|
Type A
|
Code |
Competences Specific | | | CE1 |
Focus on the development and independence of people to improve their personal relationship skills and their living conditions |
| | CE9 |
Analysis of the behaviours that put the client system at risk and draw up strategies to change them |
| | CE12 |
Assistance to individuals, families, groups, organizations and communities in the analysis of their needs and in their decision making |
| | CE13 |
Identification of situations of risk and preventive action |
| | CE16 |
Development of strategies for managing social welfare organizations |
| | CE17 |
Defence of individuals, families, groups, organizations and communities, and the ability to act on their behalf should the situation so require |
|
Type B
|
Code |
Competences Transversal |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | CE1 |
General
| | | CE9 |
Know how to analyse needs and detect situations of social risk
| | | CE12 |
Are familiar with the social pedagogy model used in professional development
| | | CE13 |
General
| | | CE16 |
General
| | | CE17 |
General
|
|
Type B
|
Code |
Learning outcomes |
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| Block A - General themes |
1. Origins and evolution of the Social Pedagogy: historical evolution and its epistemological and functional development.
2. Social teaching and empowerment
3. Social education as the object of study of social education.
4. Social exclusion and forms of intervention in Social Pedagogy
|
| Block B - Specific themes |
1. SP and families (Families Models. Family violence. Parenthood and maternity construction)
2. SP and childhood (hospitalised childhood, minors at risk, minors in specialised centres)
3. SP and youth (young and sex-affective care, harassment)
4. SP and social movements (pacifists, feminists, environmentalists, citizens, globalisation, development, etc.)
5. SP and prison institutions
6. SP and racism, immigration and cultural diversity
7. SP and mental health (pathology, resources and services)
8. SP and sexuality
9. SP and gender violence
|
| Bloc C - Seminaris |
1. Critical Pedagogy
2. Decolonial Pedagogy
3. Feminist Pedagogy |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Lecture |
|
35 |
5 |
40 |
| Personal attention |
|
1 |
0 |
1 |
| Seminars |
|
20 |
40 |
60 |
| Assignments |
|
2 |
20 |
22 |
| |
| Extended-answer tests |
|
1 |
25 |
26 |
| |
(*) 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 gathering student information and presentation of the subject. |
| Lecture |
Exhibition of the theoretical contents of the subject. Participative system of co-production of knowledge. |
| Personal attention |
Resolution of Doubts, Guides and Advising. |
| Seminars |
Two-Book Reading and Oral Preparing Interventions about These
|
| Assignments |
Group work of 2 or 3 will be carried out and will consist of an analysis of a good practice of socio-educational intervention. |
|
Description |
|
The teacher will resolve doubts, give advice, guidance and advice to the students, individually and/or collectively.
In order to attend tutoring, students must aim in Moodle for the tutoring schedules proposed for the teacher.
All queries, unless they do not have to do with really private issues, must be held in the Moodle forum or in tutoring (not the teacher's email). |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Seminars |
|
Seminar debate must be prepared and moderated at least 2 times per book (for a total of 4) and actively participate in the class discussions.
|
30 % |
| Assignments |
|
Groupware - TDR. A group job will be carried out by 2 or 3 people and will consist of analysing good practice of socio-educational intervention. Two presentations will be evaluated during the course. |
20% |
| Extended-answer tests |
|
The theoretical, practical and experiential contents of the subject will be assessed by the elaboration of a reflective essay-diary throughout the subject that will be presented on the last class day. |
50% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
All recoveries will be performed through an exam at the end of the course. This will have different paragraphs corresponding to the various parts to be retrieved and the students will have to perform the tests corresponding to the activities not exceeded. The paragraphs to be recovered will, at most, entitle to a note of 5 (approved). If a paragraph is not recovered, the correction of the others is suspended as there is no possibility of recovery.
All three parts of the subject (TDR, Seminars and Development Tests) must be approved in order to overcome the subject.
For those who do not follow the continuous assessment pathway, they will have to communicate it to the teacher before the end of the first month of class. A collective tutoring of information and planning will be organized by all those interested in following the alternative route.
In the case of a health emergency requiring confinement of the population or involving mobility restrictions during this course, efforts will be made to adapt the teaching activity and assessment so that it can be carried out online, in accordance with the guidelines established by the relevant bodies. The implementation of this measure is extraordinary and temporary. If this situation occurs, these adaptations will be reported to the Moodle site of each subject. |
| Basic |
, , ,
|
ARROYO, M. (1985). ¿Qué es la Pedagogía Social? Bordón nº 257, pp. 195-202.
BOURDIEU, Pierre (Dir.), La miseria del mundo, Akal, 1999, Madrid
CARIDE, José Antonio,Las Fronteras de la pedagogía social : perspectivas científica e histórica, Gedisa, 2005, Madrid.
CHOMSKY, Noam. La (Des)Educación, Bibloteca de Bolsillo, 2008, Madrid
GARCÍA MOLINA, José, De nuevo la educación social, Dykinson, 2003, Madrid
FERMOSO, P. (2003b). ¿Pedagogía Social o Ciencia de la Educación Social? Revista de Pedagogía Social, 10, pp. 61-84.
FREIRE, Paulo, Pedagogia del oprimido, Siglo XXI, 2005, Madrid.
GOFFMAN, Erving, Estigma. La identidad deteriorada, Amorrortu Editores, 2003, Madrid
MANCIAUX, Michel, La resilencia. Resistir y rehacerse, Gedisa, 2003, Barcelona
MERINO, J.V. (2009). Educación Intercultural. Análisis, Estrategias y Programas de Intervención. Santiago de Chile: Ed.Conocimiento.
NAVARRO, Vicenç, El subdesarrollo social de España: causas y consecuencias, Anagrama, 2006, Madrid
PÉREZ SERRANO, G. (2003). Pedagogía Social y Educación Social. Construcción científica e intervención práctica. Madrid: Narcea.
PLANELLA, Jordi et al (Coord.), Pedagogia Social, Barcelona, 2010, UOC.
Sordé, T., et al (2017). Guía para la comunidad educativa de prevención y apoyo a las víctimas de violencia escolar. Ministerio de Educación.
|
|
| Complementary |
, , ,
|
MARTíNEZ PEINADO, Javier; SÁNCHEZ TABARÉS; Ramon, El futuro imposible del capitalismo, Icaria, Barcelona, 2007FROMM, Erich, La por a la llibertat, Ed. 62, Barcelona, 1965SÁEZ, J.; García MOLINa, J., Pedadogía social. La educación como profesión, Alianza, Madrid, 2006QUINTANA CABANAS, J. M., Textos clásicos de Pedagogía Social, Nau llibres, València, 1999MAKÀRENKO, A. S., Poema Pedagògic, Eumo, Vic, 2006 WALLERSTEIN, Immanuel, L'universalisme europeu. La retòrica del poder, PUV, València, 2008SCHUMACHER, E. F., Lo pequeño es hermoso, Blume, Madrid, 1978 |
| |
| Other comments |
|
This course requires continuous involvement by the students. Some of the activities involve reading and working with documents written in English. It is therefore essential that the student have at least one proper English domain in order to read academic texts.
|
(*)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. |
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