrimination, identity and freedom, International Journal of Intercultural Relations, 2020
Morlà-Folch, T., Ríos González, O., Mara, L.C., & García Yeste, C., Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona, Learning, Culture and Social Interaction, 2020
Racionero, S.; Ugalde, L., Merodio, G.; Gutiérrez, N., “Architects of their own brain”. Social impact of an intervention study for the prevention of gender-based violence in adolescence, Frontiers in Psychology, 2020
Roca, E.; Melgar, P.; Gairal-Casadó, R.; & Pulido, M., Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19, Sustainability, 2020
Gairal, R., Garcia, C., Novo, M.T., & Salvadó, Z., Out of school learning scientific workshops: Stimulating institutionalized Adolescents’ educational aspirations, Children and Youth Services Review, 2019
Girbés-Peco, S., Gairal-Casadó, R., & Torrego-Egido, L., Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales, Cultura y Educación, 2019
Rios-Gonzalez, O., Puigvert, L., Sanvicen, P., Aubert, A., Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery, European Early Childhood Education Research Journal, 2019
Garcia, C., Gairal, R., Munté, A., Plaja, T., Dialogic literary gatherings and out-of-home child care: Creation of new meanings through classic literature, Child & Family Social Work, 2018
Garcia Yeste, C., Morlà, T., & Ionescu, V., Dreams of Higher Education in the Mediterrani School Through Family Education, Frontiers in Education, 2018
Antón Semiónovich Makárenko, Poema Pedagógico, ,
Pierre Bourdieu i Jean Claude Passeron, Los Herederos. Los estudiantes y la cultura, ,
Bell Hooks, El feminismo es para todo el mundo, ,
Paulo Freire, Pedagogía del Oprimido, ,
María Montessori, El niño el secreto de la infancia, ,
Francesc Ferrer i Guàrdia, L’Escuela Moderna, ,
Buslón, N., Gairal, R., León, S., Padrós, M., & Reale, E., The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings, , Qualitative Inquiry
Duque, E., Gairal, R., Molina, S., Roca, E., How the Psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions, , Frontiers in Psychology
Roca, E.; Melgar, P.; Gairal-Casadó, R.; & Pulido, M., Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19, , Sustainability
Garcia Yeste, C.; El Miri, O.; Álvarez, P.; & Morlà, T., Muslim women wearing the niqab in Spain: Dialogues around discrimination, identity and freedom, , International Journal of Intercultural Relations
Morlà-Folch, T., Ríos González, O., Mara, L.C., & García Yeste, C., Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona, , Learning, Culture and Social Interaction
Gallardo-Nieto, Elena Maria, María Espinosa-Spínola, Oriol Ríos-González, y Carme García-Yeste., Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health, , Sustainability
Rodrigues de Mello, R, Soler-Gallart, M, Braga, FM and Natividad-Sancho, L., Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities, , Frontiers in Psychology
Sánchez-Sainz, M., Pedagogías Queer: ¿nos arriesgamos a hacer otra educación?, , Madrid: Catarata
Biglia, B., Luxán Serrano, M., & Jiménez Pérez, E., Evaluación feminista de formaciones en violencias de género: una propuesta situada, Política y Sociedad, 2022 |
||||||||
| Complementary |
Willis, P., Aprendiendo a trabajar , Akal, Última edició disponible
Lisón, C. , Introducción a la antropología social y cultural. teoría, método y práctica, Akal, Última edició disponible
Ballarín, P., Educación de las mujeres en la España contemporánea (siglos XIX-XX), Síntesis, Última edició disponible
Kottak, C.P., Antropología cultural, McGraw-Hill, Última edició disponible
Illich, I. , La Sociedad desescolarizada , Barral, Última edició disponible
Housel, D.J., Historia de la escuela, Shell education pub, Última edició disponible
Aguado, T. , Pedagogía intercultural, McGraw-Hill, Última edició disponible
Ander-Egg, E., Introducción a las técnicas de investigación social, Humanitas, Última edició disponible
Morín, E., Los siete saberes necesarios para la educación del futuro, Paidós, Última edició disponible
Asensio, J.M., Una educación para el diálogo, Paidós, Última edició disponible
Becker, G. , Tratado sobre la familia, Alianza, Última edició disponible
Beck, U. , La sociedad del riesgo: hacia una nueva modernidad, Paidós, Última edició disponible
Ruíz Berrio, J., La cultura escolar de Europa. Tendencias históricas emergentes, Biblioteca Nueva, Última edició disponible
Butler, J., Deshacer el género, Paidós, Última edició disponible
Flecha, R., Compartiendo palabras: el aprendizaje de las personas adultas a través del diálogo, Paidós, Última edició disponible
Puigvert, L., Oliver, E., Valls, R., & Garcia, C., De la superstición a la ciencia: actuaciones de éxito desde la investigación que generan transformación social, Revista Interuniversitaria de Formación del Profesorado, 2012
Garcia, C., & Yuste, M. , La formación de las familias para el aprendizaje de la comunidad, Cuadernos de Pedagogía, 2012
Salceda, M., Vidu, A., Aubert, A., & Padros, M., Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance, Children and Youth Services Review, 2022
Elboj-Saso, C.; Cortés-Pascual, A; Íñiguez-Berrozpe, T.; Lozano-Blasco, R. & Quílez-Robres, A., Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19, Sustainability, 2021
Gallardo-Nieto, E. M., Espinosa-Spínola, M., Ríos-González, O., & García-Yeste, C., Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health, Sustainability, 2021
Salvadó, Z.; Garcia-Yeste, C.; Gairal, R., & Novo, M., Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion, Children and Youth Services Review, 2021
Gairal-Casadó, R.; Garcia-Yeste, C.; Munté Pascual, A., & Padrós Cuxart, M., Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care, The British Journal of Social Work, 2021 |
||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.