ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Pedagogy and Didactics
Areas: Theory and History of Education.
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
1.-To understand the phenomenon of multiculturalism in today's world, delimiting adequately conceptual schemes and study methodologies.
2.-Justifying the need of an intercultural approach in education, towards the educational intervention to achieve attitudes and skills of intercultural nature.
3.-To know and assess the main issues to be addressed by a project of intercultural education within and outside the educational system, paying particular attention to the development of intercultural skills.
4.-To study pedagogical intervention strategies for the intercultural, attempting to design new techniques based on subjects and contexts.
- Concept and models for the development of intercultural pedagogy.
- Intercultural Pedagogy as a field of theoretical and practical development of Education
- Pedagogy and Intercultural Curriculum.
- Intercultural Pedagogy in the training and development of professionals.
- Intercultural Pedagogy and Socio-community Projects.
- School and social management of cultural diversity. Techniques and methods.
- Intercultural social mediation.
- Intercultural skills.
- Design and evaluation of programs in intercultural pedagogy.
Basic Bibliography:
Bibliografía Básica:
Díaz-Aguado, M. J. (2003). Educación intercultural y aprendizaje cooperativo. Pirámide.
Essomba, M.A. (2008). La gestión de la diversidad cultural en la escuela (10 ideas clave). Graó.
Santos Rego, M. A., & Lorenzo, M. (Eds.). (2012). Estudios de Pedagogía Intercultural. Octaedro.
Santos Rego, M.A; Lorenzo, M. & Miguez, G. (2022). Fondos de conocimiento familiar e intervención educativa. Comprender las circunstancias sociohistóricas de los estudiantes. Narcea
Complementary:
Abdallah-Pretceille, M. (2001). La educación intercultural. Idea Books.
Aguado, M. T. (2003). Pedagogía intercultural. McGraw-Hill.
Alcalá del Olmo, M. J. (2004). Educación intercultural. Tendencias e iniciativas de la UE. Universidad Pontificia de Salamanca.
Coelho, E. (2006). Enseñar y aprender en escuelas multiculturales. Una aproximación integrada. ICE/UB-Horsori.
Escarbajal, A. (2015). Comunidades interculturales y democráticas. Narcea.
Fermoso, P. (Ed.). (1992). Educación intercultural: la Europa sin fronteras. Narcea.
García, J. A., & Goenechea, C. (2009). Educación Intercultural. Análisis de la situación y propuestas de mejora. Wolters Kluwer.
Jordán, J. A. (1994). La escuela multicultural. Un reto para el profesorado. Paidós.
Llevot Calvet, N. (Ed.). (2006). La educación intercultural: discursos y prácticas. Universitat de Lleida.
Martos, J. J., Trapassi, L., García, F., & Borrero, V. M. (Eds.). (2011). Diálogos interculturales: lengua, literatura y sociedad. Anthropos.
Nash, M., & Marre, D. (Eds.). (2001). Multiculturalismos y género. Un estudio interdisciplinar. Ediciones Bellaterra.
Sabariego, M. (2002). El desafío de la educación intercultural. Desclée de Brouwer.
Santos Rego, M. A. (Dir.). (2012). Inmigración y administración local. La gestión socioeducativa. Netbiblo.
Santos Rego, M. A. (Ed.). (2013). Cosmopolitismo y educación. Aprender y trabajar en un mundo sin fronteras. Brief.
Santos Rego, M. A., & Lorenzo, M. (2003). Inmigración e acción educativa en Galicia. Edicións Xerais de Galicia.
Santos Rego, M. A., & Lorenzo, M. (2007). Universidade e sociedade civil en Galicia. Edicións Xerais de Galicia.
Santos Rego, M. A., & Lorenzo, M. (2009). Educación para a cidadanía e os profesores. Edicións Xerais de Galicia.
Santos Rego, M. A., Sotelino, A., & Lorenzo, M. (2015). Aprendizaje-servicio y misión cívica de la universidad. Una propuesta de desarrollo. Octaedro.
Santos Rego, M. A. (Ed.). (2015). El poder de la familia en la educación. Síntesis.
Basic/General Competences:
CB1- Be able to possess knowledge about the area of study derived from general secondary education, and is at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the vanguard of their field of study.
CG2- Be able to analyse the socio-political, economic, educational, cultural and linguistic realities in which the professional work of the / as pedagogues / serves as both diagnostic and prospective terms.
CG3- Be able to know, understand and analyse comprehensively educational situations in different contexts, being able to adapt and apply academic and scientific foundations of Pedagogy.
CG4- Be able to apply theoretical and methodological knowledge necessary for planning, programming and evaluation of training activities in attendance and virtual environments as well as for the organization, development and management of programs and educational equipment.
CG5- Be able to promote and develop educational counselling actions with different people and groups by using appropriate media and resources.
CG8- Be able to make decisions about improving their training and professional practice, in relation to the ethical principles of Pedagogy, based on civic values and human rights.
Transversal Competences (Soft Skills):
CT6- Be able to maintain an attitude of training and update of their professional performance, as well as the realities affected by the practice.
From an expository base focused on the presentation and explanation of the themes, the methodology will result in a plan of participatory and cooperative action with classroom practices or seminars related to diverse topics. Work, individual, in groups, and even interactive practices, may be adapted according to shared interest with the subject and the same with the possibilities of better involvement in the analysis of a suggestive question.
Además, el Campus Virtual se utilizará para informar a los estudiantes sobre los problemas que afectan al tema y también para acomodar la documentación.
There will also be excursions or visits to centers of special interest in relation to the curriculum of the subject, such as Local Administration, Schools, Associations, Civic Centers ... These visits will be evaluated in the framework of the interactive sessions of the subject, and they will be organized according to the development of the semester.
At the same time, you can participate in the development of a service-learning experience. Such experience will involve a group of students depending on the available places, which will be exempt from the practical teaching of the subject in function of its commitment with this experience.
In accordance with the Attendance Regulations for official undergraduate and master's degree programmes at the University of Santiago de Compostela, approved by the Governing Council on 25 November 2024, students must attend at least 80% of sessions to be eligible for continuous assessment. Students who exceed 20% of unjustified absences will be required to submit a substitute assignment in lieu of the portfolio (to be agreed upon with the course instructors), must complete the two required book reviews, and will not be allowed to sit the final exam in the first examination session. Therefore, they will only be permitted to take the exam in the second session in June/July.
It is clear that the evaluation process must be continuous. It must also cover all the dimensions involved in a learning process aimed at providing positive attitudes and a reasonable command of the subject, always taking into account the methodological resources already set out.
To that end, a number of criteria need to be clearly stated. Specifically, the following aspects will be taken into account:
1. Review of two books (10%) according to the classroom schedule that is established. Reviews will be prepared in the same classroom, following the teaching guidelines.
2. Delivery of a Portfolio, which must include classroom practices, together with a reflection on the activity developed and a certain personal critique under the topics covered (20%).
3. Completion of a Final Test (70%) consisting of the answer to short questions, as an “objective test”, which can be complemented with thematic analyzes. Errors will not be penalized in the test. A minimum of Hits is set based on the number of questions (example: out of 30 items, 21 Hits would be needed to achieve sufficiency; and out of 35, 26 hits would be needed). In order to obtain an “Outstanding” or “Enrollment” qualification, it is necessary to show a good level in the Reviews, in the seminar practices (interactive sessions), and even in the elaboration and presentation of the Subject Portfolio.
4. IMPORTANT: In order to pass the subject, it is essential to submit all the indicated tasks (reviews + portfolio + final test) in time and form.
5. Active participation and teamwork will be considered for evaluation purposes. However, to pass the subject it will be essential to have achieved an assessment of "sufficient" in the final test.
6. Considering Instruction 1/2017, of the General Secretariat of the USC, the students that have granted exemption or dispensation of teaching, will be evaluated in the same conditions that the students assisting, except in what it reaches to the realization of the folder, that will be replaced by the realization of a monographic work, agreed with the teachers of the subject in the first three weeks after the start of classes.
7. Any fraudulent completion of an exercise or required assessment task will result in a failing grade for the corresponding examination session, regardless of any disciplinary procedures that may be initiated against the offending student. Fraudulent conduct includes, but is not limited to, the submission of plagiarised work or assignments obtained from publicly accessible sources without proper reworking, reinterpretation, or citation of authors and sources (Regulations on academic performance assessment and grade review – Approved by the Governing Council on 15 June 2011 and amended on 5 April 2017).
8. In accordance with the Attendance Regulations for official undergraduate and master's degree programmes at the University of Santiago de Compostela, approved by the Governing Council on 25 November 2024, students enrolled in the subject for a second (or subsequent) time must submit all assignments required of first-time students. If any of these assignments were previously completed in earlier years, the content must be updated and adapted to the current academic year, and the student must be re-assessed in full.
9. In accordance with the Attendance Regulations for official undergraduate and master's degree programmes at the University of Santiago de Compostela, approved by the Governing Council on 25 November 2024, students must attend at least 80% of sessions to be eligible for continuous assessment. Students who exceed 20% of unjustified absences will be required to submit a substitute assignment in lieu of the portfolio (to be agreed upon with the course instructors), must complete the two required book reviews, and will not be allowed to sit the final exam in the first examination session. Therefore, they will only be permitted to take the exam in the second session in June/July.
Students eligible for continuous assessment will be informed via a list published during the final week of classes.
Hours of attendance:
Theoretical: 25
Practices: 25
Non- attendance Hours:
Teamwork: 12
Search and analysis information: 12
Study for final exam: 35
Evaluation Hours: 1.5
Total workload: 110.5 horas
Percentages:
-Final Test: 70%
-Book Reviews: 10%
-Portfolio: 20%
*The portfolio and the book reviews will be assessed if the final exam is approved.
* It will not be possible to have passed the subject without having delivered all the activities required in the program.
- Reading of some book about a general approach on education and intercultural pedagogy.
- Look at the meaning and significance of the terms and main concepts (assimilation, acculturation, cooperative learning, inclusion, integration, multiculturalism, multiculturalism, etc.).
- Address the similarities and differences between the different models of analysis of multi/interculturalism.
- Explain the relevance of pedagogical intervention techniques in different situations.
- Search curriculum design of intercultural orientation.
- Set indicators for the evaluation of intercultural educational programs.
- Explore the demand for intercultural skills in educational development and in the world of work.
- Get to know cooperative learning techniques particularly suitable for the development of intercultural education.
ESCULCA Research Group of the USC (www.usc.es/esculca)
Immigration, Education and Society Network (RIES) (www.redries.es)
International Association for Intercultural Education (www.iaie.org)
International Association for the Study of Cooperation in Education (IASCE)
National Association for Multicultural Education (www.necme.org)(www.nameorg.org)
AFS Intercultura:info-spain—afs.org (www.afs-intercultura.org)
European Federation of Intercultural Learning: http://efil.org
Schools Intercultural Network: www.escuelasinterculturales.eu
CNICE: www.cnice.mecd.es/recursos2/atencion_diversidad/03_03.htm
http://www.ateiamerica.com/pages/vid6_1info-htm
www.solidaridadgalicia.org
www.mec.es/educa/intercultural/index.htlm
www.fbofill.org
www.sosracismo.org
www.fundacionatman.org
www.ciss.es/foro-educacion/
www.intercultural.nl
http://www.crit.uji.es/
www.culturamigrante.org
www.fundaciondirecta.org
www.aera.net
www.fundación-sm.com
www.pluralismoyconvivencia.es
http://www.educacionsinfronteras.org
http://www.alboan.org
Students’ assignments should preferably be submitted via the virtual classroom; in any case, instructors may request submission through other means.
Environmental responsibility. If paper submission is requested by the instructor, the following criteria must be met: avoid plastic covers or other unnecessary packaging; use staples instead of binding whenever possible; print on both sides of the paper and use "ink-saving" print quality where applicable; avoid using blank pages as dividers; avoid including appendices unrelated to the main content.
Gender perspective. The use of non-sexist language is recommended both in classroom interactions and in academic work. Further information is available at:
https://pro-assetsusc.azureedge.net/cdn/ff/QKcBDjOX5QgeJQkeVe81BaV8Ho1e…
Mandatory use of the institutional email account (@rai).
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorised by the university.
Mobile phone use is not permitted, unless it is used as a working tool following the instructor’s guidance. Students are responsible for any legal or academic consequences resulting from inappropriate use.
The teaching-learning process (classes / tutorials) is a private process; thus, communication and information exchange between instructors and enrolled students must be treated as confidential.
Compliance with data protection regulations is mandatory:
https://www.usc.gal/es/politica-privacidad-proteccion-datos
Miguel Angel Santos Rego
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813755
- miguelangel.santos [at] usc.es
- Category
- Professor: University Professor
Alejandro Sotelino Losada
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813780
- alexandre.sotelino [at] usc.es
- Category
- Professor: Temporary PhD professor
Diana Priegue Caamaño
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813906
- Category
- Professor: University Lecturer
| Wednesday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_02 | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 10:30-12:00 | Grupo /CLE_01 | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 12:00-13:30 | Grupo /CLIS_03 | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 13:30-15:00 | Grupo /CLIS_01 | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 05.19.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 06.30.2026 09:30-11:30 | Grupo /CLE_01 | CLASSROOM 9 (LIFE CAMPUS-Module A) |