Social Services attention to women: a documentary analysis
Authorship
N.A.M.
Social Education Degree
N.A.M.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This undergraduate dissertation addresses a documentary analysis of the resources and services available to women within the Social Services sector. Throughout the work, it examines how the gender perspective is integrated into regulations, programs, resources, and practices of Galician social services, and assesses the contribution of Social Education. Similarly, it explores how public policies and socio-educational interventions contribute to women’s equality and empowerment, especially for those in vulnerable situations. This documentary research process has included analysis of regional and national legislation, institutional reports, and scientific articles. The results show that Galicia has an advanced legislative framework; however, challenges remain in its implementation. Therefore, it is recommended to strengthen gender training, improve access to resources, and promote comprehensive interventions, acknowledging the transformative potential of Social Education within a coordinated model and with increased funding.
This undergraduate dissertation addresses a documentary analysis of the resources and services available to women within the Social Services sector. Throughout the work, it examines how the gender perspective is integrated into regulations, programs, resources, and practices of Galician social services, and assesses the contribution of Social Education. Similarly, it explores how public policies and socio-educational interventions contribute to women’s equality and empowerment, especially for those in vulnerable situations. This documentary research process has included analysis of regional and national legislation, institutional reports, and scientific articles. The results show that Galicia has an advanced legislative framework; however, challenges remain in its implementation. Therefore, it is recommended to strengthen gender training, improve access to resources, and promote comprehensive interventions, acknowledging the transformative potential of Social Education within a coordinated model and with increased funding.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Student’s tutor)
GARCIA ANTELO, BEATRIZ (Student’s tutor)
Health learning through the use of technologies and study of the potential impact on students’ lives
Authorship
C.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
This Bachelor's Thesis focuses on the analysis of various digital tools that can facilitate meaningful learning for students in the field of health. The study aims to draw conclusions that will be useful for other teachers, with the goal of improving educational practices in this area. The main objectives of the work are to identify the most effective digital tools for learning relevant health-related content and to analyze how acquiring this knowledge influences students’ daily lives. To achieve this, an introductory research methodology based on fieldwork is employed, which includes a literature review, an intervention proposal carried out in a school, the evaluation of the results of this intervention with the students, and the conclusions of the work. The fieldwork will be carried out in a semi-private school, which will allow for the creation of an innovative and meaningful teaching proposal through the use of digital tools for learning about health.
This Bachelor's Thesis focuses on the analysis of various digital tools that can facilitate meaningful learning for students in the field of health. The study aims to draw conclusions that will be useful for other teachers, with the goal of improving educational practices in this area. The main objectives of the work are to identify the most effective digital tools for learning relevant health-related content and to analyze how acquiring this knowledge influences students’ daily lives. To achieve this, an introductory research methodology based on fieldwork is employed, which includes a literature review, an intervention proposal carried out in a school, the evaluation of the results of this intervention with the students, and the conclusions of the work. The fieldwork will be carried out in a semi-private school, which will allow for the creation of an innovative and meaningful teaching proposal through the use of digital tools for learning about health.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Portraits of the self: Drawing as an expression of self-concept in Early Childhood Education
Authorship
Y.A.D.
Bachelor's Degree in Early Childhood Education
Y.A.D.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 09:30
07.03.2025 09:30
Summary
Children's self-concept is defined as the perception a child has of themselves, constituting a dynamic representation that begins to develop from the early years of life. In turn, children's drawings are considered a form of graphic expression through which learners communicate their emotions, thoughts, and understanding of the environment. The present Final Degree Project aims to explore the possible relationship between the self-concept of Early Childhood Education students and their graphic representations, analysing the validity of drawing as a projective tool of children's self-perceptions. To this end, a review of the scientific literature published up to March 2025 was conducted using ERIC, PsycINFO, and Web of Science(WOS) databases. Likewise, a field study was carried out with a sample of Early Childhood Education students, in which self-concept was assessed using instruments adapted to their developmental stage, and the participants' graphic productions were analysed. The results support the existence of self-concept predictors in children's drawings, such as figure size, line quality, or the representation of bodily features, highlighting their relevance in analysing the construct of self-concept.
Children's self-concept is defined as the perception a child has of themselves, constituting a dynamic representation that begins to develop from the early years of life. In turn, children's drawings are considered a form of graphic expression through which learners communicate their emotions, thoughts, and understanding of the environment. The present Final Degree Project aims to explore the possible relationship between the self-concept of Early Childhood Education students and their graphic representations, analysing the validity of drawing as a projective tool of children's self-perceptions. To this end, a review of the scientific literature published up to March 2025 was conducted using ERIC, PsycINFO, and Web of Science(WOS) databases. Likewise, a field study was carried out with a sample of Early Childhood Education students, in which self-concept was assessed using instruments adapted to their developmental stage, and the participants' graphic productions were analysed. The results support the existence of self-concept predictors in children's drawings, such as figure size, line quality, or the representation of bodily features, highlighting their relevance in analysing the construct of self-concept.
Direction
Guisande Couñago, María Adelina (Tutorships)
Guisande Couñago, María Adelina (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Attention to diversity within a special education unit: an intervention program based on the inclusive model
Authorship
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 09:30
07.03.2025 09:30
Summary
Within an increasingly pluralistic and dynamic society, school emerges as the institution responsible for embracing and valuing the trait that paradoxically both unites and distinguishes the human being: diversity. In this context, Special Education Units (SEUs) within mainstream schools are recognized as a possible form of schooling for students with Special Educational Needs. This Bachelor’s Thesis aims to design an inclusive intervention program tailored to the needs of a class group within a SEU. Its value and consistency lies in the acknowledgment of the limitations identified in a real SEU located in Galicia in order to develop a proposal that enhances its educational effectiveness. To this end, a legislative and bibliographic review of the form of schooling is carried out, followed by an exhaustive data collection process of the needs, benefits and barriers of a SEU in a Galician context. Subsequently, the resulting intervention program is presented, outlining its key components, and grounded in the principles of Universal Design for Learning. Through this, educational practice carried out in SEUs is brought to light, and the transformative potential of the educational community is emphasized in moving towards an inclusive educational model.
Within an increasingly pluralistic and dynamic society, school emerges as the institution responsible for embracing and valuing the trait that paradoxically both unites and distinguishes the human being: diversity. In this context, Special Education Units (SEUs) within mainstream schools are recognized as a possible form of schooling for students with Special Educational Needs. This Bachelor’s Thesis aims to design an inclusive intervention program tailored to the needs of a class group within a SEU. Its value and consistency lies in the acknowledgment of the limitations identified in a real SEU located in Galicia in order to develop a proposal that enhances its educational effectiveness. To this end, a legislative and bibliographic review of the form of schooling is carried out, followed by an exhaustive data collection process of the needs, benefits and barriers of a SEU in a Galician context. Subsequently, the resulting intervention program is presented, outlining its key components, and grounded in the principles of Universal Design for Learning. Through this, educational practice carried out in SEUs is brought to light, and the transformative potential of the educational community is emphasized in moving towards an inclusive educational model.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
ESTEVEZ BLANCO, IRIS (Co-tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
ESTEVEZ BLANCO, IRIS (Co-tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Analysis of the educational reality in a special education unit: a case study
Authorship
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.S.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:00
07.04.2025 10:00
Summary
Within the framework of a socio-educational paradigm that advocates for inclusion as a model of attention to diversity, Special Education Units (SEUs) in mainstream schools are considered a possible schooling modality for students with Special Educational Needs. This Bachelor’s Thesis aims to shed light on the educational reality that emerges from the Galician SEUs and to assess their strengths and limitations in building an inclusive educational model. To this end, the study is framed within empirical qualitative research and it adheres to the Case Study approach. The number of participants amounts to seven, and the semi-structured interview is chosen as the data collection instrument. The subsequent analysis is carried out with the support of the Atlas.ti (V.25) software. The results reveal that SEUs are conceived as a beneficial modality for those students who require them. Participants consider that the presence of these units in mainstream schools fosters positive attitudes and relationships. However, it is required to have enough resources and a coordinated and committed teaching community. Ultimately, it is necessary to improve teacher training and practice to achieve an equitable and inclusive education.
Within the framework of a socio-educational paradigm that advocates for inclusion as a model of attention to diversity, Special Education Units (SEUs) in mainstream schools are considered a possible schooling modality for students with Special Educational Needs. This Bachelor’s Thesis aims to shed light on the educational reality that emerges from the Galician SEUs and to assess their strengths and limitations in building an inclusive educational model. To this end, the study is framed within empirical qualitative research and it adheres to the Case Study approach. The number of participants amounts to seven, and the semi-structured interview is chosen as the data collection instrument. The subsequent analysis is carried out with the support of the Atlas.ti (V.25) software. The results reveal that SEUs are conceived as a beneficial modality for those students who require them. Participants consider that the presence of these units in mainstream schools fosters positive attitudes and relationships. However, it is required to have enough resources and a coordinated and committed teaching community. Ultimately, it is necessary to improve teacher training and practice to achieve an equitable and inclusive education.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
The influence of family context on academic performance: a systematic review.
Authorship
L.A.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.A.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project presents a systematic review analyzing the influence of the family context on the academic performance of Early Childhood and Primary Education students. The research addresses this topic motivated by current challenges in the Spanish educational system, evidenced by results such as the TIMSS 2023 study and the persistent early school leaving rate. The study focuses on identifying key family factors (socioeconomic level, parenting styles, parental involvement, and diverse family structures). Literature analysis reveals that, beyond socioeconomic variables, proximal aspects like parental aspirations, positive parenting, and home climate are crucial. Parental involvement in the domestic sphere and democratic parenting styles are highlighted as the most beneficial, while the influence of family structures lies in the quality of support provided, with certain limitations in the soundness of available information. The work concludes that school failure is a systemic problem requiring active collaboration between school and family. It proposes the transformation of school culture towards a bidirectional model and the strengthening of family guidance. The completion of this FDP contributed to the development of professional competencies, emphasizing the relevance of the family context in educational success and the need to reinforce its integration into pedagogical strategies.
This Final Degree Project presents a systematic review analyzing the influence of the family context on the academic performance of Early Childhood and Primary Education students. The research addresses this topic motivated by current challenges in the Spanish educational system, evidenced by results such as the TIMSS 2023 study and the persistent early school leaving rate. The study focuses on identifying key family factors (socioeconomic level, parenting styles, parental involvement, and diverse family structures). Literature analysis reveals that, beyond socioeconomic variables, proximal aspects like parental aspirations, positive parenting, and home climate are crucial. Parental involvement in the domestic sphere and democratic parenting styles are highlighted as the most beneficial, while the influence of family structures lies in the quality of support provided, with certain limitations in the soundness of available information. The work concludes that school failure is a systemic problem requiring active collaboration between school and family. It proposes the transformation of school culture towards a bidirectional model and the strengthening of family guidance. The completion of this FDP contributed to the development of professional competencies, emphasizing the relevance of the family context in educational success and the need to reinforce its integration into pedagogical strategies.
Direction
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
Court
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
Feel, Think and Respect: Designing a Program for the Prevention of Bullying through Emotional Education in Primary School Students.
Authorship
L.A.A.
Pedagogy Degree
L.A.A.
Pedagogy Degree
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
School bullying is a form of violence characterized by repetition, intentionality, and a power imbalance that affects coexistence in educational settings, having a negative impact on students' overall development. Bullying behaviors can be observed from an early age, increasing between the ages of 11 and 13. In this context, emotional education has proven to be an effective strategy for the prevention of school bullying from the earliest stages. Thus, the proposal “Feel, Think, and Respect,” designed for 5th and 6th grade Primary Education students, applies emotional education as a strategy to prevent school bullying. The program is structured into four sessions carried out at the beginning of the school year, each lasting 50 minutes and taking place once a week. The activities incorporate participatory and dynamic approaches such as debates, role-playing, and short film screenings, which promote emotional understanding, empathy and the peaceful resolution of conflicts. It includes an initial and final evaluation, as well as a process evaluation. It is important for future research to explore emerging forms of school bullying, such as cyberbullying, which are increasingly present. It is also recommended to develop content tailored to younger age groups and to systematically integrate emotional education into the school curriculum, rather than treating it as a cross-curricular topic, in order to ensure deeper and more continuous interventions that help build school environments that are more respectful, empathetic, and free from violence.
School bullying is a form of violence characterized by repetition, intentionality, and a power imbalance that affects coexistence in educational settings, having a negative impact on students' overall development. Bullying behaviors can be observed from an early age, increasing between the ages of 11 and 13. In this context, emotional education has proven to be an effective strategy for the prevention of school bullying from the earliest stages. Thus, the proposal “Feel, Think, and Respect,” designed for 5th and 6th grade Primary Education students, applies emotional education as a strategy to prevent school bullying. The program is structured into four sessions carried out at the beginning of the school year, each lasting 50 minutes and taking place once a week. The activities incorporate participatory and dynamic approaches such as debates, role-playing, and short film screenings, which promote emotional understanding, empathy and the peaceful resolution of conflicts. It includes an initial and final evaluation, as well as a process evaluation. It is important for future research to explore emerging forms of school bullying, such as cyberbullying, which are increasingly present. It is also recommended to develop content tailored to younger age groups and to systematically integrate emotional education into the school curriculum, rather than treating it as a cross-curricular topic, in order to ensure deeper and more continuous interventions that help build school environments that are more respectful, empathetic, and free from violence.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
The TPR (Total Physical Response) method in English language learning in the first cycle of Primary Education: A didactic proposal for the second grade of Primary Education.
Authorship
M.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
02.03.2025 17:00
02.03.2025 17:00
Summary
This Final Degree Project focuses on the(Total Physical Response method and its application in teaching English in Primary Education. the main aim is to investigate how this method, which combines physical activity with language learning, can improve the acquisition of English in a group of Primary Education students. In addition to providing a theoretical foundation on this method and other key approaches to teaching foreign languages throughout history, the project develops a didactic proposal based on TPR, carried out in the first cycle of Primary Education, more specifically in the second grade. The proposal evaluates the effectiveness of this method by analysing its impact on students' motivation, participation, and comprehension. It also highlights the benefits of reducing classroom anxiety and fostering a safe and playful environment for learning English. The research concludes that, despite some limitations, TPR is a valid tool for teaching English as a foreign language in the early years of Primary Education.
This Final Degree Project focuses on the(Total Physical Response method and its application in teaching English in Primary Education. the main aim is to investigate how this method, which combines physical activity with language learning, can improve the acquisition of English in a group of Primary Education students. In addition to providing a theoretical foundation on this method and other key approaches to teaching foreign languages throughout history, the project develops a didactic proposal based on TPR, carried out in the first cycle of Primary Education, more specifically in the second grade. The proposal evaluates the effectiveness of this method by analysing its impact on students' motivation, participation, and comprehension. It also highlights the benefits of reducing classroom anxiety and fostering a safe and playful environment for learning English. The research concludes that, despite some limitations, TPR is a valid tool for teaching English as a foreign language in the early years of Primary Education.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
The music tale as a didactic resource for Music Education in Primary School: a content analysis
Authorship
A.A.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.A.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
This Final Degree Project will focus on the documentary analysis of musical tales published in Spain, with the aim of exploring their fundamental characteristics and assessing their potential as didactic resources for music education in Primary Education. Through a quantitative methodology with a positivist approach, the study will begin by establishing selection criteria and systematically organizing the search process to ensure that the selected tales align with the objectives of the research. Subsequently, they will undergo a thorough analysis in which a set of categories will be defined to evaluate aspects such as formal structure, musical content, and pedagogical dimension. Finally, the conclusions drawn from the analysis will be presented, with the aim of determining to what extent these characteristics support the consideration of musical tales as effective, interdisciplinary, and meaningful tools for enhancing music education at this educational stage.
This Final Degree Project will focus on the documentary analysis of musical tales published in Spain, with the aim of exploring their fundamental characteristics and assessing their potential as didactic resources for music education in Primary Education. Through a quantitative methodology with a positivist approach, the study will begin by establishing selection criteria and systematically organizing the search process to ensure that the selected tales align with the objectives of the research. Subsequently, they will undergo a thorough analysis in which a set of categories will be defined to evaluate aspects such as formal structure, musical content, and pedagogical dimension. Finally, the conclusions drawn from the analysis will be presented, with the aim of determining to what extent these characteristics support the consideration of musical tales as effective, interdisciplinary, and meaningful tools for enhancing music education at this educational stage.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
School-based interventions to promote physical activity in early childhood education: a systematic review.
Authorship
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 10:15
07.03.2025 10:15
Summary
The lack of physical activity during the early childhood education years contributes to the emergence of health problems among young children, with obesity being one of the most common ones. Numerous studies have shown that promoting PA within the school setting is one of the key measures to address this issue. Therefore, this study aims to identify and analyze interventions promoted by educational centers that seek to increase the physical activity levels of early childhood education students. To address this objective, a systematic review was conducted following the PRISMA Declaration guidelines, involving a search for scientific articles in three different databases: Scopus, Web of Science and SportDiscus. Of the articles that were found, 10 met the stablished inclusion criteria and were analyzed in detail. The results indicate that creating designated spaces for movement, integrating movement into classrooms, and raising student awareness will increase their physical activity. However, this remains an evolving area with significant limitations, being particularly important the lack of teacher training and awareness. Thus, to create an active lifestyle that lasts into adulthood, it is important that schools ensure that enough time is dedicated to physical activity in order to meet the internationally agreed-upon recommendations.
The lack of physical activity during the early childhood education years contributes to the emergence of health problems among young children, with obesity being one of the most common ones. Numerous studies have shown that promoting PA within the school setting is one of the key measures to address this issue. Therefore, this study aims to identify and analyze interventions promoted by educational centers that seek to increase the physical activity levels of early childhood education students. To address this objective, a systematic review was conducted following the PRISMA Declaration guidelines, involving a search for scientific articles in three different databases: Scopus, Web of Science and SportDiscus. Of the articles that were found, 10 met the stablished inclusion criteria and were analyzed in detail. The results indicate that creating designated spaces for movement, integrating movement into classrooms, and raising student awareness will increase their physical activity. However, this remains an evolving area with significant limitations, being particularly important the lack of teacher training and awareness. Thus, to create an active lifestyle that lasts into adulthood, it is important that schools ensure that enough time is dedicated to physical activity in order to meet the internationally agreed-upon recommendations.
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Analysis of the intervention of primary education teachers of Cambre (A Coruña) with trans minors: a case study.
Authorship
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 17:00
07.04.2025 17:00
Summary
Trans childhood is an increasing reality in today’s society and educational system. For this reason, this study aims to identify and to analyze the strengths and the areas that are still in need of an improvement in the intervention with trans minors by the teaching team of CEIP Portofaro (Cambre, A Coruña) in Primary Education. To address this objective, it was conducted a qualitative research using the case study method, which involved interviewing 8 teachers from said school. The results reveal a high level of unawareness regarding how to support trans minors within the educational setting. Specifically, there is a lack of teacher training, both in terms of the role that educators should assume and in relation to the resources avaliable and the legislative issues stablished by the national and regional regulations. Nevertheless, there is a clear willingness among teachers to continue training and learning in order to meet the needs of trans children. In conclusion, it is necessary increase the visibility of trans identities in schools and teachers training centers, in order to ensure a cross-cutting approach to the diversity of LGTBI individuals and the well-being of trans children during the Primary Education stage.
Trans childhood is an increasing reality in today’s society and educational system. For this reason, this study aims to identify and to analyze the strengths and the areas that are still in need of an improvement in the intervention with trans minors by the teaching team of CEIP Portofaro (Cambre, A Coruña) in Primary Education. To address this objective, it was conducted a qualitative research using the case study method, which involved interviewing 8 teachers from said school. The results reveal a high level of unawareness regarding how to support trans minors within the educational setting. Specifically, there is a lack of teacher training, both in terms of the role that educators should assume and in relation to the resources avaliable and the legislative issues stablished by the national and regional regulations. Nevertheless, there is a clear willingness among teachers to continue training and learning in order to meet the needs of trans children. In conclusion, it is necessary increase the visibility of trans identities in schools and teachers training centers, in order to ensure a cross-cutting approach to the diversity of LGTBI individuals and the well-being of trans children during the Primary Education stage.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Analysis of the relationship between teacher motivation and the classroom social climate among Primary Education students
Authorship
A.A.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.A.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
This Final Degree Project for Primary Education Teaching develops an empirical field study, which aims to analyze the relationship between teachers' perceptions of motivation and students' perceptions of the classroom social climate. This research will begin with a literature review and aims to analyze whether or not there is a relationship and how each of the variables is affected, in order to understand certain current situations in the educational landscape. The methodology employed will be quantitative research, with a descriptive and correlational design, which will be carried out by collecting information from a preselected sample using standardized scales. The instruments will be administered in person, and the data obtained will be processed for statistical purposes.
This Final Degree Project for Primary Education Teaching develops an empirical field study, which aims to analyze the relationship between teachers' perceptions of motivation and students' perceptions of the classroom social climate. This research will begin with a literature review and aims to analyze whether or not there is a relationship and how each of the variables is affected, in order to understand certain current situations in the educational landscape. The methodology employed will be quantitative research, with a descriptive and correlational design, which will be carried out by collecting information from a preselected sample using standardized scales. The instruments will be administered in person, and the data obtained will be processed for statistical purposes.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
Autonomy strategies desing (ASD)
Authorship
R.A.G.
Pedagogy Degree
R.A.G.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project is part of the design modality of an intervention project, which will focus on the promotion of the autonomy of children with ASD, especially aimed at supporting their families, so that they have more information on how to enhance their children's autonomy. This way, the objectives pursued are, firstly, to get closer to the concept of ASD and to know its characteristics, emphasizing those that respect autonomy. It will also be essential to know what factors differentiate the promotion of autonomy in the case of people with ASD as opposed to people who are not on this spectrum. Providing support to families in the education of their children with ASD will be one of the fundamental aspects to work on, as well as ultimately promoting the autonomy of these children with ASD.
This Final Degree Project is part of the design modality of an intervention project, which will focus on the promotion of the autonomy of children with ASD, especially aimed at supporting their families, so that they have more information on how to enhance their children's autonomy. This way, the objectives pursued are, firstly, to get closer to the concept of ASD and to know its characteristics, emphasizing those that respect autonomy. It will also be essential to know what factors differentiate the promotion of autonomy in the case of people with ASD as opposed to people who are not on this spectrum. Providing support to families in the education of their children with ASD will be one of the fundamental aspects to work on, as well as ultimately promoting the autonomy of these children with ASD.
Direction
Teijeiro Boo, Yesica (Tutorships)
Teijeiro Boo, Yesica (Tutorships)
Court
Teijeiro Boo, Yesica (Student’s tutor)
Teijeiro Boo, Yesica (Student’s tutor)
The relationship between Gamificaction and Children’s and Young Adult Literature in Primary Education.
Authorship
M.A.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.A.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This Bachelor’s Thesis, entitled “The relationship between Gamificaction and Children’s and Young Adult Literature in Primary Education”, is framed under the ‘Documentary Research’ modality and, as its title suggested, aims to study the teaching-learning technique called gamification and its possible connections with Children’s and Young Adult Literature, specially with Galician Children’s and Young Adult Literature.
This Bachelor’s Thesis, entitled “The relationship between Gamificaction and Children’s and Young Adult Literature in Primary Education”, is framed under the ‘Documentary Research’ modality and, as its title suggested, aims to study the teaching-learning technique called gamification and its possible connections with Children’s and Young Adult Literature, specially with Galician Children’s and Young Adult Literature.
Direction
NEIRA RODRIGUEZ, MARTA (Tutorships)
NEIRA RODRIGUEZ, MARTA (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
Proposals for educational intervention with unaccompanied foreign minors in Spain: a systematic review of the literature.
Authorship
A.A.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.A.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:45
07.01.2025 10:45
Summary
This thesis focuses on the analysis of educational intervention proposals aimed at unaccompanied foreign minors in Spain, a particularly vulnerable group within the migratory context. The main objective is to explore and synthesize the existing literature to identify good educational practices that favor their social, cultural and emotional inclusion, meeting their specific needs. For this, a systematic literature review methodology will be used, consulting academic databases and specialized sources. A selection of relevant studies will be carried out applying inclusion criteria based on actuality, relevance and methodological quality, in order to analyze and categorize the different documented interventions. In addition, the strategies used in educational and social contexts will be examined, highlighting those that show greater effectiveness in the integration of unaccompanied minors. Through this review, we aim to identify patterns and gaps in current interventions and formulate evidence-based recommendations to improve the educational and social processes that serve this group. This work contributes to the development of more inclusive educational models adapted to the realities of cultural diversity and the situation of vulnerability.
This thesis focuses on the analysis of educational intervention proposals aimed at unaccompanied foreign minors in Spain, a particularly vulnerable group within the migratory context. The main objective is to explore and synthesize the existing literature to identify good educational practices that favor their social, cultural and emotional inclusion, meeting their specific needs. For this, a systematic literature review methodology will be used, consulting academic databases and specialized sources. A selection of relevant studies will be carried out applying inclusion criteria based on actuality, relevance and methodological quality, in order to analyze and categorize the different documented interventions. In addition, the strategies used in educational and social contexts will be examined, highlighting those that show greater effectiveness in the integration of unaccompanied minors. Through this review, we aim to identify patterns and gaps in current interventions and formulate evidence-based recommendations to improve the educational and social processes that serve this group. This work contributes to the development of more inclusive educational models adapted to the realities of cultural diversity and the situation of vulnerability.
Direction
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
Court
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
The art of paper folding: an affective teaching of geometry, statistics, and probability.
Authorship
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 09:30
07.04.2025 09:30
Summary
The aim of this work is to design a didactic proposal to develop competences and achieve objectives related to the areas of geometry, statistics and probability that follows the methodological approaches recommended in the educational literature and contributes to improve the affective domain of students in a 5th and 6th grade Primary School classroom towards mathematics. Thus, the purpose is to check whether, according to literature, the affective domain has a significant influence on students’ academic performance, as well as to promote an improvement in their affectivity towards mathematics, since this is usually negative. To this end, a didactic proposal was designed and implemented that integrates the spatial, stochastic and socioemotional senses by using origami as a manipulative material appealing to students. The effect of this proposal was evaluated through the analysis of the students’ academic results, questionnaires on their attitudes towards mathematics and the emotions manifested during the sessions. The results show a positive trend both in academic performance and in the affective domain of the students as a result of the implementation of manipulative didactic approaches that consider the affectivity of students.
The aim of this work is to design a didactic proposal to develop competences and achieve objectives related to the areas of geometry, statistics and probability that follows the methodological approaches recommended in the educational literature and contributes to improve the affective domain of students in a 5th and 6th grade Primary School classroom towards mathematics. Thus, the purpose is to check whether, according to literature, the affective domain has a significant influence on students’ academic performance, as well as to promote an improvement in their affectivity towards mathematics, since this is usually negative. To this end, a didactic proposal was designed and implemented that integrates the spatial, stochastic and socioemotional senses by using origami as a manipulative material appealing to students. The effect of this proposal was evaluated through the analysis of the students’ academic results, questionnaires on their attitudes towards mathematics and the emotions manifested during the sessions. The results show a positive trend both in academic performance and in the affective domain of the students as a result of the implementation of manipulative didactic approaches that consider the affectivity of students.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
Developing healthy habits in Early Childhood Education: an exploration of the legal framework and a didactic proposal through learning situations.
Authorship
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
L.A.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 11:00
07.03.2025 11:00
Summary
Learning situations, introduced by the LOMLOE, constitute a new methodological framework for structuring the teaching-learning process, oriented towards a more competent-based learning. Current legislation and the competent authorities, in response to the needs of today´s society, also highlight the importance of health education and the promotion of healthy habits within the educational context. The aim of this work was to design a didactic proposal aligned with the methodological approaches promoted by current educational legislation, in order to encourage healthy habits in the second cycle of Early Childhood Education. This didactic proposal was carried out through the implementation of a learning situation in a final-year Early Childhood Education classroom, centred on the creation of a restaurant in the role-play area. The activities focused on healthy eating and the preparation of recipes, as well as the incorporation of active breaks throughout the school day. The results revealed that this approach offers a suitable framework for raising awareness and the acquisition of healthy habits in Early Childhood Education, while also supporting the integration of the three curricular areas through activities that promote active participation and reflection among pupils.
Learning situations, introduced by the LOMLOE, constitute a new methodological framework for structuring the teaching-learning process, oriented towards a more competent-based learning. Current legislation and the competent authorities, in response to the needs of today´s society, also highlight the importance of health education and the promotion of healthy habits within the educational context. The aim of this work was to design a didactic proposal aligned with the methodological approaches promoted by current educational legislation, in order to encourage healthy habits in the second cycle of Early Childhood Education. This didactic proposal was carried out through the implementation of a learning situation in a final-year Early Childhood Education classroom, centred on the creation of a restaurant in the role-play area. The activities focused on healthy eating and the preparation of recipes, as well as the incorporation of active breaks throughout the school day. The results revealed that this approach offers a suitable framework for raising awareness and the acquisition of healthy habits in Early Childhood Education, while also supporting the integration of the three curricular areas through activities that promote active participation and reflection among pupils.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Prison education: a systematic literature review
Authorship
A.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.A.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
This Final Degree Project explores the role of education in prison contexts through a bibliographic and documentary review focused on research published between 2020 and 2025. The main objective is to analyze the scope, limitations, and potential of the educational process within prisons, with particular emphasis on the involved agents, teachers and inmates, and special attention to the educational situation of incarcerated women. The methodology follows the PRISMA model guidelines to ensure transparency and rigor in the identification, selection, and inclusion of the reviewed documents. The literature search was conducted using the Dialnet, Scopus, and ProQuest databases, resulting in a final selection of 19 documents that met the established criteria for analysis.
This Final Degree Project explores the role of education in prison contexts through a bibliographic and documentary review focused on research published between 2020 and 2025. The main objective is to analyze the scope, limitations, and potential of the educational process within prisons, with particular emphasis on the involved agents, teachers and inmates, and special attention to the educational situation of incarcerated women. The methodology follows the PRISMA model guidelines to ensure transparency and rigor in the identification, selection, and inclusion of the reviewed documents. The literature search was conducted using the Dialnet, Scopus, and ProQuest databases, resulting in a final selection of 19 documents that met the established criteria for analysis.
Direction
SANTOS GONZALEZ, MARIA CARMEN (Tutorships)
SANTOS GONZALEZ, MARIA CARMEN (Tutorships)
Court
SANTOS GONZALEZ, MARIA CARMEN (Student’s tutor)
SANTOS GONZALEZ, MARIA CARMEN (Student’s tutor)
Family Involvement and Academic Performance of SEN Students. Designing a Project for Primary Education.
Authorship
C.A.G.
Pedagogy Degree
C.A.G.
Pedagogy Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This work explores family involvement in the educational process of students with Specific Educational Support Needs (NEAE) in Primary Education, focusing on the barriers that hinder their participation and the importance of shool-family collaboration. Based on a comprehensive theoretical framework on parenting styles, inclusive policies, and family challenges, the project “Camiñamos xuntas: Building Bridges Between School, Family, and NEAE Students” was designed. The proposal aims to promote educational co-responsibility through participatory activities that highlight students strengths, improve communication, and foster a more inclusive school culture. The project offers a practical tool to strengthen the connection between all educational stakeholders.
This work explores family involvement in the educational process of students with Specific Educational Support Needs (NEAE) in Primary Education, focusing on the barriers that hinder their participation and the importance of shool-family collaboration. Based on a comprehensive theoretical framework on parenting styles, inclusive policies, and family challenges, the project “Camiñamos xuntas: Building Bridges Between School, Family, and NEAE Students” was designed. The proposal aims to promote educational co-responsibility through participatory activities that highlight students strengths, improve communication, and foster a more inclusive school culture. The project offers a practical tool to strengthen the connection between all educational stakeholders.
Direction
Mella Núñez, Igor (Tutorships)
Mella Núñez, Igor (Tutorships)
Court
Mella Núñez, Igor (Student’s tutor)
Mella Núñez, Igor (Student’s tutor)
Health education, Nutrition, Awareness, Educational intervention, Learning assessment, Learning assessment
Authorship
N.A.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.A.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
In the following research, a study on health education in Primary Education will be carried out, with special attention to nutrition as a fundamental pillar. The main objective of the research is to analyze the difficulties presented by 4th grade students in relation to eating habits and the understanding of a balanced diet. For this purpose, an initial diagnosis will be made to identify the main obstacles in the learning and application of knowledge about nutrition in the classroom. Based on these results, an educational intervention proposal will be designed, adapted to the detected needs, with didactic activities aimed at improving students' awareness and eating habits. Finally, an evaluation of the effectiveness of the intervention will be carried out, measuring the changes in the level of knowledge and attitudes of students towards healthy eating. Thus, this study aims to provide educational strategies that favor the acquisition of healthy nutritional habits from an early age, contributing to children's well-being and the development of a critical awareness of the importance of health in everyday life.
In the following research, a study on health education in Primary Education will be carried out, with special attention to nutrition as a fundamental pillar. The main objective of the research is to analyze the difficulties presented by 4th grade students in relation to eating habits and the understanding of a balanced diet. For this purpose, an initial diagnosis will be made to identify the main obstacles in the learning and application of knowledge about nutrition in the classroom. Based on these results, an educational intervention proposal will be designed, adapted to the detected needs, with didactic activities aimed at improving students' awareness and eating habits. Finally, an evaluation of the effectiveness of the intervention will be carried out, measuring the changes in the level of knowledge and attitudes of students towards healthy eating. Thus, this study aims to provide educational strategies that favor the acquisition of healthy nutritional habits from an early age, contributing to children's well-being and the development of a critical awareness of the importance of health in everyday life.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Design of an intervention proposal on galician folklore in primary education
Authorship
A.A.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.A.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 12:00
07.03.2025 12:00
Summary
This Final Degree Project presents an educational intervention proposal aimed at 4th-grade Primary Education students at CEP Altamira. The intervention falls within the area of Music and Dance and is based on constructivist and sociocultural pedagogical approaches. The main objective is to foster the development of Cultural Awareness and Expression Competence by promoting knowledge, appreciation, and respect for Galician folklore as an essential part of collective identity. The aim is for new generations to engage with the cultural expressions of Galicia, to value them, and to be able to compare them with other cultures, always from a perspective of respect and positive appreciation of cultural diversity. Folklore is presented as a set of cross-curricular content that allows for the integration of knowledge from other areas of the curriculum, promoting meaningful, situated, and contextualized learning. The proposal encourages active student participation, cooperative work, and connection with the nearby cultural environment. Ultimately, the final purpose of this intervention is to contribute to the preservation and transmission of Galician intangible cultural heritage within the school context.
This Final Degree Project presents an educational intervention proposal aimed at 4th-grade Primary Education students at CEP Altamira. The intervention falls within the area of Music and Dance and is based on constructivist and sociocultural pedagogical approaches. The main objective is to foster the development of Cultural Awareness and Expression Competence by promoting knowledge, appreciation, and respect for Galician folklore as an essential part of collective identity. The aim is for new generations to engage with the cultural expressions of Galicia, to value them, and to be able to compare them with other cultures, always from a perspective of respect and positive appreciation of cultural diversity. Folklore is presented as a set of cross-curricular content that allows for the integration of knowledge from other areas of the curriculum, promoting meaningful, situated, and contextualized learning. The proposal encourages active student participation, cooperative work, and connection with the nearby cultural environment. Ultimately, the final purpose of this intervention is to contribute to the preservation and transmission of Galician intangible cultural heritage within the school context.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
Suicide bereavement in the family: a systematic review from the perspective of Social Education
Authorship
M.A.V.
Social Education Degree
M.A.V.
Social Education Degree
Defense date
07.01.2025 17:30
07.01.2025 17:30
Summary
This paper addresses the issue of suicide, focusing on the grief experienced by the family and close people after this type of loss. Suicide is a worldwide public health problem, which not only has an impact on the person who makes this decision, but also on the people closest to them. Unlike other types of grief, suicide bereavement is one of the most neglected and stigmatised, characterised by its sudden loss, complexity and emotional intensity. The main objective is to analyse, through a systematic review, the impact of suicide of a family member on the survivors of the family. The results reveal a wide range of emotional, psychological and physical reactions such as guilt, anxiety, depression, stress, insomnia or general malaise, as well as social isolation due to stigma. Adaptive strategies (self-care, re-signification and spirituality) and maladaptive strategies (isolation, work overload and substance use) are identified. In addition, participation in support groups is highlighted as one of the most valued interventions. In conclusion, the need to improve access to support resources is highlighted and it is proposed to integrate social education in the work of prevention, support and postvention of suicide.
This paper addresses the issue of suicide, focusing on the grief experienced by the family and close people after this type of loss. Suicide is a worldwide public health problem, which not only has an impact on the person who makes this decision, but also on the people closest to them. Unlike other types of grief, suicide bereavement is one of the most neglected and stigmatised, characterised by its sudden loss, complexity and emotional intensity. The main objective is to analyse, through a systematic review, the impact of suicide of a family member on the survivors of the family. The results reveal a wide range of emotional, psychological and physical reactions such as guilt, anxiety, depression, stress, insomnia or general malaise, as well as social isolation due to stigma. Adaptive strategies (self-care, re-signification and spirituality) and maladaptive strategies (isolation, work overload and substance use) are identified. In addition, participation in support groups is highlighted as one of the most valued interventions. In conclusion, the need to improve access to support resources is highlighted and it is proposed to integrate social education in the work of prevention, support and postvention of suicide.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
Twice exceptional: an educational challenge between hyperactivity and talent
Authorship
S.A.V.
Bachelor's Degree in Early Childhood Education
S.A.V.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Pupils who are noted for possessing superior skills and abilities to cope with academic tasks, while at the same time presenting some other difficulty, are known as doubly exceptional. This combination of strengths and needs can result in the two characteristics masking each other, making early and appropriate identification and attention difficult. As a result, they often receive insufficient support, which has a negative impact on both their academic performance and emotional well-being. Dual exceptionality poses a significant challenge to the education system, as these students often do not have sufficient resources to fulfil their potential. In this context, the aim of this thesis is to analyse the characteristics of this double condition (high abilities and ADHD), as well as its presence in Early Childhood Education classrooms, through a literature review that allows us to understand in depth the double exceptionality and contribute to promote an inclusive education that recognises and values the diversity of talents and needs of these students
Pupils who are noted for possessing superior skills and abilities to cope with academic tasks, while at the same time presenting some other difficulty, are known as doubly exceptional. This combination of strengths and needs can result in the two characteristics masking each other, making early and appropriate identification and attention difficult. As a result, they often receive insufficient support, which has a negative impact on both their academic performance and emotional well-being. Dual exceptionality poses a significant challenge to the education system, as these students often do not have sufficient resources to fulfil their potential. In this context, the aim of this thesis is to analyse the characteristics of this double condition (high abilities and ADHD), as well as its presence in Early Childhood Education classrooms, through a literature review that allows us to understand in depth the double exceptionality and contribute to promote an inclusive education that recognises and values the diversity of talents and needs of these students
Direction
Sánchez Castaño, Maria Teresa (Tutorships)
Sánchez Castaño, Maria Teresa (Tutorships)
Court
Sánchez Castaño, Maria Teresa (Student’s tutor)
Sánchez Castaño, Maria Teresa (Student’s tutor)
Building Healthy and Responsible Relationships. An Intervention Project on Affective-Sexual Education with Adolescents.
Authorship
P.A.D.
Pedagogy Degree
P.A.D.
Pedagogy Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This Final Degree Project (TFG) proposal falls under the intervention program modality and aims to contribute to the affective-sexual education of adolescents. Specifically, its main objective is to promote a healthy, respectful, and stigma-free sexuality by providing adolescents with the essential tools to build healthy relationships and make informed and responsible decisions. The advancement of Information and Communication Technologies (ICTs), gender inequalities, and the lack of sexual education in the curriculum make resources that contribute to healthy affective-sexual education indispensable. Therefore, an intervention is proposed that will not only contribute to the individual well-being of young people but also to the construction of a more inclusive society, aware of the rights and responsibilities within the realm of affective-sexual relationships.
This Final Degree Project (TFG) proposal falls under the intervention program modality and aims to contribute to the affective-sexual education of adolescents. Specifically, its main objective is to promote a healthy, respectful, and stigma-free sexuality by providing adolescents with the essential tools to build healthy relationships and make informed and responsible decisions. The advancement of Information and Communication Technologies (ICTs), gender inequalities, and the lack of sexual education in the curriculum make resources that contribute to healthy affective-sexual education indispensable. Therefore, an intervention is proposed that will not only contribute to the individual well-being of young people but also to the construction of a more inclusive society, aware of the rights and responsibilities within the realm of affective-sexual relationships.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
Childhood as explorer and creator: a pedagogical innovation proposal on figures from galician culture.
Authorship
A.A.C.
Bachelor's Degree in Early Childhood Education
A.A.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
In the current curriculum for the early childhood education stage, a series of cross curricular competencies are set out that enable children to acquire knowledge through inquisitive and creative exploration, as well as through interaction with their environment. This undergraduate dissertation proposes the design and implementation of a didactic unit, which forms part of a broader pedagogical innovation initiative centred on characters intrinsic to Galician culture. The ai mis to engage children in a process of discovery, observation, and exploration of Galician traditions and customs as represented in various forms of oral literature. The principal objective is to encourage children to develop an attitude of respect for, and appreciation of, their cultural and natural environment. Initially, a selection of oral manifestations s will be identified. Subsequently, a methodology grounded in cooperative learning will be adopted, integrating playful elements with practical, manipulative, and experiential activities developed around the selected cultural figures. Finally, the outcomes will be presented and evaluated through direct observation and a checklist (with criteria previously established according to the content covered in each activity), in order to analyse the children’s productions.
In the current curriculum for the early childhood education stage, a series of cross curricular competencies are set out that enable children to acquire knowledge through inquisitive and creative exploration, as well as through interaction with their environment. This undergraduate dissertation proposes the design and implementation of a didactic unit, which forms part of a broader pedagogical innovation initiative centred on characters intrinsic to Galician culture. The ai mis to engage children in a process of discovery, observation, and exploration of Galician traditions and customs as represented in various forms of oral literature. The principal objective is to encourage children to develop an attitude of respect for, and appreciation of, their cultural and natural environment. Initially, a selection of oral manifestations s will be identified. Subsequently, a methodology grounded in cooperative learning will be adopted, integrating playful elements with practical, manipulative, and experiential activities developed around the selected cultural figures. Finally, the outcomes will be presented and evaluated through direct observation and a checklist (with criteria previously established according to the content covered in each activity), in order to analyse the children’s productions.
Direction
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
Court
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
Analysis of the educational formation in attention to the diversity: a documentary review.
Authorship
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:45
07.04.2025 10:45
Summary
This Final Degree Project (FDP), framed in the documentary review modality, aims to analyze the congruence between teacher training, the training needs of teachers and current regulations, with respect to attention to diversity. With this objective, a systematic bibliographic review of the literature (PRISM method) and a documentary analysis from a three-dimensional perspective were implemented: the corpus of scientific documents in the main databases was analyzed, initial and continuous teacher training plans were reviewed; and the legislative and regulatory frameworks corresponding to teaching competencies in attention to diversity in the Galician context were reviewed and evaluated. The result of this study provides clear conclusions regarding the need for greater teacher training in terms of attention to diversity, in order to develop current legislative provisions and move towards inclusive, fair and quality education.
This Final Degree Project (FDP), framed in the documentary review modality, aims to analyze the congruence between teacher training, the training needs of teachers and current regulations, with respect to attention to diversity. With this objective, a systematic bibliographic review of the literature (PRISM method) and a documentary analysis from a three-dimensional perspective were implemented: the corpus of scientific documents in the main databases was analyzed, initial and continuous teacher training plans were reviewed; and the legislative and regulatory frameworks corresponding to teaching competencies in attention to diversity in the Galician context were reviewed and evaluated. The result of this study provides clear conclusions regarding the need for greater teacher training in terms of attention to diversity, in order to develop current legislative provisions and move towards inclusive, fair and quality education.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
A pedagogical innovation proposal based on learning through mythology: The Pranks and the Galician Mythological World
Authorship
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
I.A.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project (FDP), framed in the design modality of a pedagogical innovation proposal, includes the pedagogical project The mischief and the magical Galician world, implemented in a second cycle classroom of early childhood education. The main objective of this work was to design and implement a pedagogical proposal that used Galician mythology as an attractive resource to connect children with their culture and identity. And regarding the methodology used, this work includes a theoretical framework on Galician culture and mythology and its presence in the early childhood curriculum, an analysis of context and needs (through interviews with teachers and an initial discussion group), and the design and description of the proposal carried out. The learning results obtained demonstrated the effectiveness of Galician mythology as a pedagogical tool for the development of cultural identity at this educational stage. Finally, the conclusions highlight the pedagogical value of mythology in early childhood education, above all, because it allows students to relate their motivation and interest to their own culture.
This Final Degree Project (FDP), framed in the design modality of a pedagogical innovation proposal, includes the pedagogical project The mischief and the magical Galician world, implemented in a second cycle classroom of early childhood education. The main objective of this work was to design and implement a pedagogical proposal that used Galician mythology as an attractive resource to connect children with their culture and identity. And regarding the methodology used, this work includes a theoretical framework on Galician culture and mythology and its presence in the early childhood curriculum, an analysis of context and needs (through interviews with teachers and an initial discussion group), and the design and description of the proposal carried out. The learning results obtained demonstrated the effectiveness of Galician mythology as a pedagogical tool for the development of cultural identity at this educational stage. Finally, the conclusions highlight the pedagogical value of mythology in early childhood education, above all, because it allows students to relate their motivation and interest to their own culture.
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
VILLAR VARELA, MILENA (Student’s tutor)
VILLAR VARELA, MILENA (Student’s tutor)
Protection Systems and their Intervention with Children of Drug-Addicted Parents. Family Homes
Authorship
M.V.B.I.
Social Education Degree
M.V.B.I.
Social Education Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This undergraduate thesis addresses the socio-educational intervention focused on adolescents living in protection centers, specifically in Family Homes, as they come from dysfunctional families due to addiction issues, particularly with alcoholic parents. The study begins with a diagnostic analysis of the social context, identifying the needs of these adolescents, highlighting therapeutic attention, self-esteem improvement, emotional management, and drug prevention. The theoretical framework includes definitions of Family Homes, alcoholism, addictions, and the child protection system, emphasizing legislative evolution and the legal framework in Galicia and Spain. It also reviews effective international programs that offer intervention models for families with addiction problems. The overall goal is to design a socio-educational intervention program that enhances adolescents' self-esteem and emotional skills through individualized activities tailored to their needs. The process involves phases of observation, planning, execution, and evaluation, utilizing human, material, and financial resources. Finally, the work concludes by emphasizing the importance of intervention programs as tools to promote the well-being and social integration of minors at risk, along with proposals for improvements for future implementations
This undergraduate thesis addresses the socio-educational intervention focused on adolescents living in protection centers, specifically in Family Homes, as they come from dysfunctional families due to addiction issues, particularly with alcoholic parents. The study begins with a diagnostic analysis of the social context, identifying the needs of these adolescents, highlighting therapeutic attention, self-esteem improvement, emotional management, and drug prevention. The theoretical framework includes definitions of Family Homes, alcoholism, addictions, and the child protection system, emphasizing legislative evolution and the legal framework in Galicia and Spain. It also reviews effective international programs that offer intervention models for families with addiction problems. The overall goal is to design a socio-educational intervention program that enhances adolescents' self-esteem and emotional skills through individualized activities tailored to their needs. The process involves phases of observation, planning, execution, and evaluation, utilizing human, material, and financial resources. Finally, the work concludes by emphasizing the importance of intervention programs as tools to promote the well-being and social integration of minors at risk, along with proposals for improvements for future implementations
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Traditonal cantigas and melodies as a resource for studying the ethnolinguistic diversity of Galician in Primary Education
Authorship
M.B.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.B.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This undergraduate thesis presents a didactic proposal to use traditional Galician songs (cantigas) as an educational resource for studying the linguistic diversity of Galicia in Primary Education. Through a qualitative methodology, representative cantigas from the different dialectal variants of Galician are analysed, and educational activities are designed to help students become familiar with the phonetic, lexical, and cultural richness of the language. The project highlights the value of Galician oral heritage and promotes respect for linguistic diversity, while also providing an inclusive framework for addressing diversity in the classroom. The use of traditional cantigas fosters meaningful and contextualized learning and enhances the understanding and appreciation of the different geographical variants of Galician.
This undergraduate thesis presents a didactic proposal to use traditional Galician songs (cantigas) as an educational resource for studying the linguistic diversity of Galicia in Primary Education. Through a qualitative methodology, representative cantigas from the different dialectal variants of Galician are analysed, and educational activities are designed to help students become familiar with the phonetic, lexical, and cultural richness of the language. The project highlights the value of Galician oral heritage and promotes respect for linguistic diversity, while also providing an inclusive framework for addressing diversity in the classroom. The use of traditional cantigas fosters meaningful and contextualized learning and enhances the understanding and appreciation of the different geographical variants of Galician.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
The myths of romantic love and their consequences on relationships: a critical perspective from Social Education
Authorship
L.B.T.
Social Education Degree
L.B.T.
Social Education Degree
Defense date
07.01.2025 11:45
07.01.2025 11:45
Summary
This Final Degree Project (FDP) aims to analyze the construction of romantic love in contemporary Western society, especially among adolescents. Through a systematic review, the factors that influence its configuration and the consequences of its assumption in romantic relationships are identified. After developing a theoretical framework on the status of the issue, nine documents extracted from relevant databases such as Dialnet, Scopus and Web of Science are analysed. The results of the analysis conclude that the construction of this ideal is influenced by multiple factors: romantic myths, social class and ethnicity, age, gender, attitudes towards equality, self-esteem, having a partner, religiosity, educational level, pornography consumption and love styles. Regarding the consequences, it is found that the acceptance of this ideal is related to the construction of unequal romantic relationships characterized by conflict among adolescents, thus increasing their vulnerability to situations of violence and abuse. Therefore, there is a need to develop, from the educational perspective, an education on romantic love focused on aspects such as the promotion of self-esteem and the presentation of healthy relationship models, thus making it suitable for development by social education professionals.
This Final Degree Project (FDP) aims to analyze the construction of romantic love in contemporary Western society, especially among adolescents. Through a systematic review, the factors that influence its configuration and the consequences of its assumption in romantic relationships are identified. After developing a theoretical framework on the status of the issue, nine documents extracted from relevant databases such as Dialnet, Scopus and Web of Science are analysed. The results of the analysis conclude that the construction of this ideal is influenced by multiple factors: romantic myths, social class and ethnicity, age, gender, attitudes towards equality, self-esteem, having a partner, religiosity, educational level, pornography consumption and love styles. Regarding the consequences, it is found that the acceptance of this ideal is related to the construction of unequal romantic relationships characterized by conflict among adolescents, thus increasing their vulnerability to situations of violence and abuse. Therefore, there is a need to develop, from the educational perspective, an education on romantic love focused on aspects such as the promotion of self-esteem and the presentation of healthy relationship models, thus making it suitable for development by social education professionals.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PERMUY MARTINEZ, AIXA (Student’s tutor)
PERMUY MARTINEZ, AIXA (Student’s tutor)
The settlers of Geoland: an effective and affective game
Authorship
E.B.T.
Double bachelor degree in Early Childhood Education and Primary Education
E.B.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 10:15
07.04.2025 10:15
Summary
The main objective of this work is to present a didactic proposal in the area of mathematics in Primary Education, with gamification as its central focus. The aim is to demonstrate its effectiveness in the teaching and learning processes of this subject at both cognitive and affective levels. Specifically, we will address competencies related to the spatial, stochastic, and socio-affective senses as outlined in the current official curriculum. A review of the literature shows that mathematics often generates negative emotions in students, causing stress as they perceive the subject to be overly difficult or unmotivating. In this context, gamification emerges as a highly useful tool for developing mathematical skills in both effective and affective ways. Moreover, this methodology is particularly relevant for teaching probability, as it frequently appears naturally in many common games. To this end, and with the goal of presenting a didactic proposal that targets competencies related to the aforementioned senses, a board game inspired by the popular Catan will be created. This proposal will be implemented in a classroom setting. Through the use of various evaluation tools and processes, we will assess the effectiveness of the intervention, thereby validating gamification as a valuable tool in the teaching and learning of mathematics in Primary Education.
The main objective of this work is to present a didactic proposal in the area of mathematics in Primary Education, with gamification as its central focus. The aim is to demonstrate its effectiveness in the teaching and learning processes of this subject at both cognitive and affective levels. Specifically, we will address competencies related to the spatial, stochastic, and socio-affective senses as outlined in the current official curriculum. A review of the literature shows that mathematics often generates negative emotions in students, causing stress as they perceive the subject to be overly difficult or unmotivating. In this context, gamification emerges as a highly useful tool for developing mathematical skills in both effective and affective ways. Moreover, this methodology is particularly relevant for teaching probability, as it frequently appears naturally in many common games. To this end, and with the goal of presenting a didactic proposal that targets competencies related to the aforementioned senses, a board game inspired by the popular Catan will be created. This proposal will be implemented in a classroom setting. Through the use of various evaluation tools and processes, we will assess the effectiveness of the intervention, thereby validating gamification as a valuable tool in the teaching and learning of mathematics in Primary Education.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
Emotional education in early childhood: An educational proposal for 0-3 years of age.
Authorship
S.B.R.
Bachelor's Degree in Early Childhood Education
S.B.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
The main objective of this paper is to provide a series of proposals for manipulative activities to be conducted in the classroom and to work on the development of emotional education with children in the First Cycle of Infant Education (0-3 years). We decided to focus on emotional education because, in the early childhood education stage, the emotional sphere is always present in the classroom; therefore, it is necessary to consider how emotions are dealt with in these first educational experiences. On the other hand, we propose an educational proposal as it is necessary to provide resources and tools that serve to develop this education and to be able to shape emotionally mature people. For this reason, we will consider the emotional competences centered on the capacities, attitudes and aptitudes that intervene in the process of becoming aware of, interpreting, and expressing the emotions that are manifested in an optimal way. Finally, it should be noted that we focus on the first stage of development since, after researching the subject, it is shown that most of the articles focus on the Second Cycle of Infant Education, although that should be worked on from the beginning of development.
The main objective of this paper is to provide a series of proposals for manipulative activities to be conducted in the classroom and to work on the development of emotional education with children in the First Cycle of Infant Education (0-3 years). We decided to focus on emotional education because, in the early childhood education stage, the emotional sphere is always present in the classroom; therefore, it is necessary to consider how emotions are dealt with in these first educational experiences. On the other hand, we propose an educational proposal as it is necessary to provide resources and tools that serve to develop this education and to be able to shape emotionally mature people. For this reason, we will consider the emotional competences centered on the capacities, attitudes and aptitudes that intervene in the process of becoming aware of, interpreting, and expressing the emotions that are manifested in an optimal way. Finally, it should be noted that we focus on the first stage of development since, after researching the subject, it is shown that most of the articles focus on the Second Cycle of Infant Education, although that should be worked on from the beginning of development.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Influence of the emotions on the motivation for the learning of the university students
Authorship
S.B.A.
Pedagogy Degree
S.B.A.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Covering emotions and motivation in the educational field is a latent need nowadays. Specifically, we start from a reality in which the emotional dimension tends to be separated not only from education, but also from the motivational field of each individual. Striving to favor an increase in social and educational awareness of this aspect, this Final Degree Project pursues the main objective of analyzing the influence of emotions on the motivational processes related to learning in university students of the degree in Pedagogy at the University of Santiago de Compostela. For this purpose, a research process was initiated by which a questionnaire was elaborated and applied to 152 students. Among the results, we can highlight the good level of emotional identification as opposed to the difficulty in managing numerous emotions, such as anxiety; the frequent experience of unpleasant emotions in the academic environment, pointed out as a factor with great influence on motivation and, therefore, on learning and a clear link between pleasant emotions and good motivation for the performance of academic tasks that require, above all, intrinsic motivation.
Covering emotions and motivation in the educational field is a latent need nowadays. Specifically, we start from a reality in which the emotional dimension tends to be separated not only from education, but also from the motivational field of each individual. Striving to favor an increase in social and educational awareness of this aspect, this Final Degree Project pursues the main objective of analyzing the influence of emotions on the motivational processes related to learning in university students of the degree in Pedagogy at the University of Santiago de Compostela. For this purpose, a research process was initiated by which a questionnaire was elaborated and applied to 152 students. Among the results, we can highlight the good level of emotional identification as opposed to the difficulty in managing numerous emotions, such as anxiety; the frequent experience of unpleasant emotions in the academic environment, pointed out as a factor with great influence on motivation and, therefore, on learning and a clear link between pleasant emotions and good motivation for the performance of academic tasks that require, above all, intrinsic motivation.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
FERNANDEZ REY, ELENA (Student’s tutor)
FERNANDEZ REY, ELENA (Student’s tutor)
Benefits of conventional dance for children aged 5 to 12 years with autism: a systematic review
Authorship
L.B.J.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.B.J.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 16:30
07.04.2025 16:30
Summary
Children with autism spectrum disorder experience motor, social, emotional, and cognitive deficits, and physical activity has been shown to improve these areas. In this context, dance, which incorporates an artistic and recreational component into physical activity, could offer additional benefits in the school setting. This study aims to identify the benefits of conventional dance for schoolchildren aged 5 to 12 with autism and to understand its potential application in education. The document presents a systematic review following the PRISMA methodology. Three databases were used for the search: Scopus, Web of Science, and PsycInfo, ultimately selecting nine documents for in-depth qualitative analysis. All articles analyzed found benefits, classified into four areas: social interaction, in which most of them overlap, behavioral, autonomy, and motor skills. No clear evidence was found to affirm that some interventions achieve better results than others, but positive effects were observed in all. In view of the findings, it appears that conventional dance could become an interesting tool for promoting the inclusion of students with autism in mainstream schools.
Children with autism spectrum disorder experience motor, social, emotional, and cognitive deficits, and physical activity has been shown to improve these areas. In this context, dance, which incorporates an artistic and recreational component into physical activity, could offer additional benefits in the school setting. This study aims to identify the benefits of conventional dance for schoolchildren aged 5 to 12 with autism and to understand its potential application in education. The document presents a systematic review following the PRISMA methodology. Three databases were used for the search: Scopus, Web of Science, and PsycInfo, ultimately selecting nine documents for in-depth qualitative analysis. All articles analyzed found benefits, classified into four areas: social interaction, in which most of them overlap, behavioral, autonomy, and motor skills. No clear evidence was found to affirm that some interventions achieve better results than others, but positive effects were observed in all. In view of the findings, it appears that conventional dance could become an interesting tool for promoting the inclusion of students with autism in mainstream schools.
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
Educational inclusion and continuity of learning of students with illness
Authorship
A.B.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.B.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 17:30
07.01.2025 17:30
Summary
The educational inclusion of students with chronic or long-term illnesses guarantees their right to education in an equitable and flexible manner, eliminating barriers and adapting the education system to their physical, emotional, and social needs. The objective of this paper is to analyze the contribution of Hospital Pedagogy to the inclusive education of hospitalized or convalescent children. To this end, a documentary was conducted review through a systematic search of different academic databases, selecting official and verified documents. Among the results obtained, Hospital Pedagogy is identified as a key discipline to ensure the educational continuity of these children, structuring itself into different areas of intervention, such as hospital classrooms, home care, hospital day classrooms and virtual learning. Furthermore, the importance of specific psychoeducational strategies to minimize the impact of the disease is highlighted, with the cooperation of all stakeholders is also essential for the prompt recovery of this group of students, as well as for the achievement of quality education and their comprehensive development. Finally, as future lines of research we propose conducting empirical studies on educational interventions and an assessment of teachers' training needs to optimize their ability to respond to the difficulties arising from the disease.
The educational inclusion of students with chronic or long-term illnesses guarantees their right to education in an equitable and flexible manner, eliminating barriers and adapting the education system to their physical, emotional, and social needs. The objective of this paper is to analyze the contribution of Hospital Pedagogy to the inclusive education of hospitalized or convalescent children. To this end, a documentary was conducted review through a systematic search of different academic databases, selecting official and verified documents. Among the results obtained, Hospital Pedagogy is identified as a key discipline to ensure the educational continuity of these children, structuring itself into different areas of intervention, such as hospital classrooms, home care, hospital day classrooms and virtual learning. Furthermore, the importance of specific psychoeducational strategies to minimize the impact of the disease is highlighted, with the cooperation of all stakeholders is also essential for the prompt recovery of this group of students, as well as for the achievement of quality education and their comprehensive development. Finally, as future lines of research we propose conducting empirical studies on educational interventions and an assessment of teachers' training needs to optimize their ability to respond to the difficulties arising from the disease.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Affective-Sexual (Mis)Education in Spain: challenges for Primary Education teachers
Authorship
Z.B.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Z.B.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 09:30
07.04.2025 09:30
Summary
One of the major concerns today is the uncontrolled access to pornographic content via the internet. This concern is exacerbated considering the evidence that points to the lack of training in sexual and emotional matters for the youngest. In this sense, the objective of this work is twofold: to identify the prevalence and variables associated with the consumption of pornography by minors, as well as to analyse the training in Sexual Education of Primary Education students in Spain. Through a systematic review (PRISMA), 9 articles focused on this issue were identified, to which an analysis of the curricula of Primary Education grades in Spain was added, with the aim of evaluating the presence of sexual and emotional education content in teacher training. The results show a limited incorporation of sexual and emotional education in current curricula, as well as a notable exposure of minors to pornography from an early age. Consequently, it is essential to continue educating all students in affective-sexual education and to continue making progress in incorporating rigorous and appropriate content both in the school curriculum and in teacher training.
One of the major concerns today is the uncontrolled access to pornographic content via the internet. This concern is exacerbated considering the evidence that points to the lack of training in sexual and emotional matters for the youngest. In this sense, the objective of this work is twofold: to identify the prevalence and variables associated with the consumption of pornography by minors, as well as to analyse the training in Sexual Education of Primary Education students in Spain. Through a systematic review (PRISMA), 9 articles focused on this issue were identified, to which an analysis of the curricula of Primary Education grades in Spain was added, with the aim of evaluating the presence of sexual and emotional education content in teacher training. The results show a limited incorporation of sexual and emotional education in current curricula, as well as a notable exposure of minors to pornography from an early age. Consequently, it is essential to continue educating all students in affective-sexual education and to continue making progress in incorporating rigorous and appropriate content both in the school curriculum and in teacher training.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Hearing impairment in primary school pupils: a review.
Authorship
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Hearing impairment is a condition with severe consequences on development and learning, and addressing it places demands on teachers’ resources. Despite the relevance of this issue, the information available on hearing impairment in Primary Education remains scarce. The main objective of this paper was to examine the conceptualisation, prevalence, identification, repercussions on the learning process, strategies to be transferred in Primary Education classrooms and emotional aspects related to hearing loss. For this purpose, a review of the scientific literature published up to April 2025 was carried out, using the databases PsycInfo, ERIC, Scopus and Web of Science. The keywords used were hearing impairment, hearing loss, Primary Education, inclusion a Cochlear Implants, which helped to select the 53 articles included in this review. The results reveal that hearing impairment is one of the most common sensory disabilities, and highlight the importance of early identification, where schools screening plays a central role. The usefulness of Cochlear Implants for the acquisition of communication skills and core school competences (reading, vocabulary acquisition and mathematics) is highlighted.
Hearing impairment is a condition with severe consequences on development and learning, and addressing it places demands on teachers’ resources. Despite the relevance of this issue, the information available on hearing impairment in Primary Education remains scarce. The main objective of this paper was to examine the conceptualisation, prevalence, identification, repercussions on the learning process, strategies to be transferred in Primary Education classrooms and emotional aspects related to hearing loss. For this purpose, a review of the scientific literature published up to April 2025 was carried out, using the databases PsycInfo, ERIC, Scopus and Web of Science. The keywords used were hearing impairment, hearing loss, Primary Education, inclusion a Cochlear Implants, which helped to select the 53 articles included in this review. The results reveal that hearing impairment is one of the most common sensory disabilities, and highlight the importance of early identification, where schools screening plays a central role. The usefulness of Cochlear Implants for the acquisition of communication skills and core school competences (reading, vocabulary acquisition and mathematics) is highlighted.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
BLANCO SEOANE, VANESSA (Student’s tutor)
Mathematics and art: an interdisciplinary proposal in Early Childhood Education.
Authorship
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.B.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 13:00
07.02.2025 13:00
Summary
The widespread belief that mathematics is confusing and difficult can have a significant impact on our educational conceptions, this influencing teaching practices in early childhood education classrooms. In order to address this problem, we propose an interdisciplinary teaching sequence that integrates mathematical content with art. This proposal seeks not only to facilitate the understanding of mathematical concepts, but also to awaken the children’s interest and curiosity in these contents. Thus, this Final Degree Project consists of the elaboration of an intervention proposal whose methodology follows a qualitative approach. The sample is made up of a multinivel group for a preschool pupil from a Grouped Rural School. In this line, the aim of the proposal is to offer a tool as a didactic sequence that allows pupils to acquire geometric learning that can be generalised, based on the pillars of Early Mathematical Modelling. This proposal was evaluated using the Rubric for Evaluating Mathematical Modelling Processes (REMMP), which showed that the results obtained could serve as a reference for new didactic designs involving mathematics and art.
The widespread belief that mathematics is confusing and difficult can have a significant impact on our educational conceptions, this influencing teaching practices in early childhood education classrooms. In order to address this problem, we propose an interdisciplinary teaching sequence that integrates mathematical content with art. This proposal seeks not only to facilitate the understanding of mathematical concepts, but also to awaken the children’s interest and curiosity in these contents. Thus, this Final Degree Project consists of the elaboration of an intervention proposal whose methodology follows a qualitative approach. The sample is made up of a multinivel group for a preschool pupil from a Grouped Rural School. In this line, the aim of the proposal is to offer a tool as a didactic sequence that allows pupils to acquire geometric learning that can be generalised, based on the pillars of Early Mathematical Modelling. This proposal was evaluated using the Rubric for Evaluating Mathematical Modelling Processes (REMMP), which showed that the results obtained could serve as a reference for new didactic designs involving mathematics and art.
Direction
SALGADO SOMOZA, MARIA (Tutorships)
SALGADO SOMOZA, MARIA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Student’s tutor)
SALGADO SOMOZA, MARIA (Student’s tutor)
Curricular analysis in Primary Education Competency-based work in perspective
Authorship
R.B.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
R.B.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This work aimed to study, through documentary analysis, the current educational situation by examining the possible coexistence of two educational approaches: the behaviorist and the competency-based models. The objective was to understand the adopted curricular perspective and its evolution over time, based on what is theoretically stipulated in the different legislations and their expression in practice, from the Organic Law of Education to the current Organic Law Amending the Organic Law of Education. An analysis was carried out on the most relevant aspects of these laws, especially the Graduate Profile and learning situations and it was confronted the perspective adopted by the current curriculum with the reality of teachers’ working conditions, which hinder its implementation and the realization of the competency-based approach, to what a conceptual framework was provided, making an special emphasis on the increasing control through bureaucracy and accountability. All these constraints, along with others such as lack of training, the continued subject-based curricular structure, and insufficient resources, as well as the politicization and corporate interests in education, highlight the complexity of attempting to implement a curricular perspective for which the law itself offers limited information and conditions.
This work aimed to study, through documentary analysis, the current educational situation by examining the possible coexistence of two educational approaches: the behaviorist and the competency-based models. The objective was to understand the adopted curricular perspective and its evolution over time, based on what is theoretically stipulated in the different legislations and their expression in practice, from the Organic Law of Education to the current Organic Law Amending the Organic Law of Education. An analysis was carried out on the most relevant aspects of these laws, especially the Graduate Profile and learning situations and it was confronted the perspective adopted by the current curriculum with the reality of teachers’ working conditions, which hinder its implementation and the realization of the competency-based approach, to what a conceptual framework was provided, making an special emphasis on the increasing control through bureaucracy and accountability. All these constraints, along with others such as lack of training, the continued subject-based curricular structure, and insufficient resources, as well as the politicization and corporate interests in education, highlight the complexity of attempting to implement a curricular perspective for which the law itself offers limited information and conditions.
Direction
FRAGA VARELA, FERNANDO (Tutorships)
FRAGA VARELA, FERNANDO (Tutorships)
Court
FRAGA VARELA, FERNANDO (Student’s tutor)
FRAGA VARELA, FERNANDO (Student’s tutor)
Healthy children, responsible futures: Analysis of child nutrition in school settings
Authorship
N.B.M.
Bachelor's Degree in Early Childhood Education
N.B.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
This Final Degree Project investigates the role of school canteens and families in creating healthy habits in children in the Early Childhood Education stage in the province of Pontevedra. The study highlights how a proper diet positively influences children's physical, emotional, and mental development, and emphasizes the school environment as a key space to promote healthy lifestyles, given the widespread use of school canteens in today’s society. To this end, the research is based on current Spanish laws, plans, and educational projects related to child nutrition, and gathers data through a short online questionnaire addressed to families with children who meet two requirements: being enrolled in school and using the school canteen. Finally, a series of practical activities for Early Childhood Education are proposed, aimed at teaching the importance of healthy eating in a playful and engaging way.
This Final Degree Project investigates the role of school canteens and families in creating healthy habits in children in the Early Childhood Education stage in the province of Pontevedra. The study highlights how a proper diet positively influences children's physical, emotional, and mental development, and emphasizes the school environment as a key space to promote healthy lifestyles, given the widespread use of school canteens in today’s society. To this end, the research is based on current Spanish laws, plans, and educational projects related to child nutrition, and gathers data through a short online questionnaire addressed to families with children who meet two requirements: being enrolled in school and using the school canteen. Finally, a series of practical activities for Early Childhood Education are proposed, aimed at teaching the importance of healthy eating in a playful and engaging way.
Direction
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
Court
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
Co-educating to transform: A proposal from Social Education
Authorship
A.B.L.
Social Education Degree
A.B.L.
Social Education Degree
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
The question of gender constitutes a fundamental element that influences, from decades, in multiple dimensions of daily life, affecting so much to the social relations as to the opportunities of development of each person. In this context, the present Work of the End of Grao has like fundamental aim the design and presentation of a proposal of educational intervention centred in the promotion of the coeducation in primary education, splitting of a perspective of gender. Said intervention is directed to the students of a centre of primary education, with the purpose to boost the critical reflection on the stereotypes and prejudices of gender that persist in the current society. For this, elaborated a series of dynamic activities that look for to promote values like the equality, the respect and the inclusion from early ages. Besides, it pretends contribute to the construction of an educational space more equitative. In definite, this work aspires to be a significant contribution to the educational and social transformation from the perspective of the Social Education, putting in value the importance of an education based in the equality and in the social justice like base to attain a suitable social inclusion.
The question of gender constitutes a fundamental element that influences, from decades, in multiple dimensions of daily life, affecting so much to the social relations as to the opportunities of development of each person. In this context, the present Work of the End of Grao has like fundamental aim the design and presentation of a proposal of educational intervention centred in the promotion of the coeducation in primary education, splitting of a perspective of gender. Said intervention is directed to the students of a centre of primary education, with the purpose to boost the critical reflection on the stereotypes and prejudices of gender that persist in the current society. For this, elaborated a series of dynamic activities that look for to promote values like the equality, the respect and the inclusion from early ages. Besides, it pretends contribute to the construction of an educational space more equitative. In definite, this work aspires to be a significant contribution to the educational and social transformation from the perspective of the Social Education, putting in value the importance of an education based in the equality and in the social justice like base to attain a suitable social inclusion.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Health Education, Language Normalization, and Artificial Intelligence: A Didactic Proposal
Authorship
A.C.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.C.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 18:30
07.02.2025 18:30
Summary
This educational proposal, aimed at 6th grade students, seeks to address two current issues: the decline in healthy lifestyle habits and the decreasing use of the Galician language among younger generations. To tackle these, Artificial Intelligence (AI) is integrated as an innovative, creative, and engaging pedagogical tool. Through the Service-Learning (SL) methodology, students research topics such as nutrition, hygiene, sleep, sedentary behavior, and physical activity, creating visual messages and awareness campaigns in Galician using AI tools to generate digital content. These materials are presented to younger students and families, promoting social engagement, empathy, and civic responsibility. The project supports the development of linguistic, digital, artistic, and social competencies, fostering creativity, self-esteem, and critical thinking. It is structured around 5 significant events like World Health Day and Galician Literature Day, concluding with an open community event. Evaluation combines systematic observation rubrics with peer assessment. By using AI in Galician, the project contributes to language normalization and places it on equal footing with other languages in today’s technological landscape.
This educational proposal, aimed at 6th grade students, seeks to address two current issues: the decline in healthy lifestyle habits and the decreasing use of the Galician language among younger generations. To tackle these, Artificial Intelligence (AI) is integrated as an innovative, creative, and engaging pedagogical tool. Through the Service-Learning (SL) methodology, students research topics such as nutrition, hygiene, sleep, sedentary behavior, and physical activity, creating visual messages and awareness campaigns in Galician using AI tools to generate digital content. These materials are presented to younger students and families, promoting social engagement, empathy, and civic responsibility. The project supports the development of linguistic, digital, artistic, and social competencies, fostering creativity, self-esteem, and critical thinking. It is structured around 5 significant events like World Health Day and Galician Literature Day, concluding with an open community event. Evaluation combines systematic observation rubrics with peer assessment. By using AI in Galician, the project contributes to language normalization and places it on equal footing with other languages in today’s technological landscape.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
LOPEZ SANDEZ, MARIA (Co-tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
LOPEZ SANDEZ, MARIA (Co-tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
Emotional education as a resource for the prevention of bullying in early childhood education. Small emotions, big changes.
Authorship
P.C.D.
Bachelor's Degree in Early Childhood Education
P.C.D.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
School bullying is the imbalance of power established through actions based on violence. Emotional education has proven to be a fundamental measure for the prevention of school bullying. Programs focused on the prevention of bullying through emotional education are recommended to be implemented from an early age, ideally beginning in early childhood education. This paper presents the program “Small Emotions, Big Changes” aimed at first-year students of the second cycle of Early Childhood Education at C.E.I.P. Cardeal Quiroga Palacios (Santiago de Compostela). It consists of eight sessions focused on emotional recognition, expression and regulation, improvement of self-esteem, empathy, and peaceful conflict resolution. The methodology used is based on Project-Based Learning (PBL), with experiential, playful, and developmentally appropriate activities for young children. Although it has not yet been implemented, the intervention is expected to promote a positive classroom climate and healthy interpersonal relationships from an early age. Finally, the importance of integrating emotional education not only transversally into curricular planning but also through extracurricular activities involving family collaboration is emphasized.
School bullying is the imbalance of power established through actions based on violence. Emotional education has proven to be a fundamental measure for the prevention of school bullying. Programs focused on the prevention of bullying through emotional education are recommended to be implemented from an early age, ideally beginning in early childhood education. This paper presents the program “Small Emotions, Big Changes” aimed at first-year students of the second cycle of Early Childhood Education at C.E.I.P. Cardeal Quiroga Palacios (Santiago de Compostela). It consists of eight sessions focused on emotional recognition, expression and regulation, improvement of self-esteem, empathy, and peaceful conflict resolution. The methodology used is based on Project-Based Learning (PBL), with experiential, playful, and developmentally appropriate activities for young children. Although it has not yet been implemented, the intervention is expected to promote a positive classroom climate and healthy interpersonal relationships from an early age. Finally, the importance of integrating emotional education not only transversally into curricular planning but also through extracurricular activities involving family collaboration is emphasized.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
Social skills intervention project in social networks and their impact on adolescents
Authorship
A.C.G.
Pedagogy Degree
A.C.G.
Pedagogy Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
The main objective of this Final Degree Projects is to analyse the impact that social networks have on adolescence, paying special attention to how they influence the construction of self-esteem and self-concept of young people. It is framed within the design modality of a socio-educational intervention project, and is structured in two main parts. The first part consists of a theoretical and documentary review, in which fundamental concepts such as adolescence, self-esteem and self-concept are addressed, as well as the role that social networks play in the configuration of these elements. This review will serve as a basis for contextualizing the problem, identifying risks and opportunities, and justifying the need for a specific educational intervention. The second part focuses on the design of an intervention proposal aimed at 3rd year ESO students, with the aim of promoting a more conscious, critical and healthy use of social networks. The intervention aims to provide tools for the reflective analysis of digital content, to foster awareness of the influence it exerts on one's self-perception, and to promote a more realistic, autonomous, and respectful understanding of personal identity.
The main objective of this Final Degree Projects is to analyse the impact that social networks have on adolescence, paying special attention to how they influence the construction of self-esteem and self-concept of young people. It is framed within the design modality of a socio-educational intervention project, and is structured in two main parts. The first part consists of a theoretical and documentary review, in which fundamental concepts such as adolescence, self-esteem and self-concept are addressed, as well as the role that social networks play in the configuration of these elements. This review will serve as a basis for contextualizing the problem, identifying risks and opportunities, and justifying the need for a specific educational intervention. The second part focuses on the design of an intervention proposal aimed at 3rd year ESO students, with the aim of promoting a more conscious, critical and healthy use of social networks. The intervention aims to provide tools for the reflective analysis of digital content, to foster awareness of the influence it exerts on one's self-perception, and to promote a more realistic, autonomous, and respectful understanding of personal identity.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Theatre in Foreign Language Learning (English)
Authorship
N.C.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.C.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
Learning a second language is a slow and complex process, which needs numerous strategies to make it much more enjoyable and entertaining. Theatre in the foreign language classroom is a very valuable resource that can be applied in different contexts and which has numerous benefits. Theatre, as well as favouring the development of all language skills, offers multiple possibilities to work in a playful and attractive way. It is a tool that can be adapted to all ages and also to the individual interests of the students. It also helps students to lose their fear of expressing themselves orally, as well as improving their intonation and pronunciation. The aim of this Final Degree Project is to investigate the value of theatre in the learning of a foreign language, in this case the English language. For this purpose, the project will follow the modality of designing an intervention proposal, which will be carried out in a Primary Education classroom if possible.
Learning a second language is a slow and complex process, which needs numerous strategies to make it much more enjoyable and entertaining. Theatre in the foreign language classroom is a very valuable resource that can be applied in different contexts and which has numerous benefits. Theatre, as well as favouring the development of all language skills, offers multiple possibilities to work in a playful and attractive way. It is a tool that can be adapted to all ages and also to the individual interests of the students. It also helps students to lose their fear of expressing themselves orally, as well as improving their intonation and pronunciation. The aim of this Final Degree Project is to investigate the value of theatre in the learning of a foreign language, in this case the English language. For this purpose, the project will follow the modality of designing an intervention proposal, which will be carried out in a Primary Education classroom if possible.
Direction
González Álvarez, Elsa María (Tutorships)
González Álvarez, Elsa María (Tutorships)
Court
González Álvarez, Elsa María (Student’s tutor)
González Álvarez, Elsa María (Student’s tutor)
Sexting as an Educational Challenge: Analysis of Digital Materials from a Pedagogical Perspective
Authorship
Y.C.S.
Pedagogy Degree
Y.C.S.
Pedagogy Degree
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
The growing concern about sexting as a digital risk behavior among young people, linked to practices such as cyberbullying, sextortion, or grooming, is emerging within a sociocultural context characterized by hypersexualization, the generational gap, and early access to digital technologies. This paper aims to provide an analysis of how this issue is being addressed in educational settings and what types of materials are available to confront it. Through the application of an evaluative instrument, the quality, timeliness, and relevance of digital educational materials addressing the phenomenon of sexting during adolescence are intended to be analyzed, with the purpose of assessing their effectiveness as educational and preventive tools within the framework of Information and Communication Technologies. For this purpose, an evaluation guide was designed and applied to carry out a systematic analysis of these resources. The methodological strategy chosen for the interpretation of the results was content analysis, a qualitative technique that facilitates their understanding and categorization. Among the main conclusions, the need to update this type of content and materials framed within a constantly changing digital society is highlighted, as well as ensuring that they are attractive and motivating for their target audience.
The growing concern about sexting as a digital risk behavior among young people, linked to practices such as cyberbullying, sextortion, or grooming, is emerging within a sociocultural context characterized by hypersexualization, the generational gap, and early access to digital technologies. This paper aims to provide an analysis of how this issue is being addressed in educational settings and what types of materials are available to confront it. Through the application of an evaluative instrument, the quality, timeliness, and relevance of digital educational materials addressing the phenomenon of sexting during adolescence are intended to be analyzed, with the purpose of assessing their effectiveness as educational and preventive tools within the framework of Information and Communication Technologies. For this purpose, an evaluation guide was designed and applied to carry out a systematic analysis of these resources. The methodological strategy chosen for the interpretation of the results was content analysis, a qualitative technique that facilitates their understanding and categorization. Among the main conclusions, the need to update this type of content and materials framed within a constantly changing digital society is highlighted, as well as ensuring that they are attractive and motivating for their target audience.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Student’s tutor)
LOPEZ GOMEZ, SILVIA (Student’s tutor)
Prevention and detection of child abuse in the school. The role of teachers.
Authorship
M.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Child abuse continues to be a major social problem that affects children all over the world, often in a silent and invisible way. This makes detection difficult and poses a challenge for teachers, who, due to their daily contact with students, play a crucial role in preventing and detecting these cases early. Schools are one of the first agents of socialization in childhood, making them a privileged environment for early intervention. The main objective of this Final Degree Project is to analyze the role of teachers in the prevention, detection, and intervention of child abuse in the school setting. To achieve this, a methodology based on the documentary review of specialized sources is used, consulting literature from various databases. The research delves into the types of abuse, risk factors, prevalence, detection and prevention strategies in the educational context, among others. In addition, policies, protocols, and existing measures in educational institutions are examined, highlighting the importance of teacher training as a key pillar for effective intervention and early response to potential cases of child abuse.
Child abuse continues to be a major social problem that affects children all over the world, often in a silent and invisible way. This makes detection difficult and poses a challenge for teachers, who, due to their daily contact with students, play a crucial role in preventing and detecting these cases early. Schools are one of the first agents of socialization in childhood, making them a privileged environment for early intervention. The main objective of this Final Degree Project is to analyze the role of teachers in the prevention, detection, and intervention of child abuse in the school setting. To achieve this, a methodology based on the documentary review of specialized sources is used, consulting literature from various databases. The research delves into the types of abuse, risk factors, prevalence, detection and prevention strategies in the educational context, among others. In addition, policies, protocols, and existing measures in educational institutions are examined, highlighting the importance of teacher training as a key pillar for effective intervention and early response to potential cases of child abuse.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Taboada Ares, Eva María (Student’s tutor)
Psychoeducational interventions on the socio-emotional skills of Early Childhood Education students with ASD: a systematic review
Authorship
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 12:15
07.03.2025 12:15
Summary
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the rise in diagnoses, the shortage of specialists in schools and the move toward inclusive education, it is essential to train Early Childhood Education teachers to address the specific educational needs of these students. One of the main challenges in this context is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers at this educational stage and as far as is known, no prior reviews have analysed their effectiveness. For this reason, the aim of the present study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Early Childhood Education. A systematic review of the scientific literature was carried out using the databases ERIC, PsycINFO and Web Of Science. Eleven studies that met the established inclusion and exclusion criteria were selected. The results revealed improvements in socio-emotional competencies, social interaction, joint attention, solving problems and behavioural regulation, among others.
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the rise in diagnoses, the shortage of specialists in schools and the move toward inclusive education, it is essential to train Early Childhood Education teachers to address the specific educational needs of these students. One of the main challenges in this context is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers at this educational stage and as far as is known, no prior reviews have analysed their effectiveness. For this reason, the aim of the present study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Early Childhood Education. A systematic review of the scientific literature was carried out using the databases ERIC, PsycINFO and Web Of Science. Eleven studies that met the established inclusion and exclusion criteria were selected. The results revealed improvements in socio-emotional competencies, social interaction, joint attention, solving problems and behavioural regulation, among others.
Direction
Guisande Couñago, María Adelina (Tutorships)
Guisande Couñago, María Adelina (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Psychoeducational interventions on the socio-emotional skills of Primary Education students with ASD: a systematic review
Authorship
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
C.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:00
07.04.2025 12:00
Summary
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the increasing number of diagnoses, the shortage of specialists in schools and the push towards inclusive education it is essential to train Primary Education teachers to address the specific educational needs of these students. One of the main challenges is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers in Primary Education and, as far as we know, no prior reviews have analysed their effectiveness. Therefore, the aim of this study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Primary Education. A systematic review of the scientific literature was conducted using the databases ERIC, PsycINFO and Web Of Science. Eleven studies were selected based on their relevance to the objective and the inclusion and exclusion criteria applied. The results revealed benefits in socio-emotional competencies, social interaction, solving problems and behavioural regulation and adaptability, among others.
Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social interaction, as well as in behaviour or cognitive flexibility. Given the increasing number of diagnoses, the shortage of specialists in schools and the push towards inclusive education it is essential to train Primary Education teachers to address the specific educational needs of these students. One of the main challenges is the development of socio-emotional skills, which are frequently affected in these children. However, there is limited evidence of interventions implemented by teachers in Primary Education and, as far as we know, no prior reviews have analysed their effectiveness. Therefore, the aim of this study is to determine the effectiveness of psychoeducational intervention programs focused on socio-emotional skills for students with ASD in Primary Education. A systematic review of the scientific literature was conducted using the databases ERIC, PsycINFO and Web Of Science. Eleven studies were selected based on their relevance to the objective and the inclusion and exclusion criteria applied. The results revealed benefits in socio-emotional competencies, social interaction, solving problems and behavioural regulation and adaptability, among others.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
BLANCO SEOANE, VANESSA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
Promotion of healthy lifestyle habits in the Early Childhood Education Stage
Authorship
V.C.I.
Bachelor's Degree in Early Childhood Education
V.C.I.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
This Final Degree Project proposes an intervention plan for the acquisition of healthy lifestyle habits by children in the Early Childhood Education stage. It proposes a series of activities (specifically eight) that will help students internalize certain habits and content in a much more playful and interesting way. This proposal also emphasizes the importance of working on these habits from a young age, as well as the essential nature of doing so in collaboration with families and the rest of society.
This Final Degree Project proposes an intervention plan for the acquisition of healthy lifestyle habits by children in the Early Childhood Education stage. It proposes a series of activities (specifically eight) that will help students internalize certain habits and content in a much more playful and interesting way. This proposal also emphasizes the importance of working on these habits from a young age, as well as the essential nature of doing so in collaboration with families and the rest of society.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Roma woman: building horizons of change from a pedagogical perspective
Authorship
M.C.V.
Pedagogy Degree
M.C.V.
Pedagogy Degree
Defense date
07.02.2025 09:30
07.02.2025 09:30
Summary
The Undergraduate dissertation presented in the following pages is an introduction to field research. Through a collective case study, it seeks to contribute to raising awareness of the realities of Roma women in Galicia, analysing them, studying the potential of their knowledge resources and identifying specific programmes for Roma women run by the Fundación Secretariado Gitano de Vigo from an approach that moves away from a deficit model and focuses on gender perspective and respect for cultural diversity. Using semi-structured interviews as a tool for gathering information, a diverse and heterogeneous sample of six Roma women, allows anyone interested in this study to learn about the history of a people to whom Spanish society owes a historical debt, revealing the important role of Roma women in the transformation of their community. Along with a brief overview of Gypsy feminism, this work concludes by recognising the diversity that characterises women and asserting the duty of public bodies to collaborate in their struggle for gender equality and ethnic-racial preservation, highlighting their knowledge and leadership.
The Undergraduate dissertation presented in the following pages is an introduction to field research. Through a collective case study, it seeks to contribute to raising awareness of the realities of Roma women in Galicia, analysing them, studying the potential of their knowledge resources and identifying specific programmes for Roma women run by the Fundación Secretariado Gitano de Vigo from an approach that moves away from a deficit model and focuses on gender perspective and respect for cultural diversity. Using semi-structured interviews as a tool for gathering information, a diverse and heterogeneous sample of six Roma women, allows anyone interested in this study to learn about the history of a people to whom Spanish society owes a historical debt, revealing the important role of Roma women in the transformation of their community. Along with a brief overview of Gypsy feminism, this work concludes by recognising the diversity that characterises women and asserting the duty of public bodies to collaborate in their struggle for gender equality and ethnic-racial preservation, highlighting their knowledge and leadership.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
Court
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
Transversal Competences as a tool for socio-labor reintegration in the prison context
Authorship
C.C.B.
Pedagogy Degree
C.C.B.
Pedagogy Degree
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
This Bachelor’s Thesis analyzes the role of transversal competencies (“soft skills”) as a pathway for the social and labor reintegration of the prison population in Spain. Using a qualitative and documentary methodology, it examines the sociodemographic profile of individuals deprived of liberty -those under the penitentiary regime- as well as the factors influencing their lives. The study addresses the impact of incarceration on the social integration and mental health of these individuals, as well as the importance of employment as a driving force for reintegration. Special attention is given to transversal competencies -such as communication, teamwork, and emotional management-highlighting their potential to improve the employability and autonomy of this prison population. The results show that the incorporation of comprehensive educational programs, which combine technical training and the development of social skills, is essential to promote effective and sustained reintegration over time. The study concludes by advocating for education as a driver of social transformation and the need to implement penitentiary policies aimed at inclusion and dignity for these individuals.
This Bachelor’s Thesis analyzes the role of transversal competencies (“soft skills”) as a pathway for the social and labor reintegration of the prison population in Spain. Using a qualitative and documentary methodology, it examines the sociodemographic profile of individuals deprived of liberty -those under the penitentiary regime- as well as the factors influencing their lives. The study addresses the impact of incarceration on the social integration and mental health of these individuals, as well as the importance of employment as a driving force for reintegration. Special attention is given to transversal competencies -such as communication, teamwork, and emotional management-highlighting their potential to improve the employability and autonomy of this prison population. The results show that the incorporation of comprehensive educational programs, which combine technical training and the development of social skills, is essential to promote effective and sustained reintegration over time. The study concludes by advocating for education as a driver of social transformation and the need to implement penitentiary policies aimed at inclusion and dignity for these individuals.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
GARCIA ALVAREZ, JESUS (Student’s tutor)
GARCIA ALVAREZ, JESUS (Student’s tutor)
Female antagonists in children's Literature: A study of villainesses in picture books
Authorship
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 09:30
07.03.2025 09:30
Summary
The picture book occupies a significant place in children's literature due to its ability to combine text and images in constructing the narrative. This undergraduate dissertation focuses on the figure of the villainess within this genre, aiming to analyse her presence and characterisation, both physically and psychologically. First, a bibliographic review was carried out on key concepts related to picture books and the definition of a villainess. Next, the books to be analysed were selected. After confirming that villainesses were rarely represented in the award-winning books of the last ten years, a specific corpus including these figures was compiled. Then, a data collection instrument based on a questionnaire with open-ended and closed-ended questions was designed to analyse the features of the identified villainesses. This qualitative research resulted in the categorisation of these characters and its subsequent interpretation based on the findings of the previous literature review. The final conclusions highlight the limited presence of villainesses in contemporary picture books and propose future lines of analysis on the treatment of female antagonists in children's literature.
The picture book occupies a significant place in children's literature due to its ability to combine text and images in constructing the narrative. This undergraduate dissertation focuses on the figure of the villainess within this genre, aiming to analyse her presence and characterisation, both physically and psychologically. First, a bibliographic review was carried out on key concepts related to picture books and the definition of a villainess. Next, the books to be analysed were selected. After confirming that villainesses were rarely represented in the award-winning books of the last ten years, a specific corpus including these figures was compiled. Then, a data collection instrument based on a questionnaire with open-ended and closed-ended questions was designed to analyse the features of the identified villainesses. This qualitative research resulted in the categorisation of these characters and its subsequent interpretation based on the findings of the previous literature review. The final conclusions highlight the limited presence of villainesses in contemporary picture books and propose future lines of analysis on the treatment of female antagonists in children's literature.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The treatment of interpersonal violence in primary education: An interdisciplinary proposal combining history and literature.
Authorship
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
M.C.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This undergraduate thesis focuses primarily on the prevention of interpersonal violence in primary education. It begins with a literature review based on the premise that, through innovative content from historical, social, and literary knowledge, students can better understand and respond to this type of violence. In this regard, emphasis is placed on issues such as curriculum renewal, didactic transposition, and interdisciplinarity. This theoretical framework leads to the design of a didactic intervention aimed at sixth-grade primary school students, which puts into practice the theoretical concepts previously discussed. Finally, the work concludes with reflections on the advantages, limitations, and future perspectives of the proposed model.
This undergraduate thesis focuses primarily on the prevention of interpersonal violence in primary education. It begins with a literature review based on the premise that, through innovative content from historical, social, and literary knowledge, students can better understand and respond to this type of violence. In this regard, emphasis is placed on issues such as curriculum renewal, didactic transposition, and interdisciplinarity. This theoretical framework leads to the design of a didactic intervention aimed at sixth-grade primary school students, which puts into practice the theoretical concepts previously discussed. Finally, the work concludes with reflections on the advantages, limitations, and future perspectives of the proposed model.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Co-tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Co-tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
Women in the videogame industry.
Authorship
S.C.P.
Pedagogy Degree
S.C.P.
Pedagogy Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
This Final Degree Project provides an in-depth analysis of how the video game industry has portrayed the female figure over the years. It examines several aspects such as the history of video games and the target audience the industry has traditionally focused on, as well as the reasons behind this. Many factors influencing the presence of women in the field are identified, including commercialization, the masculinization of the industry, hypersexualization, and exclusive socialization. Finally, proposals are presented that may help reduce the existing inequality in the sector through various pedagogical methods.
This Final Degree Project provides an in-depth analysis of how the video game industry has portrayed the female figure over the years. It examines several aspects such as the history of video games and the target audience the industry has traditionally focused on, as well as the reasons behind this. Many factors influencing the presence of women in the field are identified, including commercialization, the masculinization of the industry, hypersexualization, and exclusive socialization. Finally, proposals are presented that may help reduce the existing inequality in the sector through various pedagogical methods.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
The Role of Foster Families in the Education and Emotional Development of Children in Situations of Vulnerability: A Case Study
Authorship
S.C.M.
Social Education Degree
S.C.M.
Social Education Degree
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
Foster families play a fundamental role in society, particularly in ensuring the well-being of children in situations of vulnerability. In this context, it is essential to strengthen their training in order to provide appropriate emotional and educational support. The main objective of this Bachelor's Thesis is to describe the processes of social and educational development of children in situations of neglect from the perspective of foster families. To this end, a fieldwork initiation approach was chosen, specifically a case study. Data were collected through two semi-structured interviews, which made it possible to explore the perspectives of two families with extensive experience in foster care, with the aim of describing their views and identifying potential areas for improvement in these processes. The findings highlight the value of emotional education and resilience within family structures as key elements to enhance the personal development and social inclusion of these children. As future lines of research, it is proposed to deepen the understanding of foster care and to move toward better alignment of socio-educational interventions aimed at both the families and the children involved in this care measure.
Foster families play a fundamental role in society, particularly in ensuring the well-being of children in situations of vulnerability. In this context, it is essential to strengthen their training in order to provide appropriate emotional and educational support. The main objective of this Bachelor's Thesis is to describe the processes of social and educational development of children in situations of neglect from the perspective of foster families. To this end, a fieldwork initiation approach was chosen, specifically a case study. Data were collected through two semi-structured interviews, which made it possible to explore the perspectives of two families with extensive experience in foster care, with the aim of describing their views and identifying potential areas for improvement in these processes. The findings highlight the value of emotional education and resilience within family structures as key elements to enhance the personal development and social inclusion of these children. As future lines of research, it is proposed to deepen the understanding of foster care and to move toward better alignment of socio-educational interventions aimed at both the families and the children involved in this care measure.
Direction
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
The influence of social media on cases of sexual violence among adolescents
Authorship
L.C.S.
Social Education Degree
L.C.S.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This paper aims to analyze the influence of social media on sexual violence among adolescents through a literature review focused on the Spanish context. The findings indicate that social media use increases from the age of 13 and is strongly shaped by age and gender differences. Platforms such as TikTok, Instagram, and YouTube function not only as spaces for social interaction, but also as environments where patriarchal dynamics are reproduced and risky practices, such as sexting or pornography consumption, are present. In this context, girls are especially vulnerable to sexist digital violence. Research concludes that there is a need to promote media literacy and affective-sexual education through a critical approach, especially for those most exposed to gender inequality.
This paper aims to analyze the influence of social media on sexual violence among adolescents through a literature review focused on the Spanish context. The findings indicate that social media use increases from the age of 13 and is strongly shaped by age and gender differences. Platforms such as TikTok, Instagram, and YouTube function not only as spaces for social interaction, but also as environments where patriarchal dynamics are reproduced and risky practices, such as sexting or pornography consumption, are present. In this context, girls are especially vulnerable to sexist digital violence. Research concludes that there is a need to promote media literacy and affective-sexual education through a critical approach, especially for those most exposed to gender inequality.
Direction
NOVOA PEREZ, MARIA ISABEL (Tutorships)
NOVOA PEREZ, MARIA ISABEL (Tutorships)
Court
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
Zero cyberbullying. A prevention project for Cyberbullying in the early years of Compulsory Secondary Education.
Authorship
T.C.S.
Pedagogy Degree
T.C.S.
Pedagogy Degree
Defense date
02.06.2025 10:00
02.06.2025 10:00
Summary
Cyberbullying is a form of bullying that is highly prevalent and is constantly on the rise, and is fueled by Information and Communication Technologies (ICT). This type of bullying is very present, especially in adolescence. For this reason, this Final Project, aims to design a prevention program to prevent cyberbullying, promoting a culture of respect through awareness activities, training and support. All this to be implemented with students in the first cycles of Compulsory Secondary Education. The program consists of three modules, composed of a variety of activities designed to address the phenomenon of cyberbullying from a holistic perspective. The main objective of these activities is to promote awareness and sensitization of students about this problem, providing them with basic knowledge about its risks and consequences. To this end, the learning of a series of socioemotional skills and action strategies to prevent and address it will be promoted. On the other hand, this project has a structured evaluation system. Through a series of instruments and methods, it allows us to measure both the degree of involvement and learning of the students and the overall effectiveness of the program. Thanks to this, we will be able to identify areas for improvement. Looking ahead, it is essential to ensure the continuity and expansion of programs focused on this issue, adapting them to new needs and emerging technologies. It is necessary to involve students, families, teachers, and the entire educational community, promoting a cooperative and inclusive approach. Additionally, interdisciplinary work would be highly beneficial, establishing networks of collaboration among educational centers, specialized entities, and others professionals with the aim of creating resources and best practices that contribute to the effective prevention of cyberbullying in classrooms.
Cyberbullying is a form of bullying that is highly prevalent and is constantly on the rise, and is fueled by Information and Communication Technologies (ICT). This type of bullying is very present, especially in adolescence. For this reason, this Final Project, aims to design a prevention program to prevent cyberbullying, promoting a culture of respect through awareness activities, training and support. All this to be implemented with students in the first cycles of Compulsory Secondary Education. The program consists of three modules, composed of a variety of activities designed to address the phenomenon of cyberbullying from a holistic perspective. The main objective of these activities is to promote awareness and sensitization of students about this problem, providing them with basic knowledge about its risks and consequences. To this end, the learning of a series of socioemotional skills and action strategies to prevent and address it will be promoted. On the other hand, this project has a structured evaluation system. Through a series of instruments and methods, it allows us to measure both the degree of involvement and learning of the students and the overall effectiveness of the program. Thanks to this, we will be able to identify areas for improvement. Looking ahead, it is essential to ensure the continuity and expansion of programs focused on this issue, adapting them to new needs and emerging technologies. It is necessary to involve students, families, teachers, and the entire educational community, promoting a cooperative and inclusive approach. Additionally, interdisciplinary work would be highly beneficial, establishing networks of collaboration among educational centers, specialized entities, and others professionals with the aim of creating resources and best practices that contribute to the effective prevention of cyberbullying in classrooms.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
Parenting styles, attachment, and their relation with bullying: A documentary analysis
Authorship
P.C.J.
Social Education Degree
P.C.J.
Social Education Degree
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
Bullying is a phenomenon characterized by aggressive, intentional, and repetitive behavior, as well as a power imbalance between the individuals involved. It is influenced by factors such as parenting styles used by caregivers and the type of attachment that children develop with them. These two elements are directly related to the way children interact with their peers. The main objective of this study was to analyze the relationship between parenting styles, attachment, and their influence on involvement in school bullying. The methodology used was documentary research, based on a literature review using English search terms in the Scopus, Web of Science (WOS), and PsycINFO databases. Some of the terms used included parenting styles, attachment, and bullying, along with their synonyms. The results revealed a relationship between parenting styles, attachment, and school bullying, showing that the democratic parenting style and secure attachment act as protective factors against involvement in bullying situations. In contrast, the authoritarian, neglectful, and permissive styles are associated with greater involvement.
Bullying is a phenomenon characterized by aggressive, intentional, and repetitive behavior, as well as a power imbalance between the individuals involved. It is influenced by factors such as parenting styles used by caregivers and the type of attachment that children develop with them. These two elements are directly related to the way children interact with their peers. The main objective of this study was to analyze the relationship between parenting styles, attachment, and their influence on involvement in school bullying. The methodology used was documentary research, based on a literature review using English search terms in the Scopus, Web of Science (WOS), and PsycINFO databases. Some of the terms used included parenting styles, attachment, and bullying, along with their synonyms. The results revealed a relationship between parenting styles, attachment, and school bullying, showing that the democratic parenting style and secure attachment act as protective factors against involvement in bullying situations. In contrast, the authoritarian, neglectful, and permissive styles are associated with greater involvement.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Importance of Social Education in schools: Analysis of the perceptions of Education professionals in Spain
Authorship
L.C.V.
Social Education Degree
L.C.V.
Social Education Degree
Defense date
07.03.2025 11:30
07.03.2025 11:30
Summary
The school is a fundamental space for the integral development of the people, so it is essential to incorporate professionals capable of attending to the social, emotional and relational dimensions of students. In this context, the figure of the social educator emerges as a key profile, not yet institutionalized in many autonomous communities. This study analyzes their role in the educational field, showing the need of their stable incorporation in schools. For this purpose, a mixed research was carried out using a questionnaire as the main technique, wich made it possible to collect both quantitative and qualitative data on the perceptions of educational professionals. Social Education professionals participated, as well as other professionals from the school field, allowing to contrast opinions on the usefulness, impact and function of this figure. The results show a mostly positive assessment, even in centers where Social Education is not present, highlighting it its work in areas such as bullying prevention, emotional support and work with families. In conclusion, the transforming potential of Social Education to advance towards fairer, more inclusive schools, sensitive to the social reality of students, is vindicated.
The school is a fundamental space for the integral development of the people, so it is essential to incorporate professionals capable of attending to the social, emotional and relational dimensions of students. In this context, the figure of the social educator emerges as a key profile, not yet institutionalized in many autonomous communities. This study analyzes their role in the educational field, showing the need of their stable incorporation in schools. For this purpose, a mixed research was carried out using a questionnaire as the main technique, wich made it possible to collect both quantitative and qualitative data on the perceptions of educational professionals. Social Education professionals participated, as well as other professionals from the school field, allowing to contrast opinions on the usefulness, impact and function of this figure. The results show a mostly positive assessment, even in centers where Social Education is not present, highlighting it its work in areas such as bullying prevention, emotional support and work with families. In conclusion, the transforming potential of Social Education to advance towards fairer, more inclusive schools, sensitive to the social reality of students, is vindicated.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Body Expression in the Children´s Classroom: A Path to Emotional Intelligence
Authorship
S.D.C.E.
Bachelor's Degree in Early Childhood Education
S.D.C.E.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
This final-year project aims to develop an innovative proposal focused on developing emotions through corporal expression, a fundamental tool for comprehensive education. To achieve this, existing literature on emotions in education will be collected, as well as the current established curriculum, which acts as a guide for the teacher. This proposal's main objectives are to connect the theory of emotional intelligence, the current curriculum, and the pedagogical practices in early childhood education, particularly focused on corporal expression. Based on this, I will start by searching for information from a theoretical point of view, reviewing what the curriculum outlines, collecting examples of good practices, and finally, elaborating on a proposal.
This final-year project aims to develop an innovative proposal focused on developing emotions through corporal expression, a fundamental tool for comprehensive education. To achieve this, existing literature on emotions in education will be collected, as well as the current established curriculum, which acts as a guide for the teacher. This proposal's main objectives are to connect the theory of emotional intelligence, the current curriculum, and the pedagogical practices in early childhood education, particularly focused on corporal expression. Based on this, I will start by searching for information from a theoretical point of view, reviewing what the curriculum outlines, collecting examples of good practices, and finally, elaborating on a proposal.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
The reading habit in Primary Education. Conceptualisation and didactic strategies for its development in the classroom.
Authorship
L.P.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.P.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:30
07.02.2025 11:30
Summary
The present final dissertation aims to analyse reading habits in the Primary Education stage. Reading is a fundamental tool for the cognitive, emotional, and social development of students, yet the consolidation of a stable and voluntary reading habit remains one of the main challenges in the educational field. This difficulty is largely due to the complexity of the reading habit, which is influenced by factors such as motivation, family context, the role of teachers, and school dynamics. Through a documentary review, the concept of reading habit is defined, and the main factors influencing its development are examined. Additionally, the presence of reading habits in current educational policies is analysed. Finally, this study explores didactic strategies that promote its development, with special emphasis on the importance of motivation.
The present final dissertation aims to analyse reading habits in the Primary Education stage. Reading is a fundamental tool for the cognitive, emotional, and social development of students, yet the consolidation of a stable and voluntary reading habit remains one of the main challenges in the educational field. This difficulty is largely due to the complexity of the reading habit, which is influenced by factors such as motivation, family context, the role of teachers, and school dynamics. Through a documentary review, the concept of reading habit is defined, and the main factors influencing its development are examined. Additionally, the presence of reading habits in current educational policies is analysed. Finally, this study explores didactic strategies that promote its development, with special emphasis on the importance of motivation.
Direction
NEIRA RODRIGUEZ, MARTA (Tutorships)
NEIRA RODRIGUEZ, MARTA (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
Analysis of YouTube and TikTok from a Gender Perspective: a Participatory Action Research with Preadolescents in Galicia.
Authorship
L.C.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.C.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
Video-format Social Media Management Platforms (SMMP) are entering the lives of preadolescents as a new agent of socialization. For this reason, the present study seeks to analyze the video-format SMMP most commonly used by 6th-grade students at CEIP Cardeal Quiroga Palacios (A Coruña) from a gender perspective, as well as to promote their responsible use and consumption through the design and development of collective audiovisual actions. To achieve this objective, a Participatory Action Research was conducted with a total of 24 participants, using techniques such as participant observation, community listening forum, content analysis, dramatization and social tree. The results identified YouTube and TikTok as the most widely consumed platforms and revealed their commercial logic, which encourages the adoption of stereotypical gender identities. Multiple issues were identified in relation to the use of these platforms, including the creation of false identities, the presence of gender-based differences and inequalities, imitation and comparison. Likewise, several transformative proposals emerged, among which five awareness-raising audiovisual actions stand out. It is necessary to address this topic in schools in a more in-depth and sustained manner.
Video-format Social Media Management Platforms (SMMP) are entering the lives of preadolescents as a new agent of socialization. For this reason, the present study seeks to analyze the video-format SMMP most commonly used by 6th-grade students at CEIP Cardeal Quiroga Palacios (A Coruña) from a gender perspective, as well as to promote their responsible use and consumption through the design and development of collective audiovisual actions. To achieve this objective, a Participatory Action Research was conducted with a total of 24 participants, using techniques such as participant observation, community listening forum, content analysis, dramatization and social tree. The results identified YouTube and TikTok as the most widely consumed platforms and revealed their commercial logic, which encourages the adoption of stereotypical gender identities. Multiple issues were identified in relation to the use of these platforms, including the creation of false identities, the presence of gender-based differences and inequalities, imitation and comparison. Likewise, several transformative proposals emerged, among which five awareness-raising audiovisual actions stand out. It is necessary to address this topic in schools in a more in-depth and sustained manner.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
AÑON LOUREIRO, LORENA (Student’s tutor)
AÑON LOUREIRO, LORENA (Student’s tutor)
Inclusive olympics: a meaningful physical education teaching unit
Authorship
P.C.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.C.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
This Final Degree Project focuses on the role of Physical Education as a key space to promote inclusion and address diversity in the context of Primary Education. Based on a theoretical review and reflection on teaching practice during the Practicum II, it explores the approach of Meaningful Physical Education to create personally relevant and socially inclusive learning experiences. Understanding diversity as a value rather than a limitation, the work supports a conception of inclusion grounded in participation, recognition, and a sense of belonging for all students. Taking as a starting point the case analysis of a student with visual and hearing impairment, the didactic unit “Games with Meaning: Inclusive Olympics” is presented, designed for 6th-grade students. This proposal seeks to translate the principles of Meaningful Physical Education into accessible, cooperative, and motivating pedagogical actions that promote active participation, emotional well-being, and group belonging, especially for students with Specific Educational Support Needs.
This Final Degree Project focuses on the role of Physical Education as a key space to promote inclusion and address diversity in the context of Primary Education. Based on a theoretical review and reflection on teaching practice during the Practicum II, it explores the approach of Meaningful Physical Education to create personally relevant and socially inclusive learning experiences. Understanding diversity as a value rather than a limitation, the work supports a conception of inclusion grounded in participation, recognition, and a sense of belonging for all students. Taking as a starting point the case analysis of a student with visual and hearing impairment, the didactic unit “Games with Meaning: Inclusive Olympics” is presented, designed for 6th-grade students. This proposal seeks to translate the principles of Meaningful Physical Education into accessible, cooperative, and motivating pedagogical actions that promote active participation, emotional well-being, and group belonging, especially for students with Specific Educational Support Needs.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
Reading and Inclusion: A Proposal for the Early Childhood Education Classroom
Authorship
M.C.R.
Bachelor's Degree in Early Childhood Education
M.C.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 16:00
07.02.2025 16:00
Summary
Although it is true that we are witnessing a gradual shift in the way teaching and learning processes are understood, today’s schools are still far from offering an equitable and fair response to students' right to participate, feel recognized, and learn without barriers. In this educational reality - which could be described as a state of crisis - reading emerges as a tool capable of embracing all learners, regardless of their individual characteristics. However, in the daily life of the classroom, access to this resource remains riddled with barriers and exclusions. This Bachelor’s Thesis aims to present an innovative proposal designed to ensure that all children, regardless of their characteristics, have access to the imaginative and reading dimensions from a quality perspective. The aim is to move away from the conventional therapeutic approach and instead offer access to reading and imagination through a dynamic, experimental, and multisensory framework. That is, an approach that allows access to a wide variety of texts through multiple formats, forms, and contexts, and that values children’s progress based on the personal growth they experience throughout the process.
Although it is true that we are witnessing a gradual shift in the way teaching and learning processes are understood, today’s schools are still far from offering an equitable and fair response to students' right to participate, feel recognized, and learn without barriers. In this educational reality - which could be described as a state of crisis - reading emerges as a tool capable of embracing all learners, regardless of their individual characteristics. However, in the daily life of the classroom, access to this resource remains riddled with barriers and exclusions. This Bachelor’s Thesis aims to present an innovative proposal designed to ensure that all children, regardless of their characteristics, have access to the imaginative and reading dimensions from a quality perspective. The aim is to move away from the conventional therapeutic approach and instead offer access to reading and imagination through a dynamic, experimental, and multisensory framework. That is, an approach that allows access to a wide variety of texts through multiple formats, forms, and contexts, and that values children’s progress based on the personal growth they experience throughout the process.
Direction
PARADA GAÑETE, ANA (Tutorships)
PARADA GAÑETE, ANA (Tutorships)
Court
PARADA GAÑETE, ANA (Student’s tutor)
PARADA GAÑETE, ANA (Student’s tutor)
Physical activity and school performance in Primary Education students: a systematic review
Authorship
M.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
M.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 16:00
07.04.2025 16:00
Summary
Physical activity is a fundamental pillar in the development of a full life. Specifically, in the educational field, numerous studies point to its positive influence on school performance. Therefore, the objective of this academic work was to analyze the influence that physical activity interventions can exert on the school performance of Primary Education students. To this end, a systematic review was developed, under the guidance of the PRISMA declaration. Initially, a documentary search was conducted in three databases: Web of Science, Scopus, and SportDiscus; of all the articles extracted, eight met the established inclusion criteria. After data analysis, the results showed a favorable link between physical activity and academic performance. Specifically, among other indicators, an average increase in attention span of between 8.85% and 30.17% was reported, as well as a 91% satisfaction level with the learning process and an improvement in classroom environment and well-being, perceived by 74.40% of the students. Similarly, positive benefits of physical activity practice were identified for three key aspects of school performance: cognitive functions, affective factors, and social components. Consequently, it seems necessary to integrate physical activity into the educational context to strengthen students learning and enhance their global development.
Physical activity is a fundamental pillar in the development of a full life. Specifically, in the educational field, numerous studies point to its positive influence on school performance. Therefore, the objective of this academic work was to analyze the influence that physical activity interventions can exert on the school performance of Primary Education students. To this end, a systematic review was developed, under the guidance of the PRISMA declaration. Initially, a documentary search was conducted in three databases: Web of Science, Scopus, and SportDiscus; of all the articles extracted, eight met the established inclusion criteria. After data analysis, the results showed a favorable link between physical activity and academic performance. Specifically, among other indicators, an average increase in attention span of between 8.85% and 30.17% was reported, as well as a 91% satisfaction level with the learning process and an improvement in classroom environment and well-being, perceived by 74.40% of the students. Similarly, positive benefits of physical activity practice were identified for three key aspects of school performance: cognitive functions, affective factors, and social components. Consequently, it seems necessary to integrate physical activity into the educational context to strengthen students learning and enhance their global development.
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
Proposal from Social Education for the inclusion of the gender perspective in early childhood care institutions
Authorship
M.C.C.
Social Education Degree
M.C.C.
Social Education Degree
Defense date
02.06.2025 16:00
02.06.2025 16:00
Summary
The project Cuento con tod@s proposes a socio-educational intervention aimed at promoting gender equality and diversity in early childhood care institutions. This Final Degree Project combines the principles of education in values with the gender perspective, integrating playful and participatory activities such as storytelling and creative workshops. The project seeks to eradicate gender stereotypes from the early stages of life, facilitating an inclusive environment where boys and girls can fully develop. In addition, it promotes the involvement of families and educational staff, highlighting collaboration as an essential axis to ensure the success of the interventions. Through a methodology based on active participation, creativity and teamwork, we work on content such as feminism, gender roles and diversity. The activities are designed to be accessible and meaningful, adapted to the psycho- evolutionary characteristics of the children. This project not only reinforces the role of the social educator as a transforming agent, but also proposes a practical solution to integrate the gender perspective in educational contexts, contributing to the development of more egalitarian and respectful communities.
The project Cuento con tod@s proposes a socio-educational intervention aimed at promoting gender equality and diversity in early childhood care institutions. This Final Degree Project combines the principles of education in values with the gender perspective, integrating playful and participatory activities such as storytelling and creative workshops. The project seeks to eradicate gender stereotypes from the early stages of life, facilitating an inclusive environment where boys and girls can fully develop. In addition, it promotes the involvement of families and educational staff, highlighting collaboration as an essential axis to ensure the success of the interventions. Through a methodology based on active participation, creativity and teamwork, we work on content such as feminism, gender roles and diversity. The activities are designed to be accessible and meaningful, adapted to the psycho- evolutionary characteristics of the children. This project not only reinforces the role of the social educator as a transforming agent, but also proposes a practical solution to integrate the gender perspective in educational contexts, contributing to the development of more egalitarian and respectful communities.
Direction
DIZ LOPEZ, MARIA JULIA (Tutorships)
DIZ LOPEZ, MARIA JULIA (Tutorships)
Court
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
Motor competence in students and contextual variables: a correlational study
Authorship
S.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 17:15
07.04.2025 17:15
Summary
This Final Degree Project analyzed the relationship between motor competence in schoolchildren and various family and contextual variables, through a correlational approach that combined the direct assessment of motor skills, using the Alfamov application, with the collection of parental information through a questionnaire. The sample consisted of school aged boys and girls from different educational centers. The results showed a progressive increase in motor competence with age, in line with typical developmental patterns. In addition, significant differences were identified in locomotor skill scores based on regular sports participation and area of residence. Specifically, participants who engaged in physical activity and those living in urban environments showed higher levels of motor competence than their counterparts who did not practice sports regularly or who lived in rural areas. These conclusions highlighted the importance of promoting physical activity from an early age and the need to ensure equitable access to spaces and resources that support motor development, especially in rural areas.
This Final Degree Project analyzed the relationship between motor competence in schoolchildren and various family and contextual variables, through a correlational approach that combined the direct assessment of motor skills, using the Alfamov application, with the collection of parental information through a questionnaire. The sample consisted of school aged boys and girls from different educational centers. The results showed a progressive increase in motor competence with age, in line with typical developmental patterns. In addition, significant differences were identified in locomotor skill scores based on regular sports participation and area of residence. Specifically, participants who engaged in physical activity and those living in urban environments showed higher levels of motor competence than their counterparts who did not practice sports regularly or who lived in rural areas. These conclusions highlighted the importance of promoting physical activity from an early age and the need to ensure equitable access to spaces and resources that support motor development, especially in rural areas.
Direction
Abelairas Gómez, Cristian (Tutorships)
Abelairas Gómez, Cristian (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
Language immersion in minoritized language: a case study of Semente Compostela School
Authorship
A.C.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.C.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project aims to analyse the role of language immersion in territories where a minoritized language is present, focusing on the case of the Galician language through the Semente Compostela school. The first part of the study investigates the historical evolution of the Galician language and the events that have led to its current sociolinguistic situation in Galicia. In addition, the study examines the use of the Galician language in the education system. The second part of the project explores different models of associative schools that apply language immersion, focusing on international experiences such as the calandretas, the diwan schools and the ikastolas. This comparative study provide insights into the similarities and differences with the Galician context. The core of the research is dedicated to the analysis of the Escolas de Ensino Galego Semente, especially the Semente Compostela school, as an example of an associative school committed to the defence of the Galician language and identity.
This Final Degree Project aims to analyse the role of language immersion in territories where a minoritized language is present, focusing on the case of the Galician language through the Semente Compostela school. The first part of the study investigates the historical evolution of the Galician language and the events that have led to its current sociolinguistic situation in Galicia. In addition, the study examines the use of the Galician language in the education system. The second part of the project explores different models of associative schools that apply language immersion, focusing on international experiences such as the calandretas, the diwan schools and the ikastolas. This comparative study provide insights into the similarities and differences with the Galician context. The core of the research is dedicated to the analysis of the Escolas de Ensino Galego Semente, especially the Semente Compostela school, as an example of an associative school committed to the defence of the Galician language and identity.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
Implications of Screen Time on Attention and Memory: Review and Analysis
Authorship
P.C.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.C.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 10:00
07.04.2025 10:00
Summary
Digital devices have permeated every aspect of reality, including education. It is undeniable that, over the past decades, time spent using these devices has increased exponentially, with corresponding deficits in attention and memory being observed. Therefore, the aim of this TFG is to analyse and assess whether screen time affects cognitive processes such as memory and attention, and whether this is reflected in academic performance. Searches were conducted in the PubMed, SCOPUS, PsycINFO and ERIC databases. The results obtained, in both longitudinal and cross-sectional studies, indicate a predominant trend toward deficits in memory and attention processes, as well as a negative effect on academic performance. In conclusion, this study highlights the harms resulting from excessive use of digital devices on attention and memory, and their repercussions on academic performance. Finally, guidelines and strategies are proposed targeted both to educational institutions and to families, aimed at prevention and subsequent intervention.
Digital devices have permeated every aspect of reality, including education. It is undeniable that, over the past decades, time spent using these devices has increased exponentially, with corresponding deficits in attention and memory being observed. Therefore, the aim of this TFG is to analyse and assess whether screen time affects cognitive processes such as memory and attention, and whether this is reflected in academic performance. Searches were conducted in the PubMed, SCOPUS, PsycINFO and ERIC databases. The results obtained, in both longitudinal and cross-sectional studies, indicate a predominant trend toward deficits in memory and attention processes, as well as a negative effect on academic performance. In conclusion, this study highlights the harms resulting from excessive use of digital devices on attention and memory, and their repercussions on academic performance. Finally, guidelines and strategies are proposed targeted both to educational institutions and to families, aimed at prevention and subsequent intervention.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
Education for sustainable development as a tool for social transformation in Primary Education under the framework of LOMLOE.
Authorship
S.C.G.
Pedagogy Degree
S.C.G.
Pedagogy Degree
Defense date
02.03.2025 12:30
02.03.2025 12:30
Summary
This work analyzes the integration of Education for Sustainable Development in Primary Education, focusing on its capacity as a tool for social transformation within the framework of the LOMLOE. Through a literature review, it addresses the concept of sustainability, its evolution, and its incorporation into the Spanish educational curriculum, highlighting its connection with the Sustainable Development Goals. Sustainability has a growing presence in Primary Education, reflected in subjects such as Education in Civic and Ethical Values, but faces challenges such as insufficient teacher training and superficial educational approaches. The LOMLOE promotes the cross-curricular integration of the SDGs, linking them to key competencies such as critical thinking, global citizenship, and empathy. ESD is confirmed as a powerful tool for social transformation by connecting learning with global issues such as climate change and inequality. However, teacher training needs to be strengthened, with greater emphasis on active and interdisciplinary methodologies. This study highlights that, although the LOMLOE represents significant progress, the success of these initiatives depends on institutional commitment, teacher preparation, and the application of innovative pedagogical proposals that promote critical and responsible citizenship.
This work analyzes the integration of Education for Sustainable Development in Primary Education, focusing on its capacity as a tool for social transformation within the framework of the LOMLOE. Through a literature review, it addresses the concept of sustainability, its evolution, and its incorporation into the Spanish educational curriculum, highlighting its connection with the Sustainable Development Goals. Sustainability has a growing presence in Primary Education, reflected in subjects such as Education in Civic and Ethical Values, but faces challenges such as insufficient teacher training and superficial educational approaches. The LOMLOE promotes the cross-curricular integration of the SDGs, linking them to key competencies such as critical thinking, global citizenship, and empathy. ESD is confirmed as a powerful tool for social transformation by connecting learning with global issues such as climate change and inequality. However, teacher training needs to be strengthened, with greater emphasis on active and interdisciplinary methodologies. This study highlights that, although the LOMLOE represents significant progress, the success of these initiatives depends on institutional commitment, teacher preparation, and the application of innovative pedagogical proposals that promote critical and responsible citizenship.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
Court
VAZQUEZ RODRIGUEZ, ANA (Coordinator)
LONGUEIRA MATOS, SILVANA (Student’s tutor)
VAZQUEZ RODRIGUEZ, ANA (Coordinator)
LONGUEIRA MATOS, SILVANA (Student’s tutor)
Beyond cisheteronormativity: reinterpreting traditional Galician coplas from a queer perspective.
Authorship
I.C.P.
Pedagogy Degree
I.C.P.
Pedagogy Degree
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
This thesis seeks to link the oral tradition of our land with the pedagogical representations and sexual dissidence of our past, carrying out an analysis of traditional Galician coplas as an educational tool from a queer perspective. The research is based on the possibility of reinterpreting the Galician cultural heritage, considering queer methodologies as a strategy for teaching traditional music and, particularly, coplas. Thus, the aim is to value the interest of these methodologies, to make visible the silenced historical sexual dissidence and to integrate the coplas as a queer didactic resource. The methodology used in the study is qualitative, combining documentary analysis of theoretical sources and previous studies, interviews with informants, teachers and artists from the Galician music scene and the interpretation of the coplas themselves. This approach will allow us to analyse the possibilities of coplas as a pedagogical resource at the service of a more inclusive and representative education. The results seek to give visibility to the culture and cultural heritage of Galicia, as well as the importance of studying the sexual dissidence of our past in order to understand the Galician reality and the oppressions experienced. Consequently, we intend to contribute to the reformulation of pedagogical approaches in the teaching of Galician traditional music.
This thesis seeks to link the oral tradition of our land with the pedagogical representations and sexual dissidence of our past, carrying out an analysis of traditional Galician coplas as an educational tool from a queer perspective. The research is based on the possibility of reinterpreting the Galician cultural heritage, considering queer methodologies as a strategy for teaching traditional music and, particularly, coplas. Thus, the aim is to value the interest of these methodologies, to make visible the silenced historical sexual dissidence and to integrate the coplas as a queer didactic resource. The methodology used in the study is qualitative, combining documentary analysis of theoretical sources and previous studies, interviews with informants, teachers and artists from the Galician music scene and the interpretation of the coplas themselves. This approach will allow us to analyse the possibilities of coplas as a pedagogical resource at the service of a more inclusive and representative education. The results seek to give visibility to the culture and cultural heritage of Galicia, as well as the importance of studying the sexual dissidence of our past in order to understand the Galician reality and the oppressions experienced. Consequently, we intend to contribute to the reformulation of pedagogical approaches in the teaching of Galician traditional music.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
Gamification as a tool for the teaching of Spanish in Primary Education. The gamified project: Detectives get to work
Authorship
M.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project presents a proposal for educational innovation, in which gamification is used to motivate students in the teaching-learning process of consonant groups. It is aimed at 1st year Primary Education students at a public school in Santiago de Compostela. The purpose of this project is to introduce a different methodology into the classroom, observe how it works and whether or not it is attractive and satisfactory for students while acquiring curricular content (in this case, related to the consonat groups of Spanish). To this end, a gamified project based on the Pink Panther is put into practice. The analysis of the data reveals that gamification is a methodology that benefits the teaching-learning process, making it more meaningful and increasing students´motivation.
This Final Degree Project presents a proposal for educational innovation, in which gamification is used to motivate students in the teaching-learning process of consonant groups. It is aimed at 1st year Primary Education students at a public school in Santiago de Compostela. The purpose of this project is to introduce a different methodology into the classroom, observe how it works and whether or not it is attractive and satisfactory for students while acquiring curricular content (in this case, related to the consonat groups of Spanish). To this end, a gamified project based on the Pink Panther is put into practice. The analysis of the data reveals that gamification is a methodology that benefits the teaching-learning process, making it more meaningful and increasing students´motivation.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Student’s tutor)
RODRIGUEZ ABRUÑEIRAS, PAULA (Student’s tutor)
Educative breakouts: innovation in English teaching for Primary Education
Authorship
E.C.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
E.C.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 10:45
07.04.2025 10:45
Summary
This Final Degree Project is a piece of research on the use of an educational breakout in the classroom. The main objective is to understand the impact that using this tool has on Primary Education students to observe whether students’ motivation increases when using this type of resource compared to more traditional resources and tools. This project is structured in three main parts: (i) a theoretical framework in which the educational breakout is defined and characterized; (ii) a description of the methodology, which consists in, on the one hand, a didactic sequence based on an educative breakout implemented in a 5th grade English classroom, and, on the other hand, a series of questionnaires that assess students’ pre- and post-intervention knowledge, as well as a survey to gather their impressions on the use of this resource; and (iii) the analysis of results from this implementation. The data analysis reveals that, although both the experimental and the control group show a positive impact on their academic performance and no significant differences have been identified between them in this regard, the former exhibits a considerably higher level of motivation.
This Final Degree Project is a piece of research on the use of an educational breakout in the classroom. The main objective is to understand the impact that using this tool has on Primary Education students to observe whether students’ motivation increases when using this type of resource compared to more traditional resources and tools. This project is structured in three main parts: (i) a theoretical framework in which the educational breakout is defined and characterized; (ii) a description of the methodology, which consists in, on the one hand, a didactic sequence based on an educative breakout implemented in a 5th grade English classroom, and, on the other hand, a series of questionnaires that assess students’ pre- and post-intervention knowledge, as well as a survey to gather their impressions on the use of this resource; and (iii) the analysis of results from this implementation. The data analysis reveals that, although both the experimental and the control group show a positive impact on their academic performance and no significant differences have been identified between them in this regard, the former exhibits a considerably higher level of motivation.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
Bullying and students with Specific Educational Support Needs (SESN)
Authorship
L.C.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.C.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This Final Degree Project (FDP) consists of a bibliographic review on bullying, paying special attention to students with Specific Educational Support Needs (SESN). This review was conducted to understand the importance of bullying in the classroom and its prevention, as it is a phenomenon that is increasingly present in our society, despite having always existed. The main objectives of this Final Degree Project are to define and contextualize the concept of bullying, its main stakeholders and types, explain the significance of SESN in the current educational system, and analyze the relationship between bullying and the likelihood of being bullied. Analyze bystander theory and the causes and consequences of this type of violence.
This Final Degree Project (FDP) consists of a bibliographic review on bullying, paying special attention to students with Specific Educational Support Needs (SESN). This review was conducted to understand the importance of bullying in the classroom and its prevention, as it is a phenomenon that is increasingly present in our society, despite having always existed. The main objectives of this Final Degree Project are to define and contextualize the concept of bullying, its main stakeholders and types, explain the significance of SESN in the current educational system, and analyze the relationship between bullying and the likelihood of being bullied. Analyze bystander theory and the causes and consequences of this type of violence.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
GARCIA MARIN, JORGE (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
Handball as an emotional management tool.
Authorship
R.D.F.
Social Education Degree
R.D.F.
Social Education Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This Final Degree Project proposes a socio-educational intervention project focused on the use of handball as a tool for the emotional development of adolescents. Based on the growing concern about mental health problems and emotional difficulties faced by young people, a structured intervention is proposed in several sessions spread over a sports season. Through specific dynamics integrated into the context of team sports, skills such as emotional self-regulation, empathy, self-esteem, and group cohesion are developed. The main objective is to help adolescents transfer the acquired skills to everyday life, strengthening their personal well-being and interpersonal relationships. The project's purpose is based on an interdisciplinary theoretical framework that unites emotional education, socio-educational intervention, and the psychosocial benefits of sport. Although the project will not be implemented, it is presented with methodological rigor and a transformative vocation, demonstrating the potential of Social Education to act in sports contexts from a formative and inclusive perspective.
This Final Degree Project proposes a socio-educational intervention project focused on the use of handball as a tool for the emotional development of adolescents. Based on the growing concern about mental health problems and emotional difficulties faced by young people, a structured intervention is proposed in several sessions spread over a sports season. Through specific dynamics integrated into the context of team sports, skills such as emotional self-regulation, empathy, self-esteem, and group cohesion are developed. The main objective is to help adolescents transfer the acquired skills to everyday life, strengthening their personal well-being and interpersonal relationships. The project's purpose is based on an interdisciplinary theoretical framework that unites emotional education, socio-educational intervention, and the psychosocial benefits of sport. Although the project will not be implemented, it is presented with methodological rigor and a transformative vocation, demonstrating the potential of Social Education to act in sports contexts from a formative and inclusive perspective.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Nogueira Pérez, Miguel Ángel (Student’s tutor)
The evolution of urban music: from stigma to a tool for social transformation.
Authorship
C.D.C.L.
Social Education Degree
C.D.C.L.
Social Education Degree
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
This study, based on a documentary review, aims to understand the role of music in identity construction, especially during adolescence. The investigation analyzes the evolution of urban music from its origins in marginalized contexts to its consolidation as a form of community expression, with the objective of highlighting its potential as a tool for social transformation. Furthermore, musical education is redefined from the perspective of Social Education, not only as content for a privileged few, but as an educational resource accessible to everyone. To this end, the study explores both the individual and collective pedagogical benefits of using music in a educational way and determines national initiatives that incorporate it. Finally, it proposes lines of improvement that promote the inclusion of this tool in the socio-educational field, recognizing its capacity to foster inclusion, interculturality, and, more broadly, the holistic development of young people.
This study, based on a documentary review, aims to understand the role of music in identity construction, especially during adolescence. The investigation analyzes the evolution of urban music from its origins in marginalized contexts to its consolidation as a form of community expression, with the objective of highlighting its potential as a tool for social transformation. Furthermore, musical education is redefined from the perspective of Social Education, not only as content for a privileged few, but as an educational resource accessible to everyone. To this end, the study explores both the individual and collective pedagogical benefits of using music in a educational way and determines national initiatives that incorporate it. Finally, it proposes lines of improvement that promote the inclusion of this tool in the socio-educational field, recognizing its capacity to foster inclusion, interculturality, and, more broadly, the holistic development of young people.
Direction
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
Court
MIGUEZ SALINA, GABRIELA DOLORES (Student’s tutor)
MIGUEZ SALINA, GABRIELA DOLORES (Student’s tutor)
The myths of romantic love and their influence on the emotional education of children and youth
Authorship
C.D.V.
Pedagogy Degree
C.D.V.
Pedagogy Degree
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
This paper presents a systematic review of the myths of romantic love and their influence on affective socialization and emotional education in childhood and adolescence. It highlights that romantic love is socially constructed and sustained by certain myths that can create unrealistic expectations and lead to toxic or harmful relationships. The study analyzes how these myths affect the emotional well-being of young people, especially during key developmental stages such as childhood and adolescence, and emphasizes the importance of implementing educational proposals and affective education programs to promote egalitarian relationships free from gender stereotypes. Additionally, it reflects on the need for pedagogical strategies that dismantle these myths and encourage affective socialization based on respect, equality, and empathy.
This paper presents a systematic review of the myths of romantic love and their influence on affective socialization and emotional education in childhood and adolescence. It highlights that romantic love is socially constructed and sustained by certain myths that can create unrealistic expectations and lead to toxic or harmful relationships. The study analyzes how these myths affect the emotional well-being of young people, especially during key developmental stages such as childhood and adolescence, and emphasizes the importance of implementing educational proposals and affective education programs to promote egalitarian relationships free from gender stereotypes. Additionally, it reflects on the need for pedagogical strategies that dismantle these myths and encourage affective socialization based on respect, equality, and empathy.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PERMUY MARTINEZ, AIXA (Student’s tutor)
PERMUY MARTINEZ, AIXA (Student’s tutor)
Gamification for teaching geometry in 3rd grade of primary education.
Authorship
S.D.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.D.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
The following Final Degree Project (FDP) proposes a series of activities for third-year Primary Education students focused on the learning process of mathematics, specifically geometry. This proposal has been designed following two active methodologies: cooperative work and educational gamification. It will begin by describing the foundations and characteristics of these two methodologies and then discuss the proposal itself, which contains a series of activities presented as challenges that students must overcome by working cooperatively. The objective of this FDP is to demonstrate how the combination of cooperative work with activities that contain game elements improves the teaching and learning process of mathematics.
The following Final Degree Project (FDP) proposes a series of activities for third-year Primary Education students focused on the learning process of mathematics, specifically geometry. This proposal has been designed following two active methodologies: cooperative work and educational gamification. It will begin by describing the foundations and characteristics of these two methodologies and then discuss the proposal itself, which contains a series of activities presented as challenges that students must overcome by working cooperatively. The objective of this FDP is to demonstrate how the combination of cooperative work with activities that contain game elements improves the teaching and learning process of mathematics.
Direction
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
CASTELLANO MENDEZ, VALENTIN TOMAS (Tutorships)
Court
CASTELLANO MENDEZ, VALENTIN TOMAS (Student’s tutor)
CASTELLANO MENDEZ, VALENTIN TOMAS (Student’s tutor)
Activities with silkworms in early childhood education
Authorship
C.D.V.
Bachelor's Degree in Early Childhood Education
C.D.V.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
The objective of this Final Degree Project is to design an implementation on silkworms based on direct observation and inquiry learning in an Early Childhood Education classroom. The research was developed following a qualitative approach with a research-intervention methodology, in a 5th grade classroom with 9 students. During the proposal, the initial conceptions of the children were analyzed, as well as their evolution and the acquired learning. The different activities offered contents related to natural sciences and the basic needs of these small living beings. The results show how the students formulated questions and hypotheses, observed the evolution and constructed scientific knowledge through real experiences. From this work, the importance of promoting the teaching of natural sciences from an early age through experiences linked to the world around them becomes evident.
The objective of this Final Degree Project is to design an implementation on silkworms based on direct observation and inquiry learning in an Early Childhood Education classroom. The research was developed following a qualitative approach with a research-intervention methodology, in a 5th grade classroom with 9 students. During the proposal, the initial conceptions of the children were analyzed, as well as their evolution and the acquired learning. The different activities offered contents related to natural sciences and the basic needs of these small living beings. The results show how the students formulated questions and hypotheses, observed the evolution and constructed scientific knowledge through real experiences. From this work, the importance of promoting the teaching of natural sciences from an early age through experiences linked to the world around them becomes evident.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
Traditional games as a strategy to promote physical activity in early childhood education
Authorship
M.D.P.
Bachelor's Degree in Early Childhood Education
M.D.P.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 09:00
07.01.2025 09:00
Summary
The aim of this final degree project is to foster physical activity in Early Childhood Education through popular and traditional games, in order to promote the motor development of boys and girls and prevent sedentary lifestyle and health problems in childhood. This problem increases over the years, so it is important that teachers promote physical activity to avoid health problems and, also enable the development of gross motor skills, coordination and balance, fundamental abilities at this stage. The fulfilment of this project will consist, on the one hand, of a research in which authors who studied the topics related to children's games, traditional games and their impact on the motor and physical development of boys and girls will be taken into account, and, on the other hand, the design of a proposal for intervention in the classrooms of the second cycle of Early Childhood Education, with the aim of fostering physical activity through popular games, traditions which are being more frequently lost in today's classrooms. In addition, the current curriculum, which highlights the importance of promoting physical activity and motor development at these ages through body expression, motor skills and social interaction, will be reviewed.
The aim of this final degree project is to foster physical activity in Early Childhood Education through popular and traditional games, in order to promote the motor development of boys and girls and prevent sedentary lifestyle and health problems in childhood. This problem increases over the years, so it is important that teachers promote physical activity to avoid health problems and, also enable the development of gross motor skills, coordination and balance, fundamental abilities at this stage. The fulfilment of this project will consist, on the one hand, of a research in which authors who studied the topics related to children's games, traditional games and their impact on the motor and physical development of boys and girls will be taken into account, and, on the other hand, the design of a proposal for intervention in the classrooms of the second cycle of Early Childhood Education, with the aim of fostering physical activity through popular games, traditions which are being more frequently lost in today's classrooms. In addition, the current curriculum, which highlights the importance of promoting physical activity and motor development at these ages through body expression, motor skills and social interaction, will be reviewed.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
Family diversity through the eyes of Galician childhood: a Research-Action-Participation
Authorship
M.D.D.L.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.D.D.L.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 17:45
07.04.2025 17:45
Summary
The social transformation caused the diversification of the family institution, but the representation of the new family models in children's and young people's literature continues to be limited. Based on the above, and due to the role that literature has in the socialization of upbringing, a Research-Action-Participation Research is formulated, based on qualitative methodology. Its general objective is to analyze the conception and types of family perceived by the students of Primary Education as well as its representation in children's literature in a participatory way and, based on the above, to promote awareness of family diversity. Specifically, 12 children and 37 units of analysis were involved in the research. The main techniques employed were participant observation, discussion forum and content analysis. The results show that the farms present a conception of the family that is far from the traditional ideal, but have limited knowledge of family diversity and reproduce prejudices and stereotypes that perpetuate the idealization of the nuclear family. This, moreover, is the most represented in the books analyzed, where the scarce presence of other family typologies stands out. In short, it is necessary to contribute to the awareness and visibility of this reality through education.
The social transformation caused the diversification of the family institution, but the representation of the new family models in children's and young people's literature continues to be limited. Based on the above, and due to the role that literature has in the socialization of upbringing, a Research-Action-Participation Research is formulated, based on qualitative methodology. Its general objective is to analyze the conception and types of family perceived by the students of Primary Education as well as its representation in children's literature in a participatory way and, based on the above, to promote awareness of family diversity. Specifically, 12 children and 37 units of analysis were involved in the research. The main techniques employed were participant observation, discussion forum and content analysis. The results show that the farms present a conception of the family that is far from the traditional ideal, but have limited knowledge of family diversity and reproduce prejudices and stereotypes that perpetuate the idealization of the nuclear family. This, moreover, is the most represented in the books analyzed, where the scarce presence of other family typologies stands out. In short, it is necessary to contribute to the awareness and visibility of this reality through education.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
The prevention of psychoactive substance use in adolescents to improve mental health. Socio educational intervention proposal.
Authorship
S.M.D.L.
Social Education Degree
S.M.D.L.
Social Education Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
The comprehensive approach with the necessary resources for full intervention in the field of mental health continues to be a first-level issue of care. The typology of the present work is an educational intervention project focused on the school context, as it is considered a primary institution in personal and social development. The intervention will be based on the implementation of a socio-educational workshop throughout the 2025/2026 school year with students in compulsory secondary education. The objectives to be pursued are full information about the risks of consumption, as well as the promotion of healthy and sustainable practices among young people. The expected results are understanding and awareness about the importance of mental health, as well as knowledge of the risks to which they may be exposed, reaffirming their attitudinal position on the matter. The practices worked on through the development of the project are chosen for later adoption by the participants as everyday resources to reject consumption and foster a critical attitude towards it. This project is of great interest, potentially serving as the beginning of an educational workshop expanded to more locations in the surrounding area, and it may also be adopted by various institutions with educational value.
The comprehensive approach with the necessary resources for full intervention in the field of mental health continues to be a first-level issue of care. The typology of the present work is an educational intervention project focused on the school context, as it is considered a primary institution in personal and social development. The intervention will be based on the implementation of a socio-educational workshop throughout the 2025/2026 school year with students in compulsory secondary education. The objectives to be pursued are full information about the risks of consumption, as well as the promotion of healthy and sustainable practices among young people. The expected results are understanding and awareness about the importance of mental health, as well as knowledge of the risks to which they may be exposed, reaffirming their attitudinal position on the matter. The practices worked on through the development of the project are chosen for later adoption by the participants as everyday resources to reject consumption and foster a critical attitude towards it. This project is of great interest, potentially serving as the beginning of an educational workshop expanded to more locations in the surrounding area, and it may also be adopted by various institutions with educational value.
Direction
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
Court
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
Children´s drawing as a tool to analyze the emotional expression of children in Early Childhood Education.
Authorship
L.D.C.
Bachelor's Degree in Early Childhood Education
L.D.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Children's drawing is a valuable and widely used tool to understand the emotions and inner world of students in the Early Childhood Education stage. Through this playful and spontaneous expression, children communicate their thoughts, emotions and feelings that, very often, are unable to verbalize. The objective of this Final Degree Project is to value children's drawing as a fundamental resource to deepen the integral knowledge of students, with special attention to their emotional sphere. With this purpose, a systematic review of the existing literature on the subject was made, collecting the contributions of several authors specialized in it, to analyze the relevance of drawing and its evolution during the Early Childhood Education stage. Subsequently, a qualitative study was made based on the analysis of a sample of drawings made by children between 3 and 6 years old. Based on this observation, the results obtained were discussed, establishing a critical comparison with the theoretical contributions collected in the literature review
Children's drawing is a valuable and widely used tool to understand the emotions and inner world of students in the Early Childhood Education stage. Through this playful and spontaneous expression, children communicate their thoughts, emotions and feelings that, very often, are unable to verbalize. The objective of this Final Degree Project is to value children's drawing as a fundamental resource to deepen the integral knowledge of students, with special attention to their emotional sphere. With this purpose, a systematic review of the existing literature on the subject was made, collecting the contributions of several authors specialized in it, to analyze the relevance of drawing and its evolution during the Early Childhood Education stage. Subsequently, a qualitative study was made based on the analysis of a sample of drawings made by children between 3 and 6 years old. Based on this observation, the results obtained were discussed, establishing a critical comparison with the theoretical contributions collected in the literature review
Direction
Guisande Couñago, María Adelina (Tutorships)
Guisande Couñago, María Adelina (Tutorships)
Court
Guisande Couñago, María Adelina (Student’s tutor)
Guisande Couñago, María Adelina (Student’s tutor)
Penitentiary mediation: a mechanism for reintegration and conflict resolution in the prision context.
Authorship
S.E.L.
Social Education Degree
S.E.L.
Social Education Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
The main objective of this dissertation is to analyse the present situation of penitentiary mediation in Galicia, examining the methodology used for its implementation, as well as the benefits and challenges it presents. This study is conducted as part of an introductory field research project, beginning with a theoretical framework that contextualizes prison conflicts, alternative resolution mechanism, and the legal foundations that support, with a focus on mediation as a strategic response. Data collection was conducted through four semi-structured interviews involving both professionals in the penitentiary field and imprisoned individuals. The results suggest that mediation is not being optimally applied, with several factors limiting its positive impact. Furthermore, a significant discrepancy was observed between the experiences shared by the two populations interviewed, along with negative perception among inmates, who consider the current application of mediation neither useful nor effective. These differences highlight the need to reformulate the current approach to prison mediation, promoting increased and training to ensure greater institutional involvement as well as engagement from incarcerated persons.
The main objective of this dissertation is to analyse the present situation of penitentiary mediation in Galicia, examining the methodology used for its implementation, as well as the benefits and challenges it presents. This study is conducted as part of an introductory field research project, beginning with a theoretical framework that contextualizes prison conflicts, alternative resolution mechanism, and the legal foundations that support, with a focus on mediation as a strategic response. Data collection was conducted through four semi-structured interviews involving both professionals in the penitentiary field and imprisoned individuals. The results suggest that mediation is not being optimally applied, with several factors limiting its positive impact. Furthermore, a significant discrepancy was observed between the experiences shared by the two populations interviewed, along with negative perception among inmates, who consider the current application of mediation neither useful nor effective. These differences highlight the need to reformulate the current approach to prison mediation, promoting increased and training to ensure greater institutional involvement as well as engagement from incarcerated persons.
Direction
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
The impact of gender stereotypes on the distribution and organization of the school playground in Primary Education. Scoping Review.
Authorship
P.E.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.E.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 10:15
07.04.2025 10:15
Summary
The schoolyard is a significant educational space where interactions between boys and girls often reproduce unequal dynamics. This Final Degree Project presents a scoping review whose objective is to analyse the influence of gender stereotypes in the distribution of space in the school playground during the Primary Education stage. For this purpose, the PRISMA methodology has been used, which guarantees a systematic and rigorous process in the selection and analysis of sources. Through the study the following were identified programs, interventions and policies aimed at reducing these inequalities are identified. Special attention is paid to how the dynamics of the playground -a space that is usually poorly supervised- tend to reproduce traditional gender patterns, where boys occupy the centre through practices such as soccer, while girls are relegated to the margins. Likewise, both studies with interventions and those that do not include them are analysed, both of which are relevant to make visible the persistence of the problem and the institutional limitations to address it effectively.
The schoolyard is a significant educational space where interactions between boys and girls often reproduce unequal dynamics. This Final Degree Project presents a scoping review whose objective is to analyse the influence of gender stereotypes in the distribution of space in the school playground during the Primary Education stage. For this purpose, the PRISMA methodology has been used, which guarantees a systematic and rigorous process in the selection and analysis of sources. Through the study the following were identified programs, interventions and policies aimed at reducing these inequalities are identified. Special attention is paid to how the dynamics of the playground -a space that is usually poorly supervised- tend to reproduce traditional gender patterns, where boys occupy the centre through practices such as soccer, while girls are relegated to the margins. Likewise, both studies with interventions and those that do not include them are analysed, both of which are relevant to make visible the persistence of the problem and the institutional limitations to address it effectively.
Direction
Abelairas Gómez, Cristian (Tutorships)
Abelairas Gómez, Cristian (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Traces and shapes: an artEducational proposal with natural materials for Galician classrooms.
Authorship
J.E.G.
Bachelor's Degree in Early Childhood Education
J.E.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 10:15
07.03.2025 10:15
Summary
This Bachelor's Final Project, situated within the framework of designing a pedagogical innovation proposal, develops an educational intervention for the second cycle of Early Childhood Education. It is based on an artistic installation that integrates art and nature as central elements of learning. A review is conducted of various theoretical sources and pedagogical experiences that underpin the proposal, focusing on the role by using educational spaces and the significance of art and nature in the classroom. Using the concept of inhabited scenography created with natural materials and approached from an aesthetic and sensory perspective, the aim is to transform the classroom into a space for creative, free and living experience. The proposal seeks to strengthen children’s connection to their immediate surroundings by valuing ephemeral elements, the memory of natural materials and the harmony of forms, through activities that encourage autonomy, experimentation and the ongoing transformation of the space. In doing so, it intends to foster curiosity, aesthetic expression and observational skills in children, respecting their individual rhythms and interests, while promoting critical thinking and independence. The project concludes with a reflection on the process, the learning outcomes and the conclusions drawn from the intervention.
This Bachelor's Final Project, situated within the framework of designing a pedagogical innovation proposal, develops an educational intervention for the second cycle of Early Childhood Education. It is based on an artistic installation that integrates art and nature as central elements of learning. A review is conducted of various theoretical sources and pedagogical experiences that underpin the proposal, focusing on the role by using educational spaces and the significance of art and nature in the classroom. Using the concept of inhabited scenography created with natural materials and approached from an aesthetic and sensory perspective, the aim is to transform the classroom into a space for creative, free and living experience. The proposal seeks to strengthen children’s connection to their immediate surroundings by valuing ephemeral elements, the memory of natural materials and the harmony of forms, through activities that encourage autonomy, experimentation and the ongoing transformation of the space. In doing so, it intends to foster curiosity, aesthetic expression and observational skills in children, respecting their individual rhythms and interests, while promoting critical thinking and independence. The project concludes with a reflection on the process, the learning outcomes and the conclusions drawn from the intervention.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Invisible Creators: Women Through Art in Early Childhood Education
Authorship
S.F.E.
Bachelor's Degree in Early Childhood Education
S.F.E.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
Art has been used since the beginning as a vehicle to reflect and criticize a political, cultural and social reality. However, if we look at the figure of women we will realize that they have been made invisible because of a consideration that we will show as wrong according to which their art is inferior. Thus, female authors have been seen throughout history as imitators, and not as the creators they really are. We can say that they were completely removed from the historical narrative of art because their participation was excluded, in the same way that their works were marginalized. Well, this is still the problem we want to cover, but to get into it we need to first of all make a sketch of what we can consider as art and explain through that exhibition why women are also creators and, consequently, their art is just that, an art on the same level as the art of men. For all this, an intervention is necessary so that the students understand and do not repeat this historical pattern that leads to forget women artists.
Art has been used since the beginning as a vehicle to reflect and criticize a political, cultural and social reality. However, if we look at the figure of women we will realize that they have been made invisible because of a consideration that we will show as wrong according to which their art is inferior. Thus, female authors have been seen throughout history as imitators, and not as the creators they really are. We can say that they were completely removed from the historical narrative of art because their participation was excluded, in the same way that their works were marginalized. Well, this is still the problem we want to cover, but to get into it we need to first of all make a sketch of what we can consider as art and explain through that exhibition why women are also creators and, consequently, their art is just that, an art on the same level as the art of men. For all this, an intervention is necessary so that the students understand and do not repeat this historical pattern that leads to forget women artists.
Direction
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
Addressing twice-exceptionality: an intervention proposal based on Universal Design for Learning
Authorship
L.F.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.F.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
This Final Degree Project is based on the design of an intervention proposal focused on the case of a student with Specific Educational Support Needs, specifically with ASD and high abilities (giftedness), thus constituting a case of twice-exceptionality. This proposal is grounded in the principles of Universal Design for Learning (UDL), which are considered throughout the planning and creation of the project, as UDL is understood to be an essential model for addressing diversity. The proposal focuses, through innovative and inclusive methodologies, on improving the student's socio-emotional area, which are fundamental to achieving a significant improvement in their quality of life. From an educational standpoint, it is essential to offer children the opportunity to develop holistically, thereby achieving full inclusion in society. For this reason, the entire design focuses on leveraging the student's strengths to support areas of difficulty, working from their area of interest, which is logical-mathematical thinking. In this way, the student's motivation and participation in the mainstream classroom through an individualized approach adapted to his characteristics and needs are key aspects that drive the effectiveness of this proposal.
This Final Degree Project is based on the design of an intervention proposal focused on the case of a student with Specific Educational Support Needs, specifically with ASD and high abilities (giftedness), thus constituting a case of twice-exceptionality. This proposal is grounded in the principles of Universal Design for Learning (UDL), which are considered throughout the planning and creation of the project, as UDL is understood to be an essential model for addressing diversity. The proposal focuses, through innovative and inclusive methodologies, on improving the student's socio-emotional area, which are fundamental to achieving a significant improvement in their quality of life. From an educational standpoint, it is essential to offer children the opportunity to develop holistically, thereby achieving full inclusion in society. For this reason, the entire design focuses on leveraging the student's strengths to support areas of difficulty, working from their area of interest, which is logical-mathematical thinking. In this way, the student's motivation and participation in the mainstream classroom through an individualized approach adapted to his characteristics and needs are key aspects that drive the effectiveness of this proposal.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
Adolescents as agents of change for a more open and egalitarian future in the field of sensory disabilities.
Authorship
I.F.P.
Social Education Degree
I.F.P.
Social Education Degree
Defense date
07.02.2025 12:30
07.02.2025 12:30
Summary
Sensory disability is a condition that affects a large number of people, and although there are regulations to ensure their inclusion in social life, public awareness is not very effective when there is no case close to the person. Thus, a socio-educational intervention project is proposed in a school center, since the importance of raising awareness at an early age, when personal and social development is at its maximum, is valued. The project will be implemented in the 2025/2026 school year with students in the 4th year of Compulsory Secondary Education at the CPI Plurilingüe Alfonso VII. The main objectives are to raise awareness among the young population about the barriers and facilitators that affect the daily life of this group, as well as to provide tools for communication with these people. At the end of the school year, it is expected a greater awareness of the subject and the development of critical thinking towards the elimination of barriers and the improvement of the social inclusion of people with sensory disabilities. We can conclude by highlighting the relevance of the role of adolescents in the awareness processes, since they are the generation that will shape society in the future and will have the ability to transform the dynamics that have persisted over time.
Sensory disability is a condition that affects a large number of people, and although there are regulations to ensure their inclusion in social life, public awareness is not very effective when there is no case close to the person. Thus, a socio-educational intervention project is proposed in a school center, since the importance of raising awareness at an early age, when personal and social development is at its maximum, is valued. The project will be implemented in the 2025/2026 school year with students in the 4th year of Compulsory Secondary Education at the CPI Plurilingüe Alfonso VII. The main objectives are to raise awareness among the young population about the barriers and facilitators that affect the daily life of this group, as well as to provide tools for communication with these people. At the end of the school year, it is expected a greater awareness of the subject and the development of critical thinking towards the elimination of barriers and the improvement of the social inclusion of people with sensory disabilities. We can conclude by highlighting the relevance of the role of adolescents in the awareness processes, since they are the generation that will shape society in the future and will have the ability to transform the dynamics that have persisted over time.
Direction
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
Court
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
Intangible heritage in the school: Carnival as a teaching tool.
Authorship
A.F.D.
Pedagogy Degree
A.F.D.
Pedagogy Degree
Defense date
07.01.2025 16:00
07.01.2025 16:00
Summary
This Final Degree Project explores the pedagogical potential of the Galician festival Entroido as a didactic tool in schools. The study examines the role of intangible cultural heritage in identity formation and education, focusing on Entroido as a living expression of Galician culture. Using a quantitative methodology, it gathers teachers’ perceptions regarding its educational use, as well as activities, resources, and materials employed in schools. Findings reveal strong participation and positive evaluation of Entroido as a means to foster cultural identity, motivation, and students’ holistic development. The project highlights the need to integrate Entroido more systematically into the school curriculum.
This Final Degree Project explores the pedagogical potential of the Galician festival Entroido as a didactic tool in schools. The study examines the role of intangible cultural heritage in identity formation and education, focusing on Entroido as a living expression of Galician culture. Using a quantitative methodology, it gathers teachers’ perceptions regarding its educational use, as well as activities, resources, and materials employed in schools. Findings reveal strong participation and positive evaluation of Entroido as a means to foster cultural identity, motivation, and students’ holistic development. The project highlights the need to integrate Entroido more systematically into the school curriculum.
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
Readings connecting worlds: gender and multiculturalism in children’s and young people’s literature. A proposal for the English classroom in Primary Education
Authorship
E.F.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
E.F.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
Within the current legislative and educational framework, children's literature emerges as a key educational tool for promoting both foreign language acquisition and the development of values related to equality, tolerance, respect for diversity, and the fight against sexist stereotypes. This Final Degree Project proposes an innovative year-long educational initiative within the field of English as a Foreign Language (EFL) teaching in the third cycle of Primary Education. The project is based on the reading of picture books written by women and featuring female protagonists who challenge gender stereotypes, through an intercultural approach that includes African-descendant, Asian, and Western literature. The selected literary corpus addresses topics such as self-acceptance, cultural integration, female empowerment, and identity. The designed activities aim to foster reflection, critical observation, the development of intercultural competence, and the ability to apply this knowledge to the four main language skills (writing, listening, reading, and speaking). Furthermore, the proposal seeks to contribute to the eradication of gender stereotypes and sexist behaviours, promoting a more inclusive, equitable, and diversity-oriented education.
Within the current legislative and educational framework, children's literature emerges as a key educational tool for promoting both foreign language acquisition and the development of values related to equality, tolerance, respect for diversity, and the fight against sexist stereotypes. This Final Degree Project proposes an innovative year-long educational initiative within the field of English as a Foreign Language (EFL) teaching in the third cycle of Primary Education. The project is based on the reading of picture books written by women and featuring female protagonists who challenge gender stereotypes, through an intercultural approach that includes African-descendant, Asian, and Western literature. The selected literary corpus addresses topics such as self-acceptance, cultural integration, female empowerment, and identity. The designed activities aim to foster reflection, critical observation, the development of intercultural competence, and the ability to apply this knowledge to the four main language skills (writing, listening, reading, and speaking). Furthermore, the proposal seeks to contribute to the eradication of gender stereotypes and sexist behaviours, promoting a more inclusive, equitable, and diversity-oriented education.
Direction
González Bernárdez, Sara (Tutorships)
González Bernárdez, Sara (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
Deconstructing queer normativity. A case study on the ways in which LGTBIQA+ men relate to each other affectively
Authorship
M.F.D.L.I.
Pedagogy Degree
M.F.D.L.I.
Pedagogy Degree
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
This undergraduate thesis is conceived as a field study aimed at describing the norms that shape relationships among young gay men: What are the codes? What forms are considered adaptive? What do these relationships reproduce in relation to the heterosexual norm? What are the implications of internalized customs when it comes to building these relationships? What do bodies keep silent? What taboos are hidden and which are not? Ultimately, what does it mean to belong to this group when forming romantic and sexual bonds? Using a qualitative methodology and interviews as the primary technique, this study will gather the narratives of different young gay men in order to provide evidence that reveals the relational realities of this community. From a queer pedagogical perspective, the goal is to explore how this topic can be incorporated into formal education, and more specifically, into affective education.
This undergraduate thesis is conceived as a field study aimed at describing the norms that shape relationships among young gay men: What are the codes? What forms are considered adaptive? What do these relationships reproduce in relation to the heterosexual norm? What are the implications of internalized customs when it comes to building these relationships? What do bodies keep silent? What taboos are hidden and which are not? Ultimately, what does it mean to belong to this group when forming romantic and sexual bonds? Using a qualitative methodology and interviews as the primary technique, this study will gather the narratives of different young gay men in order to provide evidence that reveals the relational realities of this community. From a queer pedagogical perspective, the goal is to explore how this topic can be incorporated into formal education, and more specifically, into affective education.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
Inclusive education and ASD: Analysis of current practice from the perspective of families.
Authorship
N.F.E.
Social Education Degree
N.F.E.
Social Education Degree
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
Autism Spectrum Disorder is a neurodevelopmental disorder that affects social interaction and interpersonal communication skills and appears in the early stages of childhood, hindering the individual's inclusion in social and educational settings. The main objective of this undergraduate thesis is to analyze the situation of four children diagnosed with level 1 support ASD in mainstream schools in the province of A Coruña. A qualitative methodology was chosen, using semi-structured interviews, with the aim of understanding the educational reality of students with ASD from the families’ perspective. The results show that among the main barriers identified by families are the lack of specific training for professionals, the scarcity of resources, and the lack of social awareness regarding ASD, its characteristics, and needs. The study concludes by discussing possible lines of future research to achieve a comprehensive analysis, as well as the need to make changes in educational practices to ensure the inclusion of students with ASD.
Autism Spectrum Disorder is a neurodevelopmental disorder that affects social interaction and interpersonal communication skills and appears in the early stages of childhood, hindering the individual's inclusion in social and educational settings. The main objective of this undergraduate thesis is to analyze the situation of four children diagnosed with level 1 support ASD in mainstream schools in the province of A Coruña. A qualitative methodology was chosen, using semi-structured interviews, with the aim of understanding the educational reality of students with ASD from the families’ perspective. The results show that among the main barriers identified by families are the lack of specific training for professionals, the scarcity of resources, and the lack of social awareness regarding ASD, its characteristics, and needs. The study concludes by discussing possible lines of future research to achieve a comprehensive analysis, as well as the need to make changes in educational practices to ensure the inclusion of students with ASD.
Direction
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Educational strategies review for overcoming learning difficulties in Natural Sciences during Elementary Education.
Authorship
S.F.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.F.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 13:00
07.02.2025 13:00
Summary
In light of society's current lack of preparation to address the challenges of the 21st century, this study arises from the need to improve the quality of Natural Science education at the Primary Education level. This subject should serve as a means to overcome such shortcomings; nevertheless, difficulties are frequently detected in teaching and learning processes. Therefore, with the aim of identifying the main barriers contributing to this situation and proposing pathways to overcome them, this research has been carried out within the framework of a documentary review. Based on the analysis of the reviewed literature, this study compiles the learning difficulties identified in both primary school students and teachers. In response to these challenges, it also includes strategies and tools that can help address them, contributing to the development of a more reflective, motivating, and reality-connected science education.
In light of society's current lack of preparation to address the challenges of the 21st century, this study arises from the need to improve the quality of Natural Science education at the Primary Education level. This subject should serve as a means to overcome such shortcomings; nevertheless, difficulties are frequently detected in teaching and learning processes. Therefore, with the aim of identifying the main barriers contributing to this situation and proposing pathways to overcome them, this research has been carried out within the framework of a documentary review. Based on the analysis of the reviewed literature, this study compiles the learning difficulties identified in both primary school students and teachers. In response to these challenges, it also includes strategies and tools that can help address them, contributing to the development of a more reflective, motivating, and reality-connected science education.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Music and emotional development in the primary classroom: designing an intervention proposal for the third cycle
Authorship
L.F.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.F.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:15
07.01.2025 11:15
Summary
In this Final Degree Project I will address music along with emotions. Music is a way to express emotions that can be difficult to verbalize. Both composers and listeners can use it to communicate feelings such as joy, sadness or nostalgia. In Primary Education it is an important aspect because music allows us to experience and experience emotions as a way of understanding them and understanding ourselves. In addition, boys and girls learn to develop emotional sensitivity that fosters skills such as empathy and self-regulation. The work methodology will mainly consist of designing an intervention proposal. Regarding the objectives, I will address the following, among others: to identify the factors that explain the connection between music and emotions; and to examine how elements of music affect emotional perception.
In this Final Degree Project I will address music along with emotions. Music is a way to express emotions that can be difficult to verbalize. Both composers and listeners can use it to communicate feelings such as joy, sadness or nostalgia. In Primary Education it is an important aspect because music allows us to experience and experience emotions as a way of understanding them and understanding ourselves. In addition, boys and girls learn to develop emotional sensitivity that fosters skills such as empathy and self-regulation. The work methodology will mainly consist of designing an intervention proposal. Regarding the objectives, I will address the following, among others: to identify the factors that explain the connection between music and emotions; and to examine how elements of music affect emotional perception.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
Projetc VIVE: Inclusive Values for an Educational Live
Authorship
A.F.F.M.
Social Education Degree
A.F.F.M.
Social Education Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This Bachelor's Thesis highlights the relevance of play and participatory dynamics as fundamental tools for socio-emotional development and improving coexistence in adolescence. The problem investigated is the need for innovative educational strategies that foster emotional expression, empathy, and mutual respect within the school environment. A theoretical-practical intervention proposal is presented, focused on the implementation of group play activities. Findings suggest that these active methodologies facilitate the creation of safe spaces, group cohesion, and the promotion of inclusive values. It is concluded that the systematic use of play in the educational context is essential to empower students, strengthen their socio-emotional competencies, and build more respectful and equitable school environments.
This Bachelor's Thesis highlights the relevance of play and participatory dynamics as fundamental tools for socio-emotional development and improving coexistence in adolescence. The problem investigated is the need for innovative educational strategies that foster emotional expression, empathy, and mutual respect within the school environment. A theoretical-practical intervention proposal is presented, focused on the implementation of group play activities. Findings suggest that these active methodologies facilitate the creation of safe spaces, group cohesion, and the promotion of inclusive values. It is concluded that the systematic use of play in the educational context is essential to empower students, strengthen their socio-emotional competencies, and build more respectful and equitable school environments.
Direction
DIZ LOPEZ, MARIA JULIA (Tutorships)
DIZ LOPEZ, MARIA JULIA (Tutorships)
Court
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
Content Analysis of Educational-Musical Tools with Artificial Intelligence (AI)
Authorship
P.F.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.F.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
The selection of appropriate and innovative educational resources is becoming increasingly important in teaching, especially within the framework of a society that is ever more plural and diverse. In recent years, Artificial Intelligence (AI) has been proposed as a solution for curriculum adaptation and the personalization of teaching across all educational areas. However, the application of AI in the educational field, and more specifically in the field of music education, remains an emerging area highlighting the need for studies that analyse its potential and limitations. In this context, we have developed our Undergraduate Thesis with the aim of providing an overview of the current state of this technology within the framework of music education in Primary Education. To this end, we conducted a content analysis of AI powered educational-musical tools based on searches in two specialized repositories selected through the responsible and well-founded use of five chatbots. The results obtained from the review process will make this work a valuable resource for all current and future music teachers who wish to approach the state of the art and learn about different practical examples of how-to bring AI into their classrooms.
The selection of appropriate and innovative educational resources is becoming increasingly important in teaching, especially within the framework of a society that is ever more plural and diverse. In recent years, Artificial Intelligence (AI) has been proposed as a solution for curriculum adaptation and the personalization of teaching across all educational areas. However, the application of AI in the educational field, and more specifically in the field of music education, remains an emerging area highlighting the need for studies that analyse its potential and limitations. In this context, we have developed our Undergraduate Thesis with the aim of providing an overview of the current state of this technology within the framework of music education in Primary Education. To this end, we conducted a content analysis of AI powered educational-musical tools based on searches in two specialized repositories selected through the responsible and well-founded use of five chatbots. The results obtained from the review process will make this work a valuable resource for all current and future music teachers who wish to approach the state of the art and learn about different practical examples of how-to bring AI into their classrooms.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
FRAGA VARELA, FERNANDO (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
ZAMORA RODRIGUEZ, ELISA TERESA (Member)
Meaningful Education: A pedagogical Perspective on Good Practices in Galician Entities.
Authorship
N.F.P.
Pedagogy Degree
N.F.P.
Pedagogy Degree
Defense date
07.01.2025 16:30
07.01.2025 16:30
Summary
Nowadays the search for efficiency, effectiveness and quality in educational systems favors the implementation of good practices in umerous educational centers and entities. Many of these practices aim to enhance non-student transversal skills, promoting values of inclusion and equality, although there are also less wellfounded proposals that do not respond to reals needs, resulting in superficial interventions. In this work, several practices developed in different entities of Galicia are analyzed, employing a theoretical framework supported by pedagogical techniques. This analysis aims to make these practices visible and assess their impact on the formation of transversal skills, thus contributing to reflection and improvement of educational quality in the Galician context. In addition, proposals and future lines of natural research are offered and it is esential that educational administrations guarantee resources, continuous training of educators and evaluation and recognition systems that promote the transferability and sustainability of these initiatives
Nowadays the search for efficiency, effectiveness and quality in educational systems favors the implementation of good practices in umerous educational centers and entities. Many of these practices aim to enhance non-student transversal skills, promoting values of inclusion and equality, although there are also less wellfounded proposals that do not respond to reals needs, resulting in superficial interventions. In this work, several practices developed in different entities of Galicia are analyzed, employing a theoretical framework supported by pedagogical techniques. This analysis aims to make these practices visible and assess their impact on the formation of transversal skills, thus contributing to reflection and improvement of educational quality in the Galician context. In addition, proposals and future lines of natural research are offered and it is esential that educational administrations guarantee resources, continuous training of educators and evaluation and recognition systems that promote the transferability and sustainability of these initiatives
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
Contemporary Spanish History: presence in primary education and analysis of a didactic approach.
Authorship
A.F.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.F.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 11:00
07.04.2025 11:00
Summary
This Final Degree Project addresses educational research within the framework of Practicum II in Primary Education, with its main objective being to analyze the social and civic competences that the study of recent historical past through socially controversial issues can develop in students. In this case, the issue of memory is addressed starting from Francoism and its treatment during the process of democratic transition, focusing on the perspective of the victims of the long dictatorship. This research derives from the analysis of different documents produced by the students within the framework of a didactic intervention that, stemming from the need to innovate in content, also offers procedures with an innovative approach, without disregarding the necessary exposition of ideas. The following results are confirmed: students show 1) a high level of satisfaction with the intervention; 2) ability to internalize and give meaning to the new knowledge acquired; and 3) ability to develop a critical competence in the face of the culture of silence and historical memory, being able to position themselves in the present and project themselves into the future.
This Final Degree Project addresses educational research within the framework of Practicum II in Primary Education, with its main objective being to analyze the social and civic competences that the study of recent historical past through socially controversial issues can develop in students. In this case, the issue of memory is addressed starting from Francoism and its treatment during the process of democratic transition, focusing on the perspective of the victims of the long dictatorship. This research derives from the analysis of different documents produced by the students within the framework of a didactic intervention that, stemming from the need to innovate in content, also offers procedures with an innovative approach, without disregarding the necessary exposition of ideas. The following results are confirmed: students show 1) a high level of satisfaction with the intervention; 2) ability to internalize and give meaning to the new knowledge acquired; and 3) ability to develop a critical competence in the face of the culture of silence and historical memory, being able to position themselves in the present and project themselves into the future.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
Emotional education as a measure to prevent bullying
Authorship
S.F.S.
Bachelor's Degree in Early Childhood Education
S.F.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
Bullying is a form of repeated mistreatment over time that occurs among peers and is based on a power imbalance. As various studies show, one of the mais strategies to prevent such behaviors is emotional education. However, there are still few programs that have used emotional work as a preventive measure against bullying in early childhood education. Thus, this work presents the program “Educate to Not Hurt”, which is based on emotional education to try to prevent future cases of bullying. Its purpose is to learn to identify and manage emotions and promote the development of healthy self-esteem, which will help improve coexistence and peaceful resolution of conflicts. A total of 7 sessions are presented, distributed over the course of one month, where emotional competencies are worked on and whose target group is 5 years old preschool students. Through its implementation, it is expected to improve classroom coexistence and reduce violent acts that could lead to cases of bullying.
Bullying is a form of repeated mistreatment over time that occurs among peers and is based on a power imbalance. As various studies show, one of the mais strategies to prevent such behaviors is emotional education. However, there are still few programs that have used emotional work as a preventive measure against bullying in early childhood education. Thus, this work presents the program “Educate to Not Hurt”, which is based on emotional education to try to prevent future cases of bullying. Its purpose is to learn to identify and manage emotions and promote the development of healthy self-esteem, which will help improve coexistence and peaceful resolution of conflicts. A total of 7 sessions are presented, distributed over the course of one month, where emotional competencies are worked on and whose target group is 5 years old preschool students. Through its implementation, it is expected to improve classroom coexistence and reduce violent acts that could lead to cases of bullying.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
The impact of parental emotional education on child development
Authorship
Y.F.T.
Social Education Degree
Y.F.T.
Social Education Degree
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
Emotions are present and transmitted by people from the moment they are born, constituting a key element in the construction of personality, in interaction with society and in decision making. Therefore, the affection and support transmitted by the family, as the main agent of socialization, form the foundation upon which people develop throughout their lives. For this reason, this bibliographic review aims to analyze theinfluence of emotional education by parents on the development of their sons and daughters.
Emotions are present and transmitted by people from the moment they are born, constituting a key element in the construction of personality, in interaction with society and in decision making. Therefore, the affection and support transmitted by the family, as the main agent of socialization, form the foundation upon which people develop throughout their lives. For this reason, this bibliographic review aims to analyze theinfluence of emotional education by parents on the development of their sons and daughters.
Direction
NOVOA PEREZ, MARIA ISABEL (Tutorships)
NOVOA PEREZ, MARIA ISABEL (Tutorships)
Court
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
Encouraging Reading in Galician in the First Grade of Primary Education
Authorship
A.F.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.F.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
This Final Degree Project focuses on the promotion of reading in the Galician language among 1st grade Primary Education students, a key stage for the acquisition of reading habits and the development of language competence. Through an active and motivating approach, a didactic intervention is presented that combines playful and inclusive methodologies, encouraging the involvement of both students and their families in the reading process. In addition, the role of school, classroom, and public libraries is explored as essential agents in the creation of a reading society, as well as the importance of language normalization from the early years of schooling. The project includes an evaluation of the students, and a teacher self-assessment based on the educational practice carried out, with the aim of analyzing the learning outcomes and challenges identified as a future teacher. Ultimately, this project aims to highlight the transformative power of reading and the need for schools to act as driving forces for the promotion of Galician, ensuring spaces and initiatives that contribute to its living and emotional presence in the students’ daily lives.
This Final Degree Project focuses on the promotion of reading in the Galician language among 1st grade Primary Education students, a key stage for the acquisition of reading habits and the development of language competence. Through an active and motivating approach, a didactic intervention is presented that combines playful and inclusive methodologies, encouraging the involvement of both students and their families in the reading process. In addition, the role of school, classroom, and public libraries is explored as essential agents in the creation of a reading society, as well as the importance of language normalization from the early years of schooling. The project includes an evaluation of the students, and a teacher self-assessment based on the educational practice carried out, with the aim of analyzing the learning outcomes and challenges identified as a future teacher. Ultimately, this project aims to highlight the transformative power of reading and the need for schools to act as driving forces for the promotion of Galician, ensuring spaces and initiatives that contribute to its living and emotional presence in the students’ daily lives.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
Hand in hand. Design of an intergenerational program aimed at adults with AD and students of 5th grade of Primary Education.
Authorship
F.F.G.
Pedagogy Degree
F.F.G.
Pedagogy Degree
Defense date
07.01.2025 11:15
07.01.2025 11:15
Summary
The benefits of intergenerational programs (IP) have been shown in various studies. These programs are a growing strategy to promote social inclusion and wellbeing across generations. They help improve communication, mutual support, and reduce age-related stereotypes. Their use with people with neurodegenerative diseases, such as Alzheimer, improves quality of life and social participation. This work presents the design of an intergenerational program for older adults in early-stage Alzheimer and 5th-grade primary school students. The program takes place in a day center and includes six participatory and multisensory sessions. The activities are focused on emotional expression, memory, and creating meaningful bonds between generations. Evaluation is based on pre and post questionnaires and continuous observation. In the future, it is recommended to extend the program duration to strengthen intergenerational relationships. It is also suggested to involve students from other grades to promote inclusion and awareness. Further research is needed to apply these programs in other settings and assess their long-term effects.
The benefits of intergenerational programs (IP) have been shown in various studies. These programs are a growing strategy to promote social inclusion and wellbeing across generations. They help improve communication, mutual support, and reduce age-related stereotypes. Their use with people with neurodegenerative diseases, such as Alzheimer, improves quality of life and social participation. This work presents the design of an intergenerational program for older adults in early-stage Alzheimer and 5th-grade primary school students. The program takes place in a day center and includes six participatory and multisensory sessions. The activities are focused on emotional expression, memory, and creating meaningful bonds between generations. Evaluation is based on pre and post questionnaires and continuous observation. In the future, it is recommended to extend the program duration to strengthen intergenerational relationships. It is also suggested to involve students from other grades to promote inclusion and awareness. Further research is needed to apply these programs in other settings and assess their long-term effects.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
The Impact of ADHD on Social Skills: Analysis of Intervention Programs
Authorship
A.F.B.
Pedagogy Degree
A.F.B.
Pedagogy Degree
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project focuses on understanding the influence of Attention Deficit Hyperactivity Disorder (ADHD) on the development of social skills in children, as well as analyzing intervention programs aimed at improving these skills within the context of Primary Education. Therefore, the main objective is to understand how ADHD affects the social skills of primary school children and to analyze the intervention programs that address the development of social skills in these students. The methodological approach used is documentary research, based primarily on the systematic search and analysis of scientific documents and articles, with the aim of providing an overview of the current state of the issue and the existing educational approaches related to this type of intervention.
This Final Degree Project focuses on understanding the influence of Attention Deficit Hyperactivity Disorder (ADHD) on the development of social skills in children, as well as analyzing intervention programs aimed at improving these skills within the context of Primary Education. Therefore, the main objective is to understand how ADHD affects the social skills of primary school children and to analyze the intervention programs that address the development of social skills in these students. The methodological approach used is documentary research, based primarily on the systematic search and analysis of scientific documents and articles, with the aim of providing an overview of the current state of the issue and the existing educational approaches related to this type of intervention.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
Nutrition and learning in early childhood education: A STEAM teaching approach to promoting healthy habits
Authorship
M.F.D.
Bachelor's Degree in Early Childhood Education
M.F.D.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 09:00
07.01.2025 09:00
Summary
This Final Degree Project (TFG) from the Early Childhood Education Degree at the University of Santiago de Compostela aims to design an innovative didactic proposal that integrates nutritional education through the STEAM methodology. The project includes a unit titled We eat, we learn and we create: Nutrition with heart, focused on creating a healthy menu for the school canteen. Over 15 sessions, children engage in experiential activities such as visits, interviews, and creative productions. The proposal is designed according to Decree 150/2022 and is based on a constructivist approach and active learning methodologies.
This Final Degree Project (TFG) from the Early Childhood Education Degree at the University of Santiago de Compostela aims to design an innovative didactic proposal that integrates nutritional education through the STEAM methodology. The project includes a unit titled We eat, we learn and we create: Nutrition with heart, focused on creating a healthy menu for the school canteen. Over 15 sessions, children engage in experiential activities such as visits, interviews, and creative productions. The proposal is designed according to Decree 150/2022 and is based on a constructivist approach and active learning methodologies.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
The picture book as a tool for promoting the value of the rural environment and the Galician language
Authorship
C.F.C.
Bachelor's Degree in Early Childhood Education
C.F.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 17:45
07.02.2025 17:45
Summary
This Final Degree Project explores the use of the picture book as an educational tool to promote the value of rural Galicia and the Galician language in Early Childhood Education. Based on a theoretical foundation that analyzes the sociolinguistic situation of Galicia, the didactic implications, the importance of a rich environment, and the pedagogical value of the picture book, an intervention proposal was designed and implemented in a rural grouped school (CRA) with students aged between three and eight years. The intervention consisted of the collective creation of a picture book in Galician, through sequenced activities involving exploration of the environment, analysis of picture books, oral and written expression, illustration, and family and community collaboration. The proposal encouraged meaningful, active, creative, and cooperative learning that fosters cultural identity. The results show high motivation among the children, greater awareness of the value of rural life, and a positive attitude toward the use of the Galician language; demonstrating that the picture book is an effective and meaningful tool for integrating learning and strengthening the sense of belonging.
This Final Degree Project explores the use of the picture book as an educational tool to promote the value of rural Galicia and the Galician language in Early Childhood Education. Based on a theoretical foundation that analyzes the sociolinguistic situation of Galicia, the didactic implications, the importance of a rich environment, and the pedagogical value of the picture book, an intervention proposal was designed and implemented in a rural grouped school (CRA) with students aged between three and eight years. The intervention consisted of the collective creation of a picture book in Galician, through sequenced activities involving exploration of the environment, analysis of picture books, oral and written expression, illustration, and family and community collaboration. The proposal encouraged meaningful, active, creative, and cooperative learning that fosters cultural identity. The results show high motivation among the children, greater awareness of the value of rural life, and a positive attitude toward the use of the Galician language; demonstrating that the picture book is an effective and meaningful tool for integrating learning and strengthening the sense of belonging.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
Affectivity in the treatment of geometry around Mixed Reality
Authorship
A.F.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.F.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
The need for innovation in education remains a major concern in the pedagogical field, and of particular interest to the vast majority of teachers, both active and in training. This methodological change results in the search for attractive and motivating activities, many of them with an STEM approach and the incorporation of emerging technologies. This study analyzes the emotions of future teachers of Primary Education through the realization of activities to approach geometry with Mixed Reality, within the university context. For this, a series of proposals have been designed to be carried out in the classroom in order to facilitate the immersive experience offered by the virtual reality glasses MetaQuest 3s, while geometric content was worked with NeoTrie VR software. The results indicate, on the one hand, the plurality of emotions experienced during implementation, dominantly positive, and, on the other hand, curiosity and predilection towards the discovery and use of this type of resource, although unknown to the great majority.
The need for innovation in education remains a major concern in the pedagogical field, and of particular interest to the vast majority of teachers, both active and in training. This methodological change results in the search for attractive and motivating activities, many of them with an STEM approach and the incorporation of emerging technologies. This study analyzes the emotions of future teachers of Primary Education through the realization of activities to approach geometry with Mixed Reality, within the university context. For this, a series of proposals have been designed to be carried out in the classroom in order to facilitate the immersive experience offered by the virtual reality glasses MetaQuest 3s, while geometric content was worked with NeoTrie VR software. The results indicate, on the one hand, the plurality of emotions experienced during implementation, dominantly positive, and, on the other hand, curiosity and predilection towards the discovery and use of this type of resource, although unknown to the great majority.
Direction
SALGADO SOMOZA, MARIA (Tutorships)
SALGADO SOMOZA, MARIA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Student’s tutor)
SALGADO SOMOZA, MARIA (Student’s tutor)
Understanding, supporting and managing. Intervention proposal for the management of jealousy in childhood.
Authorship
N.F.M.
Bachelor's Degree in Early Childhood Education
N.F.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Childhood jealousy is a common emotion experienced by many children during their early years of life. These emotions can arise for a variety of reasons, such as the arrival of a new family member, comparisons made in the school or family environment, or the way they perceive the attention of important figures. Although jealousy is a natural response, if not properly managed it can have a negative impact on the emotional, social and psychological development of these children, even having academic repercussions. For this reason, this Final Degree Project seeks to offer a theoretical and practical tool to address this issue from a holistic perspective. In addition, its main objective is to promote strategies that allow the two most important socializing agents in the first years of life of children, the family and the school, to work together, promoting a collaborative approach between them.
Childhood jealousy is a common emotion experienced by many children during their early years of life. These emotions can arise for a variety of reasons, such as the arrival of a new family member, comparisons made in the school or family environment, or the way they perceive the attention of important figures. Although jealousy is a natural response, if not properly managed it can have a negative impact on the emotional, social and psychological development of these children, even having academic repercussions. For this reason, this Final Degree Project seeks to offer a theoretical and practical tool to address this issue from a holistic perspective. In addition, its main objective is to promote strategies that allow the two most important socializing agents in the first years of life of children, the family and the school, to work together, promoting a collaborative approach between them.
Direction
Sánchez Castaño, Maria Teresa (Tutorships)
Sánchez Castaño, Maria Teresa (Tutorships)
Court
Sánchez Castaño, Maria Teresa (Student’s tutor)
Sánchez Castaño, Maria Teresa (Student’s tutor)
Connected to Life: A digital literacy project for older adults in rural Galicia.
Authorship
N.G.P.
Pedagogy Degree
N.G.P.
Pedagogy Degree
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
One of the major challenges today is population ageing, a reality particularly evident in rural Galicia, where factors such as geographical dispersion and a lack of resources or initiatives hinder the personal development and social participation of older adults. In this context, and based on a reflection on the role this generational group occupies in today’s society, Conectados a la vida was created a socioeducational intervention project aimed at people aged 65 and over living in the municipality of Catoira. Its main goal is to promote active ageing through digital literacy. Lasting six weeks, the programme includes training sessions focused on areas such as social relationships, emotional well being, culture, and financial literacy, all of which are addressed transversally through the functional use of ICT. With the collaboration of the local council and external professionals who enrich the experience, the project promotes a participatory and inclusive approach, recognising older people as active protagonists in both their life journey and learning process, and as individuals who should be able to continue learning and contributing actively to society.
One of the major challenges today is population ageing, a reality particularly evident in rural Galicia, where factors such as geographical dispersion and a lack of resources or initiatives hinder the personal development and social participation of older adults. In this context, and based on a reflection on the role this generational group occupies in today’s society, Conectados a la vida was created a socioeducational intervention project aimed at people aged 65 and over living in the municipality of Catoira. Its main goal is to promote active ageing through digital literacy. Lasting six weeks, the programme includes training sessions focused on areas such as social relationships, emotional well being, culture, and financial literacy, all of which are addressed transversally through the functional use of ICT. With the collaboration of the local council and external professionals who enrich the experience, the project promotes a participatory and inclusive approach, recognising older people as active protagonists in both their life journey and learning process, and as individuals who should be able to continue learning and contributing actively to society.
Direction
Mella Núñez, Igor (Tutorships)
Mella Núñez, Igor (Tutorships)
Court
Mella Núñez, Igor (Student’s tutor)
Mella Núñez, Igor (Student’s tutor)
Challenges for the school inclusion of immigrant students. Cultural and linguistic barriers
Authorship
L.G.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.G.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 19:00
07.04.2025 19:00
Summary
This Final Degree Project is framed within the typology of documentary research (systematic literature review), and its purpose is to investigate the cultural and linguistic barriers that influence the inclusion process of migrant students in the Spanish education system. Likewise, and from an inclusive paradigm, it delves into the educational strategies and teaching competences necessary to promote the full participation of migrant students in the teaching and learning process. In addition, the analysis also covers the communication mechanisms between families and the school, understanding them as a key aspect for the correct integration of these students. In this way, the research addresses the different agents involved in the educational process in a comprehensive manner with the aim of providing an integral vision of them and identifying the key factors that condition the effectiveness of inclusive measures. This documentary research was carried out taking into account the principles of rigour, reliability and completeness, implementing the PRISMA method for conducting systematic literature reviews.
This Final Degree Project is framed within the typology of documentary research (systematic literature review), and its purpose is to investigate the cultural and linguistic barriers that influence the inclusion process of migrant students in the Spanish education system. Likewise, and from an inclusive paradigm, it delves into the educational strategies and teaching competences necessary to promote the full participation of migrant students in the teaching and learning process. In addition, the analysis also covers the communication mechanisms between families and the school, understanding them as a key aspect for the correct integration of these students. In this way, the research addresses the different agents involved in the educational process in a comprehensive manner with the aim of providing an integral vision of them and identifying the key factors that condition the effectiveness of inclusive measures. This documentary research was carried out taking into account the principles of rigour, reliability and completeness, implementing the PRISMA method for conducting systematic literature reviews.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Art and nature, an innovative Proposal to promote sustainable learning.
Authorship
L.G.A.
Bachelor's Degree in Early Childhood Education
L.G.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This Final Degree Project focuses on two areas that are not widely explored in early childhood education: art education and nature, both of which are essential for the comprehensive development of children in their early years. Thus, artistic methodology allows children to freely express themselves and develop their creativity and imagination, while contact with nature fosters observation skills, environmental awareness, and experiential learning to foster respect and care for it. Furthermore, the rich natural environment of rural areas provides unique opportunities for children to interact with the environment. Considering a theoretical foundation based on various bibliographic sources and using the early childhood education curriculum in Galicia as a basis, an innovative didactic proposal is created that integrates both areas.
This Final Degree Project focuses on two areas that are not widely explored in early childhood education: art education and nature, both of which are essential for the comprehensive development of children in their early years. Thus, artistic methodology allows children to freely express themselves and develop their creativity and imagination, while contact with nature fosters observation skills, environmental awareness, and experiential learning to foster respect and care for it. Furthermore, the rich natural environment of rural areas provides unique opportunities for children to interact with the environment. Considering a theoretical foundation based on various bibliographic sources and using the early childhood education curriculum in Galicia as a basis, an innovative didactic proposal is created that integrates both areas.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Emotional Education on Grief and Death in Primary Education. An intervention Project.
Authorship
B.G.G.
Pedagogy Degree
B.G.G.
Pedagogy Degree
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
Grief and death are inevitable experiences in anyone's life, yet they continue to be considered a social taboo, largely due to a lack of understanding, especially within the educational sphere. For this reason, Emotional Education on Grief and Death in Primary Education is the title of an intervention design aimed at breaking this taboo and thereby promoting the holistic development of students. This proposal is intended for 5th and 6th-grade Primary School students, as well as their families and the accompanying teaching staff. Therefore, the project seeks to strengthen students' emotional competencies so they can understand, express, and manage their emotions when facing loss. Thus, the intervention, which will last for one school term (equivalent to a trimester), is based on the importance of continuous and experiential learning. Furthermore, it is noteworthy that it also involves the collaboration of external professionals to connect this subject closer to a more relatable reality.
Grief and death are inevitable experiences in anyone's life, yet they continue to be considered a social taboo, largely due to a lack of understanding, especially within the educational sphere. For this reason, Emotional Education on Grief and Death in Primary Education is the title of an intervention design aimed at breaking this taboo and thereby promoting the holistic development of students. This proposal is intended for 5th and 6th-grade Primary School students, as well as their families and the accompanying teaching staff. Therefore, the project seeks to strengthen students' emotional competencies so they can understand, express, and manage their emotions when facing loss. Thus, the intervention, which will last for one school term (equivalent to a trimester), is based on the importance of continuous and experiential learning. Furthermore, it is noteworthy that it also involves the collaboration of external professionals to connect this subject closer to a more relatable reality.
Direction
Mella Núñez, Igor (Tutorships)
Mella Núñez, Igor (Tutorships)
Court
Mella Núñez, Igor (Student’s tutor)
Mella Núñez, Igor (Student’s tutor)
The use of Galician language and its presence in Early Childhood Education. Analysis of two school proposals.
Authorship
I.G.G.
Bachelor's Degree in Early Childhood Education
I.G.G.
Bachelor's Degree in Early Childhood Education
Defense date
02.05.2025 10:15
02.05.2025 10:15
Summary
Since the beginning of the 21st century, the world has evolved rapidly, changing our lives at a frenetic pace. The technological advances and digitalization that we have experienced in recent decades have rendered obsolete historical references such as the three great industrial revolutions. Thus, the new generations are unable to conceive of a society without credit cards, QR codes or social networks. This is possibly the great condition that has changed today's societies, interfering in the forms of human relationships and communication, and keeping us connected 24 hours a day. Irremediably, this fact conditioned the diversification and improvement of citizens' language skills, making it possible for people to know and master different languages, regardless of residence, nationality or culture. Focusing on the immediate context, this “positive” aspect of our current society may be affecting, in a decisive way, the vitality and perseverance of our language. Can the growing plurality become a threat to the Galician language? Thus, this paper will try to answer this question, delving into the reality of the Galician situation and its language, especially from the family and school environment; at the same time, different forms of resistance and strategies for linguistic maintenance and revitalization will be analyzed.
Since the beginning of the 21st century, the world has evolved rapidly, changing our lives at a frenetic pace. The technological advances and digitalization that we have experienced in recent decades have rendered obsolete historical references such as the three great industrial revolutions. Thus, the new generations are unable to conceive of a society without credit cards, QR codes or social networks. This is possibly the great condition that has changed today's societies, interfering in the forms of human relationships and communication, and keeping us connected 24 hours a day. Irremediably, this fact conditioned the diversification and improvement of citizens' language skills, making it possible for people to know and master different languages, regardless of residence, nationality or culture. Focusing on the immediate context, this “positive” aspect of our current society may be affecting, in a decisive way, the vitality and perseverance of our language. Can the growing plurality become a threat to the Galician language? Thus, this paper will try to answer this question, delving into the reality of the Galician situation and its language, especially from the family and school environment; at the same time, different forms of resistance and strategies for linguistic maintenance and revitalization will be analyzed.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Student’s tutor)
ZAS VARELA, MARIA LUZ (Student’s tutor)
The impact of gender socialization on self-efficacy in Primary Education: a systematic review.
Authorship
A.G.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.G.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This systematic literature review examines the impact of gender socialization on self-efficacy in Primary Education. The main objective was to synthesize the current state of research on perceived self-efficacy differences between boys and girls, and how gender stereotypes and social expectations influence their academic achievements. The methodology followed a systematic review process, searching and selecting scientific articles primarily published in the last six years, with a specific focus on the Primary Education stage. The results reveal that, despite the absence of significant differences in inherent ability, gender gaps in self-efficacy exist from early ages, particularly in STEM areas. Research shows a predominance of studies in higher education and STEM disciplines, suggesting the need for more research in early stages and in other areas of knowledge. Gender socialization, through educators' expectations, the hidden curriculum, and the lack of female role models, contributes to girls underestimating their abilities and achievements in certain fields, while boys may overestimate theirs. It is concluded that early intervention in Primary Education is crucial to mitigate the negative impact of gender socialization on self-efficacy. It is essential that educational practices promote an inclusive and equitable environment that challenges gender stereotypes, fostering self-efficacy in all students and recognizing the value of all academic achievements, regardless of gender.
This systematic literature review examines the impact of gender socialization on self-efficacy in Primary Education. The main objective was to synthesize the current state of research on perceived self-efficacy differences between boys and girls, and how gender stereotypes and social expectations influence their academic achievements. The methodology followed a systematic review process, searching and selecting scientific articles primarily published in the last six years, with a specific focus on the Primary Education stage. The results reveal that, despite the absence of significant differences in inherent ability, gender gaps in self-efficacy exist from early ages, particularly in STEM areas. Research shows a predominance of studies in higher education and STEM disciplines, suggesting the need for more research in early stages and in other areas of knowledge. Gender socialization, through educators' expectations, the hidden curriculum, and the lack of female role models, contributes to girls underestimating their abilities and achievements in certain fields, while boys may overestimate theirs. It is concluded that early intervention in Primary Education is crucial to mitigate the negative impact of gender socialization on self-efficacy. It is essential that educational practices promote an inclusive and equitable environment that challenges gender stereotypes, fostering self-efficacy in all students and recognizing the value of all academic achievements, regardless of gender.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
GARCIA MARIN, JORGE (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
Invisible ties: the picture book as a reading link between students and families.
Authorship
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 10:15
07.03.2025 10:15
Summary
At a time when the relationship between school and family requires new spaces for interaction, shared reading appears as a unique opportunity to strengthen bonds and give meaning to the educational experience beyond the classroom. This final project aims to propose and analyse a teaching intervention designed to foster emotional and reading closeness between Early Childhood Education students and their families, using picture books as a central resource. The proposal, developed in a real-life context, was structured into five sessions with an experiential and emotional focus, fostering family involvement and the creation of shared reading experiences. The intervention was assessed using qualitative and quantitative techniques, which provided a comprehensive overview of its development and identified key elements for its continuity and improvement. The results, although limited by the number of sessions and participants, demonstrate the positive reception of the proposal and its ability to generate reflection, emotions, and new dispositions toward reading. Despite the time constraints, the project demonstrates the transformative potential of reading as a shared act of connection, communication, and affection.
At a time when the relationship between school and family requires new spaces for interaction, shared reading appears as a unique opportunity to strengthen bonds and give meaning to the educational experience beyond the classroom. This final project aims to propose and analyse a teaching intervention designed to foster emotional and reading closeness between Early Childhood Education students and their families, using picture books as a central resource. The proposal, developed in a real-life context, was structured into five sessions with an experiential and emotional focus, fostering family involvement and the creation of shared reading experiences. The intervention was assessed using qualitative and quantitative techniques, which provided a comprehensive overview of its development and identified key elements for its continuity and improvement. The results, although limited by the number of sessions and participants, demonstrate the positive reception of the proposal and its ability to generate reflection, emotions, and new dispositions toward reading. Despite the time constraints, the project demonstrates the transformative potential of reading as a shared act of connection, communication, and affection.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The impact of emotional education intervention programs on primary school students: a review.
Authorship
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
T.G.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Emotional education is a fundamental pillar in the comprehensive development of students, especially during Primary Education, when many of the social and personal skills that influence well-being are consolidated. Given the increasing concerns related to children's mental health and school coexistence, school is presented as a privileged space for promoting socio-emotional skills. In this context, emotional education programs have become an increasingly present tool in classrooms. However, to our knowledge, there are no reviews that specifically analyze the impact of socio-emotional programs when implemented by teachers in Primary Education. This study aimed to review and assess the impact of emotional education programs implemented by teachers in Primary Education. Therefore, a systematic review of the scientific literature published up to March 2025 was conducted using the ERIC, PsycINFO, Web of Science, and Teacher Reference Center databases. Finally, 12 documents were selected for analysis. The results of the interventions were encouraging, showing improvements in skills such as emotional regulation, emotional awareness, and prosocial skills, among others.
Emotional education is a fundamental pillar in the comprehensive development of students, especially during Primary Education, when many of the social and personal skills that influence well-being are consolidated. Given the increasing concerns related to children's mental health and school coexistence, school is presented as a privileged space for promoting socio-emotional skills. In this context, emotional education programs have become an increasingly present tool in classrooms. However, to our knowledge, there are no reviews that specifically analyze the impact of socio-emotional programs when implemented by teachers in Primary Education. This study aimed to review and assess the impact of emotional education programs implemented by teachers in Primary Education. Therefore, a systematic review of the scientific literature published up to March 2025 was conducted using the ERIC, PsycINFO, Web of Science, and Teacher Reference Center databases. Finally, 12 documents were selected for analysis. The results of the interventions were encouraging, showing improvements in skills such as emotional regulation, emotional awareness, and prosocial skills, among others.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
BLANCO SEOANE, VANESSA (Student’s tutor)
Galician language in classrooms: a proposal for educational intervention in an Early Childhood Education center.
Authorship
M.G.R.
Bachelor's Degree in Early Childhood Education
M.G.R.
Bachelor's Degree in Early Childhood Education
Defense date
06.30.2025 17:00
06.30.2025 17:00
Summary
This Final Degree Project aims primarily to create a didactic proposal to normalize the use of the Galician language within Early Childhood Education classrooms. Based on this objective, we will work with an inclusive approach, taking into account the possible linguistic diversities that may coexist. This goal is to promote the learning of the Galician language from a very early age, thus fostering the development of young children. The project seeks to raise awareness of the importance of preserving the language, not only among students but also within their families. This work will be carried out through an educational intervention proposal within a school setting. First, an analysis will be conducted of the external environment where the school is located, of a proposal that best suits the situation. An active and participatory methodology will be used, allowing the children to construct their own learning. Throughout the proposal, continuous assessment will be conducted through observation, and finally, an evaluation will be made to ensure that children have become competent in learning the language.
This Final Degree Project aims primarily to create a didactic proposal to normalize the use of the Galician language within Early Childhood Education classrooms. Based on this objective, we will work with an inclusive approach, taking into account the possible linguistic diversities that may coexist. This goal is to promote the learning of the Galician language from a very early age, thus fostering the development of young children. The project seeks to raise awareness of the importance of preserving the language, not only among students but also within their families. This work will be carried out through an educational intervention proposal within a school setting. First, an analysis will be conducted of the external environment where the school is located, of a proposal that best suits the situation. An active and participatory methodology will be used, allowing the children to construct their own learning. Throughout the proposal, continuous assessment will be conducted through observation, and finally, an evaluation will be made to ensure that children have become competent in learning the language.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Student’s tutor)
ZAS VARELA, MARIA LUZ (Student’s tutor)
Socio-educational vulnerability in child protection centers: a study case
Authorship
L.G.F.
Social Education Degree
L.G.F.
Social Education Degree
Defense date
07.02.2025 18:00
07.02.2025 18:00
Summary
This Final Degree Project presents an individualized socio-educational intervention proposal at the Príncipe Felipe protection center (Pontevedra). The percentage of admissions to residential child care centers increased by 5.5% according to the latest data published by Aldeas Infantiles in 2024. The socio- educational vulnerability inherent in this situation does not have a single causal explanation, making it necessary to analyze and assess the situation from a socio- community perspective, describing and evaluating all the factors that may interfere with the minors’ proper socialization and physical and psychological development, as they are at greater risk of suffering physical, emotional, or social harm due to family, economic, environmental, or social circumstances. As a result, the general objective of this project is to design intervention strategies from the Social Education perspective, that allow the minor to understand and adapt to their social reality, while also addressing all areas and competencies where difficulties are present through a playful, active, and technology-based methodology and pedagogy.
This Final Degree Project presents an individualized socio-educational intervention proposal at the Príncipe Felipe protection center (Pontevedra). The percentage of admissions to residential child care centers increased by 5.5% according to the latest data published by Aldeas Infantiles in 2024. The socio- educational vulnerability inherent in this situation does not have a single causal explanation, making it necessary to analyze and assess the situation from a socio- community perspective, describing and evaluating all the factors that may interfere with the minors’ proper socialization and physical and psychological development, as they are at greater risk of suffering physical, emotional, or social harm due to family, economic, environmental, or social circumstances. As a result, the general objective of this project is to design intervention strategies from the Social Education perspective, that allow the minor to understand and adapt to their social reality, while also addressing all areas and competencies where difficulties are present through a playful, active, and technology-based methodology and pedagogy.
Direction
PARADA GAÑETE, ANA (Tutorships)
PARADA GAÑETE, ANA (Tutorships)
Court
PARADA GAÑETE, ANA (Student’s tutor)
PARADA GAÑETE, ANA (Student’s tutor)
The role of the family in the educational development of students with dyslexia: A systematic review.
Authorship
R.G.L.
Pedagogy Degree
R.G.L.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
The purpose of this Final Degree Project is to know and analyze the role of the family in the educational development of students with dyslexia. For this purpose, through the review and analysis of different documents provided by various databases, we analyze the way in which families participate in collaboration with the school, as well as the role assumed by the teacher in these cases. This analysis makes it possible to identify the main barriers assumed by both agents, emphasizing the importance of joint action for the student's school success. Thus, the review of different studies and research has revealed the lack of understanding and scarce training that exists -especially at school- regarding this disorder. This, together with the lack of knowledge on the part of families regarding the emotional effects derived from this difficulty, represents a significant obstacle that has a direct impact on the social and emotional well-being of the student, as well as on his or her academic performance. This analysis shows the need to reinforce the collaboration between family and school as a fundamental aspect to favor the school success of students diagnosed with dyslexia.
The purpose of this Final Degree Project is to know and analyze the role of the family in the educational development of students with dyslexia. For this purpose, through the review and analysis of different documents provided by various databases, we analyze the way in which families participate in collaboration with the school, as well as the role assumed by the teacher in these cases. This analysis makes it possible to identify the main barriers assumed by both agents, emphasizing the importance of joint action for the student's school success. Thus, the review of different studies and research has revealed the lack of understanding and scarce training that exists -especially at school- regarding this disorder. This, together with the lack of knowledge on the part of families regarding the emotional effects derived from this difficulty, represents a significant obstacle that has a direct impact on the social and emotional well-being of the student, as well as on his or her academic performance. This analysis shows the need to reinforce the collaboration between family and school as a fundamental aspect to favor the school success of students diagnosed with dyslexia.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
MOSTEIRO GARCIA, MARIA JOSEFA (Student’s tutor)
MOSTEIRO GARCIA, MARIA JOSEFA (Student’s tutor)
Memory through Castelao’s graphic work
Authorship
A.G.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.G.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 12:15
07.04.2025 12:15
Summary
Research on how Castelao’s graphic work can be related to various aspects of social, cultural, and economic life in the first third of the 20th century, materialized through a set of activities that use his work as an approach to art as a tool for denouncing these realities.
Research on how Castelao’s graphic work can be related to various aspects of social, cultural, and economic life in the first third of the 20th century, materialized through a set of activities that use his work as an approach to art as a tool for denouncing these realities.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
The fanzine as an art-educational resource in Primary Education.
Authorship
M.G.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.G.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
The understanding of who we are and our place in the community is a key aspect of human development from childhood. In this sense, artistic education can play a fundamental role, providing tools for the reflection and expression of our individual and collective identity. This work proposes the use of the fanzine as an innovative pedagogical resource, linked to collaborative projects, to promote dialogue and connection with the environment and inclusion. To this end, a proposal is implemented in a 3rd grade Primary Education class in Pontevedra, dedicated to studying the interest of the fanzine as an art-educational resource in the classroom. The ultimate goal is to demonstrate how collaborative art can transform classroom dynamics and contribute to creating a more united and reflective community.
The understanding of who we are and our place in the community is a key aspect of human development from childhood. In this sense, artistic education can play a fundamental role, providing tools for the reflection and expression of our individual and collective identity. This work proposes the use of the fanzine as an innovative pedagogical resource, linked to collaborative projects, to promote dialogue and connection with the environment and inclusion. To this end, a proposal is implemented in a 3rd grade Primary Education class in Pontevedra, dedicated to studying the interest of the fanzine as an art-educational resource in the classroom. The ultimate goal is to demonstrate how collaborative art can transform classroom dynamics and contribute to creating a more united and reflective community.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
Trigo Martínez, Cristina (Student’s tutor)
Trigo Martínez, Cristina (Student’s tutor)
Education as an instrument for the improvement of rural women's participation in the framework of associationism and social movements: A literature review
Authorship
M.G.A.
Social Education Degree
M.G.A.
Social Education Degree
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Education is seen as a privileged instrument in the fight against social inequalities, as well as a strategic tool for social change and is considered to have a key power to reverse possible situations of disadvantage that are developing in society. Therefore, in relation to the issue of female participation in rural areas, within the limited framework of associations and social movements, it is believed that education could be the key to improving and transforming it. That is why, in this final degree thesis, through the methodology of literature review, we delved into this reality, seeking to build a strategic and solid relationship between education and the social participation of rural women, as well as to establish keys and strategies for this, based on previous experiences and validated studies. To this end, all the factors interfering in this reality were deconstructed and analyzed and several conclusions were reached, the most significant of which is that it can be affirmed that there is a strategic relationship between education and empowerment, since the literature analyzed emphasizes that without education there is no real and sustainable empowerment and that education is an essential factor in achieving autonomy, freedom of movement, access to resources and social and political participation.
Education is seen as a privileged instrument in the fight against social inequalities, as well as a strategic tool for social change and is considered to have a key power to reverse possible situations of disadvantage that are developing in society. Therefore, in relation to the issue of female participation in rural areas, within the limited framework of associations and social movements, it is believed that education could be the key to improving and transforming it. That is why, in this final degree thesis, through the methodology of literature review, we delved into this reality, seeking to build a strategic and solid relationship between education and the social participation of rural women, as well as to establish keys and strategies for this, based on previous experiences and validated studies. To this end, all the factors interfering in this reality were deconstructed and analyzed and several conclusions were reached, the most significant of which is that it can be affirmed that there is a strategic relationship between education and empowerment, since the literature analyzed emphasizes that without education there is no real and sustainable empowerment and that education is an essential factor in achieving autonomy, freedom of movement, access to resources and social and political participation.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Values education as a way to promote diversity.
Authorship
M.G.C.
Bachelor's Degree in Early Childhood Education
M.G.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
We currently find ourselves in a high globalized society in which the idea of a single, standard sutdent model is obsolete. Today's clasrooms are made up of boys and girls from different cultures, genders, abilities, socioeconomic levels, etc., creating a plural reality for which teachers must be prepared. This study aims to address how values serve as a bridge to a positive and inclusive understanding of this diversity. To achieve this, a working methodology is followed: after an initial presentation of the current state of values and diversity, a documentary review is conducted, followed by an analysis of the presentation, providing a reflective interpretation of the object of study.
We currently find ourselves in a high globalized society in which the idea of a single, standard sutdent model is obsolete. Today's clasrooms are made up of boys and girls from different cultures, genders, abilities, socioeconomic levels, etc., creating a plural reality for which teachers must be prepared. This study aims to address how values serve as a bridge to a positive and inclusive understanding of this diversity. To achieve this, a working methodology is followed: after an initial presentation of the current state of values and diversity, a documentary review is conducted, followed by an analysis of the presentation, providing a reflective interpretation of the object of study.
Direction
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Tutorships)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Tutorships)
Court
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Student’s tutor)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Student’s tutor)
Analysis of the use of digital resources for teaching and learning of students with visual impairment
Authorship
Z.G.E.
Bachelor's Degree in Primary Education (2ª ed) [S]
Z.G.E.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
Visual impairment creates barriers to access to information that prevents students with visual impairment from developing equally in the educational environment. For this reason, new technologies play a fundamental role in preventing this from happening and allowing these students to have greater autonomy and active participation in the classroom. This is the only way to achieve an equitable and inclusive education, in which all students have the same opportunities to learn. Therefore, the aim of this Final Degree Project, which adopts the introduction to documentary research modality, is to analyze the use of these technological tools, in order to reach a final conclusion about their relevance in the teaching and learning process of students with these characteristics. To achieve this, I will collect information about visual impairment and digital resources, as well as personal experiences and research carried out with them.
Visual impairment creates barriers to access to information that prevents students with visual impairment from developing equally in the educational environment. For this reason, new technologies play a fundamental role in preventing this from happening and allowing these students to have greater autonomy and active participation in the classroom. This is the only way to achieve an equitable and inclusive education, in which all students have the same opportunities to learn. Therefore, the aim of this Final Degree Project, which adopts the introduction to documentary research modality, is to analyze the use of these technological tools, in order to reach a final conclusion about their relevance in the teaching and learning process of students with these characteristics. To achieve this, I will collect information about visual impairment and digital resources, as well as personal experiences and research carried out with them.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
The relevance of emotional education and music in early childhood learning processes.
Authorship
I.G.M.
Bachelor's Degree in Early Childhood Education
I.G.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project was created with the aim of deepening the relationship between emotional education and music. Specifically, it aims to analyze how emotions influence the teaching-learning processes in early childhood education and how music can contribute positively to the development of these emotions. Within the broad concept of music, we seek to highlight the role of songs as an effective means to acquire or improve various emotional competencies through lyrics and melodies. Thus, this work is described as a documentary research based both on current educational legislation and on the reading of various articles, books and projects related to the subject. Therefore, the literature review is based on reliable and relevant information, prioritizing academic and specialized sources. From all the information gathered, it is concluded that linking emotional education and music in the teaching-learning process is highly beneficial for students, increasing their motivation, improving attention and concentration skills, facilitating the externalization of emotions and favoring the achievement of a comprehensive development through active methodologies, which ensure meaningful experiences and allow adapting to the personal characteristics of children.
This Final Degree Project was created with the aim of deepening the relationship between emotional education and music. Specifically, it aims to analyze how emotions influence the teaching-learning processes in early childhood education and how music can contribute positively to the development of these emotions. Within the broad concept of music, we seek to highlight the role of songs as an effective means to acquire or improve various emotional competencies through lyrics and melodies. Thus, this work is described as a documentary research based both on current educational legislation and on the reading of various articles, books and projects related to the subject. Therefore, the literature review is based on reliable and relevant information, prioritizing academic and specialized sources. From all the information gathered, it is concluded that linking emotional education and music in the teaching-learning process is highly beneficial for students, increasing their motivation, improving attention and concentration skills, facilitating the externalization of emotions and favoring the achievement of a comprehensive development through active methodologies, which ensure meaningful experiences and allow adapting to the personal characteristics of children.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
School situation of gipsy students in Primary Education in Spain
Authorship
S.G.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.G.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
The presence in Spain of culturally distinct communities, such as the Gipsy people, has highlighted the limitations of the educational system in responding to contexts marked by diversity. School segregation is a persistent reality that negatively affects educational equity and the academic performance of the most vulnerable students. In the case of Roma students, this situation is worsened by historical factors of discrimination, social marginalization, and institutionalized prejudice. In this context, the present study aims to analyze cultural diversity and school segregation in the Spanish educational system, focusing on Roma students, through a theoretical review of various scientific studies and institutional reports.
The presence in Spain of culturally distinct communities, such as the Gipsy people, has highlighted the limitations of the educational system in responding to contexts marked by diversity. School segregation is a persistent reality that negatively affects educational equity and the academic performance of the most vulnerable students. In the case of Roma students, this situation is worsened by historical factors of discrimination, social marginalization, and institutionalized prejudice. In this context, the present study aims to analyze cultural diversity and school segregation in the Spanish educational system, focusing on Roma students, through a theoretical review of various scientific studies and institutional reports.
Direction
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
Traditional music and dance from a therapeutic perspective. Intervention proposal for the 2nd cycle of infant education.
Authorship
C.G.S.
Bachelor's Degree in Early Childhood Education
C.G.S.
Bachelor's Degree in Early Childhood Education
Defense date
02.06.2025 10:00
02.06.2025 10:00
Summary
This Final Degree project explores the therapeutic and pedagogical potential of traditional music and dance in the early childhood education stage, exploring its application and benefits in the integral development of pupils in their first years of education. The work begins with an approach to music and dance in order to integrate them into the didactic proposal that revolves around therapeutic pedagogy. The aim of this work is to offer an intervention proposal that promotes the emotional, mental, physical and social well-being of individuals, using music and traditional dance as therapeutic tools.
This Final Degree project explores the therapeutic and pedagogical potential of traditional music and dance in the early childhood education stage, exploring its application and benefits in the integral development of pupils in their first years of education. The work begins with an approach to music and dance in order to integrate them into the didactic proposal that revolves around therapeutic pedagogy. The aim of this work is to offer an intervention proposal that promotes the emotional, mental, physical and social well-being of individuals, using music and traditional dance as therapeutic tools.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
Motherhood in Prison: A Review from Social Education
Authorship
T.G.S.
Social Education Degree
T.G.S.
Social Education Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This paper addresses the issue of motherhood in prison. Its aim is to explore the reality faced by mothers and their children within the prison context, as well as the possible interventions that can be carried out from the perspective of Social Education. The chosen methodology for this work is documentary research. Therefore, databases, search engines, and institutional repositories are used as sources of information. Despite the existence of gender-sensitive legislation in the prison system, signs of discrimination are still evident. In the case of motherhood, these discriminations become even more visible, and raising children within correctional facilities proves to be highly complex. The living conditions, both for the mothers and their children, have negative consequences on their development and later social reintegration. In this context, the presence of social educators is essential, as they provide the necessary tools and support both during the period of imprisonment and in the preparation for release and reintegration into society. The information gathered shows that it is necessary to continue improving the prison system and to open lines of research that consider alternative measures to custodial sentences in the case of women who are mothers in prison.
This paper addresses the issue of motherhood in prison. Its aim is to explore the reality faced by mothers and their children within the prison context, as well as the possible interventions that can be carried out from the perspective of Social Education. The chosen methodology for this work is documentary research. Therefore, databases, search engines, and institutional repositories are used as sources of information. Despite the existence of gender-sensitive legislation in the prison system, signs of discrimination are still evident. In the case of motherhood, these discriminations become even more visible, and raising children within correctional facilities proves to be highly complex. The living conditions, both for the mothers and their children, have negative consequences on their development and later social reintegration. In this context, the presence of social educators is essential, as they provide the necessary tools and support both during the period of imprisonment and in the preparation for release and reintegration into society. The information gathered shows that it is necessary to continue improving the prison system and to open lines of research that consider alternative measures to custodial sentences in the case of women who are mothers in prison.
Direction
QUIROGA CARRILLO, ANAIS (Tutorships)
QUIROGA CARRILLO, ANAIS (Tutorships)
Court
QUIROGA CARRILLO, ANAIS (Student’s tutor)
QUIROGA CARRILLO, ANAIS (Student’s tutor)
Primary school students facing interdisciplinary teaching of climate change: knowledge and development of critical thinking.
Authorship
N.G.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.G.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This work follows an educational research approach. Based on an innovative didactic intervention, it aims to highlight the need to address climate change from an interdisciplinary and critical perspective, with the goal of fostering socio-environmental awareness in 6th-grade Primary Education students, grounded in reflective and committed thinking. The intervention was carried out in a public school in the Ría de Muros area, and the research was guided by a qualitative methodology, focusing on the observation and analysis of students’ contributions during debates and reflective activities, in order to assess the overall impact of the proposal without making individualized evaluations. The results show that students not only improved their understanding of climate change, but also developed greater critical thinking skills, a sense of responsibility, and a willingness to act in the face of environmental challenges. This experience demonstrates that schools can and should be transformative spaces, capable of connecting the curriculum with students’ local and global realities. Thus, this study reaffirms the importance of systematically integrating socio-environmental education into compulsory schooling, advocating for participatory approaches that promote an active, critical, and aware citizenship capable of facing the challenges of the 21st century.
This work follows an educational research approach. Based on an innovative didactic intervention, it aims to highlight the need to address climate change from an interdisciplinary and critical perspective, with the goal of fostering socio-environmental awareness in 6th-grade Primary Education students, grounded in reflective and committed thinking. The intervention was carried out in a public school in the Ría de Muros area, and the research was guided by a qualitative methodology, focusing on the observation and analysis of students’ contributions during debates and reflective activities, in order to assess the overall impact of the proposal without making individualized evaluations. The results show that students not only improved their understanding of climate change, but also developed greater critical thinking skills, a sense of responsibility, and a willingness to act in the face of environmental challenges. This experience demonstrates that schools can and should be transformative spaces, capable of connecting the curriculum with students’ local and global realities. Thus, this study reaffirms the importance of systematically integrating socio-environmental education into compulsory schooling, advocating for participatory approaches that promote an active, critical, and aware citizenship capable of facing the challenges of the 21st century.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
Sexual education and adolescence: the importance of the role of the family and social education in the development of sexuality.
Authorship
N.G.B.
Social Education Degree
N.G.B.
Social Education Degree
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
Currently, sexuality remains a taboo subject with many prejudices surrounding it, which is why sexual education should be part of everyone's upbringing, especially during adolescence. This is because many questions and doubts related to sexuality arise during this stage. The main goal of this research is to identify how family helps to resolve doubts about sexuality and the importance of receiving quality sexual education during adolescence. Additionally, this work shows how open and effective communication within the family environment can positively influence decision-making and sexual behaviors among adolescents, as well as how information and values can aid in risk prevention and promote responsible and safe sexuality. Finally, recommendations from Social Education are also presented, which can contribute to improving sexual education during this developmental stage.
Currently, sexuality remains a taboo subject with many prejudices surrounding it, which is why sexual education should be part of everyone's upbringing, especially during adolescence. This is because many questions and doubts related to sexuality arise during this stage. The main goal of this research is to identify how family helps to resolve doubts about sexuality and the importance of receiving quality sexual education during adolescence. Additionally, this work shows how open and effective communication within the family environment can positively influence decision-making and sexual behaviors among adolescents, as well as how information and values can aid in risk prevention and promote responsible and safe sexuality. Finally, recommendations from Social Education are also presented, which can contribute to improving sexual education during this developmental stage.
Direction
NOVOA PEREZ, MARIA ISABEL (Tutorships)
NOVOA PEREZ, MARIA ISABEL (Tutorships)
Court
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
The identity of migrants: A review on the impact of communal on the construction of a sense of belonging.
Authorship
C.H.D.S.
Social Education Degree
C.H.D.S.
Social Education Degree
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
The excessive delimitation of the areas of intervention of Social Education invites to neglect the value of the community in the processes of social inclusion. From this point of view, the concern arises to analyze the scientific evidence on the role of the community in relation to identity. To this end, this paper will provide a theoretical basis for the need to intervene from this perspective, specifically with migrants. In this sense, the general objective of this Final Degree Project (TFG) is: to analyze the scientific evidence on the influence and role of the community in the processes of creating a sense of belonging and identification with the environment of migrants. In order to achieve this objective, the present work is framed in the initiation modality to the systematic review, in the existing information on this socio-educational phenomenon to know the state of the art and the social reality in which it is inscribed in order to identify its potentialities and difficulties and to highlight the value of the community in the identity and social inclusion processes.
The excessive delimitation of the areas of intervention of Social Education invites to neglect the value of the community in the processes of social inclusion. From this point of view, the concern arises to analyze the scientific evidence on the role of the community in relation to identity. To this end, this paper will provide a theoretical basis for the need to intervene from this perspective, specifically with migrants. In this sense, the general objective of this Final Degree Project (TFG) is: to analyze the scientific evidence on the influence and role of the community in the processes of creating a sense of belonging and identification with the environment of migrants. In order to achieve this objective, the present work is framed in the initiation modality to the systematic review, in the existing information on this socio-educational phenomenon to know the state of the art and the social reality in which it is inscribed in order to identify its potentialities and difficulties and to highlight the value of the community in the identity and social inclusion processes.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Intervention project using animated film as a resource in the subject of Visual and Plastic Education 6th grade Primary Education.
Authorship
L.I.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.I.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
02.05.2025 11:30
02.05.2025 11:30
Summary
This end of degree project consists of an intervention project in which animated film is used as a resource for the subject of Visual and Plastic Education. For this purpose, the theoretical framework addresses the history of the animation technique from its beginnings to its current moment, going through the different types of techniques used for the realization of short films, as well as the different events, periods and most important stages of it. Next, its possible role as a learning medium within the current LOMLOE curricular framework is discussed. Furthermore, this film technique is the most suitable for Primary School students, taking into account their psychological and emotional characteristics. This theoretical foundation integrates a didactic proposal that could be implemented in an annual program of the subject Plastic and Visual Education, throughout an academic term. For the realization of this final degree project, a documentary search has been carried out, both in academic articles and in different web pages and books related to the subject of animation. For the design of the educational intervention project, the aim is to approach the students of Primary Education to animation in a more interactive and didactic way, as it would be with the realization of an animated short film.
This end of degree project consists of an intervention project in which animated film is used as a resource for the subject of Visual and Plastic Education. For this purpose, the theoretical framework addresses the history of the animation technique from its beginnings to its current moment, going through the different types of techniques used for the realization of short films, as well as the different events, periods and most important stages of it. Next, its possible role as a learning medium within the current LOMLOE curricular framework is discussed. Furthermore, this film technique is the most suitable for Primary School students, taking into account their psychological and emotional characteristics. This theoretical foundation integrates a didactic proposal that could be implemented in an annual program of the subject Plastic and Visual Education, throughout an academic term. For the realization of this final degree project, a documentary search has been carried out, both in academic articles and in different web pages and books related to the subject of animation. For the design of the educational intervention project, the aim is to approach the students of Primary Education to animation in a more interactive and didactic way, as it would be with the realization of an animated short film.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
Analysis of benefits and challenges of the use of video games in the attention to diversity in Primary Education classrooms.
Authorship
A.I.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.I.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:20
07.02.2025 11:20
Summary
Nowadays, video games have become a tool with multiple educational possibilities, progressively increasing their presence in primary school classrooms. This Final Degree Project has focused on analysing both the benefits and the challenges involved in this innovative learning methodology. It has also examined the positive impact that the use of video games, both serious and commercial, has on the attention to diversity. For this purpose, the methodology of a documentary research has been followed, providing remarkable information on this subject, which is complemented with the search and analysis of real educational experiences, providing interesting results on video games and SEN students. The main finding is the capacity of video games, as long as they are accompanied by good programming and planning, to generate motivation and create a favourable environment for teaching. Their use allows for the development and work on both general aspects and specific skills, while encouraging socialisation and improving interpersonal relationships among students.
Nowadays, video games have become a tool with multiple educational possibilities, progressively increasing their presence in primary school classrooms. This Final Degree Project has focused on analysing both the benefits and the challenges involved in this innovative learning methodology. It has also examined the positive impact that the use of video games, both serious and commercial, has on the attention to diversity. For this purpose, the methodology of a documentary research has been followed, providing remarkable information on this subject, which is complemented with the search and analysis of real educational experiences, providing interesting results on video games and SEN students. The main finding is the capacity of video games, as long as they are accompanied by good programming and planning, to generate motivation and create a favourable environment for teaching. Their use allows for the development and work on both general aspects and specific skills, while encouraging socialisation and improving interpersonal relationships among students.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
The musical story as a resource for Language and Literature and Music Education. Interdisciplinary project in Primary Education.
Authorship
A.I.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.I.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
02.06.2025 11:00
02.06.2025 11:00
Summary
This Final Degree Project will deal with the musical story as a resource for an interdisciplinary project between Language and Literature and Music Education in Primary Education. The musical story is a link between verbal and musical language, which is a very useful tool for the education of pupils. Through the story accompanied by music, the children's attention and imagination will be stimulated. Moreover, on a musical level, the association of sounds to situations related in stories, produces a stimulation within the auditory sphere. The objectives to be achieved through this work are: to investigate the importance of the musical story in Primary Education and the contribution to pupils' learning as a resource for an interdisciplinary project. For the development of this work, an interdisciplinary intervention proposal design method will be applied, which will be accompanied by a theoretical framework based on a bibliographical research on the subject.
This Final Degree Project will deal with the musical story as a resource for an interdisciplinary project between Language and Literature and Music Education in Primary Education. The musical story is a link between verbal and musical language, which is a very useful tool for the education of pupils. Through the story accompanied by music, the children's attention and imagination will be stimulated. Moreover, on a musical level, the association of sounds to situations related in stories, produces a stimulation within the auditory sphere. The objectives to be achieved through this work are: to investigate the importance of the musical story in Primary Education and the contribution to pupils' learning as a resource for an interdisciplinary project. For the development of this work, an interdisciplinary intervention proposal design method will be applied, which will be accompanied by a theoretical framework based on a bibliographical research on the subject.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
LOPEZ FERNANDEZ, CARME (Student’s tutor)
LOPEZ FERNANDEZ, CARME (Student’s tutor)
Development of emotional intelligence in Pre-school Education: Design and implementation of a didactic proposal.
Authorship
L.I.F.
Bachelor's Degree in Early Childhood Education
L.I.F.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This Final Degree Project is based on the importance of children learning to recognize, express and manage their emotions during their process of formation as people and developmet of their future personality. Working on emotions at an early age favours the prevention and management of conflicts, as well as personal, social and academic development, improving self-regulation and emotional well-being of children. For this reason, the implementation of proposals and activities related to emotional education in the early childhood education period is considered essential. Taking into account these considerations, the TFG will develop a didactic proposal on the development of emotional intelligence for a classroom in the 4th year of Early Childhood Education.
This Final Degree Project is based on the importance of children learning to recognize, express and manage their emotions during their process of formation as people and developmet of their future personality. Working on emotions at an early age favours the prevention and management of conflicts, as well as personal, social and academic development, improving self-regulation and emotional well-being of children. For this reason, the implementation of proposals and activities related to emotional education in the early childhood education period is considered essential. Taking into account these considerations, the TFG will develop a didactic proposal on the development of emotional intelligence for a classroom in the 4th year of Early Childhood Education.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Children's eating habits and parents' knowledge.
Authorship
A.I.F.
Bachelor's Degree in Early Childhood Education
A.I.F.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
An adequate and balanced infant diet is essential for favorable physical, mental and emotional development, in addition to the fact that it is essential for children to establish healthy habits that promote their well-being and prevent future diseases. For this reason, this Final Degree Project has as its main objective to evaluate the knowledge that parents currently have about infant nutrition and how to make it healthy and balanced for their children, analyzing habits and factors that influence the choice they make about food. In this way, it is intended to study the information that families have about nutrition, through the response to a questionnaire, and its later detailed analysis. Moreover, this research will identify those areas where these adults have more difficulties, or if their knowledge is limited or wrong. Finally, an intervention proposal will be designed, focusing on both children and families, to improve knowledge and practices related to child nutrition.
An adequate and balanced infant diet is essential for favorable physical, mental and emotional development, in addition to the fact that it is essential for children to establish healthy habits that promote their well-being and prevent future diseases. For this reason, this Final Degree Project has as its main objective to evaluate the knowledge that parents currently have about infant nutrition and how to make it healthy and balanced for their children, analyzing habits and factors that influence the choice they make about food. In this way, it is intended to study the information that families have about nutrition, through the response to a questionnaire, and its later detailed analysis. Moreover, this research will identify those areas where these adults have more difficulties, or if their knowledge is limited or wrong. Finally, an intervention proposal will be designed, focusing on both children and families, to improve knowledge and practices related to child nutrition.
Direction
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
Court
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
Retelling and Re-Singing: A Teaching Proposal about Traditional Galician Music
Authorship
I.I.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
I.I.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 12:45
07.04.2025 12:45
Summary
This work addresses traditional Galician music as an essential element in the shaping of cultural identity, building bridges between education, research, and anthropology. Its role as a transmitter of cultural and identity values is analyzed, as well as the importance of artists and groups that have contributed to its preservation. Traditional music is also presented as a valuable educational tool, capable of fostering cross-curricular competencies in students. The methodology combines an exhaustive literature review with the design and implementation of a didactic proposal intended for 6th-grade Primary Education students. The theoretical review explores key concepts related to traditional Galician music, while the didactic proposal, based on the Orff and Kodály pedagogies, promotes active, playful, and collaborative learning. Finally, the implementation of the proposal seeks to demonstrate the effectiveness of the present work. The incorporation of traditional Galician music in education contributes to the appreciation of Galician cultural heritage, strengthens students’ sense of belonging and identity, and promotes respect for cultural diversity from a critical and inclusive perspective.
This work addresses traditional Galician music as an essential element in the shaping of cultural identity, building bridges between education, research, and anthropology. Its role as a transmitter of cultural and identity values is analyzed, as well as the importance of artists and groups that have contributed to its preservation. Traditional music is also presented as a valuable educational tool, capable of fostering cross-curricular competencies in students. The methodology combines an exhaustive literature review with the design and implementation of a didactic proposal intended for 6th-grade Primary Education students. The theoretical review explores key concepts related to traditional Galician music, while the didactic proposal, based on the Orff and Kodály pedagogies, promotes active, playful, and collaborative learning. Finally, the implementation of the proposal seeks to demonstrate the effectiveness of the present work. The incorporation of traditional Galician music in education contributes to the appreciation of Galician cultural heritage, strengthens students’ sense of belonging and identity, and promotes respect for cultural diversity from a critical and inclusive perspective.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
PARADA GAÑETE, ANA (Secretary)
DIZ OTERO, MARIO (Member)
School recess to promote physical activity in primary education: a systematic review
Authorship
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 19:00
07.04.2025 19:00
Summary
Currently, child inactivity has become a major threat to public health in school-aged children, most of whom do not meet the daily physical activity recommendations set by the World Health Organization. The school is a relevant agent to face this challenge, as infants spend much of their day in this space. However, physical activity in schools is often thought of as Physical Education sessions, but school recreation could be consolidated as a strategic field of action. Therefore, this Final Degree Work has as its main objective to identify and analyse interventions applied during the school break, based on the respect of free and self-managed play, contribute to increasing the levels of physical activity of primary school students. Thus, taking the PRISMA statement as a reference for systematic reviews, scientific articles were searched in international databases: Scopus, Web of Science and SPORTDiscus; 8 of them met the established inclusion criteria. The results obtained show that interventions in the school playground lead to improvements in physical activity levels of up to 13.6%, with some studies showing a greater increase in girls (+2.5%) and younger pupils (p=0.09).
Currently, child inactivity has become a major threat to public health in school-aged children, most of whom do not meet the daily physical activity recommendations set by the World Health Organization. The school is a relevant agent to face this challenge, as infants spend much of their day in this space. However, physical activity in schools is often thought of as Physical Education sessions, but school recreation could be consolidated as a strategic field of action. Therefore, this Final Degree Work has as its main objective to identify and analyse interventions applied during the school break, based on the respect of free and self-managed play, contribute to increasing the levels of physical activity of primary school students. Thus, taking the PRISMA statement as a reference for systematic reviews, scientific articles were searched in international databases: Scopus, Web of Science and SPORTDiscus; 8 of them met the established inclusion criteria. The results obtained show that interventions in the school playground lead to improvements in physical activity levels of up to 13.6%, with some studies showing a greater increase in girls (+2.5%) and younger pupils (p=0.09).
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
An intergenerational bond: teacher’s perspective on the role of the grandparents-grandchildren bond in early childhood education
Authorship
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
C.J.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
In a society where multigenerational families are increasingly present, the figure of grandparents emerges as an element of great importance in the development of the youngest, highlighting teachers as privileged witnesses of the impact of these family dynamics in the first years of life. In this sense, the present thesis aims to analyse, from the perspective of different teachers of early childhood education of a rural school, how this multigenerational relationship can influence the educational, emotional and social development of students, the role of the school in its promotion To achieve this objective, a qualitative type of research was carried out, designing an semi-structured interview for the present study. This instrument was applied to five teachers of early childhood education who teach in multigrade classrooms with students aged 3-6, seeking to collect their experiences and observations on how this link is reflected in the schools. The results show that this link remains a key element in children’s development, which manifests itself in the emotional, social, educational and cognitive dimensions, The school is recognized as a suitable agent for strengthening and maintaining this intergenerational relationship.
In a society where multigenerational families are increasingly present, the figure of grandparents emerges as an element of great importance in the development of the youngest, highlighting teachers as privileged witnesses of the impact of these family dynamics in the first years of life. In this sense, the present thesis aims to analyse, from the perspective of different teachers of early childhood education of a rural school, how this multigenerational relationship can influence the educational, emotional and social development of students, the role of the school in its promotion To achieve this objective, a qualitative type of research was carried out, designing an semi-structured interview for the present study. This instrument was applied to five teachers of early childhood education who teach in multigrade classrooms with students aged 3-6, seeking to collect their experiences and observations on how this link is reflected in the schools. The results show that this link remains a key element in children’s development, which manifests itself in the emotional, social, educational and cognitive dimensions, The school is recognized as a suitable agent for strengthening and maintaining this intergenerational relationship.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
Alzheimer and Social Education: Technical interventions through music
Authorship
C.J.L.
Social Education Degree
C.J.L.
Social Education Degree
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
This Final Degree Project aims to study music as a resource within Non-Pharmacological Therapies (NPT) for treating people diagnosed with Alzheimer's. The use of music activates a series of neuronal processes that influence people's well-being. This is the general objective of this project: to analyse the benefits of music as a resource for non-pharmacological intervention in people with Alzheimer's. To this end, a systematic review of 11 bibliographic sources published between 2015 and 2025 was conducted in the Scopus, Dialnet, and Web of Science databases. The results showed the benefits of music in reducing anxiety levels, facilitating learning and autobiographical memory, improving social interaction and spatiotemporal orientation, etc. However, no improvement was shown in the reduction of depression or immediate memory. Despite this, music is a beneficial tool for treating cognitive impairment caused by Alzheimer's in socio-educational interventions carried out by social education professionals.
This Final Degree Project aims to study music as a resource within Non-Pharmacological Therapies (NPT) for treating people diagnosed with Alzheimer's. The use of music activates a series of neuronal processes that influence people's well-being. This is the general objective of this project: to analyse the benefits of music as a resource for non-pharmacological intervention in people with Alzheimer's. To this end, a systematic review of 11 bibliographic sources published between 2015 and 2025 was conducted in the Scopus, Dialnet, and Web of Science databases. The results showed the benefits of music in reducing anxiety levels, facilitating learning and autobiographical memory, improving social interaction and spatiotemporal orientation, etc. However, no improvement was shown in the reduction of depression or immediate memory. Despite this, music is a beneficial tool for treating cognitive impairment caused by Alzheimer's in socio-educational interventions carried out by social education professionals.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
Court
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Creative writing in English in primary education: a teaching proposal for 6th grade
Authorship
R.L.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
R.L.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 16:30
07.02.2025 16:30
Summary
The introduction of creative writing in foreign language (English) classes in primary education can be an enriching strategy for enhancing writing skills and a love of language and personal expression. This Bachelor’s Degree Final Project proposes a teaching unit for 6th grade primary school students, based on adapted creative writing techniques. The proposal is based on a solid theoretical foundation, supported by the principles of the communicative and action-oriented approach set out in the Common European Framework of Reference for Languages (CEFR) and in Decree 155/2022 of the Galician curriculum; it constitutes a practical and motivating tool for improving writing skills.
The introduction of creative writing in foreign language (English) classes in primary education can be an enriching strategy for enhancing writing skills and a love of language and personal expression. This Bachelor’s Degree Final Project proposes a teaching unit for 6th grade primary school students, based on adapted creative writing techniques. The proposal is based on a solid theoretical foundation, supported by the principles of the communicative and action-oriented approach set out in the Common European Framework of Reference for Languages (CEFR) and in Decree 155/2022 of the Galician curriculum; it constitutes a practical and motivating tool for improving writing skills.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Co-tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Co-tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
Visual Thinking Strategies (VTS) and Teaching Suitcases: Methodologies to promote active learning and inclusion
Authorship
M.L.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.L.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
This Final Degree Project seeks to promote the use of various artistic resources and Visual Thinking Strategies (VTS) to achieve inclusion. It presents an interdisciplinary project that integrates various areas of the curriculum through the use of the pedagogical case. The main objective is to offer students new ways of learning that are more engaging, participatory, and effective, contributing to a real improvement in educational practice and moving away from traditional methodologies. The pedagogical case acts as a trigger to promote student interest and motivation, placing them at the center of the educational process. Through manipulative and experimental activities, the construction of meaningful learning is fostered, adapted to the interests and needs of the group.
This Final Degree Project seeks to promote the use of various artistic resources and Visual Thinking Strategies (VTS) to achieve inclusion. It presents an interdisciplinary project that integrates various areas of the curriculum through the use of the pedagogical case. The main objective is to offer students new ways of learning that are more engaging, participatory, and effective, contributing to a real improvement in educational practice and moving away from traditional methodologies. The pedagogical case acts as a trigger to promote student interest and motivation, placing them at the center of the educational process. Through manipulative and experimental activities, the construction of meaningful learning is fostered, adapted to the interests and needs of the group.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
Trigo Martínez, Cristina (Student’s tutor)
Trigo Martínez, Cristina (Student’s tutor)
Art and the environment. Artistic processes for working with the environment in Primary Education.
Authorship
A.L.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.L.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
The relationship between art and the environment is essential to address in Primary Education. Based on the work of Eileen Adams, who emphasizes the importance of art in the educational process, as a tool to investigate, understand and transform the built environment, providing students with meaningful experiences. The didactic proposal suggests practical activities that integrate observation, exploration of the environment and artistic expression, promoting meaningful learning. The objective is for students to recognize and appreciate their cultural wealth, while developing their ability to interpret, create and communicate through art. The methodology used is Project Based Learning (PBL). It is an active educational methodology where students acquire knowledge and skills through real projects, promoting research, creativity and problem solving. The didactic proposal presented in this work is aimed at the fourth year and the subject of Plastic and Visual Education, but as it is treated transversally, it will also work on Natural Sciences, Social Sciences and Physical Education.
The relationship between art and the environment is essential to address in Primary Education. Based on the work of Eileen Adams, who emphasizes the importance of art in the educational process, as a tool to investigate, understand and transform the built environment, providing students with meaningful experiences. The didactic proposal suggests practical activities that integrate observation, exploration of the environment and artistic expression, promoting meaningful learning. The objective is for students to recognize and appreciate their cultural wealth, while developing their ability to interpret, create and communicate through art. The methodology used is Project Based Learning (PBL). It is an active educational methodology where students acquire knowledge and skills through real projects, promoting research, creativity and problem solving. The didactic proposal presented in this work is aimed at the fourth year and the subject of Plastic and Visual Education, but as it is treated transversally, it will also work on Natural Sciences, Social Sciences and Physical Education.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
Trigo Martínez, Cristina (Student’s tutor)
Trigo Martínez, Cristina (Student’s tutor)
Dynamic playgrounds as spaces for inclusion and diversity in Early Childhood Education
Authorship
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 17:00
07.02.2025 17:00
Summary
Inclusive education emerged as an educational model designed to respond to the diverse characteristics of students, presenting diversity as a valuable element for learning and socialization of all children. Currently, inclusion is gradually enriching classrooms and teaching practices, but for true school inclusion to be achieved, it must extend to all spaces and times within schools. Thus, the playground must cease to be a simple leisure area and become conceived as a space specifically designed for play and learning, which promotes coexistence and embracing all types of diversities. This final degree project, within the project design category, aims to present a proposal for an inclusive and dynamic playground for Early Childhood Education, which highlights the importance of creating educational spaces for socialization and learning for all students; in which all students are guaranteed their right to participate and play individually and collectively, adapting to their abilities and interests.
Inclusive education emerged as an educational model designed to respond to the diverse characteristics of students, presenting diversity as a valuable element for learning and socialization of all children. Currently, inclusion is gradually enriching classrooms and teaching practices, but for true school inclusion to be achieved, it must extend to all spaces and times within schools. Thus, the playground must cease to be a simple leisure area and become conceived as a space specifically designed for play and learning, which promotes coexistence and embracing all types of diversities. This final degree project, within the project design category, aims to present a proposal for an inclusive and dynamic playground for Early Childhood Education, which highlights the importance of creating educational spaces for socialization and learning for all students; in which all students are guaranteed their right to participate and play individually and collectively, adapting to their abilities and interests.
Direction
PARADA GAÑETE, ANA (Tutorships)
PARADA GAÑETE, ANA (Tutorships)
Court
PARADA GAÑETE, ANA (Student’s tutor)
PARADA GAÑETE, ANA (Student’s tutor)
Child abuse: prevention programs from the educational area
Authorship
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
A.L.C.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Violence and child abuse are a current reality. The high rates and prevalence of this social problem, as well as the negative short and long-term effects physical and psychological consequences suffered by victims, demonstrate the great importance of preventing child abuse. At this point, schools emerge as a crucial factor in child protection, given that most children attend educational centres every day. Consequently, teachers must have the formation and resources necessary to prevent and detect these situations. Therefore, this final degree project, which is an introductory documentary research project, aims to assess schools and teachers as agents of child protection and analyse the effectiveness of different schools’ programmes for preventing child abuse. To complete this project, an exploratory search for information was conducted to obtain an overview of the topic under study. The published scientific literature on the topic was reviewed in Dialnet, ERIC, Scopus, WOS and PsycInfo databases. Their results showed improvements in children´s knowledge and skills related to child abuse prevention.
Violence and child abuse are a current reality. The high rates and prevalence of this social problem, as well as the negative short and long-term effects physical and psychological consequences suffered by victims, demonstrate the great importance of preventing child abuse. At this point, schools emerge as a crucial factor in child protection, given that most children attend educational centres every day. Consequently, teachers must have the formation and resources necessary to prevent and detect these situations. Therefore, this final degree project, which is an introductory documentary research project, aims to assess schools and teachers as agents of child protection and analyse the effectiveness of different schools’ programmes for preventing child abuse. To complete this project, an exploratory search for information was conducted to obtain an overview of the topic under study. The published scientific literature on the topic was reviewed in Dialnet, ERIC, Scopus, WOS and PsycInfo databases. Their results showed improvements in children´s knowledge and skills related to child abuse prevention.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Taboada Ares, Eva María (Student’s tutor)
Endogenous Culture and Heritage Education. A Service-Learning Project in Primary Education
Authorship
V.L.A.
Pedagogy Degree
V.L.A.
Pedagogy Degree
Defense date
07.01.2025 17:30
07.01.2025 17:30
Summary
It is currently a widespread fact that the spread of the Galician language, and with it its culture and heritage, are experiencing a period of deficit in Galician society, more specifically in the youth, according to studies by the Royal Galician Academy and other sources of information collection, such as the Galician Institute of Statistics. Likewise, greater knowledge, research and expansion of the Service-Learning methodology is being given among education professionals. This is where the idea of this Final Degree Thesis comes from: the combination of a pedagogical proposal, which is booming in educational systems, with Galician heritage education, an educational field which we will see below that is being neglected. With the objective of designing an intervention proposal, which promotes cultural dissemination and civic values in children, it will be sought to plan a project from which to build a network of support and heritage identity among the participating children, as a reflection of the community to which they belong.
It is currently a widespread fact that the spread of the Galician language, and with it its culture and heritage, are experiencing a period of deficit in Galician society, more specifically in the youth, according to studies by the Royal Galician Academy and other sources of information collection, such as the Galician Institute of Statistics. Likewise, greater knowledge, research and expansion of the Service-Learning methodology is being given among education professionals. This is where the idea of this Final Degree Thesis comes from: the combination of a pedagogical proposal, which is booming in educational systems, with Galician heritage education, an educational field which we will see below that is being neglected. With the objective of designing an intervention proposal, which promotes cultural dissemination and civic values in children, it will be sought to plan a project from which to build a network of support and heritage identity among the participating children, as a reflection of the community to which they belong.
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
SOTELINO LOSADA, ALEJANDRO (Student’s tutor)
Emotional Education: A Tool for Preventing Conflict Situations from Early Childhood.
Authorship
A.L.C.
Bachelor's Degree in Early Childhood Education
A.L.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project aims to delve into emotional education as a tool for preventing conflict situations from early childhood. Emotional development during the Early Childhood Education stage is essential for teaching students the importance of understanding and managing their emotions. The research conducted seeks to explore teachers perspectives regarding the limitations and possibilities of emotional education in a specific context. Special attention will be given to how emotional education is perceived as a mean of preventing classroom confrontations and fostering in students skills and values such as empathy, respect, communication and tolerance. A qualitative methodology was used for this study. The participating teacher was previously selected based on criteria aligned with the study’s objectives. Data were collected through an interview, and the information obtained was subjected to content analysis for the preparation of the final report, which includes both the analysis and the conclusions. The study aimed to gather information about the conceptions and descriptions of the practices of a teacher regarding emotional education in Early Childhood Education, focusing on her views on the importance of emotional education as a tool for preventing conflicts in the classroom.
This Final Degree Project aims to delve into emotional education as a tool for preventing conflict situations from early childhood. Emotional development during the Early Childhood Education stage is essential for teaching students the importance of understanding and managing their emotions. The research conducted seeks to explore teachers perspectives regarding the limitations and possibilities of emotional education in a specific context. Special attention will be given to how emotional education is perceived as a mean of preventing classroom confrontations and fostering in students skills and values such as empathy, respect, communication and tolerance. A qualitative methodology was used for this study. The participating teacher was previously selected based on criteria aligned with the study’s objectives. Data were collected through an interview, and the information obtained was subjected to content analysis for the preparation of the final report, which includes both the analysis and the conclusions. The study aimed to gather information about the conceptions and descriptions of the practices of a teacher regarding emotional education in Early Childhood Education, focusing on her views on the importance of emotional education as a tool for preventing conflicts in the classroom.
Direction
FUENTES ABELEDO, EDUARDO JOSE (Tutorships)
FUENTES ABELEDO, EDUARDO JOSE (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Student’s tutor)
FUENTES ABELEDO, EDUARDO JOSE (Student’s tutor)
Bullying and Special Educational Needs: A Sistematic Review on Their Characteristics in Primary Education in Spain.
Authorship
U.L.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
U.L.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
Bullying, defined as an intentional and repeated abuse of power among peers, is an increasingly recurring and concerning issue today. This abuse is usually directed primarily at individuals who display some form of difference compared to their peers; and in the current context of progress toward inclusive education, this diversity (if not properly addressed) could become a risk factor for bullying. Thus, throughout this systematic review, existing research on bullying and Special Educational Needs (SEN) will be analyzed to determine whether there is indeed a prevalence of bullying among this student population and to examine the characteristics of the different roles and manifestations of bullying within the context of Primary Education in Spain.
Bullying, defined as an intentional and repeated abuse of power among peers, is an increasingly recurring and concerning issue today. This abuse is usually directed primarily at individuals who display some form of difference compared to their peers; and in the current context of progress toward inclusive education, this diversity (if not properly addressed) could become a risk factor for bullying. Thus, throughout this systematic review, existing research on bullying and Special Educational Needs (SEN) will be analyzed to determine whether there is indeed a prevalence of bullying among this student population and to examine the characteristics of the different roles and manifestations of bullying within the context of Primary Education in Spain.
Direction
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
ALLEN-PERKINS AVENDAÑO, DIEGO (Tutorships)
Court
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
ALLEN-PERKINS AVENDAÑO, DIEGO (Student’s tutor)
Educating for equality: Addressing racism in the primary classroom from a Galician perspective.
Authorship
I.L.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
I.L.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:45
07.02.2025 11:45
Summary
The main objective of education is not only to teach theoretical contents, but also to promote values such as respect and empathy. Therefore, these concepts will be addressed with the introduction and study of cultural diversity and all that it encompasses, more specifically racism. Thus, students will be taught from an early age to respect and understand the differences of all kinds and that these only make us understand how equal we are. To work on all of the above, we present a didactic proposal based on innovative and experimental methodologies that will promote, among other things, the critical thinking of students to understand first hand the reality of racism.
The main objective of education is not only to teach theoretical contents, but also to promote values such as respect and empathy. Therefore, these concepts will be addressed with the introduction and study of cultural diversity and all that it encompasses, more specifically racism. Thus, students will be taught from an early age to respect and understand the differences of all kinds and that these only make us understand how equal we are. To work on all of the above, we present a didactic proposal based on innovative and experimental methodologies that will promote, among other things, the critical thinking of students to understand first hand the reality of racism.
Direction
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
Socio-educational support in the Housing First model: analysis of a program
Authorship
I.L.C.
Social Education Degree
I.L.C.
Social Education Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
The subject of this thesis is the Housing First model, aimed at caring for homeless people who have been systematically expelled from traditional intervention structures. The general objective is to analysis the Housing First model as a socio-educational intervention strategy to improve the quality of life of homeless people. This study is an initiation to field research and is based on a qualitative approach. In order to respond to the specific objectives, four semi-structured interviews were carried out with the person responsible for coordination and management and three of the professionals of the Primer la Llar programme in the city of Barcelona. The results obtained in this study reveal how the socio-educational approach taken by the programme's professionals is defined according to the criteria of person-centred socio-educational accompaniment. Moreover, the combination of access to affordable housing without conditions, individualised social support and networking is a determining factor in terms of improving the quality of life of the people who participate in Primer la Llar.
The subject of this thesis is the Housing First model, aimed at caring for homeless people who have been systematically expelled from traditional intervention structures. The general objective is to analysis the Housing First model as a socio-educational intervention strategy to improve the quality of life of homeless people. This study is an initiation to field research and is based on a qualitative approach. In order to respond to the specific objectives, four semi-structured interviews were carried out with the person responsible for coordination and management and three of the professionals of the Primer la Llar programme in the city of Barcelona. The results obtained in this study reveal how the socio-educational approach taken by the programme's professionals is defined according to the criteria of person-centred socio-educational accompaniment. Moreover, the combination of access to affordable housing without conditions, individualised social support and networking is a determining factor in terms of improving the quality of life of the people who participate in Primer la Llar.
Direction
Varela Crespo, Laura María (Tutorships)
Varela Crespo, Laura María (Tutorships)
Court
Varela Crespo, Laura María (Student’s tutor)
Varela Crespo, Laura María (Student’s tutor)
Our healthy corner. Service learning project for the collaboration with the city council and the neighborhood in a healthy eating program
Authorship
S.L.G.
Bachelor's Degree in Early Childhood Education
S.L.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
Nutrition plays a major role in our lives, throughout the different stages that compose it, so promoting healthy eating habits from an early age, should become essential. The situation regarding diseases derived from inappropriate nutrition is particularly alarming, so it is necessary to intervene from all areas. Proposals aimed at health promotion and education should be planned at school, with experiences that favor the acquisition of healthy habits. This Final Degree Project (TFG) arises in this context. After conducting a literature review on concepts such as healthy eating, obesity and overweight, health promotion and service learning as a methodology for education in healthy habits, an intervention proposal based on service learning was developed. This proposal aims to promote healthy eating habits among students and the community, through the collaboration of the school with the city council in the creation of a community space that functions as a point of information and reflection on healthy eating.
Nutrition plays a major role in our lives, throughout the different stages that compose it, so promoting healthy eating habits from an early age, should become essential. The situation regarding diseases derived from inappropriate nutrition is particularly alarming, so it is necessary to intervene from all areas. Proposals aimed at health promotion and education should be planned at school, with experiences that favor the acquisition of healthy habits. This Final Degree Project (TFG) arises in this context. After conducting a literature review on concepts such as healthy eating, obesity and overweight, health promotion and service learning as a methodology for education in healthy habits, an intervention proposal based on service learning was developed. This proposal aims to promote healthy eating habits among students and the community, through the collaboration of the school with the city council in the creation of a community space that functions as a point of information and reflection on healthy eating.
Direction
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
ZAPATA CACHAFEIRO, MARUXA (Tutorships)
Court
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
ZAPATA CACHAFEIRO, MARUXA (Student’s tutor)
The impact of gender-based violence on childhood: an analysis from the perspective of Social Education
Authorship
C.L.R.
Social Education Degree
C.L.R.
Social Education Degree
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
This paper analyzes the impact of gender-based violence on children from the perspective of Social Education. Through a documentary review, it explores the structural and cultural roots of such violence, as well as its prevalence and manifestations in today's society. The study examines the consequences of children's exposure to gender-based violence, emphasizing its effects on their overall development and identity construction, as well as the persistent institutional invisibility of children as victims. It then provides a brief overview of current legislation aimed at protecting women and children, highlighting the essential role of Social Education in the prevention, detection, and intervention in these cases. The paper also presents socio-educational intervention strategies recommended by the literature and describes various initiatives developed in Spain that are sensitive to both gender and trauma. The study concludes with a series of reflections that emphasize the need to strengthen prevention efforts, expand available resources, ensure specialized training for professionals, and effectively incorporate children's voices and rights, with the goal of moving toward a more equal and violence-free society.
This paper analyzes the impact of gender-based violence on children from the perspective of Social Education. Through a documentary review, it explores the structural and cultural roots of such violence, as well as its prevalence and manifestations in today's society. The study examines the consequences of children's exposure to gender-based violence, emphasizing its effects on their overall development and identity construction, as well as the persistent institutional invisibility of children as victims. It then provides a brief overview of current legislation aimed at protecting women and children, highlighting the essential role of Social Education in the prevention, detection, and intervention in these cases. The paper also presents socio-educational intervention strategies recommended by the literature and describes various initiatives developed in Spain that are sensitive to both gender and trauma. The study concludes with a series of reflections that emphasize the need to strengthen prevention efforts, expand available resources, ensure specialized training for professionals, and effectively incorporate children's voices and rights, with the goal of moving toward a more equal and violence-free society.
Direction
QUIROGA CARRILLO, ANAIS (Tutorships)
QUIROGA CARRILLO, ANAIS (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Exploring gamification as a methodological tool in the teaching of English in primary education.
Authorship
L.L.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.L.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This Final Degree Project analyzes the application of gamification as an innovative methodology in the teaching of English as a foreign language in Primary Education. Through a didactic proposal titled “A Day at the Farm”, playful dynamics based on rewards, points, and challenges were used to foster students’ motivation, active participation, and meaningful learning. The intervention was carried out over a three-week period with three second-grade groups, incorporating elements such as songs, interactive games, digital activities, role-plays, and a final written test. The design also included inclusive measures for students with special educational needs. The results obtained, evaluated through an objective test and direct observation, show an improvement in academic performance as well as in students’ attitude and engagement, however, they do not guarantee that with other methodologies the academic results would be different. An increase in participation, peer cooperation, and a greater willingness to learn the language was observed. The use of play as an educational tool proved effective not only in enhancing academic outcomes but also in promoting autonomy and group integration. It is concluded that gamification is a highly recommended methodological strategy in diverse school contexts.
This Final Degree Project analyzes the application of gamification as an innovative methodology in the teaching of English as a foreign language in Primary Education. Through a didactic proposal titled “A Day at the Farm”, playful dynamics based on rewards, points, and challenges were used to foster students’ motivation, active participation, and meaningful learning. The intervention was carried out over a three-week period with three second-grade groups, incorporating elements such as songs, interactive games, digital activities, role-plays, and a final written test. The design also included inclusive measures for students with special educational needs. The results obtained, evaluated through an objective test and direct observation, show an improvement in academic performance as well as in students’ attitude and engagement, however, they do not guarantee that with other methodologies the academic results would be different. An increase in participation, peer cooperation, and a greater willingness to learn the language was observed. The use of play as an educational tool proved effective not only in enhancing academic outcomes but also in promoting autonomy and group integration. It is concluded that gamification is a highly recommended methodological strategy in diverse school contexts.
Direction
González Álvarez, Elsa María (Tutorships)
González Álvarez, Elsa María (Tutorships)
Court
González Álvarez, Elsa María (Student’s tutor)
González Álvarez, Elsa María (Student’s tutor)
Analysis of the Syllabi of Subjects related to the Field of Environmental Education in the Bachelor's Degrees in Social Education at Spanish public universities
Authorship
E.L.A.
Social Education Degree
E.L.A.
Social Education Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This Bachelor's Thesis analyses the syllabi of subjects related to the Environmental Education in Social Education Bachelor's degrees at Spanish public universities. Beyond a mere curriculum analysis, the aim is to achieve a general view of the current situation of these subjects, identifying the strengths and weaknesses about the training of future social education professionals in the social and environmental field. The research uses a mixed method, examining the basic characteristics of each subject. It also looks at essential aspects like thematic content, scientific literature, intended competencies, and the methodological approaches used. The results show a clear need to deepen the integration of Environmental Education and other related subjects as compulsory subjects in degrees in Social Education, in order to provide future professionals with comprehensive training in accordance with the educational challenges derived from the environmental crisis and the need to build a socio-ecological transition that allows for the readjustment, with criteria of social and environmental justice, the future of human societies to the biophysical limits of our planet.
This Bachelor's Thesis analyses the syllabi of subjects related to the Environmental Education in Social Education Bachelor's degrees at Spanish public universities. Beyond a mere curriculum analysis, the aim is to achieve a general view of the current situation of these subjects, identifying the strengths and weaknesses about the training of future social education professionals in the social and environmental field. The research uses a mixed method, examining the basic characteristics of each subject. It also looks at essential aspects like thematic content, scientific literature, intended competencies, and the methodological approaches used. The results show a clear need to deepen the integration of Environmental Education and other related subjects as compulsory subjects in degrees in Social Education, in order to provide future professionals with comprehensive training in accordance with the educational challenges derived from the environmental crisis and the need to build a socio-ecological transition that allows for the readjustment, with criteria of social and environmental justice, the future of human societies to the biophysical limits of our planet.
Direction
MEIRA CARTEA, PABLO ANGEL (Tutorships)
MEIRA CARTEA, PABLO ANGEL (Tutorships)
Court
MEIRA CARTEA, PABLO ANGEL (Student’s tutor)
MEIRA CARTEA, PABLO ANGEL (Student’s tutor)
The importance of participation with children with Autism Spectrum Disorder in sports camps in the natural environment.
Authorship
M.L.G.
Social Education Degree
M.L.G.
Social Education Degree
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This Final Degree Project presents a socio-educational initiative on the importance of the participation of children with Autism Spectrum Disorder (ASD) in sports camps in natural environments. This proposal will be carried out during the first two weeks of July and August, with the active involvement of families. After a literature review and the design of an intervention aimed at socio-educational inclusion, the benefits of this type of activities for children with ASD on a social, emotional and personal level are reflected upon. Likewise, the key role of families is highlighted through their participation, since they are considered to be referents of support for their children. The project proposes an inclusive intervention proposal to be developed in ordinary camps with the aim of turning them into an integrating space, where equality, socialization, autonomy, enjoyment of leisure in nature, and the strengthening of family ties are promoted, all this from a non-formal and community education perspective.
This Final Degree Project presents a socio-educational initiative on the importance of the participation of children with Autism Spectrum Disorder (ASD) in sports camps in natural environments. This proposal will be carried out during the first two weeks of July and August, with the active involvement of families. After a literature review and the design of an intervention aimed at socio-educational inclusion, the benefits of this type of activities for children with ASD on a social, emotional and personal level are reflected upon. Likewise, the key role of families is highlighted through their participation, since they are considered to be referents of support for their children. The project proposes an inclusive intervention proposal to be developed in ordinary camps with the aim of turning them into an integrating space, where equality, socialization, autonomy, enjoyment of leisure in nature, and the strengthening of family ties are promoted, all this from a non-formal and community education perspective.
Direction
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
Court
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
Analisis Of Video Games in secundary education from a pedagogical perspective
Authorship
M.L.A.
Pedagogy Degree
M.L.A.
Pedagogy Degree
Defense date
02.04.2025 13:00
02.04.2025 13:00
Summary
This Work of Final of Degree whose modality is the one of an investigation of field, has been made from a pedagogical perspective centring in the analysis of video games through a specific guide to evaluate them like educational resources. They have examined 5 Serious Games selected by his pedagogical importance and his capacity to promote the learning in different areas and whose/ace addressees/ace are the students of Secondary Education. This study included the analysis of technical and pedagogical appearances of each game. They identified so much positive appearances like challenges in the implementation of these in the process educational video games and in the classroom, standing out his potential to improve the motivation, the commitment and the compression of the students, among other appearances. It emphasizes about the importance of a suitable training for the/educating ace/ace in the effective use of the video games in class. This TFG provides an integral vision of how the video games can be taken advantage of like pedagogical tools to enrich the process of Education-Learning in the current educational context.
This Work of Final of Degree whose modality is the one of an investigation of field, has been made from a pedagogical perspective centring in the analysis of video games through a specific guide to evaluate them like educational resources. They have examined 5 Serious Games selected by his pedagogical importance and his capacity to promote the learning in different areas and whose/ace addressees/ace are the students of Secondary Education. This study included the analysis of technical and pedagogical appearances of each game. They identified so much positive appearances like challenges in the implementation of these in the process educational video games and in the classroom, standing out his potential to improve the motivation, the commitment and the compression of the students, among other appearances. It emphasizes about the importance of a suitable training for the/educating ace/ace in the effective use of the video games in class. This TFG provides an integral vision of how the video games can be taken advantage of like pedagogical tools to enrich the process of Education-Learning in the current educational context.
Direction
RODRIGUEZ RODRIGUEZ, JESUS (Tutorships)
RODRIGUEZ RODRIGUEZ, JESUS (Tutorships)
Court
RODRIGUEZ RODRIGUEZ, JESUS (Student’s tutor)
RODRIGUEZ RODRIGUEZ, JESUS (Student’s tutor)
Co-responsibility and co-parenting: a revision from the optics of Social Education
Authorship
A.L.C.
Social Education Degree
A.L.C.
Social Education Degree
Defense date
07.03.2025 11:30
07.03.2025 11:30
Summary
In recent years, society has undergone changes in family structures with the incorporation of women into the labor market, promoting a new distribution of household responsibilities. In this regard, co-responsibility and co-parenting promote involvement and equitable distribution of these tasks, incentivizing -or not- gender equality in today´s society. Based, on this reality, the objective of this work is to analyze the variables that shape the evolution of co-responsibility and co-parenting in the family over the last two decades in Spain. Thus, this documentary research was developed through an eminently descriptive, quantitative analysis focused on secondary sources, collecting figures from the investigated reality. The results demonstrate that, despite sociocultural, educational, labor and a legislative advance, inequality continues to be the dominant trend in the distribution of care and family responsibilities, since the workload both inside and outside the home and wages negatively impact women´s lives. Consequently, it is necessary to educate society in feminist pedagogy to promote a more egalitarian society through awareness, sensitization, mentoring and, ultimately, pedagogical interventions that involve Social Education in the various areas of socio-educational action.
In recent years, society has undergone changes in family structures with the incorporation of women into the labor market, promoting a new distribution of household responsibilities. In this regard, co-responsibility and co-parenting promote involvement and equitable distribution of these tasks, incentivizing -or not- gender equality in today´s society. Based, on this reality, the objective of this work is to analyze the variables that shape the evolution of co-responsibility and co-parenting in the family over the last two decades in Spain. Thus, this documentary research was developed through an eminently descriptive, quantitative analysis focused on secondary sources, collecting figures from the investigated reality. The results demonstrate that, despite sociocultural, educational, labor and a legislative advance, inequality continues to be the dominant trend in the distribution of care and family responsibilities, since the workload both inside and outside the home and wages negatively impact women´s lives. Consequently, it is necessary to educate society in feminist pedagogy to promote a more egalitarian society through awareness, sensitization, mentoring and, ultimately, pedagogical interventions that involve Social Education in the various areas of socio-educational action.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Gamification and gender perspective in the mathematics classroom: an intervention proposal
Authorship
M.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 16:30
07.01.2025 16:30
Summary
This Final Degree Project focuses on the creation and analysis of a didactic intervention based on gamification and the integration of the gender perspective in the classroom. It focuses mainly on the area of Mathematics and is aimed at students in the fourth year of Primary Education. This proposal was carried out at CEIP Plurilingüe de Vite I during Practicum II. Its main objective is to analyse whether active methodologies, specifically gamification, influence motivation, understanding and equity in the teaching-learning process. Due to privacy issues, actual data about the results obtained are not shown but, through classroom observation and the theoretical framework, relevant conclusions will be drawn.
This Final Degree Project focuses on the creation and analysis of a didactic intervention based on gamification and the integration of the gender perspective in the classroom. It focuses mainly on the area of Mathematics and is aimed at students in the fourth year of Primary Education. This proposal was carried out at CEIP Plurilingüe de Vite I during Practicum II. Its main objective is to analyse whether active methodologies, specifically gamification, influence motivation, understanding and equity in the teaching-learning process. Due to privacy issues, actual data about the results obtained are not shown but, through classroom observation and the theoretical framework, relevant conclusions will be drawn.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
Gender stereotypes in the digital age: influence and reproduction on social media
Authorship
L.M.B.
Social Education Degree
L.M.B.
Social Education Degree
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
The digital age, especially the spectrum of social networks, became a new stage of socialization that reproduces historically accepted cultural models. This paper focuses on analyzing the perpetuation of gender stereotypes through the most influential content creators (influencers) at the national level, using a feminist pedagogical approach. To address this objective, the profiles of the 10 Spanish influencers with the largest audiences are examined, evaluating both their publications and the most impactful posts within the last year. The results indicate that traditional roles and traits continue to be reproduced through digital role models, as well as binary expectations regarding the ideal of masculinity and femininity. Likewise, it is found that the most influential personalities in the national sphere reinforce stereotypical ideals about physical appearance, interests, occupations, and behaviors associated with each gender. A trend reinforced by audiences' statements, which also rely on this stereotypical framework. Ultimately, the development of socio-educational initiatives rooted in feminist pedagogy is vitally important to foster more inclusive and egalitarian representations in the digital environment, incorporating the role of Social Education in this effort.
The digital age, especially the spectrum of social networks, became a new stage of socialization that reproduces historically accepted cultural models. This paper focuses on analyzing the perpetuation of gender stereotypes through the most influential content creators (influencers) at the national level, using a feminist pedagogical approach. To address this objective, the profiles of the 10 Spanish influencers with the largest audiences are examined, evaluating both their publications and the most impactful posts within the last year. The results indicate that traditional roles and traits continue to be reproduced through digital role models, as well as binary expectations regarding the ideal of masculinity and femininity. Likewise, it is found that the most influential personalities in the national sphere reinforce stereotypical ideals about physical appearance, interests, occupations, and behaviors associated with each gender. A trend reinforced by audiences' statements, which also rely on this stereotypical framework. Ultimately, the development of socio-educational initiatives rooted in feminist pedagogy is vitally important to foster more inclusive and egalitarian representations in the digital environment, incorporating the role of Social Education in this effort.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Exploring chinese writing methods
Authorship
J.M.
Pedagogy Degree
J.M.
Pedagogy Degree
Defense date
07.01.2025 09:00
07.01.2025 09:00
Summary
In recent years, the advance of globalization has caused greater interest in learning the Chinese language. In Spain, the percentage of people interested in learning this language has increased substantially, forming specific groups in favor of its teaching and learning. However, due to the marked differences between Eastern and Western cultures, as well as the representation of writing through pictographic characters, learning it represents a significant challenge for people who are new to this language. This final degree project aims to design, develop and evaluate an intervention project aimed at students at the Manuel Peleteiro School in Santiago de Compostela in order to improve the writing level of the participants.
In recent years, the advance of globalization has caused greater interest in learning the Chinese language. In Spain, the percentage of people interested in learning this language has increased substantially, forming specific groups in favor of its teaching and learning. However, due to the marked differences between Eastern and Western cultures, as well as the representation of writing through pictographic characters, learning it represents a significant challenge for people who are new to this language. This final degree project aims to design, develop and evaluate an intervention project aimed at students at the Manuel Peleteiro School in Santiago de Compostela in order to improve the writing level of the participants.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Musical intervention as a tool for the reintegration of persons deprived of liberty
Authorship
I.M.B.
Social Education Degree
I.M.B.
Social Education Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This Final Degree Project arises from the author's personal interest and the practical experience gained in a Galician prison, where she was able to observe the reality of the penitentiary system and the role of social education in the treatment of incarcerated individuals. The main objective of this work is to contribute, through a reflective and critical discourse, to the recognition of music education as a strategy for the social reintegration of people deprived of liberty. To this end, a methodology based on documentary research was chosen, allowing for the collection and analysis of information structured into four sections: the Spanish prison system, the role of social education in penitentiary centers, musical intervention in prisons, and music education as a tool for social inclusion and reintegration. Following this exploration within the field of study, it is highlighted that, despite the recognition of the right to education and culture, the presence of music in prisons remains limited and poorly structured. Nevertheless, musical intervention demonstrates multiple benefits for individuals, both on a personal and collective level. Likewise, this work advocates for its value as a tool for social reintegration and emphasizes the importance of the role of the social educator in the penitentiary context.
This Final Degree Project arises from the author's personal interest and the practical experience gained in a Galician prison, where she was able to observe the reality of the penitentiary system and the role of social education in the treatment of incarcerated individuals. The main objective of this work is to contribute, through a reflective and critical discourse, to the recognition of music education as a strategy for the social reintegration of people deprived of liberty. To this end, a methodology based on documentary research was chosen, allowing for the collection and analysis of information structured into four sections: the Spanish prison system, the role of social education in penitentiary centers, musical intervention in prisons, and music education as a tool for social inclusion and reintegration. Following this exploration within the field of study, it is highlighted that, despite the recognition of the right to education and culture, the presence of music in prisons remains limited and poorly structured. Nevertheless, musical intervention demonstrates multiple benefits for individuals, both on a personal and collective level. Likewise, this work advocates for its value as a tool for social reintegration and emphasizes the importance of the role of the social educator in the penitentiary context.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
MAROÑAS BERMUDEZ, ANDREA (Co-tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
MAROÑAS BERMUDEZ, ANDREA (Co-tutorships)
Court
LONGUEIRA MATOS, SILVANA (Student’s tutor)
MAROÑAS BERMUDEZ, ANDREA (Student’s tutor)
LONGUEIRA MATOS, SILVANA (Student’s tutor)
MAROÑAS BERMUDEZ, ANDREA (Student’s tutor)
SOS Children's Villages. The case of Galicia
Authorship
C.M.M.
Social Education Degree
C.M.M.
Social Education Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
The chosen methodology for this Final Degree Project is documentary review and case analysis. The main objective of this study is to analyze the intervention model of SOS Children’s Villages in Galicia from a pedagogical perspective, assessing its role in the care of children and adolescents in situations of vulnerability. Child protection and the safeguarding of rights are achievements that must be upheld in any context, especially in those where structural, family and social difficulties demand sustained and coordinated educational responses. In this regard, SOS Children’s Villages offers an approach that goes beyond basic needs coverage and welfare assistance, focusing its intervention on the creation of affective environments, individualized support and the promotion of holistic development through preventive and protective actions. Throughout this work, a theoretical, historical and legal contextualization of the organization’s model is provided, its main programs are described, and its pedagogical foundations are analyzed, based on principles such as education in everyday life, the pedagogy of care and a rights-based approach. Finally, conclusions and improvement proposals are presented as a reflection on the research conducted.
The chosen methodology for this Final Degree Project is documentary review and case analysis. The main objective of this study is to analyze the intervention model of SOS Children’s Villages in Galicia from a pedagogical perspective, assessing its role in the care of children and adolescents in situations of vulnerability. Child protection and the safeguarding of rights are achievements that must be upheld in any context, especially in those where structural, family and social difficulties demand sustained and coordinated educational responses. In this regard, SOS Children’s Villages offers an approach that goes beyond basic needs coverage and welfare assistance, focusing its intervention on the creation of affective environments, individualized support and the promotion of holistic development through preventive and protective actions. Throughout this work, a theoretical, historical and legal contextualization of the organization’s model is provided, its main programs are described, and its pedagogical foundations are analyzed, based on principles such as education in everyday life, the pedagogy of care and a rights-based approach. Finally, conclusions and improvement proposals are presented as a reflection on the research conducted.
Direction
DIZ LOPEZ, MARIA JULIA (Tutorships)
DIZ LOPEZ, MARIA JULIA (Tutorships)
Court
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
Child abuse and the training of educators: a needs analysis.
Authorship
A.M.A.
Pedagogy Degree
A.M.A.
Pedagogy Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This Final Degree Project aims to analyze the level of training received by students of the Degree in Pedagogy at the University of Santiago de Compostela in relation to child maltreatment. Based on the relevance of the educational system in the prevention, detection, and intervention of this phenomenon, a descriptive study was designed through the application of a mixed questionnaire to a sample of 86 first- and fourth-year students. The main objective was to assess whether the students have sufficient tools to identify situations of child maltreatment and to act accordingly in their future professional practice. Additionally, the study addresses issues such as students’ prior knowledge, their perception of the training received, and the topics they consider necessary for their preparation in this field. The results show a general awareness of the problem, but also a lack of information about it, highlighting the need for a greater presence of content related to child protection in the curriculum. The work concludes with a critical reflection and proposals for improvement aimed at strengthening pedagogical training in this area.
This Final Degree Project aims to analyze the level of training received by students of the Degree in Pedagogy at the University of Santiago de Compostela in relation to child maltreatment. Based on the relevance of the educational system in the prevention, detection, and intervention of this phenomenon, a descriptive study was designed through the application of a mixed questionnaire to a sample of 86 first- and fourth-year students. The main objective was to assess whether the students have sufficient tools to identify situations of child maltreatment and to act accordingly in their future professional practice. Additionally, the study addresses issues such as students’ prior knowledge, their perception of the training received, and the topics they consider necessary for their preparation in this field. The results show a general awareness of the problem, but also a lack of information about it, highlighting the need for a greater presence of content related to child protection in the curriculum. The work concludes with a critical reflection and proposals for improvement aimed at strengthening pedagogical training in this area.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
Court
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
The children’s picture book in Galician as a tool for inclusion and linguistic promotion in Early Childhood Education
Authorship
A.M.B.
Bachelor's Degree in Early Childhood Education
A.M.B.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 17:00
07.02.2025 17:00
Summary
In the context of increasing globalization and the loss of intergenerational transmission of Galician, this Final Degree Project (TFG) explores the use of children’s picture books as an educational tool to promote cultural diversity and encourage the use of Galician from the earliest stages of education. The research combines a theoretical review with a proposed intervention in a multicultural early childhood classroom. The analysis of the activities carried out evaluates the effectiveness of picture books as a pedagogical resource for teaching values such as empathy, respect and linguistic identity in a playful and meaningful way.
In the context of increasing globalization and the loss of intergenerational transmission of Galician, this Final Degree Project (TFG) explores the use of children’s picture books as an educational tool to promote cultural diversity and encourage the use of Galician from the earliest stages of education. The research combines a theoretical review with a proposed intervention in a multicultural early childhood classroom. The analysis of the activities carried out evaluates the effectiveness of picture books as a pedagogical resource for teaching values such as empathy, respect and linguistic identity in a playful and meaningful way.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
Silenced stories. The censorship of children's and young adult literature in primary education classrooms
Authorship
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:00
07.04.2025 12:00
Summary
In the 21st century, it may seem that censorship in children's and young adult literature is a thing of the past, associated only with conservative governments. However, this perception does not reflect reality. Today, as a result of an excessive desire to protect childhood, we are confronted with a new type of censorship: the censorship of what is considered “politically correct.” Quietly and increasingly, this form of censorship restricts, among others, teachers, who find themselves limited when selecting appropriate literary works for their students. Based on this premise, a systematic review of the scientific literature on the topic was conducted across various databases. The aim was, on the one hand, to analyze the implications of contemporary censorship in children's and young adult literature from an educational perspective, and on the other, to offer guidance that supports teachers in responding to censorship practices.
In the 21st century, it may seem that censorship in children's and young adult literature is a thing of the past, associated only with conservative governments. However, this perception does not reflect reality. Today, as a result of an excessive desire to protect childhood, we are confronted with a new type of censorship: the censorship of what is considered “politically correct.” Quietly and increasingly, this form of censorship restricts, among others, teachers, who find themselves limited when selecting appropriate literary works for their students. Based on this premise, a systematic review of the scientific literature on the topic was conducted across various databases. The aim was, on the one hand, to analyze the implications of contemporary censorship in children's and young adult literature from an educational perspective, and on the other, to offer guidance that supports teachers in responding to censorship practices.
Direction
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
Digital childhoods in school. The impact of screen exposure on the development of early childhood education students
Authorship
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
L.M.B.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 13:00
07.03.2025 13:00
Summary
The omnipresence of screens has become a central element in contemporary society. Thus, the children currently beginning their schooling have grown up in a fully digitalized sociocultural environment. These boys and girls, known as “digital natives,” are exposed to constant interaction with electronic devices. This paper presents a systematic review of the scientific literature published up to April 2025 in the ERIC, PsycINFO, Web of Science, and Dialnet databases. The main objective was to analyze the consequences of screen exposure on child development, as well as to offer recommendations for educators to promote responsible use of technology during the early educational stage. The studies indicate that the impact of digital devices on child development is closely conditioned by specific usage practices and the context in which they occur. Inappropriate use can negatively affect development, while conscious and mediated use can be beneficial. Therefore, the need to incorporate Information and Communication Technologies into the educational field from a critical and humanizing perspective is highlighted, with the aim of promoting the holistic development of children. This integration must be accompanied by adequate teacher training, as well as the active involvement of families, in order to ensure a healthy use of technology.
The omnipresence of screens has become a central element in contemporary society. Thus, the children currently beginning their schooling have grown up in a fully digitalized sociocultural environment. These boys and girls, known as “digital natives,” are exposed to constant interaction with electronic devices. This paper presents a systematic review of the scientific literature published up to April 2025 in the ERIC, PsycINFO, Web of Science, and Dialnet databases. The main objective was to analyze the consequences of screen exposure on child development, as well as to offer recommendations for educators to promote responsible use of technology during the early educational stage. The studies indicate that the impact of digital devices on child development is closely conditioned by specific usage practices and the context in which they occur. Inappropriate use can negatively affect development, while conscious and mediated use can be beneficial. Therefore, the need to incorporate Information and Communication Technologies into the educational field from a critical and humanizing perspective is highlighted, with the aim of promoting the holistic development of children. This integration must be accompanied by adequate teacher training, as well as the active involvement of families, in order to ensure a healthy use of technology.
Direction
Guisande Couñago, María Adelina (Tutorships)
Guisande Couñago, María Adelina (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Integration of series and films in the teaching of English in Primary Education.
Authorship
I.M.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
I.M.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 19:00
07.01.2025 19:00
Summary
This Final Degree Project analyzes the pedagogical use of series and movies as didactic resources in the teaching of English in Primary Education. Based on a theoretical review, the linguistic, motivational and cultural benefits of using audiovisual content in the classroom are explored. Exposure to authentic materials allows students to develop oral comprehension, expand their vocabulary and become familiar with different accents and language registers, which favors a more realistic communicative competence. In addition, the paper examines how these resources can increase student’s motivation and participation by connecting with their interests and fostering meaningful learning. The project includes methodological proposals based on the communicative approach and task-based learning, as well as criteria for selecting and implementing age-appropriate audiovisual materials in the classroom. As a practical application, an intervention proposal is presented for 5th grade of Primary Education, which integrates series and movies into activities focused on oral comprehension and production, in line with the theoretical framework. When used in a contextualized manner, these tools enrich English language learning and promote its functional use in school settings.
This Final Degree Project analyzes the pedagogical use of series and movies as didactic resources in the teaching of English in Primary Education. Based on a theoretical review, the linguistic, motivational and cultural benefits of using audiovisual content in the classroom are explored. Exposure to authentic materials allows students to develop oral comprehension, expand their vocabulary and become familiar with different accents and language registers, which favors a more realistic communicative competence. In addition, the paper examines how these resources can increase student’s motivation and participation by connecting with their interests and fostering meaningful learning. The project includes methodological proposals based on the communicative approach and task-based learning, as well as criteria for selecting and implementing age-appropriate audiovisual materials in the classroom. As a practical application, an intervention proposal is presented for 5th grade of Primary Education, which integrates series and movies into activities focused on oral comprehension and production, in line with the theoretical framework. When used in a contextualized manner, these tools enrich English language learning and promote its functional use in school settings.
Direction
PEREIRA ROMASANTA, RAQUEL (Tutorships)
PEREIRA ROMASANTA, RAQUEL (Tutorships)
Court
PEREIRA ROMASANTA, RAQUEL (Student’s tutor)
PEREIRA ROMASANTA, RAQUEL (Student’s tutor)
Delving into professional teacher cultures: a study with secondary school teachers.
Authorship
P.M.C.
Pedagogy Degree
P.M.C.
Pedagogy Degree
Defense date
07.02.2025 13:00
07.02.2025 13:00
Summary
This Final Project (TFG) aims to carry out field research focused on delving into the professional cultures of teachers with secondary education teachers. Semi-structured interviews were conducted with six teachers, in order to know their perspective on the relationships between teachers and the work environment in their educational center. In addition, the experiences of professionals are analyzed in order to understand which is the teaching culture that is most present in secondary education and the needs that they detect in order to formulate general proposals for action.
This Final Project (TFG) aims to carry out field research focused on delving into the professional cultures of teachers with secondary education teachers. Semi-structured interviews were conducted with six teachers, in order to know their perspective on the relationships between teachers and the work environment in their educational center. In addition, the experiences of professionals are analyzed in order to understand which is the teaching culture that is most present in secondary education and the needs that they detect in order to formulate general proposals for action.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
VILA COUÑAGO, ESTHER (Student’s tutor)
VILA COUÑAGO, ESTHER (Student’s tutor)
Mindfulness as a tool for self-knowledge and self-care in adults and professionals. A socio-educational proposal from Social Education.
Authorship
S.M.G.
Social Education Degree
S.M.G.
Social Education Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This project was born with the aim of making sewing visible as an innovative socio-educational tool with which to work on our emotions through mindfulness, a technique through which to connect with the present moment, the community and the importance of taking care of ourselves in order to take care of ourselves. Increasingly, due to the current rhythms of life, it is more and more transcendental to incorporate into our daily routine and to have present in the various daily contexts the practice of mindfulness, as a strategy to identify and manage our emotions correctly, so that they do not harm us, but through its meaning it helps us to know ourselves and improve the relationship with ourselves and with the community around us. Therefore, to achieve this meditative state and connection with the present moment we propose sewing as the ideal way, recognized for its various benefits to reduce anxiety and stress levels, healing our soul and our heart. The elaboration and subsequent delivery of solidarity cushions, represents a symbolic act where the creators deliver what was their healing element so that the other person can heal. The love transmitted in each cushion and in each stitch increases our union with the community and makes us value the importance of managing our emotions as a means of expression, liberation and healing.
This project was born with the aim of making sewing visible as an innovative socio-educational tool with which to work on our emotions through mindfulness, a technique through which to connect with the present moment, the community and the importance of taking care of ourselves in order to take care of ourselves. Increasingly, due to the current rhythms of life, it is more and more transcendental to incorporate into our daily routine and to have present in the various daily contexts the practice of mindfulness, as a strategy to identify and manage our emotions correctly, so that they do not harm us, but through its meaning it helps us to know ourselves and improve the relationship with ourselves and with the community around us. Therefore, to achieve this meditative state and connection with the present moment we propose sewing as the ideal way, recognized for its various benefits to reduce anxiety and stress levels, healing our soul and our heart. The elaboration and subsequent delivery of solidarity cushions, represents a symbolic act where the creators deliver what was their healing element so that the other person can heal. The love transmitted in each cushion and in each stitch increases our union with the community and makes us value the importance of managing our emotions as a means of expression, liberation and healing.
Direction
NOVOA PEREZ, MARIA ISABEL (Tutorships)
NOVOA PEREZ, MARIA ISABEL (Tutorships)
Court
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
NOVOA PEREZ, MARIA ISABEL (Student’s tutor)
Connect Emotions: Project for emotional expression in children with Autism Spectrum Disorder
Authorship
V.M.G.
Social Education Degree
V.M.G.
Social Education Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This end-of-degree thesis (TFG) aims to develop an intervention project to promote emotional competences and social skills in people with functional diversity, specifically in children diagnosed with ASD (Autism Spectrum Disorder). The main objective of this TFG is to improve the emotional competences and social skills of minors with ASD, providing tools and creating a safe space for good personal and social development through the creation of resources that mix various sensory and visual elements that serve for the regulation, understanding and emotional expression of these minors. For the realization of this TFG, a bibliographic review is carried out that bases all subsequent creation and design of the intervention project. In this review, the necessary information is collected to analyze the needs and characteristics that this collective may have and adapt our project to them. Finally, the project has an innovative nature due to the incorporation of an alternative language system such as Makaton and the use of recycled materials for the creation of material resources.
This end-of-degree thesis (TFG) aims to develop an intervention project to promote emotional competences and social skills in people with functional diversity, specifically in children diagnosed with ASD (Autism Spectrum Disorder). The main objective of this TFG is to improve the emotional competences and social skills of minors with ASD, providing tools and creating a safe space for good personal and social development through the creation of resources that mix various sensory and visual elements that serve for the regulation, understanding and emotional expression of these minors. For the realization of this TFG, a bibliographic review is carried out that bases all subsequent creation and design of the intervention project. In this review, the necessary information is collected to analyze the needs and characteristics that this collective may have and adapt our project to them. Finally, the project has an innovative nature due to the incorporation of an alternative language system such as Makaton and the use of recycled materials for the creation of material resources.
Direction
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Tutorships)
ZAMORA RODRIGUEZ, ELISA TERESA (Co-tutorships)
Court
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
RODRIGUEZ GIL, ALEXANDRA MIROSLAVA (Student’s tutor)
ZAMORA RODRIGUEZ, ELISA TERESA (Student’s tutor)
A sea of problems: creation of an interactive story for students with dyslexia integrated into a teaching unit
Authorship
A.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 11:40
07.02.2025 11:40
Summary
This Final Degree Project focuses on the need to improve the reading comprehension skills of primary school students with dyslexia, using tools that foster their motivation and active participation in the learning process through the creation of an interactive story that aims to facilitate access to the text and maintain student interest. This project, which adopts the design approach of an educational intervention project through the creation of a teaching unit that includes an interactive story, will also collect a small bibliographic sample to conceptualize the term dyslexia and understand the needs presented by this difficulty. This story is integrated into a teaching unit on marine pollution, providing an opportunity to work on reading comprehension alongside the curriculum content. Therefore, this project highlights the importance of using adapted resources in the classroom, contributing to progress toward a more equitable school.
This Final Degree Project focuses on the need to improve the reading comprehension skills of primary school students with dyslexia, using tools that foster their motivation and active participation in the learning process through the creation of an interactive story that aims to facilitate access to the text and maintain student interest. This project, which adopts the design approach of an educational intervention project through the creation of a teaching unit that includes an interactive story, will also collect a small bibliographic sample to conceptualize the term dyslexia and understand the needs presented by this difficulty. This story is integrated into a teaching unit on marine pollution, providing an opportunity to work on reading comprehension alongside the curriculum content. Therefore, this project highlights the importance of using adapted resources in the classroom, contributing to progress toward a more equitable school.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
Gender subjectivity and hegemonic symbolism in digital spaces: A systematic review
Authorship
R.M.M.
Pedagogy Degree
R.M.M.
Pedagogy Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
In recent times, there has been a technological revolution marked by the emergence of the Internet and Information and Communication Technologies, which have led to a new way of communicating. Therefore, young people have developed spaces for interaction, participation, and information on social media and in the various contexts offered by the World Wide Web. Digital spaces currently constitute, due to their influence on adolescence, a new priority space for socialization for this age group, while also influencing the rest of the population. Simultaneously and partially favoured by digital expansion, feminist movements and gender equality claims have gained relevance, particularly with the notable strengthening of the emerging queer movement. In this regard, it becomes essential to understand the impact of digital spaces on the configuration of women’s gender subjectivity, in their interaction, participation, and coexistence within these environments. This work, therefore, conducts a systematic literature review with a sample of 23 articles to examine the state of the art regarding women’s gender subjectivity and its configuration in relation to digital spaces. The study concludes that digital spaces have a significant influence on the reproduction of patriarchal hegemonic gender structures, in addition to highlighting the notable hostility of these contexts towards women.
In recent times, there has been a technological revolution marked by the emergence of the Internet and Information and Communication Technologies, which have led to a new way of communicating. Therefore, young people have developed spaces for interaction, participation, and information on social media and in the various contexts offered by the World Wide Web. Digital spaces currently constitute, due to their influence on adolescence, a new priority space for socialization for this age group, while also influencing the rest of the population. Simultaneously and partially favoured by digital expansion, feminist movements and gender equality claims have gained relevance, particularly with the notable strengthening of the emerging queer movement. In this regard, it becomes essential to understand the impact of digital spaces on the configuration of women’s gender subjectivity, in their interaction, participation, and coexistence within these environments. This work, therefore, conducts a systematic literature review with a sample of 23 articles to examine the state of the art regarding women’s gender subjectivity and its configuration in relation to digital spaces. The study concludes that digital spaces have a significant influence on the reproduction of patriarchal hegemonic gender structures, in addition to highlighting the notable hostility of these contexts towards women.
Direction
GEWERC BARUJEL, ADRIANA (Tutorships)
GEWERC BARUJEL, ADRIANA (Tutorships)
Court
GEWERC BARUJEL, ADRIANA (Student’s tutor)
GEWERC BARUJEL, ADRIANA (Student’s tutor)
Attention to students with Autism Spectrum Disorder in English Teaching in the fourth year of Primary Education: Teaching Proposals
Authorship
S.M.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.M.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 16:00
07.01.2025 16:00
Summary
This Final Degree Project focuses on the provision of support to students with Autism Spectrum Disorder (ASD) in the subject of Foreign Language (English) in the fourth year of Primary Education. The main objective is to create an inclusive teaching proposal, centered on the needs of these students. Based on a legislative and methodological review, three teaching units are presented for all students, and, independently, standard flexibility measures are shown to adapt these units to a girl with ASD. Although the proposal was not implemented in a classroom, its consistency with current legislation and its potential to promote equitable learning are valued. It aims to serve as a useful tool for teachers to enrich their teaching work.
This Final Degree Project focuses on the provision of support to students with Autism Spectrum Disorder (ASD) in the subject of Foreign Language (English) in the fourth year of Primary Education. The main objective is to create an inclusive teaching proposal, centered on the needs of these students. Based on a legislative and methodological review, three teaching units are presented for all students, and, independently, standard flexibility measures are shown to adapt these units to a girl with ASD. Although the proposal was not implemented in a classroom, its consistency with current legislation and its potential to promote equitable learning are valued. It aims to serve as a useful tool for teachers to enrich their teaching work.
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Student’s tutor)
LOPEZ PENA, ZOSIMO (Student’s tutor)
POE Activities on Magnetism in Early Childhood Education
Authorship
M.M.R.
Bachelor's Degree in Early Childhood Education
M.M.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This study aims to describe and analyze how 19 children aged 4-5 years construct precursor models and explanations about magnetism, thanks to the implementation of a didactic proposal based on the POE strategy (Prediction-Observation-Explanation). Over the course of three sessions, the participants explored content related to this natural phenomenon through activities that encouraged dialogue, idea exchange, and critical reflection. Data collection and analysis were based on direct observation and audiovisual material, which made it possible to transcribe the most interesting fragments of the conversations, as well as to review the observation sheets used. From the beginning, the children demonstrated key ideas about magnetism, allowing them to develop a solid and meaningful understanding of most of the content covered. In addition, they maintained a generally positive and participatory attitude throughout the activities, especially during group discussions. Ultimately, this study highlights the ability of early childhood education students to engage in learning process focused on scientific content, showing skill in making predictions and formulating explanations using the POE strategy, regardless of academic outcomes.
This study aims to describe and analyze how 19 children aged 4-5 years construct precursor models and explanations about magnetism, thanks to the implementation of a didactic proposal based on the POE strategy (Prediction-Observation-Explanation). Over the course of three sessions, the participants explored content related to this natural phenomenon through activities that encouraged dialogue, idea exchange, and critical reflection. Data collection and analysis were based on direct observation and audiovisual material, which made it possible to transcribe the most interesting fragments of the conversations, as well as to review the observation sheets used. From the beginning, the children demonstrated key ideas about magnetism, allowing them to develop a solid and meaningful understanding of most of the content covered. In addition, they maintained a generally positive and participatory attitude throughout the activities, especially during group discussions. Ultimately, this study highlights the ability of early childhood education students to engage in learning process focused on scientific content, showing skill in making predictions and formulating explanations using the POE strategy, regardless of academic outcomes.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
An emotional journey through traditional Galician music
Authorship
A.M.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.M.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
An emotional journey through traditional Galician music is a didactic innovation proposal focused on the use of Galician cultural and musical heritage as an educational tool. This teaching guide focuses on the elaboration of a school songbook based on the emotions of the lyrics of the Galician musical heritage, making it possible to work on musical, cultural and emotional contents in a transversal way in the second cycle of Primary Education. Languages hide emotions, so there is a close and intimate relationship between music and feelings that favour balance and personal wellbeing. Through this work, the aim is to value the Galician cultural heritage while promoting emotional education in a meaningful context for the pupils. The active, experiential and playful methodology of the project promotes participation through song, play, movement, improvisation and emotional reflection. All in all, the proposal seeks to offer music teachers in Primary Education a didactic material that values our culture, where it becomes a tool for development and emotional management.
An emotional journey through traditional Galician music is a didactic innovation proposal focused on the use of Galician cultural and musical heritage as an educational tool. This teaching guide focuses on the elaboration of a school songbook based on the emotions of the lyrics of the Galician musical heritage, making it possible to work on musical, cultural and emotional contents in a transversal way in the second cycle of Primary Education. Languages hide emotions, so there is a close and intimate relationship between music and feelings that favour balance and personal wellbeing. Through this work, the aim is to value the Galician cultural heritage while promoting emotional education in a meaningful context for the pupils. The active, experiential and playful methodology of the project promotes participation through song, play, movement, improvisation and emotional reflection. All in all, the proposal seeks to offer music teachers in Primary Education a didactic material that values our culture, where it becomes a tool for development and emotional management.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
Mindfulness as a bridge between the child’s mind and the present moment: attention, emotions, and conscious learning
Authorship
M.M.R.
Double bachelor degree in Early Childhood Education and Primary Education
M.M.R.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 11:00
07.03.2025 11:00
Summary
In a context of increasing overstimulation and emotional dysregulation during childhood, this bachelor's thesis presents an intervention proposal based on the regular practice of mindfulness in the early childhood education stage. The aim is to analyze its feasibility and impact on sustained attention, students' emotional self-regulation, and the classroom climate. The study, following a pre-test/post-test design, combined both qualitative and quantitative methods, including direct and systematic observations, as well as daily records designed to complete two rating scales. These instruments were used to assess the individual progress of the children and the group dynamics following the introduction of mindfulness in the classroom. The intervention was implemented over several weeks with a small group of four- to five-year-old children, fully integrated into their daily school routine. The results show individual improvements in attention capacity and emotional management, along with a reduction in impulsive behaviors and classroom conflicts, contributing to a calmer and more collaborative environment. It is therefore concluded that mindfulness can serve as an effective pedagogical tool for promoting emotional well-being and conscious learning in early childhood. Despite the limitations of the study, the findings highlight the relevance of integrating these practices into the school curriculum and underscore the importance of teacher training in this area, fostering the holistic development of young children.
In a context of increasing overstimulation and emotional dysregulation during childhood, this bachelor's thesis presents an intervention proposal based on the regular practice of mindfulness in the early childhood education stage. The aim is to analyze its feasibility and impact on sustained attention, students' emotional self-regulation, and the classroom climate. The study, following a pre-test/post-test design, combined both qualitative and quantitative methods, including direct and systematic observations, as well as daily records designed to complete two rating scales. These instruments were used to assess the individual progress of the children and the group dynamics following the introduction of mindfulness in the classroom. The intervention was implemented over several weeks with a small group of four- to five-year-old children, fully integrated into their daily school routine. The results show individual improvements in attention capacity and emotional management, along with a reduction in impulsive behaviors and classroom conflicts, contributing to a calmer and more collaborative environment. It is therefore concluded that mindfulness can serve as an effective pedagogical tool for promoting emotional well-being and conscious learning in early childhood. Despite the limitations of the study, the findings highlight the relevance of integrating these practices into the school curriculum and underscore the importance of teacher training in this area, fostering the holistic development of young children.
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The inclusion of migrant students in Early Childhood Education
Authorship
A.M.A.
Bachelor's Degree in Early Childhood Education
A.M.A.
Bachelor's Degree in Early Childhood Education
Defense date
02.06.2025 13:00
02.06.2025 13:00
Summary
In recent years, the increase in the immigrant population in our country has generated the need to implement adaptation measures across all sectors, highlighting the fundamental role of society and, especially, the role in the educational field. As a corollaly, the school becomes a key space for the coexistence of all kinds of students, with the aim of achieving full and effective integration for this type of student. Therefore, this documentary work seeks to address the issue of cultural diversity in Early Childhood Education, with the objective of investigating the current state of such inclusion within classrooms. Through a review of various documentary sources, I will analyze and reflect upon the different theories and research conducted by various authors. Subsequently, we will explore the current status of cultural diversity and its implications for our society. Finally, I will examine the perspectives and challenges that the educational and familial domains must confront in light of this inclusion.
In recent years, the increase in the immigrant population in our country has generated the need to implement adaptation measures across all sectors, highlighting the fundamental role of society and, especially, the role in the educational field. As a corollaly, the school becomes a key space for the coexistence of all kinds of students, with the aim of achieving full and effective integration for this type of student. Therefore, this documentary work seeks to address the issue of cultural diversity in Early Childhood Education, with the objective of investigating the current state of such inclusion within classrooms. Through a review of various documentary sources, I will analyze and reflect upon the different theories and research conducted by various authors. Subsequently, we will explore the current status of cultural diversity and its implications for our society. Finally, I will examine the perspectives and challenges that the educational and familial domains must confront in light of this inclusion.
Direction
FERNANDEZ TILVE, MARIA DOLORES (Tutorships)
FERNANDEZ TILVE, MARIA DOLORES (Tutorships)
Court
FERNANDEZ TILVE, MARIA DOLORES (Student’s tutor)
FERNANDEZ TILVE, MARIA DOLORES (Student’s tutor)
Listen to care, care to educate
Authorship
P.M.D.
Pedagogy Degree
P.M.D.
Pedagogy Degree
Defense date
07.01.2025 16:00
07.01.2025 16:00
Summary
This work consists of an intervention project aimed at two main influential groups in the education of children: families and teachers. It also involves the collaboration of students to support their mother’s training. The main goal is to improve students’ academic performance by providing teachers with strategies to adapt resources, tasks and teaching practices, and by helping mothers enhance their involvement in their children’s educational progress. The rationale behind this proposal lies in the growing need to address an increasingly common family reality, characterized by economic inequality, difficulties in achieving work-life balance, and low educational involvement-factors that negatively impact children’s academic lives. As a response, a series of theoretical and practical training sessions have been designed along with a “needs form” to be completed by students from Secondary Education Institutes in Galicia. The approach is grounded in action research and case studies, aiming to promote inclusive education that acknowledges and respects family diversity by implementing more equitable dynamics tailored to a wide range of needs.
This work consists of an intervention project aimed at two main influential groups in the education of children: families and teachers. It also involves the collaboration of students to support their mother’s training. The main goal is to improve students’ academic performance by providing teachers with strategies to adapt resources, tasks and teaching practices, and by helping mothers enhance their involvement in their children’s educational progress. The rationale behind this proposal lies in the growing need to address an increasingly common family reality, characterized by economic inequality, difficulties in achieving work-life balance, and low educational involvement-factors that negatively impact children’s academic lives. As a response, a series of theoretical and practical training sessions have been designed along with a “needs form” to be completed by students from Secondary Education Institutes in Galicia. The approach is grounded in action research and case studies, aiming to promote inclusive education that acknowledges and respects family diversity by implementing more equitable dynamics tailored to a wide range of needs.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
Robotics as a manipulative resource for learning mathematics in Primary Education: a systematic review.
Authorship
M.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
In recent years, educational robotics has emerged as an innovative tool for the development of computational thinking in the educational field. The aim of this Bachelor’s Thesis is to analyze, through a systematic review, educational experiences based on the use of screen-free tangible robots, focusing on their application in the area of mathematics with students aged between 5 and 12 years. The methodology followed was based on the principles of the PRISMA Guide, through the selection of 9 studies published between 2020 and 2025 that met a series of established criteria. Based on the analysis of these articles, several tables were created, and the results were organized into different sections. The results showed that this type of robotics significantly supports the development of skills associated with computational thinking. Furthermore, progress was observed in numerous mathematical concepts, executive functions and other cognitive skills. The conclusions highlight the didactic potential of tangible robotics in early educational stages, as well as the need to integrate these tools into the curriculum and to design research that evaluates their impact from a broader perspective.
In recent years, educational robotics has emerged as an innovative tool for the development of computational thinking in the educational field. The aim of this Bachelor’s Thesis is to analyze, through a systematic review, educational experiences based on the use of screen-free tangible robots, focusing on their application in the area of mathematics with students aged between 5 and 12 years. The methodology followed was based on the principles of the PRISMA Guide, through the selection of 9 studies published between 2020 and 2025 that met a series of established criteria. Based on the analysis of these articles, several tables were created, and the results were organized into different sections. The results showed that this type of robotics significantly supports the development of skills associated with computational thinking. Furthermore, progress was observed in numerous mathematical concepts, executive functions and other cognitive skills. The conclusions highlight the didactic potential of tangible robotics in early educational stages, as well as the need to integrate these tools into the curriculum and to design research that evaluates their impact from a broader perspective.
Direction
ALBELLA MARTINEZ, JORGE (Tutorships)
NUÑEZ GARCIA, CRISTINA (Co-tutorships)
ALBELLA MARTINEZ, JORGE (Tutorships)
NUÑEZ GARCIA, CRISTINA (Co-tutorships)
Court
ALBELLA MARTINEZ, JORGE (Student’s tutor)
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
ALBELLA MARTINEZ, JORGE (Student’s tutor)
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
Meaningful Physical Education in Early Childhood Education: strategies for the active participation of all students.
Authorship
S.M.I.
Double bachelor degree in Early Childhood Education and Primary Education
S.M.I.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
The objective of this final degree project was to develop and analyse a didactic proposal applicable to a classroom in the second cycle of Early Childhood Education focused on meaningful physical education. This topic is of great importance given the poor connection that usually exists between the tasks carried out in physical education sessions and their understanding by the students. At this stage, an education where learning is adapted to the characteristics, motivations and needs of children is essential, in order to promote their integral development. The methodology used consisted of a bibliographical review to, from it, develop the didactic proposal based on the existing theory. Finally, it is concluded that meaningful physical education should not be considered as a learning methodology in itself, but as a base on which to base education due to its flexibility, ability to adapt to students, and ease of applying it in the educational environment. Furthermore, the lack of specific studies on this topic is also highlighted, with existing literature in the Spanish language being scarce, but with abundant publications in the English language.
The objective of this final degree project was to develop and analyse a didactic proposal applicable to a classroom in the second cycle of Early Childhood Education focused on meaningful physical education. This topic is of great importance given the poor connection that usually exists between the tasks carried out in physical education sessions and their understanding by the students. At this stage, an education where learning is adapted to the characteristics, motivations and needs of children is essential, in order to promote their integral development. The methodology used consisted of a bibliographical review to, from it, develop the didactic proposal based on the existing theory. Finally, it is concluded that meaningful physical education should not be considered as a learning methodology in itself, but as a base on which to base education due to its flexibility, ability to adapt to students, and ease of applying it in the educational environment. Furthermore, the lack of specific studies on this topic is also highlighted, with existing literature in the Spanish language being scarce, but with abundant publications in the English language.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
Social Education and inclusion of gender perspective in educational centers
Authorship
L.M.M.C.
Social Education Degree
L.M.M.C.
Social Education Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
The present Final Degree Project aims to justify the incorporation of Social Education into educational institutions as a key tool for the inclusion of gender perspective. Based on a methodology grounded in documentary review, it analyzes the role of social educators within the school environment, demonstrating their potential to contribute to improved coexistence, the prevention of school absenteeism, attention to diversity, and the promotion of equality. Likewise, the current legislative framework is reviewed, and examples are provided of Autonomous Communities in which the role of the social educator is already part of the educational system. The importance of incorporating the gender perspective from early ages is also examined, to dismantle the stereotypes, prejudices, and roles traditionally assigned to both men and women, although they tend to affect women more significantly. Finally, Social Education will be proposed as a tool to implement a system of equality in the classroom, acting from a preventive, inclusive and community basis, to argue the need for this professional figure to be fully integrated in schools.
The present Final Degree Project aims to justify the incorporation of Social Education into educational institutions as a key tool for the inclusion of gender perspective. Based on a methodology grounded in documentary review, it analyzes the role of social educators within the school environment, demonstrating their potential to contribute to improved coexistence, the prevention of school absenteeism, attention to diversity, and the promotion of equality. Likewise, the current legislative framework is reviewed, and examples are provided of Autonomous Communities in which the role of the social educator is already part of the educational system. The importance of incorporating the gender perspective from early ages is also examined, to dismantle the stereotypes, prejudices, and roles traditionally assigned to both men and women, although they tend to affect women more significantly. Finally, Social Education will be proposed as a tool to implement a system of equality in the classroom, acting from a preventive, inclusive and community basis, to argue the need for this professional figure to be fully integrated in schools.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Student’s tutor)
GARCIA ANTELO, BEATRIZ (Student’s tutor)
Didactic proposal in the Area of Natural Sciences according to the principles of Universal Design of Learning (UDL): inclusion of a student with ASD
Authorship
S.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 19:45
07.04.2025 19:45
Summary
This Final Degree Project (FDP) includes a didactic proposal based on an inclusive pedagogical approach, the Universal Design of Learning (UDL), with the aim of promoting in the inclusion of a student with Autism Spectrum Disorder (ASD). In the first instance, a bibliographic review is carried out to know in detail the theoretical, conceptual, scientific and empirical dispositions that serve as a basis for offering the creation of a well-founded and rigorous proposal. The different methodologies, approaches and strategies of educational intervention are also analyzed, focusing on the UDL. The educational proposal is developed below and it is adapted to the characteristics and needs of an ordinary classroom of 5º of Primary Education, framed in the Area of Natural Sciences. The objectives, competencies and contents are established according to the current curriculum, as well as the different activities and learning situations with their corresponding evaluation. This purpose is to offer a didactic resource based on the principles of inclusion, equity, response to educational needs and valorisation of differences.
This Final Degree Project (FDP) includes a didactic proposal based on an inclusive pedagogical approach, the Universal Design of Learning (UDL), with the aim of promoting in the inclusion of a student with Autism Spectrum Disorder (ASD). In the first instance, a bibliographic review is carried out to know in detail the theoretical, conceptual, scientific and empirical dispositions that serve as a basis for offering the creation of a well-founded and rigorous proposal. The different methodologies, approaches and strategies of educational intervention are also analyzed, focusing on the UDL. The educational proposal is developed below and it is adapted to the characteristics and needs of an ordinary classroom of 5º of Primary Education, framed in the Area of Natural Sciences. The objectives, competencies and contents are established according to the current curriculum, as well as the different activities and learning situations with their corresponding evaluation. This purpose is to offer a didactic resource based on the principles of inclusion, equity, response to educational needs and valorisation of differences.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Santos González, María del Carmen (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
Jiménez Esquinas, Guadalupe (Member)
Roots and wings: a pycho-social-educational intervenction proposal for a student with special educational needs
Authorship
R.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
R.M.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 12:00
07.03.2025 12:00
Summary
This Final Degree Project deals with the design of a psycho-socio-educational intervention aimed at a student in the third year of Primary Education. Her background includes situations of socioeconomic vulnerability and domestic violence, which have repercussions on her integral development, and which involve identification with the group of students with specific educational support needs (due to family conditions). The proposal is integrated in the project “Roots that grow: knowing what connects us”, with the aim of promoting the evolution and educational inclusion of the student through contextualized, cooperative and meaningful procedures. The intervention addresses three main areas: personal, social and academic, using strategies such as challenges, the creation of a safe space and the use of routines to promote autonomy. The evaluation system is configured from different strategies and resources, which allow recording progress in each of the areas, making a continuous monitoring and facilitating a possible reformulation of the intervention, if necessary. In conclusion, the proposal aims to offer a comprehensive support that contributes to the promotion of their integral growth, enhancing their self-concept, security and inclusion in the group-class.
This Final Degree Project deals with the design of a psycho-socio-educational intervention aimed at a student in the third year of Primary Education. Her background includes situations of socioeconomic vulnerability and domestic violence, which have repercussions on her integral development, and which involve identification with the group of students with specific educational support needs (due to family conditions). The proposal is integrated in the project “Roots that grow: knowing what connects us”, with the aim of promoting the evolution and educational inclusion of the student through contextualized, cooperative and meaningful procedures. The intervention addresses three main areas: personal, social and academic, using strategies such as challenges, the creation of a safe space and the use of routines to promote autonomy. The evaluation system is configured from different strategies and resources, which allow recording progress in each of the areas, making a continuous monitoring and facilitating a possible reformulation of the intervention, if necessary. In conclusion, the proposal aims to offer a comprehensive support that contributes to the promotion of their integral growth, enhancing their self-concept, security and inclusion in the group-class.
Direction
ESTEVEZ BLANCO, IRIS (Tutorships)
ESTEVEZ BLANCO, IRIS (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
Teaching and learning of rural areas in Galicia: A teaching proposal for the third cycle of Primary Education.
Authorship
A.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.M.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 12:30
07.02.2025 12:30
Summary
This Final Degree Project includes a theoretical review of the evolution of the Galician rural environment, marked by depopulation, the restructuring of the agricultural sector and the appearance of new opportunities linked to technology, entrepreneurship and quality of life. Given the territorial and cultural relevance of rural areas in Galicia, the importance of working on it in primary education is defended in order to promote a more current, critical and informed understanding of these spaces. The proposed didactic unit seeks to promote reflection on the rural through the analysis of real data, the use of visual and digital resources, and the study of current cases. Using active methodologies and cooperative dynamics, students investigate different contexts, identify challenges and opportunities, and elaborate proposals on the future of galician rural, developing a vision more connected to the reality of the territory they inhabit.
This Final Degree Project includes a theoretical review of the evolution of the Galician rural environment, marked by depopulation, the restructuring of the agricultural sector and the appearance of new opportunities linked to technology, entrepreneurship and quality of life. Given the territorial and cultural relevance of rural areas in Galicia, the importance of working on it in primary education is defended in order to promote a more current, critical and informed understanding of these spaces. The proposed didactic unit seeks to promote reflection on the rural through the analysis of real data, the use of visual and digital resources, and the study of current cases. Using active methodologies and cooperative dynamics, students investigate different contexts, identify challenges and opportunities, and elaborate proposals on the future of galician rural, developing a vision more connected to the reality of the territory they inhabit.
Direction
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
ARMAS QUINTA, FRANCISCO JOSE (Student’s tutor)
Emotional impact on children exposed to gender violence: a literature review.
Authorship
L.M.S.
Bachelor's Degree in Early Childhood Education
L.M.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
The present Final Degree Project aims to analyze the main emotional consequences in children exposed to situations of gender violence, through a systematic review of scientific studies published between 2015 and 2025. For this purpose, the PRISMA 2020 methodology has been followed, guaranteeing rigor and transparency in the literature search, selection and analysis process. To carry out this review, the Web of Sciencie, Scopus and Dialnet databases were consulted, applying inclusion and exclusion criteria focused on studies related to childhood, education and emotional consequences. The final sample consisted of 17 articles. The results indicate that exposure to gender violence produces significant negative effects on the emotional development of children, including anxiety, depression, low self-esteem and post-traumatic stress disorder (PTSD).
The present Final Degree Project aims to analyze the main emotional consequences in children exposed to situations of gender violence, through a systematic review of scientific studies published between 2015 and 2025. For this purpose, the PRISMA 2020 methodology has been followed, guaranteeing rigor and transparency in the literature search, selection and analysis process. To carry out this review, the Web of Sciencie, Scopus and Dialnet databases were consulted, applying inclusion and exclusion criteria focused on studies related to childhood, education and emotional consequences. The final sample consisted of 17 articles. The results indicate that exposure to gender violence produces significant negative effects on the emotional development of children, including anxiety, depression, low self-esteem and post-traumatic stress disorder (PTSD).
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
VILLAR VARELA, MILENA (Student’s tutor)
VILLAR VARELA, MILENA (Student’s tutor)
Narrate without words. ArtEducative possibilities of wordless picture book at Early Childhood Education
Authorship
A.M.L.
Bachelor's Degree in Early Childhood Education
A.M.L.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 12:15
07.03.2025 12:15
Summary
Childhood literature, and specifically illustrated picture books, have a significant presence in Early Childhood Education classrooms. However, the way these resources are used often relies on a reading approach that neither leverages their educational potential not even their artistic value. Aware of this situation, this Final Degree Project, which adopts a mixed methodology (combining documentary research and the design of an educational intervention), presents a conceptual framework concerning the characteristics of illustrated books, with particular focus on a lesser-known typology in classrooms: wordless picture books. It offers reflections on their potential and provides guidelines for their educational selection. Additionally, it includes strategies for teaching art through this resource and proposes an artistic approach as a possible method to introduce these books into early childhood education settings. With this theoretical-practical perspective, the aim is to establish a series of principles that future educators can use when selecting and introducing wordless picture books into the classroom, opening up a range of possibilities for teaching art in Early Childhood Education.
Childhood literature, and specifically illustrated picture books, have a significant presence in Early Childhood Education classrooms. However, the way these resources are used often relies on a reading approach that neither leverages their educational potential not even their artistic value. Aware of this situation, this Final Degree Project, which adopts a mixed methodology (combining documentary research and the design of an educational intervention), presents a conceptual framework concerning the characteristics of illustrated books, with particular focus on a lesser-known typology in classrooms: wordless picture books. It offers reflections on their potential and provides guidelines for their educational selection. Additionally, it includes strategies for teaching art through this resource and proposes an artistic approach as a possible method to introduce these books into early childhood education settings. With this theoretical-practical perspective, the aim is to establish a series of principles that future educators can use when selecting and introducing wordless picture books into the classroom, opening up a range of possibilities for teaching art in Early Childhood Education.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Children's free play as a mirror of society: the influence of gender stereotypes on the play of girls and boys in early childhood education
Authorship
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
The aim of this thesis is to analyse the influence of gender stereotypes on free play at the Early Childhood Education stage. Through an exhaustive and systematic review of the scientific literature published between 2005 and 2025, consulting databases such as Web of Science, Dialnet, ERIC or PsycInfo, the main factors that condition the playful expression of childrearing according to gender are identified. The study explores how early socialisation, the materials available, the organisation of space and time, as well as interactions with teachers and peers, can reinforce traditional models of masculinity and femininity. The results show that play, despite being spontaneous and creative, can become a space for the reproduction of gender roles if it is not planned from a co-educational perspective. Thus, they highlight the need for conscious and critical intervention on the part of teachers to promote expressive freedom, equal opportunities and the questioning of imposed gender norms. This work aims to contribute to the construction of a more equitable school, where free play is a real tool for inclusion and integral development.
The aim of this thesis is to analyse the influence of gender stereotypes on free play at the Early Childhood Education stage. Through an exhaustive and systematic review of the scientific literature published between 2005 and 2025, consulting databases such as Web of Science, Dialnet, ERIC or PsycInfo, the main factors that condition the playful expression of childrearing according to gender are identified. The study explores how early socialisation, the materials available, the organisation of space and time, as well as interactions with teachers and peers, can reinforce traditional models of masculinity and femininity. The results show that play, despite being spontaneous and creative, can become a space for the reproduction of gender roles if it is not planned from a co-educational perspective. Thus, they highlight the need for conscious and critical intervention on the part of teachers to promote expressive freedom, equal opportunities and the questioning of imposed gender norms. This work aims to contribute to the construction of a more equitable school, where free play is a real tool for inclusion and integral development.
Direction
Guisande Couñago, María Adelina (Tutorships)
Guisande Couñago, María Adelina (Tutorships)
Court
Guisande Couñago, María Adelina (Student’s tutor)
Guisande Couñago, María Adelina (Student’s tutor)
How to win at Tetris: effectiveness and affectivity of a gamified and manipulative proposal for the development of spatial sense in Primary Education.
Authorship
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
L.N.J.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 12:30
07.02.2025 12:30
Summary
The main objective of this thesis is to analyse the impact of innovative methodologies, specifically gamification and the use of manipulative materials, on the teaching-learning process of geometry in a 5th grade Primary School classroom. For this purpose, we design, implement and evaluate a didactic proposal focused on the development of skills related to visualization, orientation and spatial representation, taking into account both the academic performance and the affective domain of the students, a factor widely recognized in the literature as a determinant in mathematical learning. The work is structured in several sections. Firstly, the theoretical framework contextualises the current treatment of the teaching of geometry and analyses the main methodological approaches, as well as the influence of the emotional component on performance. Next, the didactic proposal is detailed, consisting of six sessions inspired by the game Tetris, which combine playful dynamics, cooperative work and manipulative materials. Finally, we present the results obtained by means of different evaluation instruments, which show a significant improvement both in performance and in the students' attitude towards mathematics, thus demonstrating the effectiveness of the active methodologies implemented.
The main objective of this thesis is to analyse the impact of innovative methodologies, specifically gamification and the use of manipulative materials, on the teaching-learning process of geometry in a 5th grade Primary School classroom. For this purpose, we design, implement and evaluate a didactic proposal focused on the development of skills related to visualization, orientation and spatial representation, taking into account both the academic performance and the affective domain of the students, a factor widely recognized in the literature as a determinant in mathematical learning. The work is structured in several sections. Firstly, the theoretical framework contextualises the current treatment of the teaching of geometry and analyses the main methodological approaches, as well as the influence of the emotional component on performance. Next, the didactic proposal is detailed, consisting of six sessions inspired by the game Tetris, which combine playful dynamics, cooperative work and manipulative materials. Finally, we present the results obtained by means of different evaluation instruments, which show a significant improvement both in performance and in the students' attitude towards mathematics, thus demonstrating the effectiveness of the active methodologies implemented.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
CASTIÑEIRA VEIGA, GONZALO (Student’s tutor)
CASTIÑEIRA VEIGA, GONZALO (Student’s tutor)
Teacher's perceptions on STEM competence development.
Authorship
A.N.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.N.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 19:45
07.04.2025 19:45
Summary
This Bachelor's Degree Final Project is intended to examine the perceptions of a group of Primary Education active teachers about the STEM approach and how it is carried out, if that is the case, in their school. In order to do this, an open answer questionnaire was designed. Results show different teacher perceptions on the STEM approach and how class work should be developed.
This Bachelor's Degree Final Project is intended to examine the perceptions of a group of Primary Education active teachers about the STEM approach and how it is carried out, if that is the case, in their school. In order to do this, an open answer questionnaire was designed. Results show different teacher perceptions on the STEM approach and how class work should be developed.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
MORAN CABANAS, MARIA ISABEL (Chairman)
BARCALA FURELOS, MARTIN (Secretary)
BROCOS MOSQUERA, PABLO (Member)
Funds of knowledge as a methodological approach for rural schools: design of an intervention proposal for Early Childhood Education.
Authorship
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
Rural schools play a leading role in rural environments’ access to education. These environments, understood as social and lived spaces, affect the teaching practice and the organizational structure of the educational centres in them. The main purpose of this final degree project was to place value on familial and communal knowledges as an appropriate methodological perspective for rural schools, showcasing the way they adapt their educational processes to the specific situation of each territory. Each place has an accumulation of knowledge, skills and experiences that are transmitted from generation to generation, which makes it possible to preserve local identity and nurture education in these contexts. With this purpose, the elaboration of a bibliographic review of the scientific literature on rural education and this approach became the starting point, which allowed us to base the design of an educational proposal for a 5th grade classroom in a unitary school located in the Galician rural context, using the popular mythological legends about the Moors as a thematic thread.
Rural schools play a leading role in rural environments’ access to education. These environments, understood as social and lived spaces, affect the teaching practice and the organizational structure of the educational centres in them. The main purpose of this final degree project was to place value on familial and communal knowledges as an appropriate methodological perspective for rural schools, showcasing the way they adapt their educational processes to the specific situation of each territory. Each place has an accumulation of knowledge, skills and experiences that are transmitted from generation to generation, which makes it possible to preserve local identity and nurture education in these contexts. With this purpose, the elaboration of a bibliographic review of the scientific literature on rural education and this approach became the starting point, which allowed us to base the design of an educational proposal for a 5th grade classroom in a unitary school located in the Galician rural context, using the popular mythological legends about the Moors as a thematic thread.
Direction
CAMBEIRO LOURIDO, MARIA DO CARMEN (Tutorships)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Student’s tutor)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Student’s tutor)
The efficacy of psychoeducational intervention programmes for the improvement of self-esteem in Primary Education: a review.
Authorship
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
S.N.V.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
Self-esteem is the positive or negative evaluation that a person creates about themselves. The way in which a person conceives him/herself is influenced by internal and external factors, therefore it can differ depending on the situations to which the subject is exposed. Among the most relevant areas for the development of self-esteem, especially in primary schooling, is education. For that reason, it is necessary that teachers have resources and strategies to promote it in the classroom. However, to our knowledge, there are no previous review studies that specifically analyze the results of school programs aimed at encouraging self-esteem at this educational stage. The purpose of this work was to analyse the efficacy of psychoeducational intervention programs for improving self-esteem in primary education, applied by teachers at this educational stage. For this purpose, a search of the scientific literature published until March 2025 in the ERIC, Scopus, PsycInfo and Web of Science databases was carried out, and 10 studies were selected and included in this revision. The results showed, in their majority, improvements in the subject’s self-esteem, as well as in self-concept, social skills, self-awareness, self-management and social awareness.
Self-esteem is the positive or negative evaluation that a person creates about themselves. The way in which a person conceives him/herself is influenced by internal and external factors, therefore it can differ depending on the situations to which the subject is exposed. Among the most relevant areas for the development of self-esteem, especially in primary schooling, is education. For that reason, it is necessary that teachers have resources and strategies to promote it in the classroom. However, to our knowledge, there are no previous review studies that specifically analyze the results of school programs aimed at encouraging self-esteem at this educational stage. The purpose of this work was to analyse the efficacy of psychoeducational intervention programs for improving self-esteem in primary education, applied by teachers at this educational stage. For this purpose, a search of the scientific literature published until March 2025 in the ERIC, Scopus, PsycInfo and Web of Science databases was carried out, and 10 studies were selected and included in this revision. The results showed, in their majority, improvements in the subject’s self-esteem, as well as in self-concept, social skills, self-awareness, self-management and social awareness.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
BLANCO SEOANE, VANESSA (Tutorships)
Court
BLANCO SEOANE, VANESSA (Student’s tutor)
BLANCO SEOANE, VANESSA (Student’s tutor)
The intrinsic value of art: a creative experience in Primary Education
Authorship
I.O.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
I.O.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
In Primary Education classrooms, arts are often instrumentalized and treated as marginalized content, with limited presence and little recognition. This project intends to justify the relevance of cultivating children's aesthetic sensitivity and visual literacy in defense of the intrinsic value of art. In this sense, it highlights the need to awaken students' interest in art while providing them with the right and necessary tools for artistic appreciation. To this end, an educational intervention was designed and implemented to bring third-grade children closer to art through the creation of a zine, focusing on the sociocultural context of different artworks and the emotions they evoke. The results suggest that opening the doors of schools to artistic reflection and interpretation contributes to students’ personal enrichment.
In Primary Education classrooms, arts are often instrumentalized and treated as marginalized content, with limited presence and little recognition. This project intends to justify the relevance of cultivating children's aesthetic sensitivity and visual literacy in defense of the intrinsic value of art. In this sense, it highlights the need to awaken students' interest in art while providing them with the right and necessary tools for artistic appreciation. To this end, an educational intervention was designed and implemented to bring third-grade children closer to art through the creation of a zine, focusing on the sociocultural context of different artworks and the emotions they evoke. The results suggest that opening the doors of schools to artistic reflection and interpretation contributes to students’ personal enrichment.
Direction
Castro Fernández, Belén María (Tutorships)
Castro Fernández, Belén María (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
CRESPO COMESAÑA, JULIA MARIA (Chairman)
DOMINGUEZ ALMANSA, ANDRES (Secretary)
González Álvarez, Elsa María (Member)
Empathy and social skills in students with Autism Spectrum Disorder in Primary Education.
Authorship
A.O.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.O.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This Final Degree thesis analyses the implications of the neurological alterations that ASD presents in the development of empathy and social skills, with the aim of evaluating the current educational response to their individual needs. It begins with an in-depth exploration of the etiology, characteristics and diagnosis of this disorder, followed by a study of the development of empathy and social skills in these students. This is followed by an analysis of the different methodologies and intervention strategies used in the educational field at the Primary Education stage. Finally, taking all the above into account, a reflection is offered on current teaching approaches and the demands of the educational field in relation to the promotion of these competences in pupils with Autism Spectrum Disorder.
This Final Degree thesis analyses the implications of the neurological alterations that ASD presents in the development of empathy and social skills, with the aim of evaluating the current educational response to their individual needs. It begins with an in-depth exploration of the etiology, characteristics and diagnosis of this disorder, followed by a study of the development of empathy and social skills in these students. This is followed by an analysis of the different methodologies and intervention strategies used in the educational field at the Primary Education stage. Finally, taking all the above into account, a reflection is offered on current teaching approaches and the demands of the educational field in relation to the promotion of these competences in pupils with Autism Spectrum Disorder.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Taboada Ares, Eva María (Student’s tutor)
The importance of Training Early Childhood Teachers in Emotional Intelligence
Authorship
A.O.C.
Bachelor's Degree in Early Childhood Education
A.O.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 11:30
07.02.2025 11:30
Summary
This paper presents a documentary research focused on the evolution of the concept of emotional intelligence, analyzed through the main theories and representative authors. Based on this theoretical foundation, the training received by future early childhood education teachers in the autonomous community of Galicia is examined, specifically at the University of Santiago de Compostela (USC), University of A Coruña (UDC), and University of Vigo (UVigo), including all their campuses, with the aim of identifying the presence and treatment of emotional competencies in their curricula. The results show a scarce explicit presence of content related to emotional intelligence in the analyzed courses, reflecting the need to integrate specific strategies for the emotional development of students in teacher training. It is concluded that it is necessary to strengthen teacher training in this field, promoting emotional management from the earliest stages as part of the integral development of childhood. Furthermore, emotional education should be understood as a social necessity for the formation of future emotionally competent citizens.
This paper presents a documentary research focused on the evolution of the concept of emotional intelligence, analyzed through the main theories and representative authors. Based on this theoretical foundation, the training received by future early childhood education teachers in the autonomous community of Galicia is examined, specifically at the University of Santiago de Compostela (USC), University of A Coruña (UDC), and University of Vigo (UVigo), including all their campuses, with the aim of identifying the presence and treatment of emotional competencies in their curricula. The results show a scarce explicit presence of content related to emotional intelligence in the analyzed courses, reflecting the need to integrate specific strategies for the emotional development of students in teacher training. It is concluded that it is necessary to strengthen teacher training in this field, promoting emotional management from the earliest stages as part of the integral development of childhood. Furthermore, emotional education should be understood as a social necessity for the formation of future emotionally competent citizens.
Direction
VILLAR VARELA, MILENA (Tutorships)
VILLAR VARELA, MILENA (Tutorships)
Court
VILLAR VARELA, MILENA (Student’s tutor)
VILLAR VARELA, MILENA (Student’s tutor)
Influence of content creators on adolescents’ professional decision-making: An intervention proposal
Authorship
M.O.C.
Pedagogy Degree
M.O.C.
Pedagogy Degree
Defense date
07.02.2025 11:30
07.02.2025 11:30
Summary
The main objective of this Final Degree Project is to analyse the influence that digital content creators have on the professional decisions of adolescents. This work is part of the modality of design of a socio-educational intervention project and will be structured in two parts. The first one consists of a documentary review that offers a theoretical foundation on key concepts such as content creators, adolescence and the decision-making process at this stage of life. This basis will serve as contextualization and justification for the second part of the work, focused on the design of a proposal of educational intervention directed at students of 4th year of ESO. The project seeks to promote more critical, reflective and autonomous professional decision-making, in the face of the growing influence of digital references.
The main objective of this Final Degree Project is to analyse the influence that digital content creators have on the professional decisions of adolescents. This work is part of the modality of design of a socio-educational intervention project and will be structured in two parts. The first one consists of a documentary review that offers a theoretical foundation on key concepts such as content creators, adolescence and the decision-making process at this stage of life. This basis will serve as contextualization and justification for the second part of the work, focused on the design of a proposal of educational intervention directed at students of 4th year of ESO. The project seeks to promote more critical, reflective and autonomous professional decision-making, in the face of the growing influence of digital references.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
Analysis of the initial training in queer pedagogies of education professionals at the University of Santiago de Compostela
Authorship
N.O.P.
Pedagogy Degree
N.O.P.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
Pedagogy, as a practice that shapes and transforms, cannot remain detached from the power structures that permeate educational spaces. This work analyses the presence (or rather the absence) of queer pedagogies in the initial training of education professionals at the University of Santiago de Compostela. Through a systematic review of study plans and degree verification reports in both Galician and Spanish, a structural exclusion of these critical frameworks is identified. The results reveal a superficial use of terms such as diversity or inclusion, with no connection to dissident epistemologies or to a real transformation of teaching practices. This absence exposes a training model that accepts diversity only insofar as it can be controlled, turning it into a non-conflictive, domesticated difference that serves the interests of the norm, while silencing the affects, the bodies, and the knowledges that disturb. Therefore, this study advocates for the incorporation of queer pedagogies as a necessary commitment to an education that not only teaches, but also cares, questions, and opens space to inhabit other forms of existence.
Pedagogy, as a practice that shapes and transforms, cannot remain detached from the power structures that permeate educational spaces. This work analyses the presence (or rather the absence) of queer pedagogies in the initial training of education professionals at the University of Santiago de Compostela. Through a systematic review of study plans and degree verification reports in both Galician and Spanish, a structural exclusion of these critical frameworks is identified. The results reveal a superficial use of terms such as diversity or inclusion, with no connection to dissident epistemologies or to a real transformation of teaching practices. This absence exposes a training model that accepts diversity only insofar as it can be controlled, turning it into a non-conflictive, domesticated difference that serves the interests of the norm, while silencing the affects, the bodies, and the knowledges that disturb. Therefore, this study advocates for the incorporation of queer pedagogies as a necessary commitment to an education that not only teaches, but also cares, questions, and opens space to inhabit other forms of existence.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PERMUY MARTINEZ, AIXA (Student’s tutor)
PERMUY MARTINEZ, AIXA (Student’s tutor)
The Influence of Folk Tales on the Education of Peoples: From Symbolic Orality to Socio-Educational Intervention
Authorship
D.O.C.
Social Education Degree
D.O.C.
Social Education Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This project begins with a simple yet profound question: what role have traditional folktales played in the education of communities throughout history? From a theoretical and critical perspective, the tale is reclaimed as a non-formal educational tool, rich in symbolism, memory, and popular wisdom. These are not merely children’s stories, but narratives that, for centuries, have transmitted values, warnings, and collective ways of understanding the world. Drawing on authors such as Bettelheim, Campbell, and Rodríguez Almodóvar, this work explores the narrative and symbolic structures that shape these stories, reflecting on their socializing, protective, and transformative functions. It also considers current debates surrounding the reinterpretation, censorship, and adaptation of traditional tales. The project concludes with an intergenerational socio-educational proposal that seeks to recover the tale as a living language, one that connects generations and fosters learning through emotion, listening, and shared storytelling. More than a nostalgic look at the past, this thesis argues that traditional tales still have much to teach us today.
This project begins with a simple yet profound question: what role have traditional folktales played in the education of communities throughout history? From a theoretical and critical perspective, the tale is reclaimed as a non-formal educational tool, rich in symbolism, memory, and popular wisdom. These are not merely children’s stories, but narratives that, for centuries, have transmitted values, warnings, and collective ways of understanding the world. Drawing on authors such as Bettelheim, Campbell, and Rodríguez Almodóvar, this work explores the narrative and symbolic structures that shape these stories, reflecting on their socializing, protective, and transformative functions. It also considers current debates surrounding the reinterpretation, censorship, and adaptation of traditional tales. The project concludes with an intergenerational socio-educational proposal that seeks to recover the tale as a living language, one that connects generations and fosters learning through emotion, listening, and shared storytelling. More than a nostalgic look at the past, this thesis argues that traditional tales still have much to teach us today.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Socio-educational accompaniment for families in grief due to suicide: A systematic review
Authorship
A.O.C.
Social Education Degree
A.O.C.
Social Education Degree
Defense date
07.03.2025 13:30
07.03.2025 13:30
Summary
Postvention in the context of suicide, understood as professional intervention following the loss of a loved one by suicide, remains a largely underexplored area within Social Education, despite its transformative potential. This study examines the extent to which socio-educational accompaniment can enhance the well-being and quality of life of families grieving a suicide loss. To this end, it explores the impact of suicide on the family environment, the most commonly used coping strategies, and the essential features of effective socio-educational accompaniment. The main objective is to define the existing scientific evidence on socio-educational accompaniment during the bereavement process after a suicide. A methodological approach based on a systematic review guided by the PRISMA protocol was employed, establishing a system of categories and codes. The results indicate that socio-educational accompaniment contributes to the creation of safe environments, the strengthening of support networks, and the development of more holistic interventions that foster autonomy, resilience, and personal, social, and community reconstruction. In conclusion, this strategy is presented as an effective tool for addressing bereavement, highlighting the need to move towards less medicalized and more educational approaches that enhance its transformative potential.
Postvention in the context of suicide, understood as professional intervention following the loss of a loved one by suicide, remains a largely underexplored area within Social Education, despite its transformative potential. This study examines the extent to which socio-educational accompaniment can enhance the well-being and quality of life of families grieving a suicide loss. To this end, it explores the impact of suicide on the family environment, the most commonly used coping strategies, and the essential features of effective socio-educational accompaniment. The main objective is to define the existing scientific evidence on socio-educational accompaniment during the bereavement process after a suicide. A methodological approach based on a systematic review guided by the PRISMA protocol was employed, establishing a system of categories and codes. The results indicate that socio-educational accompaniment contributes to the creation of safe environments, the strengthening of support networks, and the development of more holistic interventions that foster autonomy, resilience, and personal, social, and community reconstruction. In conclusion, this strategy is presented as an effective tool for addressing bereavement, highlighting the need to move towards less medicalized and more educational approaches that enhance its transformative potential.
Direction
Varela Crespo, Laura María (Tutorships)
Varela Crespo, Laura María (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Family mediation in contexts of social vulnerability
Authorship
A.P.F.
Social Education Degree
A.P.F.
Social Education Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This paper focuses on family mediation in contexts of social vulnerability, where different factors determine how family dynamics work. These factors include poverty, violence, employment, family structure, lack of resources, social exclusion, and barriers in society, not only physical ones but also language, cultural, and value-based barriers. The accumulation of several of these factors, considered structural disadvantages, creates conflicts within the family context, which in turn makes coexistence and harmony more difficult among family members. From the perspective of Social Education, family mediation allows an alternative conflict resolution approach, promotes dialogue, and helps rebuild healthy and lasting relationships within the family context. This study is a systematic literature review that identifies existing vulnerability factors, analyzes their impact on family functioning, and also examines power inequalities within this field. It includes a detailed justification, an extensive bibliographic search, results based on the research conducted, and future improvement proposals for family mediation in contexts of social vulnerability. The study concludes with findings that highlight the transformative role of Social Education in improving the lives of those receiving mediation.
This paper focuses on family mediation in contexts of social vulnerability, where different factors determine how family dynamics work. These factors include poverty, violence, employment, family structure, lack of resources, social exclusion, and barriers in society, not only physical ones but also language, cultural, and value-based barriers. The accumulation of several of these factors, considered structural disadvantages, creates conflicts within the family context, which in turn makes coexistence and harmony more difficult among family members. From the perspective of Social Education, family mediation allows an alternative conflict resolution approach, promotes dialogue, and helps rebuild healthy and lasting relationships within the family context. This study is a systematic literature review that identifies existing vulnerability factors, analyzes their impact on family functioning, and also examines power inequalities within this field. It includes a detailed justification, an extensive bibliographic search, results based on the research conducted, and future improvement proposals for family mediation in contexts of social vulnerability. The study concludes with findings that highlight the transformative role of Social Education in improving the lives of those receiving mediation.
Direction
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
Promoting Students’ Self-Image and Self-Concept Through a Preventive Approach to Guidance and Tutoring.
Authorship
N.P.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.P.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
Self-esteem and self-concept are key elements in the emotional, social, and academic development of Primary Education students. Nowadays, these personal dimensions require specific attention from the educational field, as they directly influence the well-being and academic performance of children. In this context, this Bachelor (BA) Thesis aims to propose an educational intervention focused on promoting self-esteem and self-concept, based on a preventive and cross-curricular approach to educational guidance. From this perspective, the goal is to design a set of activities to strengthen students’ positive self-perception, fostering spaces for reflection, respect, and recognition of personal diversity.
Self-esteem and self-concept are key elements in the emotional, social, and academic development of Primary Education students. Nowadays, these personal dimensions require specific attention from the educational field, as they directly influence the well-being and academic performance of children. In this context, this Bachelor (BA) Thesis aims to propose an educational intervention focused on promoting self-esteem and self-concept, based on a preventive and cross-curricular approach to educational guidance. From this perspective, the goal is to design a set of activities to strengthen students’ positive self-perception, fostering spaces for reflection, respect, and recognition of personal diversity.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
GARCIA MURIAS, REBECA (Student’s tutor)
GARCIA MURIAS, REBECA (Student’s tutor)
The role that popular and traditional games play at the development of summer camps. A literature revision and action proposal.
Authorship
S.P.P.
Pedagogy Degree
S.P.P.
Pedagogy Degree
Defense date
07.01.2025 09:00
07.01.2025 09:00
Summary
Summer camps are defined as educative scenarios in which games and coexistance structure the configuration of learning situations. Facing this reality, there is interest in understanding the role that both traditional and popular games take in this leisure and free time activities. So, as for the methodology for this TFG, a documentary review will be held regarding this topic among databases and published articles in order to be able to provide a series of methodological proposals for working with both traditional and popular games in summer camps.
Summer camps are defined as educative scenarios in which games and coexistance structure the configuration of learning situations. Facing this reality, there is interest in understanding the role that both traditional and popular games take in this leisure and free time activities. So, as for the methodology for this TFG, a documentary review will be held regarding this topic among databases and published articles in order to be able to provide a series of methodological proposals for working with both traditional and popular games in summer camps.
Direction
RODRIGUEZ RODRIGUEZ, JESUS (Tutorships)
RODRIGUEZ RODRIGUEZ, JESUS (Tutorships)
Court
RODRIGUEZ RODRIGUEZ, JESUS (Student’s tutor)
RODRIGUEZ RODRIGUEZ, JESUS (Student’s tutor)
Universal Design for Learning as inclusive strategy for children with autism in early childhood education classrooms.
Authorship
A.P.G.
Bachelor's Degree in Early Childhood Education
A.P.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
With this Final Degree Project (FDP), we aim to delve into the topic of Autism Spectrum Disorder (ASD) from the perspective of inclusive and integrative education for all students in the second-cycle of pre-primary education. This will be achieved through the design of an educational intervention proposal based on the Universal Design for Learning (UDL) method, which will allow us to offer flexibility, openness and attention to diversity, fostering the autonomy of all students, especially those with ASD. We will begin by defining the conceptual framework of the topic, exploring its causes and main characteristics, as well as the primary methods currently used in classrooms to work with this type of student. Additionally, we will investigate the UDL method, its origins, definition, and the basic principles on which it is based, as well as its current implementation in classrooms of second-cycle of pre-primary education. Following this, we will design an intervention proposal using the UDL method, specifically tailored for classrooms that include children with this type of disorder.
With this Final Degree Project (FDP), we aim to delve into the topic of Autism Spectrum Disorder (ASD) from the perspective of inclusive and integrative education for all students in the second-cycle of pre-primary education. This will be achieved through the design of an educational intervention proposal based on the Universal Design for Learning (UDL) method, which will allow us to offer flexibility, openness and attention to diversity, fostering the autonomy of all students, especially those with ASD. We will begin by defining the conceptual framework of the topic, exploring its causes and main characteristics, as well as the primary methods currently used in classrooms to work with this type of student. Additionally, we will investigate the UDL method, its origins, definition, and the basic principles on which it is based, as well as its current implementation in classrooms of second-cycle of pre-primary education. Following this, we will design an intervention proposal using the UDL method, specifically tailored for classrooms that include children with this type of disorder.
Direction
ABAL ALONSO, NURIA (Tutorships)
ABAL ALONSO, NURIA (Tutorships)
Court
VARELA PORTELA, CRISTINA (Coordinator)
VARELA PORTELA, CRISTINA (Coordinator)
The development of emotions through artistic language.
Authorship
T.M.P.B.
Bachelor's Degree in Early Childhood Education
T.M.P.B.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
In recent years, attention has focused on the mental health of the population due to the increase in mood disorders, especially among children and adolescents.Therefore, the concept of emotional education is present in early childhood education classrooms. It is important to understand how each emotion is processed and expressed in different situations, as it plays a fundamental role in decision-making, empathy, and socialization. Taking this as ous starting point, we aim to design an intervention proposal for early childhood education classrooms, focusing on the development of emotional educaction. Using artistic education as a means of expression, we encourage children‘s imagination and creativity. First, a literary investigation will be conducted on the components and definitions of emotional education, artistic language, and other related concepts. This will be followed by a series of activities that help students identify, relate, and express different émotions. Learning in a playful and enjoyable way will facilitate their overall development.
In recent years, attention has focused on the mental health of the population due to the increase in mood disorders, especially among children and adolescents.Therefore, the concept of emotional education is present in early childhood education classrooms. It is important to understand how each emotion is processed and expressed in different situations, as it plays a fundamental role in decision-making, empathy, and socialization. Taking this as ous starting point, we aim to design an intervention proposal for early childhood education classrooms, focusing on the development of emotional educaction. Using artistic education as a means of expression, we encourage children‘s imagination and creativity. First, a literary investigation will be conducted on the components and definitions of emotional education, artistic language, and other related concepts. This will be followed by a series of activities that help students identify, relate, and express different émotions. Learning in a playful and enjoyable way will facilitate their overall development.
Direction
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
The leisure of youth with non-normative gender identities. A socioeducational study of their barriers.
Authorship
L.P.R.
Social Education Degree
L.P.R.
Social Education Degree
Defense date
07.03.2025 13:30
07.03.2025 13:30
Summary
Leisure, as a specific area of human experience and a resource for personal and community transformation, is a complex reality and a classic field of study and action within Social Education. It is precisely this potential, and its impact on quality of life, that leads to advocating for it as a right, making it essential to highlight the barriers to accessing meaningful leisure experiences. This qualitative research, supported by the discussion group technique, focuses on an in-depth analysis of the leisure barriers faced by young people with non-normative gender identities (trans). Its aim is to delve into their lived experiences from a first-hand perspective, in order to gather diverse viewpoints that engage in dialogue around these barriers and generate proposals for inclusive leisure, thus ensuring their participation in free time activities.
Leisure, as a specific area of human experience and a resource for personal and community transformation, is a complex reality and a classic field of study and action within Social Education. It is precisely this potential, and its impact on quality of life, that leads to advocating for it as a right, making it essential to highlight the barriers to accessing meaningful leisure experiences. This qualitative research, supported by the discussion group technique, focuses on an in-depth analysis of the leisure barriers faced by young people with non-normative gender identities (trans). Its aim is to delve into their lived experiences from a first-hand perspective, in order to gather diverse viewpoints that engage in dialogue around these barriers and generate proposals for inclusive leisure, thus ensuring their participation in free time activities.
Direction
CABALLO VILLAR, MARIA BELEN (Tutorships)
CABALLO VILLAR, MARIA BELEN (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
GARCIA VINUESA, ANTONIO (Secretary)
ALVAREZ SEOANE, CARMEN DENEBOLA (Member)
Playing with the Shadows: Discovering the Light in Early Childhood Education
Authorship
M.P.R.
Bachelor's Degree in Early Childhood Education
M.P.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
Final Degree Project aimed at describing and analyzing the implementation of a didactic proposal focused on the study of light and shadows in Early Childhood Education. The intervention was carried out in an urban school in Galicia with students from the second cycle, specifically the 6th year. The methodological design is based on the POE model, which promotes meaningful, cross-curricular, and inclusive learning. The proposal is supported by a literature review that highlights the importance of initiating scientific literacy at an early age, taking advantage of children's innate curiosity and integrating active methodologies based on the constructivist approach. During the activities, students explored concepts such as the straight-line propagation of light, the formation of shadows, and reflection in mirrors. The results showed that they were able to identify light sources, understand the shadow formation process, and gradually anticipate the relationship between the light’s position and the characteristics of the shadow. Reflection proved to be a more complex concept, although partially understood. The proposal generated a high level of participation, motivation, and learning. This experience highlights the value of science education from an early age and demonstrates that, through active and contextualized methodologies, it is possible to foster scientific thinking and curiosity in young learners.
Final Degree Project aimed at describing and analyzing the implementation of a didactic proposal focused on the study of light and shadows in Early Childhood Education. The intervention was carried out in an urban school in Galicia with students from the second cycle, specifically the 6th year. The methodological design is based on the POE model, which promotes meaningful, cross-curricular, and inclusive learning. The proposal is supported by a literature review that highlights the importance of initiating scientific literacy at an early age, taking advantage of children's innate curiosity and integrating active methodologies based on the constructivist approach. During the activities, students explored concepts such as the straight-line propagation of light, the formation of shadows, and reflection in mirrors. The results showed that they were able to identify light sources, understand the shadow formation process, and gradually anticipate the relationship between the light’s position and the characteristics of the shadow. Reflection proved to be a more complex concept, although partially understood. The proposal generated a high level of participation, motivation, and learning. This experience highlights the value of science education from an early age and demonstrates that, through active and contextualized methodologies, it is possible to foster scientific thinking and curiosity in young learners.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
Education, historical memory and community: the case of the former Molinos de Lazo estate in San Sebastián de las Flores (Oaxaca, México)
Authorship
A.P.L.O.
Social Education Degree
A.P.L.O.
Social Education Degree
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
In a current state of crisis, cultural heritage (material or immaterial, tangible or intangible) needs to be valued through Social Education. For this reason, this Bachelor’s Thesis proposes a very brief conceptual and contextual approach in which, broadly speaking, a case study is investigated in which the recovery of historical memory was used in a socio-educational perspective as an identity and participatory channel that promoted a community development process. Therefore, framed in a qualitative and inductive study, this research is focused on the former estate of Molinos de Lazo in San Sebastián de las Flores (Oaxaca, Mexico); community that was transformed through the revitalization of its territory as an educational element of extreme value for the conformation of its collective memory and for the construction of its identity.
In a current state of crisis, cultural heritage (material or immaterial, tangible or intangible) needs to be valued through Social Education. For this reason, this Bachelor’s Thesis proposes a very brief conceptual and contextual approach in which, broadly speaking, a case study is investigated in which the recovery of historical memory was used in a socio-educational perspective as an identity and participatory channel that promoted a community development process. Therefore, framed in a qualitative and inductive study, this research is focused on the former estate of Molinos de Lazo in San Sebastián de las Flores (Oaxaca, Mexico); community that was transformed through the revitalization of its territory as an educational element of extreme value for the conformation of its collective memory and for the construction of its identity.
Direction
GRADAILLE PERNAS, RITA (Tutorships)
GRADAILLE PERNAS, RITA (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
BARREIRO FERNANDEZ, FELICIDAD (Chairman)
DIZ LOPEZ, MARIA JULIA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Students with chronic illnesses or long-term hospitalization: An approach to emotional impact from a pedagogical-educational perspective.
Authorship
S.P.A.
Bachelor's Degree in Early Childhood Education
S.P.A.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 16:30
07.01.2025 16:30
Summary
The aim of this Final Degree Project is to provide a general overview of the emotional response of students in situations of childhood illness, with special attention to children who suffer from chronic illnesses or undergo long hospital stays, as they are the most affected during this period. Through documentary review covering the entire early childhood stage (0-6 years), the main objective is to present the negative emotional, social, and educational effects of these adverse situations, highlighting their impact on proper child development. This work includes a differentiation between the two main thematic areas: the educational dimension and the hospital setting, focusing primarily on the educational aspect as the central axis of the research. The study also includes the search for educational and emotional strategies that contribute to the integral development of children in these situations, incorporating inclusive measures and emphasizing the need for multidisciplinary coordination among all professionals involved.
The aim of this Final Degree Project is to provide a general overview of the emotional response of students in situations of childhood illness, with special attention to children who suffer from chronic illnesses or undergo long hospital stays, as they are the most affected during this period. Through documentary review covering the entire early childhood stage (0-6 years), the main objective is to present the negative emotional, social, and educational effects of these adverse situations, highlighting their impact on proper child development. This work includes a differentiation between the two main thematic areas: the educational dimension and the hospital setting, focusing primarily on the educational aspect as the central axis of the research. The study also includes the search for educational and emotional strategies that contribute to the integral development of children in these situations, incorporating inclusive measures and emphasizing the need for multidisciplinary coordination among all professionals involved.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Humanization of hospital spaces: a perspective from Early Childhood Education
Authorship
B.P.F.
Bachelor's Degree in Early Childhood Education
B.P.F.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 17:00
07.01.2025 17:00
Summary
Hospitalization during childhood represents a disruption of children's daily lives, forcing them to adapt to an unfamiliar environment such as the hospital. This situation can significantly impact their emotional, social, and educational well-being. In this context, Hospital Pedagogy emerges as a key tool to ensure the right to education and provide emotional support to hospitalized students. The aim of this Final Degree Project is to reflect on the importance of humanizing hospital spaces for Early Childhood Education, emphasizing the need to create warmer, more accessible environments tailored to young children’s needs. Through a bibliographic review, the study explores different approaches, experiences, and proposals focused on humanization, as well as the current gaps in this area. The main findings include the lack of specific teacher training, the unequal distribution of hospital classrooms across regions, and the need for policies that promote comprehensive educational care. The conclusions highlight the importance of placing children at the center of hospital intervention. Humanizing hospital spaces is not an optional improvement, but a necessary condition to ensure dignified, respectful, and child-centered care during illness and hospitalization.
Hospitalization during childhood represents a disruption of children's daily lives, forcing them to adapt to an unfamiliar environment such as the hospital. This situation can significantly impact their emotional, social, and educational well-being. In this context, Hospital Pedagogy emerges as a key tool to ensure the right to education and provide emotional support to hospitalized students. The aim of this Final Degree Project is to reflect on the importance of humanizing hospital spaces for Early Childhood Education, emphasizing the need to create warmer, more accessible environments tailored to young children’s needs. Through a bibliographic review, the study explores different approaches, experiences, and proposals focused on humanization, as well as the current gaps in this area. The main findings include the lack of specific teacher training, the unequal distribution of hospital classrooms across regions, and the need for policies that promote comprehensive educational care. The conclusions highlight the importance of placing children at the center of hospital intervention. Humanizing hospital spaces is not an optional improvement, but a necessary condition to ensure dignified, respectful, and child-centered care during illness and hospitalization.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Didactic proposal based on archeological heritage as a transversal learning tool
Authorship
A.P.I.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.P.I.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
The purpose of this Final Degree Project is to design, implement, and evaluate a teaching proposal that seeks to explore the educational opportunities of heritage, and particularly archaeological heritage, as a cross-curricular learning tool in Primary Education. The project was carried out in a first-year classroom in a public urban school with twenty-one children. It stands out for its innovative approach, developed entirely within the school context, and for its methodology based on active approaches such as Project-Based Learning (PBL), archaeological methodology, and cooperative work, which will increase student curiosity and motivation.
The purpose of this Final Degree Project is to design, implement, and evaluate a teaching proposal that seeks to explore the educational opportunities of heritage, and particularly archaeological heritage, as a cross-curricular learning tool in Primary Education. The project was carried out in a first-year classroom in a public urban school with twenty-one children. It stands out for its innovative approach, developed entirely within the school context, and for its methodology based on active approaches such as Project-Based Learning (PBL), archaeological methodology, and cooperative work, which will increase student curiosity and motivation.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
The influence of the alcohol and the tobacco on the scholar convivence: The role of educational guidance
Authorship
A.P.L.
Pedagogy Degree
A.P.L.
Pedagogy Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This report analyzes the impact of alcohol and tobacco consumption on school coexistence and presents the design of an intervention proposal aimed at students in Basic Vocational Training and their families. To support this, various pieces of evidence are presented as theoretical foundations, confirming the effects of such consumption on academic performance, interpersonal relationships, and the overall school climate. Furthermore, the strategic role of educational guidance is emphasized in both the prevention and intervention of risky behaviors, highlighting the importance of family involvement in achieving a comprehensive educational response. Next, the proposal includes a context-specific design for the school, developed through a thorough diagnostic process that identifies issues linked to the aforementioned disruptive behaviors. With the implementation of seven activities, the goal is to promote experiential learning and the development of both personal and social competencies, as well as to foster shared family responsibility. This, in turn, underscores the need to establish specific protocols and systematize preventive actions. Ultimately, the primary objective is to ensure an effective response that contributes to improving educational practices and raising awareness within the school community about the risks associated with alcohol and tobacco use, laying the groundwork for future innovative interventions.
This report analyzes the impact of alcohol and tobacco consumption on school coexistence and presents the design of an intervention proposal aimed at students in Basic Vocational Training and their families. To support this, various pieces of evidence are presented as theoretical foundations, confirming the effects of such consumption on academic performance, interpersonal relationships, and the overall school climate. Furthermore, the strategic role of educational guidance is emphasized in both the prevention and intervention of risky behaviors, highlighting the importance of family involvement in achieving a comprehensive educational response. Next, the proposal includes a context-specific design for the school, developed through a thorough diagnostic process that identifies issues linked to the aforementioned disruptive behaviors. With the implementation of seven activities, the goal is to promote experiential learning and the development of both personal and social competencies, as well as to foster shared family responsibility. This, in turn, underscores the need to establish specific protocols and systematize preventive actions. Ultimately, the primary objective is to ensure an effective response that contributes to improving educational practices and raising awareness within the school community about the risks associated with alcohol and tobacco use, laying the groundwork for future innovative interventions.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
Education and employability in rural areas. A study focused on the municipality of Quiroga.
Authorship
A.P.L.
Pedagogy Degree
A.P.L.
Pedagogy Degree
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
This study addresses training and employability in rural contexts, focusing on the Employment Guidance Service in Quiroga from a pedagogical perspective. The main objective is to analyze the Service's operation to understand the educational and learning dynamics that take place within it. The research employs a qualitative methodology, combining documentary analysis and an in-depth interview with the Employment Guidance Technician of the City Council, allowing for the analysis of the Service's characteristics. The results reveal that the Service primarily assists individuals over 45 years old with low professional qualifications. The geographical and socioeconomic context, characterized by aging, limited training and business opportunities, hindering access to the labor market. The main identified needs include group activities, enhancing digital competencies, and integrating evaluation systems for the guidance process and the Service itself. In conclusion, the study reveals that the rural context imposes significant pedagogical challenges for professional guidance. Given these limitations, it is crucial to design flexible and adapted training strategies that promote equitable participation and access, addressing needs comprehensively. This study highlights the need for more pedagogical research in the rural context, opening doors for future comparative studies on its operation in different environments.
This study addresses training and employability in rural contexts, focusing on the Employment Guidance Service in Quiroga from a pedagogical perspective. The main objective is to analyze the Service's operation to understand the educational and learning dynamics that take place within it. The research employs a qualitative methodology, combining documentary analysis and an in-depth interview with the Employment Guidance Technician of the City Council, allowing for the analysis of the Service's characteristics. The results reveal that the Service primarily assists individuals over 45 years old with low professional qualifications. The geographical and socioeconomic context, characterized by aging, limited training and business opportunities, hindering access to the labor market. The main identified needs include group activities, enhancing digital competencies, and integrating evaluation systems for the guidance process and the Service itself. In conclusion, the study reveals that the rural context imposes significant pedagogical challenges for professional guidance. Given these limitations, it is crucial to design flexible and adapted training strategies that promote equitable participation and access, addressing needs comprehensively. This study highlights the need for more pedagogical research in the rural context, opening doors for future comparative studies on its operation in different environments.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
GARCIA ALVAREZ, JESUS (Student’s tutor)
GARCIA ALVAREZ, JESUS (Student’s tutor)
Socio - educational intervention proposal in addictions with sport as an element of prevention.
Authorship
P.P.M.
Social Education Degree
P.P.M.
Social Education Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
Substance use during adolescence is currently a socially and educationally significant issue. This study aims to analyze the potential of sport as a preventive socio-educational intervention tool in the field of addictions. The methodology includes, first, a literature review addressing substance use, socio-educational intervention in this area, and sport as an educational element. The second part presents a proposed intervention project aimed at adolescents aged 13 to 15. The potential of sport to promote social skills, healthy habits, and improved self-esteem and self-perception is highlighted. When integrated into a socio-educational approach that involves key socializing agents, sport can contribute to the prevention of addictions among young people.
Substance use during adolescence is currently a socially and educationally significant issue. This study aims to analyze the potential of sport as a preventive socio-educational intervention tool in the field of addictions. The methodology includes, first, a literature review addressing substance use, socio-educational intervention in this area, and sport as an educational element. The second part presents a proposed intervention project aimed at adolescents aged 13 to 15. The potential of sport to promote social skills, healthy habits, and improved self-esteem and self-perception is highlighted. When integrated into a socio-educational approach that involves key socializing agents, sport can contribute to the prevention of addictions among young people.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Influential factors in the employment integration and professional development of people with disabilities.
Authorship
P.P.O.
Pedagogy Degree
P.P.O.
Pedagogy Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
The labor inclusion of people with functional diversity represents a significant challenge in both educational and social spheres. In this context, pedagogy plays a key role as a discipline by developing strategies aimed at enhancing their personal and professional development. This Final Degree Project aims to analyze the factors that facilitate or hinder access to and continuity in employment for this group, with particular attention to the role of career guidance in the process. To this end, a systematic review will be carried out on studies published over the last five years within the Spanish context, following the PRISMA 2020 methodology and using the scientific databases Scopus, Dialnet, and Web of Science. The results reveal various elements that condition labor inclusion, including organizational climate and training in employment-related competencies. Overall, there is a perceived lack of research on career guidance as a discipline, and future studies are recommended to address this issue from a broader perspective, including aspects such as the evaluation of training programs.
The labor inclusion of people with functional diversity represents a significant challenge in both educational and social spheres. In this context, pedagogy plays a key role as a discipline by developing strategies aimed at enhancing their personal and professional development. This Final Degree Project aims to analyze the factors that facilitate or hinder access to and continuity in employment for this group, with particular attention to the role of career guidance in the process. To this end, a systematic review will be carried out on studies published over the last five years within the Spanish context, following the PRISMA 2020 methodology and using the scientific databases Scopus, Dialnet, and Web of Science. The results reveal various elements that condition labor inclusion, including organizational climate and training in employment-related competencies. Overall, there is a perceived lack of research on career guidance as a discipline, and future studies are recommended to address this issue from a broader perspective, including aspects such as the evaluation of training programs.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
CEINOS SANZ, MARIA CRISTINA (Student’s tutor)
Collaboration between professionals and families in the educational inclusion of children with ASD
Authorship
T.P.R.
Pedagogy Degree
T.P.R.
Pedagogy Degree
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
The educational inclusion of students with Autism Spectrum Disorder (ASD) is one of the current challenges facing the educational system. This documentary research focuses on analysing the collaboration between educational professionals and families as a key factor in the inclusion of students with ASD. Based on scientific literature, regulations, and proposals, the study addresses concepts related to autism, the educational needs of these students, the main stakeholders involved in the educational process, as well as the barriers that hinder family-school cooperation. Thus, the research aims to identify strategies and/or proposals that may improve communication between families and professionals. The results obtained show that teacher training, the quality of communication, and the existence of support structures are key factors for effective collaboration. It is concluded that, in order to advance toward true educational inclusion of students with ASD, collaboration between professionals and families must be conceived not as a complement, but as a central axis of the educational process.
The educational inclusion of students with Autism Spectrum Disorder (ASD) is one of the current challenges facing the educational system. This documentary research focuses on analysing the collaboration between educational professionals and families as a key factor in the inclusion of students with ASD. Based on scientific literature, regulations, and proposals, the study addresses concepts related to autism, the educational needs of these students, the main stakeholders involved in the educational process, as well as the barriers that hinder family-school cooperation. Thus, the research aims to identify strategies and/or proposals that may improve communication between families and professionals. The results obtained show that teacher training, the quality of communication, and the existence of support structures are key factors for effective collaboration. It is concluded that, in order to advance toward true educational inclusion of students with ASD, collaboration between professionals and families must be conceived not as a complement, but as a central axis of the educational process.
Direction
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
Court
FORMOSO SILVA, MARIA (Student’s tutor)
PRIEGUE CAAMAÑO, DIANA (Student’s tutor)
FORMOSO SILVA, MARIA (Student’s tutor)
PRIEGUE CAAMAÑO, DIANA (Student’s tutor)
The oral tradition narrative in primary education
Authorship
E.P.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
E.P.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 12:15
07.02.2025 12:15
Summary
This project, entitled ‘A narrativa de tradición oral na educación primaria’, falls within the modality ‘Iniciación á investigación documental’ and, as its title anticipates, its subject of study is children's literature of oral tradition, more specifically, the narrative genre, a source of enormous richness and variety that in the past enjoyed great importance and that currently seems to be underestimated and made invisible with respect to written or authored literature. Among its objectives are: to define what is understood by narrative of oral tradition and to review the possible typologies, to analyse the role of oral tradition narrative in the primary education curriculum and to locate examples of works that can be used in primary school classrooms to contribute to the preservation and transmission of oral tradition narratives as a sign of cultural identity and, thus, to remain in the collective memory.
This project, entitled ‘A narrativa de tradición oral na educación primaria’, falls within the modality ‘Iniciación á investigación documental’ and, as its title anticipates, its subject of study is children's literature of oral tradition, more specifically, the narrative genre, a source of enormous richness and variety that in the past enjoyed great importance and that currently seems to be underestimated and made invisible with respect to written or authored literature. Among its objectives are: to define what is understood by narrative of oral tradition and to review the possible typologies, to analyse the role of oral tradition narrative in the primary education curriculum and to locate examples of works that can be used in primary school classrooms to contribute to the preservation and transmission of oral tradition narratives as a sign of cultural identity and, thus, to remain in the collective memory.
Direction
NEIRA RODRIGUEZ, MARTA (Tutorships)
NEIRA RODRIGUEZ, MARTA (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
Child abuse: impact on the socioemotional development of children
Authorship
N.P.P.
Social Education Degree
N.P.P.
Social Education Degree
Defense date
07.02.2025 16:30
07.02.2025 16:30
Summary
Child abuse is a social problem that affects millions of children worldwide. In addition to physical harm, it is often accompanied by significant psychological and emotional damage, as well as the development of long-term behavioral and personality disorders. The objective of this study was to analyze, through a systematic review, the impact of child abuse on the socioemotional development of children. To do so, a search was conducted in the Scopus, Web of Science (WOS), and ERIC databases, from which a total of eight studies published between 2012 and 2022 were selected. The results show that children who are victims of child abuse are more likely to develop internalizing and externalizing syndromes compared to children who did not suffer abuse. Similarly, a higher prevalence of certain personality and behavioral disorders in adulthood was observed. Finally, the paucity of research that allows us to compare existing information and draw more solid conclusions about this phenomenon was demonstrated.
Child abuse is a social problem that affects millions of children worldwide. In addition to physical harm, it is often accompanied by significant psychological and emotional damage, as well as the development of long-term behavioral and personality disorders. The objective of this study was to analyze, through a systematic review, the impact of child abuse on the socioemotional development of children. To do so, a search was conducted in the Scopus, Web of Science (WOS), and ERIC databases, from which a total of eight studies published between 2012 and 2022 were selected. The results show that children who are victims of child abuse are more likely to develop internalizing and externalizing syndromes compared to children who did not suffer abuse. Similarly, a higher prevalence of certain personality and behavioral disorders in adulthood was observed. Finally, the paucity of research that allows us to compare existing information and draw more solid conclusions about this phenomenon was demonstrated.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
The impact of paternal absence on the development of single-mother families.
Authorship
A.P.G.
Social Education Degree
A.P.G.
Social Education Degree
Defense date
07.02.2025 16:00
07.02.2025 16:00
Summary
Father absence constitutes a social reality of growing relevance, especially in the context of single-mother families, where mothers assume alone the responsibilities of raising and caring for their sons and daughters. The aim of this study was to analyse, through a systematic review, the impact of such absence on the overall development of single-mother families, with particular attention to the psychosocial and economic dimensions affecting children, adolescents, and the mothers in charge. To this end, a search was carried out in databases Scopus, ERIC and WOS, selecting articles published between 2015 and 2025. The results show that the lack of a father figure may be associated with higher levels of stress, difficulties in emotional regulation, and behavioural problems in minors. With regard to mothers, a notable emotional and physical overload, precarious economic conditions, and limited social support are observed. Likewise, the analysis shows how gender inegualities profoundly shape the experience of these families, intensifying their vulnerability. It is concluded that it is essential to promote inclusive public policies that recognise single-mother families as part of family diversity and ensure their well-being.
Father absence constitutes a social reality of growing relevance, especially in the context of single-mother families, where mothers assume alone the responsibilities of raising and caring for their sons and daughters. The aim of this study was to analyse, through a systematic review, the impact of such absence on the overall development of single-mother families, with particular attention to the psychosocial and economic dimensions affecting children, adolescents, and the mothers in charge. To this end, a search was carried out in databases Scopus, ERIC and WOS, selecting articles published between 2015 and 2025. The results show that the lack of a father figure may be associated with higher levels of stress, difficulties in emotional regulation, and behavioural problems in minors. With regard to mothers, a notable emotional and physical overload, precarious economic conditions, and limited social support are observed. Likewise, the analysis shows how gender inegualities profoundly shape the experience of these families, intensifying their vulnerability. It is concluded that it is essential to promote inclusive public policies that recognise single-mother families as part of family diversity and ensure their well-being.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
Training to transform: a transversal education of values in primary education.
Authorship
N.P.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.P.T.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 12:45
07.04.2025 12:45
Summary
This final project addresses the transversal integration of fundamental values in primary education classrooms, such as gender equality, respect, and empathy, taking into account the stipulations of the curriculum. The main objective is for these values not to be limited to specific subjects but to be implemented in all areas. The goal is for students to deeply internalize them and for them to become an active part of their personality and everyday attitudes. The proposal consists of an intervention project based on an active project-based learning (PBL) methodology and a group approach. To implement this proposal, the theoretical foundation is primarily based on the ideas of John Dewey, whose conception of education as a tool for social transformation is key to understanding the importance of values in school. The project is structured in two main parts: on the one hand, a theoretical foundation that justifies the need for the proposal; and on the other hand, an annual intervention proposal aimed at second-grade students, which includes specific activities per trimester, designed to integrate these values transversally into the different curricular areas.
This final project addresses the transversal integration of fundamental values in primary education classrooms, such as gender equality, respect, and empathy, taking into account the stipulations of the curriculum. The main objective is for these values not to be limited to specific subjects but to be implemented in all areas. The goal is for students to deeply internalize them and for them to become an active part of their personality and everyday attitudes. The proposal consists of an intervention project based on an active project-based learning (PBL) methodology and a group approach. To implement this proposal, the theoretical foundation is primarily based on the ideas of John Dewey, whose conception of education as a tool for social transformation is key to understanding the importance of values in school. The project is structured in two main parts: on the one hand, a theoretical foundation that justifies the need for the proposal; and on the other hand, an annual intervention proposal aimed at second-grade students, which includes specific activities per trimester, designed to integrate these values transversally into the different curricular areas.
Direction
RABE , ANA MARIA DE LA CONCEPCION (Tutorships)
RABE , ANA MARIA DE LA CONCEPCION (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
FAYA CERQUEIRO, FATIMA MARIA (Chairman)
Mallo López, Sabela Carme (Secretary)
ALCALA RODRIGUEZ, FRANCISCO JAVIER (Member)
The perception of positive parenting in a sample of adolescents who participated in the Family Preservation Programme
Authorship
S.P.R.
Pedagogy Degree
S.P.R.
Pedagogy Degree
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
In certain family contexts and situations, challenges and difficulties arise that hinder the development of healthy and respectful parenting. Family preservation programs, from a preventive approach, aim to strengthen the parenting and caregiving skills of these families to avoid the need for more restrictive measures and services, such as the child protection system. One example of these programs is the so-called Family Preservation Spaces (EPF), whose objectives are to prevent minors from entering the protection system and to demonstrate the effectiveness of the Family Preservation and Positive Parenting Model in transforming families’ educational practices. This study, through field research, aims to analyze how adolescents perceive the changes in their parents maternal and paternal skills before and after the implementation of the Program, to assess the impact that the positive parenting approach had on their lives.
In certain family contexts and situations, challenges and difficulties arise that hinder the development of healthy and respectful parenting. Family preservation programs, from a preventive approach, aim to strengthen the parenting and caregiving skills of these families to avoid the need for more restrictive measures and services, such as the child protection system. One example of these programs is the so-called Family Preservation Spaces (EPF), whose objectives are to prevent minors from entering the protection system and to demonstrate the effectiveness of the Family Preservation and Positive Parenting Model in transforming families’ educational practices. This study, through field research, aims to analyze how adolescents perceive the changes in their parents maternal and paternal skills before and after the implementation of the Program, to assess the impact that the positive parenting approach had on their lives.
Direction
GODAS OTERO, AGUSTIN (Tutorships)
GODAS OTERO, AGUSTIN (Tutorships)
Court
GODAS OTERO, AGUSTIN (Student’s tutor)
GODAS OTERO, AGUSTIN (Student’s tutor)
EmoXperience Musical: a proposal for an educational intervention to work on Autonomy and Emotional Regulation in students with High Capacities
Authorship
S.P.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.P.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
06.26.2025 10:30
06.26.2025 10:30
Summary
Currently, students with High Abilities (AACC) in Primary Education often face important emotional and social challenges, such as low self-esteem, little tolerance for frustration and demotivation towards school tasks. LOMLOE highlights the relevance of emotional education as a key tool to help them identify and manage their emotions, as well as develop social skills. Within this framework, music emerges as an effective pedagogical resource for enhancing emotional expression, creativity and group collaboration. This Traballo de Fin de Grao has as main objective the design of a proposal for educational intervention based on music, aimed at strengthening the most fragile emotional skills of students with AACC, especially autonomy and emotional self-regulation. To this end, a bibliographical review of studies and initiatives on emotional education and High Capacities will be carried out, which will serve as the basis for developing a proposal with resources and methodology adapted to their specific needs.
Currently, students with High Abilities (AACC) in Primary Education often face important emotional and social challenges, such as low self-esteem, little tolerance for frustration and demotivation towards school tasks. LOMLOE highlights the relevance of emotional education as a key tool to help them identify and manage their emotions, as well as develop social skills. Within this framework, music emerges as an effective pedagogical resource for enhancing emotional expression, creativity and group collaboration. This Traballo de Fin de Grao has as main objective the design of a proposal for educational intervention based on music, aimed at strengthening the most fragile emotional skills of students with AACC, especially autonomy and emotional self-regulation. To this end, a bibliographical review of studies and initiatives on emotional education and High Capacities will be carried out, which will serve as the basis for developing a proposal with resources and methodology adapted to their specific needs.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
Escape Room, gamification as a teaching strategy for teaching music history and musical concepts in Primary Education
Authorship
M.P.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.P.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This Final Degree Project presents a proposal for educational intervention in the area of Music and Dance, through the gamified technique called “Escape Room”. One of the main objectives of the proposal is to observe the reaction of students to this methodology and to introduce musical concepts in a playful and attractive way for meaningful and motivating learning. Through a review of the literature related to this aspect and making a proposal for an intervention related to gamification, the aim is to make innovative teaching in the field of music visible in order to offer multiple pedagogical possibilities related to this tool called “Escape Room”. The educational intervention is aimed at students in 3rd and 4th year of Primary Education (second cycle) where this gamification technique is carried out and the results obtained during its implementation are observed.
This Final Degree Project presents a proposal for educational intervention in the area of Music and Dance, through the gamified technique called “Escape Room”. One of the main objectives of the proposal is to observe the reaction of students to this methodology and to introduce musical concepts in a playful and attractive way for meaningful and motivating learning. Through a review of the literature related to this aspect and making a proposal for an intervention related to gamification, the aim is to make innovative teaching in the field of music visible in order to offer multiple pedagogical possibilities related to this tool called “Escape Room”. The educational intervention is aimed at students in 3rd and 4th year of Primary Education (second cycle) where this gamification technique is carried out and the results obtained during its implementation are observed.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
DIZ OTERO, MARIO (Student’s tutor)
DIZ OTERO, MARIO (Student’s tutor)
Exploring water and its properties: An innovative teaching proposal applying a STS approach to primary education.
Authorship
L.P.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.P.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 09:00
07.01.2025 09:00
Summary
The Final Degree Project focuses on the design of a curricular proposal and research on its implementation in students of 1st grade of Primary Education. The didactic proposal deals with the study of the properties and states of water, as well as its importance for our planet. In addition, it adopts an approach that integrates the principles of Science, Technology and Society (STS), which allows contextualizing the contents and encouraging critical reflection. The objective of initiation into research is to analyze how this proposal promotes scientific thinking and environmental awareness in relation to water care. The implementation includes experimentation activities, teamwork, a didactic outing, and an interactive digital game, in order to connect theory with direct experience of students. The methodology used is qualitative, based on direct observation and data collection. In this sense, the students’ practice and the impact of the proposal on their learning are evaluated, highlighting their active role and the connection of the subject with their environment.
The Final Degree Project focuses on the design of a curricular proposal and research on its implementation in students of 1st grade of Primary Education. The didactic proposal deals with the study of the properties and states of water, as well as its importance for our planet. In addition, it adopts an approach that integrates the principles of Science, Technology and Society (STS), which allows contextualizing the contents and encouraging critical reflection. The objective of initiation into research is to analyze how this proposal promotes scientific thinking and environmental awareness in relation to water care. The implementation includes experimentation activities, teamwork, a didactic outing, and an interactive digital game, in order to connect theory with direct experience of students. The methodology used is qualitative, based on direct observation and data collection. In this sense, the students’ practice and the impact of the proposal on their learning are evaluated, highlighting their active role and the connection of the subject with their environment.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Gender equality through children's literature
Authorship
E.P.C.
Pedagogy Degree
E.P.C.
Pedagogy Degree
Defense date
07.01.2025 14:00
07.01.2025 14:00
Summary
In this bachelor’s Thesis, we propose the design of an educational intervention project focused on promoting gender equality through children's literature, resources that play a key role in the socialization process of young children and convey gender, related values and norms. Moreover, this project aims to highlight the importance of schools strengthening coeducation in a more comprehensive and cross-curricular manner, integrating it throughout all classroom activities. In line with current legislation, the ultimate goal is to ensure an education grounded in the principle of equal opportunities.
In this bachelor’s Thesis, we propose the design of an educational intervention project focused on promoting gender equality through children's literature, resources that play a key role in the socialization process of young children and convey gender, related values and norms. Moreover, this project aims to highlight the importance of schools strengthening coeducation in a more comprehensive and cross-curricular manner, integrating it throughout all classroom activities. In line with current legislation, the ultimate goal is to ensure an education grounded in the principle of equal opportunities.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Physical activities in the natural environment in Galicia from the teacher´s perspective: a descriptive study
Authorship
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 11:00
07.04.2025 11:00
Summary
The current lifestyle underscores the necessity of promoting physical activity among children and young people. The school guarantees training for all students and Physical Education (PE) is an essential tool for their comprehensive development, through experiences such as physical activities in the natural environment (PANE). The aim of this study was to diagnose teacher´s perception regarding the implementation of PANE withing PE in state schools in Galicia. A total of 127 teachers (53 women and 74 men) participated in the study, completing a validated questionnaire on the development of physical activities in the natural environment in the school environment. This questionnaire comprised 55 items structured into three sections: the first covered sociodemographic aspects; the second one consisted of 7 blocks of quantitative questions -formulated using a Likert scale-; and the third included qualitative questions. The results indicate a positive trend towards the inclusion of PANE in the teachers’ programming, particularly in the rural environment, and highlighting it´s potential for interdisciplinary work and transversal themes that promote education for sustainable development. The main challenges identified include a lack of specific training and time, insufficient resources and inadequate institutional support.
The current lifestyle underscores the necessity of promoting physical activity among children and young people. The school guarantees training for all students and Physical Education (PE) is an essential tool for their comprehensive development, through experiences such as physical activities in the natural environment (PANE). The aim of this study was to diagnose teacher´s perception regarding the implementation of PANE withing PE in state schools in Galicia. A total of 127 teachers (53 women and 74 men) participated in the study, completing a validated questionnaire on the development of physical activities in the natural environment in the school environment. This questionnaire comprised 55 items structured into three sections: the first covered sociodemographic aspects; the second one consisted of 7 blocks of quantitative questions -formulated using a Likert scale-; and the third included qualitative questions. The results indicate a positive trend towards the inclusion of PANE in the teachers’ programming, particularly in the rural environment, and highlighting it´s potential for interdisciplinary work and transversal themes that promote education for sustainable development. The main challenges identified include a lack of specific training and time, insufficient resources and inadequate institutional support.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Physical activity, rural schools and environmental awareness: a trinomial for work in Early childhood Education through learning situations and service learning
Authorship
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
A.P.A.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 13:00
07.03.2025 13:00
Summary
Physical activity and environmental education are considered key elements for children´s development, in terms of building a healthy and sustainable lifestyle. The aim of this study was to develop an intervention proposal to promote physical activity and attitudes of care and protection of the environment in children between 3 and 6 years old in a rural community. At the methodological level, the study consisted of the implementation of an intervention plan, based on current regulations, and employed active and experiential methodologies, specifically a learning situation and service-learning project, which promoted students´ engagement in improving their community. The final assessment indicates that globalised projects, when conducted in contact with the natural environment and oriented toward social action, promote the development of attitudes favouring environmental care and protection, as well as healthy lifestyle habits -highlighting physical activity-, and strengthen the connection with the environment and the community.
Physical activity and environmental education are considered key elements for children´s development, in terms of building a healthy and sustainable lifestyle. The aim of this study was to develop an intervention proposal to promote physical activity and attitudes of care and protection of the environment in children between 3 and 6 years old in a rural community. At the methodological level, the study consisted of the implementation of an intervention plan, based on current regulations, and employed active and experiential methodologies, specifically a learning situation and service-learning project, which promoted students´ engagement in improving their community. The final assessment indicates that globalised projects, when conducted in contact with the natural environment and oriented toward social action, promote the development of attitudes favouring environmental care and protection, as well as healthy lifestyle habits -highlighting physical activity-, and strengthen the connection with the environment and the community.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
GARCIA-RODEJA GAYOSO, ISABEL (Chairman)
BASANTA CAMIÑO, SILVIA (Secretary)
NIETO VIEITES, ANA (Member)
Emotional dependency in romantic relationships: case studies and socioeducational perspectives
Authorship
M.P.O.
Social Education Degree
M.P.O.
Social Education Degree
Defense date
07.02.2025 13:00
07.02.2025 13:00
Summary
This Final Thesis aims to analyze emotional dependence in romantic relationships from a qualitative and socio-educational perspective. Through the use of semi-structured interviews with five individuals aged between 25 and 30, personal experiences related to this issue are explored, focusing on causes, consequences, and participants’ own perceptions. The results reveal that emotional dependence significantly affects psychological and social well-being, leading to anxiety, low self-esteem, social isolation, and in some cases, tolerance of controlling or abusive behaviors. The study also confirms that emotional dependence shares characteristics with behavioral addictions, highlighting the need for a multidisciplinary approach. In this context, the social educator emerges as a key figure in the prevention, intervention, and support of individuals affected by this issue, promoting their autonomy and strengthening their personal and social bonds.
This Final Thesis aims to analyze emotional dependence in romantic relationships from a qualitative and socio-educational perspective. Through the use of semi-structured interviews with five individuals aged between 25 and 30, personal experiences related to this issue are explored, focusing on causes, consequences, and participants’ own perceptions. The results reveal that emotional dependence significantly affects psychological and social well-being, leading to anxiety, low self-esteem, social isolation, and in some cases, tolerance of controlling or abusive behaviors. The study also confirms that emotional dependence shares characteristics with behavioral addictions, highlighting the need for a multidisciplinary approach. In this context, the social educator emerges as a key figure in the prevention, intervention, and support of individuals affected by this issue, promoting their autonomy and strengthening their personal and social bonds.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Student’s tutor)
Nogueira Pérez, Miguel Ángel (Student’s tutor)
The figure of grandmothers and grandfathers in family education
Authorship
T.Q.P.
Social Education Degree
T.Q.P.
Social Education Degree
Defense date
07.01.2025 10:45
07.01.2025 10:45
Summary
Family education is the process through which the family transmits values, norms and skills to its members, especially its children, forming part of their integral development. In this way, the family is constituted as the main socialization environment, being fundamental in the transmission of culture, customs and values that allow individuals to develop their personality. This Final Project is focused on studying the role played by grandfathers and grandmothers in the family education of children who are in their fifth and sixth year of primary education. For this purpose, a research is carried out with a descriptive quantitative methodology, being the sample the sixth grade students of the CEIP Rodolfo Núñez Rodríguez in the municipality of Vilardevós. The results show that most of the children value positively the involvement of grandparents in their lives, highlighting their role in the care and transmission of social values. One of the noteworthy aspects is the presence of gender differences in the activities carried out with grandfathers and grandmothers, which is evidence of the existence of traditional roles. In conclusion, the study shows the importance of grandfathers and grandmothers in facilitating a more supportive family upbringing.
Family education is the process through which the family transmits values, norms and skills to its members, especially its children, forming part of their integral development. In this way, the family is constituted as the main socialization environment, being fundamental in the transmission of culture, customs and values that allow individuals to develop their personality. This Final Project is focused on studying the role played by grandfathers and grandmothers in the family education of children who are in their fifth and sixth year of primary education. For this purpose, a research is carried out with a descriptive quantitative methodology, being the sample the sixth grade students of the CEIP Rodolfo Núñez Rodríguez in the municipality of Vilardevós. The results show that most of the children value positively the involvement of grandparents in their lives, highlighting their role in the care and transmission of social values. One of the noteworthy aspects is the presence of gender differences in the activities carried out with grandfathers and grandmothers, which is evidence of the existence of traditional roles. In conclusion, the study shows the importance of grandfathers and grandmothers in facilitating a more supportive family upbringing.
Direction
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
BARREIRO FERNANDEZ, FELICIDAD (Tutorships)
Court
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
BARREIRO FERNANDEZ, FELICIDAD (Student’s tutor)
Video games in gender socialization
Authorship
C.Q.M.
Pedagogy Degree
C.Q.M.
Pedagogy Degree
Defense date
07.03.2025 12:00
07.03.2025 12:00
Summary
In a society where gender shapes the way people interpret, experience and position themselves in the world, women's experiences are marked by gender norms, expectations and mandates that impose a contradictory and stifling ideal of femininity: they are expected to be perfect, but without showing off; independent, but without challenging the traditional; to defend themselves, but without pointing out or making themselves uncomfortable; strong, but without refusing to be rescued. Being a woman is a cause of stigma, and it has ended up manifesting itself also in the playful-digital sphere. This Final Degree Project analyzes how video games influence the configuration of the gender identity of female gamers through a qualitative research approach based on focus groups, in which women between 18 and 50 years of age participated. A systematic reproduction of gender stereotypes, the persistent objectification of the female body and the invisibilization of women as protagonists in narratives and multiplayer spaces were evidenced. Many female gamers must hide their identity to avoid harassment and perceive the gamer space as a hostile environment that denies them the possibility of being, expressing themselves and playing without the stigmas of gender.
In a society where gender shapes the way people interpret, experience and position themselves in the world, women's experiences are marked by gender norms, expectations and mandates that impose a contradictory and stifling ideal of femininity: they are expected to be perfect, but without showing off; independent, but without challenging the traditional; to defend themselves, but without pointing out or making themselves uncomfortable; strong, but without refusing to be rescued. Being a woman is a cause of stigma, and it has ended up manifesting itself also in the playful-digital sphere. This Final Degree Project analyzes how video games influence the configuration of the gender identity of female gamers through a qualitative research approach based on focus groups, in which women between 18 and 50 years of age participated. A systematic reproduction of gender stereotypes, the persistent objectification of the female body and the invisibilization of women as protagonists in narratives and multiplayer spaces were evidenced. Many female gamers must hide their identity to avoid harassment and perceive the gamer space as a hostile environment that denies them the possibility of being, expressing themselves and playing without the stigmas of gender.
Direction
GEWERC BARUJEL, ADRIANA (Tutorships)
GEWERC BARUJEL, ADRIANA (Tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
Job insecurity and youth: An analysis of training and education.
Authorship
M.Q.P.
Pedagogy Degree
M.Q.P.
Pedagogy Degree
Defense date
07.01.2025 12:30
07.01.2025 12:30
Summary
The Final Degree Project presented here deals with the issue of job insecurity, a recent problem that highlights the complex situation that young people are experiencing when it comes to finding employment. Therefore, the main objective of this research is to analyse this relationship and how it affects the socio-economic conditions of individuals and, in turn, the functioning of the labour market. The analysis carried out by means of the documentary review technique thus shows how young people face the access to their first job, and how different educational trajectories influence the access to a quality job. Furthermore, the main results obtained in the research show the current situation of the labour market, with the proliferation of temporary contracts, overqualification, low salaries and the non-fulfilment of some labour rights. The research thus reveals that, despite having Higher Education degrees, young people are not exempt from suffering from precariousness in the labour environment, but that this is an increasingly widespread problem among the working population and for which there are no immediate solutions.
The Final Degree Project presented here deals with the issue of job insecurity, a recent problem that highlights the complex situation that young people are experiencing when it comes to finding employment. Therefore, the main objective of this research is to analyse this relationship and how it affects the socio-economic conditions of individuals and, in turn, the functioning of the labour market. The analysis carried out by means of the documentary review technique thus shows how young people face the access to their first job, and how different educational trajectories influence the access to a quality job. Furthermore, the main results obtained in the research show the current situation of the labour market, with the proliferation of temporary contracts, overqualification, low salaries and the non-fulfilment of some labour rights. The research thus reveals that, despite having Higher Education degrees, young people are not exempt from suffering from precariousness in the labour environment, but that this is an increasingly widespread problem among the working population and for which there are no immediate solutions.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Design of Inclusive Educational Spaces: Intervention Proposal for Addressing Diversity in schools.
Authorship
M.Q.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.Q.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This Final Degree Project proposes a design for inclusive educational spaces, focused on addressing diversity in educational centers. Centered on Universal Design for Learning and current legislation. The study analyzes the importance of inclusion, accessibility, and teacher involvement in the process of creating spaces that ensure the full participation of all members of the educational community, providing equal opportunities for learning and development for all students, regardless of their characteristics or needs. An innovative intervention proposal is presented to reconfigure the various spaces within an educational center. The proposal includes the implementation of key elements that promote active participation, autonomy, and student wellbeing. This transformation is especially significant for students with specific educational needs, as it helps to eliminate physical, sensory, and social barriers, and supports a more equitable, personalized, and diverse-respecting education.
This Final Degree Project proposes a design for inclusive educational spaces, focused on addressing diversity in educational centers. Centered on Universal Design for Learning and current legislation. The study analyzes the importance of inclusion, accessibility, and teacher involvement in the process of creating spaces that ensure the full participation of all members of the educational community, providing equal opportunities for learning and development for all students, regardless of their characteristics or needs. An innovative intervention proposal is presented to reconfigure the various spaces within an educational center. The proposal includes the implementation of key elements that promote active participation, autonomy, and student wellbeing. This transformation is especially significant for students with specific educational needs, as it helps to eliminate physical, sensory, and social barriers, and supports a more equitable, personalized, and diverse-respecting education.
Direction
CRESPO COMESAÑA, JULIA MARIA (Tutorships)
CRESPO COMESAÑA, JULIA MARIA (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Student’s tutor)
CRESPO COMESAÑA, JULIA MARIA (Student’s tutor)
From high potential to failure: a documentary investigation on the underachievement of students with high abilities
Authorship
H.Q.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
H.Q.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
The fact that students with gifted, a concept usually linked to academic success, display low academic performance may seem like a contradictory phenomenon. The aim of this Bachelor's Final Project is to analyze in depth the causes of this dissonance through the scientific literature from the last ten years, for which a systematic bibliographic review on this topic has been carried out, in addition to providing strategies to improve the situation. To conduct the review, searches were performed on ProQuest and three databases (Dialnet, Redalyc and Scopus). From the analysis of the documents extracted from these databases, it has been possible to identify the factors with negative implications on the performance of high-ability students. What stands out from the findings is the importance of motivation, along with the impact of metacognition and the students' context. The reviewed articles show that implementing joint interventions from both family and school, and providing metacognition and self-regulation strategies, could foster academic development more in line with the abilities of this group of students.
The fact that students with gifted, a concept usually linked to academic success, display low academic performance may seem like a contradictory phenomenon. The aim of this Bachelor's Final Project is to analyze in depth the causes of this dissonance through the scientific literature from the last ten years, for which a systematic bibliographic review on this topic has been carried out, in addition to providing strategies to improve the situation. To conduct the review, searches were performed on ProQuest and three databases (Dialnet, Redalyc and Scopus). From the analysis of the documents extracted from these databases, it has been possible to identify the factors with negative implications on the performance of high-ability students. What stands out from the findings is the importance of motivation, along with the impact of metacognition and the students' context. The reviewed articles show that implementing joint interventions from both family and school, and providing metacognition and self-regulation strategies, could foster academic development more in line with the abilities of this group of students.
Direction
SANTOS GONZALEZ, MARIA CARMEN (Tutorships)
SANTOS GONZALEZ, MARIA CARMEN (Tutorships)
Court
SANTOS GONZALEZ, MARIA CARMEN (Student’s tutor)
SANTOS GONZALEZ, MARIA CARMEN (Student’s tutor)
Assisted socio-educational intervention with dogs
Authorship
Y.R.M.
Social Education Degree
Y.R.M.
Social Education Degree
Defense date
07.01.2025 10:45
07.01.2025 10:45
Summary
Animal-Assisted Interventions are gaining increasing presence in the current context, being incorporated from different disciplines with the aim of promoting the well-being and quality of interventions aimed at diverse user profiles. Their effectiveness in the professional field, especially in those working towards the holistic development of the individual in their personal and social dimensions, is contributing to their progressive expansion. In this sense, Social Education is presented as a particularly suitable field for their application, offering real and relevant possibilities to integrate this type of intervention into socio-educational practices.
Animal-Assisted Interventions are gaining increasing presence in the current context, being incorporated from different disciplines with the aim of promoting the well-being and quality of interventions aimed at diverse user profiles. Their effectiveness in the professional field, especially in those working towards the holistic development of the individual in their personal and social dimensions, is contributing to their progressive expansion. In this sense, Social Education is presented as a particularly suitable field for their application, offering real and relevant possibilities to integrate this type of intervention into socio-educational practices.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PERMUY MARTINEZ, AIXA (Student’s tutor)
PERMUY MARTINEZ, AIXA (Student’s tutor)
Proposal for an intervention project aimed at primary school students with special educational needs and support for families.
Authorship
C.R.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.R.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
The purpose of this BA Thesis is to design an intervention proposal focused on the development of emotional education in students with SEN in the Primary Education stage, including accompaniment and training for families as an essential part of the process. The theoretical framework of the work is based on the importance of the educational inclusion of students with SEN, analysing the legal and regulatory bases that regulate their care in the Spanish education system. In addition, the key role played by families in the comprehensive development of students is addressed, especially when there are specific educational needs, and the need to establish an active collaboration between the school and the family environment is justified. On this basis, a practical intervention proposal is drawn up that includes activities aimed at students to promote emotional self-regulation, along with training and support sessions for families. The intervention is guided by an inclusive, preventive and participatory approach to improve emotional well-being and educational inclusion of students with NEAE, promoting a close and coordinated relationship between schools and families.
The purpose of this BA Thesis is to design an intervention proposal focused on the development of emotional education in students with SEN in the Primary Education stage, including accompaniment and training for families as an essential part of the process. The theoretical framework of the work is based on the importance of the educational inclusion of students with SEN, analysing the legal and regulatory bases that regulate their care in the Spanish education system. In addition, the key role played by families in the comprehensive development of students is addressed, especially when there are specific educational needs, and the need to establish an active collaboration between the school and the family environment is justified. On this basis, a practical intervention proposal is drawn up that includes activities aimed at students to promote emotional self-regulation, along with training and support sessions for families. The intervention is guided by an inclusive, preventive and participatory approach to improve emotional well-being and educational inclusion of students with NEAE, promoting a close and coordinated relationship between schools and families.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
GARCIA MURIAS, REBECA (Student’s tutor)
GARCIA MURIAS, REBECA (Student’s tutor)
Instructional design for audiovisual literacy in the 2º cycle of Early Childhood Education at a Galician school
Authorship
R.R.S.
Bachelor's Degree in Early Childhood Education
R.R.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 12:15
07.03.2025 12:15
Summary
Nowadays, audiovisual media exerts a strong influence on early childhood. Children are exposed to content that is not always age-appropriate and often exceeds their developmental level. This bachelor’s thesis presents an intervention proposal for early childhood education classrooms focused on audiovisual literacy. Its main objective is to introduce second-cycle students to the media through engaging and innovative activities that encourage critical thinking from an early age. To this end, activities are designed to suit the children's educational level, while also promoting audiovisual culture and responsible media consumption among both children and their families. A project-based methodology is used within multi-grade classrooms. Audiovisual literacy is presented as a cross-cutting axis that enables the integration of content from various areas of knowledge in a playful manner. It brings a motivating dimension to the classroom, enhancing attention and interest, while also serving as a tool for deeper, more meaningful content internalization. This intervention seeks to enrich their education through the conscious, critical, and creative use of media.
Nowadays, audiovisual media exerts a strong influence on early childhood. Children are exposed to content that is not always age-appropriate and often exceeds their developmental level. This bachelor’s thesis presents an intervention proposal for early childhood education classrooms focused on audiovisual literacy. Its main objective is to introduce second-cycle students to the media through engaging and innovative activities that encourage critical thinking from an early age. To this end, activities are designed to suit the children's educational level, while also promoting audiovisual culture and responsible media consumption among both children and their families. A project-based methodology is used within multi-grade classrooms. Audiovisual literacy is presented as a cross-cutting axis that enables the integration of content from various areas of knowledge in a playful manner. It brings a motivating dimension to the classroom, enhancing attention and interest, while also serving as a tool for deeper, more meaningful content internalization. This intervention seeks to enrich their education through the conscious, critical, and creative use of media.
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Gender inequality and feminism in primary education: knowledge and critical awareness through literature and social history
Authorship
C.R.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.R.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
Traditional tales, concerning women, are often a suitable tool for their stereotyping and, consequently, an effective way to install the idea of inferiority to men from an early age. Based on a literary selection, in dialogue with the most advanced knowledge provided by historical research this Final Degree Project will focus on the study of a didactic activity in which 5th and 6th grade Primary students travel from the past to the future, passing through the present world, to understand and reflect on both gender inequality and feminism. The primary objective of this work is to explore how a cross-curricular approach to gender in the classroom, incorporating social sciences and literature, can contribute to fostering a fairer, more critical, and more equitable education. It seeks to recognize and value conflict as a necessary element for social progress. To this end, various materials are gathered as a basis to explore the impact of the intervention and observe,through the results of the activity, how children not only acquire theoretical knowledge but also develop critical commitment to the cause, valuing the classroom as a space for social transformation.
Traditional tales, concerning women, are often a suitable tool for their stereotyping and, consequently, an effective way to install the idea of inferiority to men from an early age. Based on a literary selection, in dialogue with the most advanced knowledge provided by historical research this Final Degree Project will focus on the study of a didactic activity in which 5th and 6th grade Primary students travel from the past to the future, passing through the present world, to understand and reflect on both gender inequality and feminism. The primary objective of this work is to explore how a cross-curricular approach to gender in the classroom, incorporating social sciences and literature, can contribute to fostering a fairer, more critical, and more equitable education. It seeks to recognize and value conflict as a necessary element for social progress. To this end, various materials are gathered as a basis to explore the impact of the intervention and observe,through the results of the activity, how children not only acquire theoretical knowledge but also develop critical commitment to the cause, valuing the classroom as a space for social transformation.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
Development of social critical thinking in students of the third stage of Primary Education
Authorship
J.M.R.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
J.M.R.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
This educational research approach is rooted in the implementation of a real didactic intervention, characterized by an innovative methodology aimed at fostering critical social thinking and a civic, engaged awareness among 6th grade Primary Education students. This is achieved through the exploration, consideration and interpretation of alternative, nonconformist narratives concerning controversial elements of Galician intangible heritage: identity, language and landscape. The educational experience took place in a public school located in interurban Galicia. The research methodology is primarily qualitative and relies on the collection and analysis of students’ contributions during reflective and argumentative activities. The aim is to assess the influence of the pedagogical intervention, excluding individual evaluations. The results indicate that the students developed critical thinking skills, civic awareness, and a committed attitude toward the issues presented, along with conceptual changes aligned with historical thinking. The findings highlight the school’s role as a key agent of social transformation and as a cultural and identity-driving force. The research reinforces the education potential of controversial issues and of a participatory methology based on structured dialogue around primary sources to enhance critical thinking and civic competence.
This educational research approach is rooted in the implementation of a real didactic intervention, characterized by an innovative methodology aimed at fostering critical social thinking and a civic, engaged awareness among 6th grade Primary Education students. This is achieved through the exploration, consideration and interpretation of alternative, nonconformist narratives concerning controversial elements of Galician intangible heritage: identity, language and landscape. The educational experience took place in a public school located in interurban Galicia. The research methodology is primarily qualitative and relies on the collection and analysis of students’ contributions during reflective and argumentative activities. The aim is to assess the influence of the pedagogical intervention, excluding individual evaluations. The results indicate that the students developed critical thinking skills, civic awareness, and a committed attitude toward the issues presented, along with conceptual changes aligned with historical thinking. The findings highlight the school’s role as a key agent of social transformation and as a cultural and identity-driving force. The research reinforces the education potential of controversial issues and of a participatory methology based on structured dialogue around primary sources to enhance critical thinking and civic competence.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
DOMINGUEZ ALMANSA, ANDRES (Student’s tutor)
Educational Intervention Proposal for the Promotion of Socio-Emotional Skills in Students with ASD.
Authorship
E.R.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
E.R.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
06.26.2025 11:00
06.26.2025 11:00
Summary
Nowadays, a significant percentage of students in Primary Education present functional diversity, with some being diagnosed with ASD (Autism Spectrum Disorder). This neurodevelopmental disorder is characterized by cognitive and behavioral rigidity, as well as difficulties in communication, social interactions, and language, which persist throughout their lives. Educational regulations require addressing the specific academic support needs of these students. This proposal aims to design and evaluate an educational intervention based on both theoretical and practical strategies to promote socio-emotional development in learners with this diagnosis. Furthermore, this proposal seeks to facilitate the integration and participation of these students in the educational environment through various strategies that foster emotional self-regulation, empathy, social engagement, and conflict resolution skills. In addition to raising awareness within the educational community about the importance of these skills, this initiative aims to enhance the personal and social well-being of students with ASD. It also emphasizes the collaboration of educators, families, and other professionals to create an inclusive environment that supports the students' holistic development.
Nowadays, a significant percentage of students in Primary Education present functional diversity, with some being diagnosed with ASD (Autism Spectrum Disorder). This neurodevelopmental disorder is characterized by cognitive and behavioral rigidity, as well as difficulties in communication, social interactions, and language, which persist throughout their lives. Educational regulations require addressing the specific academic support needs of these students. This proposal aims to design and evaluate an educational intervention based on both theoretical and practical strategies to promote socio-emotional development in learners with this diagnosis. Furthermore, this proposal seeks to facilitate the integration and participation of these students in the educational environment through various strategies that foster emotional self-regulation, empathy, social engagement, and conflict resolution skills. In addition to raising awareness within the educational community about the importance of these skills, this initiative aims to enhance the personal and social well-being of students with ASD. It also emphasizes the collaboration of educators, families, and other professionals to create an inclusive environment that supports the students' holistic development.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
Communication and Social Interaction in ASD
Authorship
E.R.B.
Pedagogy Degree
E.R.B.
Pedagogy Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
The aim of this Final Degree Project is to design an intervention proposal aimed at improving communication and social interaction in children with Autism Spectrum Disorder (ASD), as these are some of the areas in which rhis group presents the greatest difficulties. The intervention, based on an educational approach, is designed for the use of the techniques focused on comunnication and combined techniques, in order to boost communication and social skills, simultaneously promoting the comprenhensive development, emotional well-being and social inclusion of these children. Thus, an individualised educational intervention is established, developed by an interdisciplinary team that provides children with a comprehensive action, addrenssing various key aspects in the improvement of their communication and social interaction skills.
The aim of this Final Degree Project is to design an intervention proposal aimed at improving communication and social interaction in children with Autism Spectrum Disorder (ASD), as these are some of the areas in which rhis group presents the greatest difficulties. The intervention, based on an educational approach, is designed for the use of the techniques focused on comunnication and combined techniques, in order to boost communication and social skills, simultaneously promoting the comprenhensive development, emotional well-being and social inclusion of these children. Thus, an individualised educational intervention is established, developed by an interdisciplinary team that provides children with a comprehensive action, addrenssing various key aspects in the improvement of their communication and social interaction skills.
Direction
Teijeiro Boo, Yesica (Tutorships)
Teijeiro Boo, Yesica (Tutorships)
Court
Teijeiro Boo, Yesica (Student’s tutor)
Teijeiro Boo, Yesica (Student’s tutor)
Addiction and monetization in video games
Authorship
I.R.C.
Pedagogy Degree
I.R.C.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
The current evolution of the video game industry has led to the incorporation of increasingly sophisticated monetization strategies, many of them inspired by gambling mechanics. This study addresses the issue of digital gambling and non-substance addictions from a pedagogical perspective, focusing on the risks associated with micropayments, loot boxes, and reward systems found in Free-to-Play video games. Through a documentary analysis, the work examines the effects of these practices on children and adolescents, along with their psychological, social, and educational implications. Furthermore, it highlights the key role of Pedagogy, families, and public policy in prevention and intervention efforts. The study concludes with the presentation of two evidence based and contextualized intervention proposals -targeted at boys and girls from early childhood to adolescence- designed to promote a healthy and critical use of video games.
The current evolution of the video game industry has led to the incorporation of increasingly sophisticated monetization strategies, many of them inspired by gambling mechanics. This study addresses the issue of digital gambling and non-substance addictions from a pedagogical perspective, focusing on the risks associated with micropayments, loot boxes, and reward systems found in Free-to-Play video games. Through a documentary analysis, the work examines the effects of these practices on children and adolescents, along with their psychological, social, and educational implications. Furthermore, it highlights the key role of Pedagogy, families, and public policy in prevention and intervention efforts. The study concludes with the presentation of two evidence based and contextualized intervention proposals -targeted at boys and girls from early childhood to adolescence- designed to promote a healthy and critical use of video games.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Student’s tutor)
LOPEZ GOMEZ, SILVIA (Student’s tutor)
Hip Hop as a leisure alternative
Authorship
L.R.B.
Social Education Degree
L.R.B.
Social Education Degree
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
This Final Degree Project explores the potential of Hip Hop as an educational tool for developing critical thinking in adolescents. Through a theoretical framework that connects leisure with non-formal education and Hip Hop with the development of skills such as idea construction, text and message analysis, and personal expression through art, a socio-educational intervention is designed at the José Saramago Cultural Center, in the Vite neighbourhood of Santiago de Compostela. This intervention also aims to strengthen the bond with the community and promote self-perception and appreciation of the environment. Using the Project-Based Learning methodology and placing the participant at the center of the intervention, the elements of Hip Hop will serve as a vehicle to address content related to critical thinking, while also contributing to community development. This project brings together key components that enhance learning, such as non-formal education, the context of the José Saramago Cultural Center, the adolescent stage, and Hip Hop, to foster critical thinking, a tool that is increasingly necessary in today’s world.
This Final Degree Project explores the potential of Hip Hop as an educational tool for developing critical thinking in adolescents. Through a theoretical framework that connects leisure with non-formal education and Hip Hop with the development of skills such as idea construction, text and message analysis, and personal expression through art, a socio-educational intervention is designed at the José Saramago Cultural Center, in the Vite neighbourhood of Santiago de Compostela. This intervention also aims to strengthen the bond with the community and promote self-perception and appreciation of the environment. Using the Project-Based Learning methodology and placing the participant at the center of the intervention, the elements of Hip Hop will serve as a vehicle to address content related to critical thinking, while also contributing to community development. This project brings together key components that enhance learning, such as non-formal education, the context of the José Saramago Cultural Center, the adolescent stage, and Hip Hop, to foster critical thinking, a tool that is increasingly necessary in today’s world.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Development of emotions and emotional competences through children's literature
Authorship
P.R.U.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.R.U.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
Children’s literature can be an essential tool in Primary Education to promote the development of emotional competences, because it not only contributes to the emotional, cognitive, and social development of children, but also fosters values such as tolerance, respect, and empathy. Moreover, it offers both positive and negative role models that encourage students to reflect on different social values through identification with characters. The main objective of this Final Project Grade is to analyze the usefulness of children’s literature in improving the identification and understanding of emotions, as well as in the development of social and emotional skills in students. To this end, a systematic review of recent studies on the relationship between emotional education and children’s literature in Primary Education has been carried out. The main results demonstrate the potential of children’s literature as a resource for emotional work in the classroom. It is concluded that, when used with pedagogical intention and appropriate support, children’s literature becomes an effective tool for emotional education, contributing to the comprehensive development of students from the earliest stages of school.
Children’s literature can be an essential tool in Primary Education to promote the development of emotional competences, because it not only contributes to the emotional, cognitive, and social development of children, but also fosters values such as tolerance, respect, and empathy. Moreover, it offers both positive and negative role models that encourage students to reflect on different social values through identification with characters. The main objective of this Final Project Grade is to analyze the usefulness of children’s literature in improving the identification and understanding of emotions, as well as in the development of social and emotional skills in students. To this end, a systematic review of recent studies on the relationship between emotional education and children’s literature in Primary Education has been carried out. The main results demonstrate the potential of children’s literature as a resource for emotional work in the classroom. It is concluded that, when used with pedagogical intention and appropriate support, children’s literature becomes an effective tool for emotional education, contributing to the comprehensive development of students from the earliest stages of school.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Taboada Ares, Eva María (Student’s tutor)
A gender-focused analysis of employment reintegration among the prison population
Authorship
M.R.I.
Pedagogy Degree
M.R.I.
Pedagogy Degree
Defense date
07.02.2025 09:30
07.02.2025 09:30
Summary
This study analyzes gender inequalities in the labor reintegration processes of the prison population from a pedagogical perspective, focusing on the impact of the Spanish penitentiary system as a perpetuator of social injustices. Methodologically, the PRISMA protocol is applied to conduct a systematic review using two databases: Scopus and Web of Science. A total of 40 relevant studies were identified. The results reveal that incarcerated women are immersed in a prison system that reinforces gender roles, offering employment opportunities primarily in feminized and low-skilled activities. This approach not only limits their reintegration prospects but also perpetuates their social and labor exclusion. The situation is further aggravated by the absence of gender-sensitive programs, the weak connection between training and labor market demands, and external factors such as stigma, racialization, and challenges related to motherhood. Moreover, the study highlights the need for transformative policies that address these inequalities from an equity-based perspective. Such policies must ensure the fulfillment of fundamental rights and promote women's integration into the labor market through measures that combine market-oriented training, psychosocial support, and actions to combat stigma.
This study analyzes gender inequalities in the labor reintegration processes of the prison population from a pedagogical perspective, focusing on the impact of the Spanish penitentiary system as a perpetuator of social injustices. Methodologically, the PRISMA protocol is applied to conduct a systematic review using two databases: Scopus and Web of Science. A total of 40 relevant studies were identified. The results reveal that incarcerated women are immersed in a prison system that reinforces gender roles, offering employment opportunities primarily in feminized and low-skilled activities. This approach not only limits their reintegration prospects but also perpetuates their social and labor exclusion. The situation is further aggravated by the absence of gender-sensitive programs, the weak connection between training and labor market demands, and external factors such as stigma, racialization, and challenges related to motherhood. Moreover, the study highlights the need for transformative policies that address these inequalities from an equity-based perspective. Such policies must ensure the fulfillment of fundamental rights and promote women's integration into the labor market through measures that combine market-oriented training, psychosocial support, and actions to combat stigma.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
GARCIA ALVAREZ, JESUS (Student’s tutor)
GARCIA ALVAREZ, JESUS (Student’s tutor)
Educational styles in at-risk family contexts: a systematic review from the perspective of positive parenting
Authorship
M.R.M.
Social Education Degree
M.R.M.
Social Education Degree
Defense date
07.02.2025 17:00
07.02.2025 17:00
Summary
Educational styles significantly influence the emotional, social, and cognitive development of children. Among them, positive parenting stands out as a model that promotes secure attachment, mutual respect, and discipline based on affection and communication. The aim of this study is to analyze, through a systematic review, how parenting styles are influenced by risk factors present in vulnerable family environments and how this impacts the well-being of children, with the purpose of promoting the preservation of the child within their family environment through Social Services. To this end, a search was conducted in the WoS, Scopus, and ERIC databases, selecting 10 articles published between 2015 and 2025. The results confirm that positive parenting styles, especially the authoritative, foster child well-being and family cohesion. Moreover, positive parenting programs improve family communication and reduce the prevalence of negative styles with long-lasting effects.
Educational styles significantly influence the emotional, social, and cognitive development of children. Among them, positive parenting stands out as a model that promotes secure attachment, mutual respect, and discipline based on affection and communication. The aim of this study is to analyze, through a systematic review, how parenting styles are influenced by risk factors present in vulnerable family environments and how this impacts the well-being of children, with the purpose of promoting the preservation of the child within their family environment through Social Services. To this end, a search was conducted in the WoS, Scopus, and ERIC databases, selecting 10 articles published between 2015 and 2025. The results confirm that positive parenting styles, especially the authoritative, foster child well-being and family cohesion. Moreover, positive parenting programs improve family communication and reduce the prevalence of negative styles with long-lasting effects.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
Weaving Coexistence: Intervention project in an Integrated Public Centre in the province of A Coruña
Authorship
K.R.B.
Pedagogy Degree
K.R.B.
Pedagogy Degree
Defense date
07.02.2025 12:00
07.02.2025 12:00
Summary
School coexistence is a pillar that guarantees the optimal academic, personal and social development of students. This Final Degree Project focuses on improving it through a socio-educational intervention project in an Integrated Public School in the province of A Coruña, based on the triangulation of quantitative and qualitative data, as well as specialised literature. Within this framework, the Weaving Coexistence project comes as a response to the needs detected among students in Obrigatory Secondary Education, where difficulties were identified such as bullying, exclusion and lack of knowledge of the rules of coexistence; aggravated by the impact of new technologies, as is the case of cyberbullying. The main objective is to reinforce socio-emotional education, foster the integration of vulnerable students and create spaces for dialogue and active participation, thus promoting a safe, inclusive and respectful school climate. To this end, interactive educational activities - adapted to the rural context and the reality of the students - were designed to work on socio-emotional skills, internalise the rules of coexistence, prevent conflicts, etc. In short, this work represents an opportunity to commit to pedagogical innovation and address the challenges in a comprehensive and contextualised way, in order to strengthen the social fabric of the centre and its environment.
School coexistence is a pillar that guarantees the optimal academic, personal and social development of students. This Final Degree Project focuses on improving it through a socio-educational intervention project in an Integrated Public School in the province of A Coruña, based on the triangulation of quantitative and qualitative data, as well as specialised literature. Within this framework, the Weaving Coexistence project comes as a response to the needs detected among students in Obrigatory Secondary Education, where difficulties were identified such as bullying, exclusion and lack of knowledge of the rules of coexistence; aggravated by the impact of new technologies, as is the case of cyberbullying. The main objective is to reinforce socio-emotional education, foster the integration of vulnerable students and create spaces for dialogue and active participation, thus promoting a safe, inclusive and respectful school climate. To this end, interactive educational activities - adapted to the rural context and the reality of the students - were designed to work on socio-emotional skills, internalise the rules of coexistence, prevent conflicts, etc. In short, this work represents an opportunity to commit to pedagogical innovation and address the challenges in a comprehensive and contextualised way, in order to strengthen the social fabric of the centre and its environment.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
VILA COUÑAGO, ESTHER (Student’s tutor)
VILA COUÑAGO, ESTHER (Student’s tutor)
Service-Learning: Historical Heritage Recovery Existing in the Students' Proximal Environment.
Authorship
M.R.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.R.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
The proposal will tackle the educational opportunities that service learning enhances in primary school education, to develop heritage education among the pupils. This methodology promotes competency-based education, recalling previously known concepts and fostering critical thinking. Involving archaeological heritage not only encompasses source work and its implications but also fosters motivation and positive emotions in learners. This proposal provides an in-depth examination of service learning and proposes various designs to bring it into practice. Additionally, it aims to develop specific competencies regarding local archaeological heritage work. From a methodological perspective, a literature review will be conducted to inform the design of a proposal for a primary school group. The previously mentioned proposal will be implemented, and its results will be assessed to identify opportunities and problems. It is expected that this proposal will help to explore in more detail the theoretical basis exposed, as it will promote among the students a development of citizen competencies, standing up for heritage preservation and a proactive attitude towards social involvement.
The proposal will tackle the educational opportunities that service learning enhances in primary school education, to develop heritage education among the pupils. This methodology promotes competency-based education, recalling previously known concepts and fostering critical thinking. Involving archaeological heritage not only encompasses source work and its implications but also fosters motivation and positive emotions in learners. This proposal provides an in-depth examination of service learning and proposes various designs to bring it into practice. Additionally, it aims to develop specific competencies regarding local archaeological heritage work. From a methodological perspective, a literature review will be conducted to inform the design of a proposal for a primary school group. The previously mentioned proposal will be implemented, and its results will be assessed to identify opportunities and problems. It is expected that this proposal will help to explore in more detail the theoretical basis exposed, as it will promote among the students a development of citizen competencies, standing up for heritage preservation and a proactive attitude towards social involvement.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
Positive parenting in mothers and fathers. The indicators of the effects of the implementation of the Family Preservation Program
Authorship
A.R.B.
Pedagogy Degree
A.R.B.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
The family constitutes the source of primary socialization for all people, so the way in which the marental and/or parental figures exercise their functions of care and education decisively influences the comprehensive development of their daughters and sons. In this framework, the main objective of this field research is to study, from the perspective of positive parenting, the indicators of the effects of the implementation of the Espazos Family Preservation Program on the mothers and fathers of a sample of families residing in the Galician regions of O Salnés and O Barbanza. Given that the program was fundamentally aimed at reinforcing marental and/or parental competences and promoting the preservation of minors in their family environment, the analysis focused on evaluating its effectiveness in three specific dimensions: “Knowledge and control of stress”, “Affection and recognition” and “Shared activities”; in which changes and signs of improvement were observed in certain maternal and/or parental practices after the intervention.
The family constitutes the source of primary socialization for all people, so the way in which the marental and/or parental figures exercise their functions of care and education decisively influences the comprehensive development of their daughters and sons. In this framework, the main objective of this field research is to study, from the perspective of positive parenting, the indicators of the effects of the implementation of the Espazos Family Preservation Program on the mothers and fathers of a sample of families residing in the Galician regions of O Salnés and O Barbanza. Given that the program was fundamentally aimed at reinforcing marental and/or parental competences and promoting the preservation of minors in their family environment, the analysis focused on evaluating its effectiveness in three specific dimensions: “Knowledge and control of stress”, “Affection and recognition” and “Shared activities”; in which changes and signs of improvement were observed in certain maternal and/or parental practices after the intervention.
Direction
GODAS OTERO, AGUSTIN (Tutorships)
GODAS OTERO, AGUSTIN (Tutorships)
Court
GODAS OTERO, AGUSTIN (Student’s tutor)
GODAS OTERO, AGUSTIN (Student’s tutor)
Play as an educational tool for promoting social and communication skills in students with Autism Spectrum Disorder
Authorship
A.R.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.R.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Autism Spectrum Disorder (ASD) is characterized by persistent difficulties in communication and social interaction, as well as the presence of restrictive and repetitive patterns of behaviour, interests or activities. Given its prevalence, there is an increasing presence of students with ASD in mainstream classrooms and a growing need for teachers to be able to respond to their needs. Play provides a natural and motivating environment where children learn to interact effectively with others, and therefore, it constitutes an essential tool for the development of social skills. The general objective of this Final Degree Project is to analyze the usefulness of play as a tool to improve communication and develop social skills in students with ASD in primary education. This project is conceived as an initiation in documentary research, involving a literature review of recent years through various bibliographic sources. The main results demonstrate the role of play as a pedagogical tool that helps students with ASD acquire social skills in significant contexts. Through play, progress is observed in peer interactions, the learning of social norms, and emotional expression. Hence, play becomes a solid pillar for inclusive education and the holistic development of students with ASD in primary education.
Autism Spectrum Disorder (ASD) is characterized by persistent difficulties in communication and social interaction, as well as the presence of restrictive and repetitive patterns of behaviour, interests or activities. Given its prevalence, there is an increasing presence of students with ASD in mainstream classrooms and a growing need for teachers to be able to respond to their needs. Play provides a natural and motivating environment where children learn to interact effectively with others, and therefore, it constitutes an essential tool for the development of social skills. The general objective of this Final Degree Project is to analyze the usefulness of play as a tool to improve communication and develop social skills in students with ASD in primary education. This project is conceived as an initiation in documentary research, involving a literature review of recent years through various bibliographic sources. The main results demonstrate the role of play as a pedagogical tool that helps students with ASD acquire social skills in significant contexts. Through play, progress is observed in peer interactions, the learning of social norms, and emotional expression. Hence, play becomes a solid pillar for inclusive education and the holistic development of students with ASD in primary education.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Student’s tutor)
IGLESIAS SOUTO, PATRICIA MARIA (Student’s tutor)
The influence of separation on the academic performance of sons and daughters
Authorship
N.R.B.
Pedagogy Degree
N.R.B.
Pedagogy Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
Family breakdown caused by parental divorce is an increasingly common occurrence in our society. This process leads to a series of significant changes in the family structure and dynamics, resulting in multiple consequences in the students characteristics. The main objective of this Final Degree Project is to analyze the impact of parental separation on the academic achievement of sons and daughters. To this end, a descriptive and quantitative research was conducted through the application of and ad hoc questionnaire as a data collection instrument. The sample consists of 103 students from the four academic years of the Degree in Pedagogy at University of Santiago de Compostela. Although the results are varied, it is acknowledged that the educational sphere can be affected by the separation process, influencing both academic achievement and the social development of the students. Nevertheless, it is concluded that the consequences of separation are not uniform; rather, they depend on the individual and the contextual factors experienced during the process.
Family breakdown caused by parental divorce is an increasingly common occurrence in our society. This process leads to a series of significant changes in the family structure and dynamics, resulting in multiple consequences in the students characteristics. The main objective of this Final Degree Project is to analyze the impact of parental separation on the academic achievement of sons and daughters. To this end, a descriptive and quantitative research was conducted through the application of and ad hoc questionnaire as a data collection instrument. The sample consists of 103 students from the four academic years of the Degree in Pedagogy at University of Santiago de Compostela. Although the results are varied, it is acknowledged that the educational sphere can be affected by the separation process, influencing both academic achievement and the social development of the students. Nevertheless, it is concluded that the consequences of separation are not uniform; rather, they depend on the individual and the contextual factors experienced during the process.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
FERNANDEZ REY, ELENA (Student’s tutor)
FERNANDEZ REY, ELENA (Student’s tutor)
Project-Based Learnig. “The Deserts” Project
Authorship
A.R.G.
Bachelor's Degree in Early Childhood Education
A.R.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
This Final Degree Project presents, through a theoretical review and practical implementation, the effectiveness of Project-Based Learning (PBL) in Early Childhood Education classrooms, from both the teacher’s and students’ perspectives. According to the results, it shows how PBL supports the full development of children, based on their own investigations, interests, and motivations. Furthermore, it highlights how this active methodology fosters innovation processes that promote autonomy, confidence, cooperation, decision-making, and critical thinking. The study includes a didactic proposal based on the practical application of a project focused on “The deserts” carried out in a mixed Early Childhood classroom with children aged 3 to 5. Throughout this process, the learning outcomes and proposed activities are observed, as well as the overall results, demonstrating that PBL enriches educational practice and improves knowledge.
This Final Degree Project presents, through a theoretical review and practical implementation, the effectiveness of Project-Based Learning (PBL) in Early Childhood Education classrooms, from both the teacher’s and students’ perspectives. According to the results, it shows how PBL supports the full development of children, based on their own investigations, interests, and motivations. Furthermore, it highlights how this active methodology fosters innovation processes that promote autonomy, confidence, cooperation, decision-making, and critical thinking. The study includes a didactic proposal based on the practical application of a project focused on “The deserts” carried out in a mixed Early Childhood classroom with children aged 3 to 5. Throughout this process, the learning outcomes and proposed activities are observed, as well as the overall results, demonstrating that PBL enriches educational practice and improves knowledge.
Direction
ARMAS CASTRO, JOSE ANGEL (Tutorships)
ARMAS CASTRO, JOSE ANGEL (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Student’s tutor)
ARMAS CASTRO, JOSE ANGEL (Student’s tutor)
Music as an inclusive tool in students with ASD. Proposal for innovation in the second cycle of Early Childhood Education.
Authorship
A.R.L.
Bachelor's Degree in Early Childhood Education
A.R.L.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 13:00
07.03.2025 13:00
Summary
The work focuses on the use of music as a tool to enhance, promote, stimulate, reinforce, and improve the inclusion of students with Autism Spectrum Disorder (ASD) in the second cycle of Early Childhood Education (3-6). This work is part of the design of an intervention project with the aim of developing a proposal for pedagogical innovation, whose main objective is to design an intervention proposal to improve inclusion through a multisensory classroom based on resources and techniques that promote the comprehensive development of children, especially those with ASD, in the second cycle of early childhood education. The methodology is structured around the search for and analysis of information on the characteristics of ASD, the curriculum, and the role of music in the development of students aged 3 to 6, relating it to teaching practice and its applicability at this educational stage. The main foreseeable results show the potential that music can offer as a tool to promote comprehensive development and participation in the school environment.
The work focuses on the use of music as a tool to enhance, promote, stimulate, reinforce, and improve the inclusion of students with Autism Spectrum Disorder (ASD) in the second cycle of Early Childhood Education (3-6). This work is part of the design of an intervention project with the aim of developing a proposal for pedagogical innovation, whose main objective is to design an intervention proposal to improve inclusion through a multisensory classroom based on resources and techniques that promote the comprehensive development of children, especially those with ASD, in the second cycle of early childhood education. The methodology is structured around the search for and analysis of information on the characteristics of ASD, the curriculum, and the role of music in the development of students aged 3 to 6, relating it to teaching practice and its applicability at this educational stage. The main foreseeable results show the potential that music can offer as a tool to promote comprehensive development and participation in the school environment.
Direction
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
GILLANDERS , CAROL JEAN (Chairman)
Trigo Martínez, Cristina (Secretary)
OUTON OVIEDO, PAULA (Member)
Impact of Invasive Alien Species on Galician Ecosystems: A Project to Raise Awareness and Promote Environmental Action through Sustainable Leisure
Authorship
S.R.O.
Pedagogy Degree
S.R.O.
Pedagogy Degree
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
Invasive alien species represent a threat that is both significant and insufficiently understood. Their introduction and spread within Galician ecosystems can have devastating consequences for local biodiversity. This issue underscores the need for an intervention project that promotes knowledge and both individual and collective action in response to this threat, from a pedagogical perspective rooted in Environmental Education. This Final Degree Project, framed within the design of an intervention project, focuses on this challenge by proposing an educational initiative aimed at children in the final cycle of Primary Education. The central aim of the proposal is to raise awareness of the impact of invasive alien species on Galician biodiversity, fostering responsible and sustainable attitudes through Environmental Education and Sustainable Leisure. The development of this paper includes a conceptual approach to the subject under study, grounded in scientific research, addressing the educational relevance of this issue, the role of Environmental Education as a didactic tool and the potential of Sustainable Leisure for social awareness-raising. In addition, a needs analysis and contextualization of the proposal was carried out within Montescola Foundation, the organisation where the project is intended to be implemented. Finally, the designed intervention proposal is presented, specifying the actions to be undertaken.
Invasive alien species represent a threat that is both significant and insufficiently understood. Their introduction and spread within Galician ecosystems can have devastating consequences for local biodiversity. This issue underscores the need for an intervention project that promotes knowledge and both individual and collective action in response to this threat, from a pedagogical perspective rooted in Environmental Education. This Final Degree Project, framed within the design of an intervention project, focuses on this challenge by proposing an educational initiative aimed at children in the final cycle of Primary Education. The central aim of the proposal is to raise awareness of the impact of invasive alien species on Galician biodiversity, fostering responsible and sustainable attitudes through Environmental Education and Sustainable Leisure. The development of this paper includes a conceptual approach to the subject under study, grounded in scientific research, addressing the educational relevance of this issue, the role of Environmental Education as a didactic tool and the potential of Sustainable Leisure for social awareness-raising. In addition, a needs analysis and contextualization of the proposal was carried out within Montescola Foundation, the organisation where the project is intended to be implemented. Finally, the designed intervention proposal is presented, specifying the actions to be undertaken.
Direction
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
Court
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
PORTO CASTRO, ANA MARIA (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
Facal Mayo, David (Member)
The Importance of Motor Skills in the Early Childhood Education Stage
Authorship
D.R.P.
Bachelor's Degree in Early Childhood Education
D.R.P.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project (FDP) focuses on motor education during Early Childhood Education, with the aim of designing an educational intervention proposal that addresses the main Basic Motor Skills (BMS). Thus, a theoretical framework is presented, resulting from bibliographic research, and then an intervention proposal consisting of three motor sessions. Through these sessions, the proposal seeks to promote children's motor development while simultaneously fostering a love of movement and addressing various social aspects.
This Final Degree Project (FDP) focuses on motor education during Early Childhood Education, with the aim of designing an educational intervention proposal that addresses the main Basic Motor Skills (BMS). Thus, a theoretical framework is presented, resulting from bibliographic research, and then an intervention proposal consisting of three motor sessions. Through these sessions, the proposal seeks to promote children's motor development while simultaneously fostering a love of movement and addressing various social aspects.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Introducing the C of Culture in an Arts and Design CLIL classroom: Design and proposal of didactic activities for Primary Education
Authorship
A.R.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.R.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 17:00
07.02.2025 17:00
Summary
We live in a multilingual and multicultural social reality. The European continent is synonymous with diversity; therefore, schools must put an emphasis on fostering the development of cultural competences, awareness, and tolerance among students. This Bachelor’s Degree Final Project outlines five didactic proposals to advocate for an education in culture in Primary Education using CLIL methodology (Content and Language Integrated Learning) in an Art and Design classroom. The primary objective of this proposal is to design activities that integrate English learning through artistic creation, while also developing cultural competence and the ability to express it effectively. Furthermore, the activities are aimed to work with both linguistic and artistic content, as well as to promote the value of cultural diversity in an inclusive and participatory environment.
We live in a multilingual and multicultural social reality. The European continent is synonymous with diversity; therefore, schools must put an emphasis on fostering the development of cultural competences, awareness, and tolerance among students. This Bachelor’s Degree Final Project outlines five didactic proposals to advocate for an education in culture in Primary Education using CLIL methodology (Content and Language Integrated Learning) in an Art and Design classroom. The primary objective of this proposal is to design activities that integrate English learning through artistic creation, while also developing cultural competence and the ability to express it effectively. Furthermore, the activities are aimed to work with both linguistic and artistic content, as well as to promote the value of cultural diversity in an inclusive and participatory environment.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
Court
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
FAYA CERQUEIRO, FATIMA MARIA (Student’s tutor)
Family involvement in academic and career decision-making in Secondary School. Design of an intervention project for families of 4th-year Secondary School students.
Authorship
M.R.V.
Pedagogy Degree
M.R.V.
Pedagogy Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
The aim of this Final Degree Project is to design an educational intervention project aimed at improving the involvement of families in the academic and professional decision-making process of students in the 4th year of ESO in a Secondary School in Galicia. The proposal arises from the need to recognise and improve the role played by families in this process, especially in the evolutionary moment of adolescence, which is characterised as a stage of strong social pressures, fears and insecurities towards the future, and the construction of personal and vocational identity. To this end, first of all, a theoretical review is carried out on decision-making, the factors that influence it, the characteristics of adolescence and the role played by the family nucleus in all of this. Subsequently, the design of the intervention is presented, detailing its objectives, contents, methodology, activities, timing and evaluation. The proposal seeks to encourage a positive attitude of accompaniment on the part of families. The aim is to contribute to the improvement of guidance processes in educational centres, involving all the agents who are in some way involved in the decision-making process of students.
The aim of this Final Degree Project is to design an educational intervention project aimed at improving the involvement of families in the academic and professional decision-making process of students in the 4th year of ESO in a Secondary School in Galicia. The proposal arises from the need to recognise and improve the role played by families in this process, especially in the evolutionary moment of adolescence, which is characterised as a stage of strong social pressures, fears and insecurities towards the future, and the construction of personal and vocational identity. To this end, first of all, a theoretical review is carried out on decision-making, the factors that influence it, the characteristics of adolescence and the role played by the family nucleus in all of this. Subsequently, the design of the intervention is presented, detailing its objectives, contents, methodology, activities, timing and evaluation. The proposal seeks to encourage a positive attitude of accompaniment on the part of families. The aim is to contribute to the improvement of guidance processes in educational centres, involving all the agents who are in some way involved in the decision-making process of students.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
MOSTEIRO GARCIA, MARIA JOSEFA (Student’s tutor)
MOSTEIRO GARCIA, MARIA JOSEFA (Student’s tutor)
Music as an inclusive tool: designing activities for students with visual impairments
Authorship
M.R.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.R.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 12:45
07.01.2025 12:45
Summary
This Final Degree Project focuses on developing a music education intervention proposal for students with visual impairments in the second cycle of Primary Education. Thus, after analyzing inclusive education and the benefits of music for child development, A Musical Journey is designed. The goal is for students with visual impairments to develop meaningful learning through experimentation with the senses of hearing and touch. Throughout the six sessions comprising this project, multisensory activities are caried out, based on the discovery of different musical cultures, the auditory recognition of various instruments, and their subsequent group creation. This project is based on Decree 155/2022 of the Autonomous Community of Galicia and the LOMLOE, and aims to develop inclusive and equitable learning for all students. The main objective is to foster student autonomy, creativity and participation, making the necessary adaptations so that students with visual impairments, regardless of their degree, can learn under the same conditions as the rest of the group. In summary, this proposal presents music as a universal language, allowing for inclusive education.
This Final Degree Project focuses on developing a music education intervention proposal for students with visual impairments in the second cycle of Primary Education. Thus, after analyzing inclusive education and the benefits of music for child development, A Musical Journey is designed. The goal is for students with visual impairments to develop meaningful learning through experimentation with the senses of hearing and touch. Throughout the six sessions comprising this project, multisensory activities are caried out, based on the discovery of different musical cultures, the auditory recognition of various instruments, and their subsequent group creation. This project is based on Decree 155/2022 of the Autonomous Community of Galicia and the LOMLOE, and aims to develop inclusive and equitable learning for all students. The main objective is to foster student autonomy, creativity and participation, making the necessary adaptations so that students with visual impairments, regardless of their degree, can learn under the same conditions as the rest of the group. In summary, this proposal presents music as a universal language, allowing for inclusive education.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
Proposal for improvement towards a more inclusive playground: Playground of C.E.I.P. Agro do Muíño
Authorship
A.R.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.R.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
The following End of Degree Project presents an improvement proposal for the C.E.I.P. Agro do Muíño (Ames), focused on the creation of a more accessible and inclusive space. Through a didactic unit carried out during the practices term, 4th of Primary Education students’ perceptions and proposals have been collected by means of surveys, map analysis, photo-voice technique and cooperative work. This obtained information allowed us to elaborate a redesign proposal which incorporates universal design principles, diverse recreation all areas and quiet spaces, aiming for a participation promotion, coexistence and well-being of all students. This project puts into value the students voice as base to transform the scholar surrounding as a key of inclusion.
The following End of Degree Project presents an improvement proposal for the C.E.I.P. Agro do Muíño (Ames), focused on the creation of a more accessible and inclusive space. Through a didactic unit carried out during the practices term, 4th of Primary Education students’ perceptions and proposals have been collected by means of surveys, map analysis, photo-voice technique and cooperative work. This obtained information allowed us to elaborate a redesign proposal which incorporates universal design principles, diverse recreation all areas and quiet spaces, aiming for a participation promotion, coexistence and well-being of all students. This project puts into value the students voice as base to transform the scholar surrounding as a key of inclusion.
Direction
CRESPO COMESAÑA, JULIA MARIA (Tutorships)
CRESPO COMESAÑA, JULIA MARIA (Tutorships)
Court
CRESPO COMESAÑA, JULIA MARIA (Student’s tutor)
CRESPO COMESAÑA, JULIA MARIA (Student’s tutor)
Child Sexual Abuse: a Perspective towards Social Education
Authorship
C.R.C.
Social Education Degree
C.R.C.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This paper presents a documentary review of Child Sexual Abuse (CSA) and the structural roots of a system that not only allows but justifies and validates it in the shadows. In this context, adultcentrism is a key concept, as it strips children of their own identity, thus facilitating their dehumanization. To delve deeper into how childhood is historically conceptualized, we will refer to key authors who assign significance to childhood as an inherent developmental stage of the human being that must be protected from adult aggression. The paper will then conceptualize CSA and address aspects such as common dynamics and psychological, social, and sexual consequence, both short and long-term. Furthermore, the profile of the perpetrator and explanatory models aimed at understanding this paraphilic and deviant behavior will be discussed. The work concludes with findings that highlight the need for multidisciplinary action in the intervention with victims and the limitations in accessing scientific literature related to the field of Social Education, underscoring the need to advocate for our professional role.
This paper presents a documentary review of Child Sexual Abuse (CSA) and the structural roots of a system that not only allows but justifies and validates it in the shadows. In this context, adultcentrism is a key concept, as it strips children of their own identity, thus facilitating their dehumanization. To delve deeper into how childhood is historically conceptualized, we will refer to key authors who assign significance to childhood as an inherent developmental stage of the human being that must be protected from adult aggression. The paper will then conceptualize CSA and address aspects such as common dynamics and psychological, social, and sexual consequence, both short and long-term. Furthermore, the profile of the perpetrator and explanatory models aimed at understanding this paraphilic and deviant behavior will be discussed. The work concludes with findings that highlight the need for multidisciplinary action in the intervention with victims and the limitations in accessing scientific literature related to the field of Social Education, underscoring the need to advocate for our professional role.
Direction
GODAS OTERO, AGUSTIN (Tutorships)
GODAS OTERO, AGUSTIN (Tutorships)
Court
GODAS OTERO, AGUSTIN (Student’s tutor)
GODAS OTERO, AGUSTIN (Student’s tutor)
Sociocultural Animation and Educational Leisure in Penitentiray Contexts
Authorship
L.R.T.
Social Education Degree
L.R.T.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This research seeks to provide an approach to the benefits of Sociocultural Animation and Educational Leisure within penitentiary contexts, aimed at achieving the social reintegration of inmates. For that reason, a review of literature was conducted using national and international databases relevant to the stated objective. The results present the psychological and social benefits and positive impacts experienced by inmates participating in such initiatives, analyzing initiatives within the Spanish penitentiary context. Emphasis is placed on the commonalities among these initiatives and their examination from the perspective of Social Education, a profession that remains unrecognized in these settings despite being proved highly necessary. In this regard, the importance of incorporating Sociocultural Animation and Leisure as key educational elements in prisons is highlighted, alongside the need for further research in this field to enhance the quality of inmates and facilitate their successful reintegration into society.
This research seeks to provide an approach to the benefits of Sociocultural Animation and Educational Leisure within penitentiary contexts, aimed at achieving the social reintegration of inmates. For that reason, a review of literature was conducted using national and international databases relevant to the stated objective. The results present the psychological and social benefits and positive impacts experienced by inmates participating in such initiatives, analyzing initiatives within the Spanish penitentiary context. Emphasis is placed on the commonalities among these initiatives and their examination from the perspective of Social Education, a profession that remains unrecognized in these settings despite being proved highly necessary. In this regard, the importance of incorporating Sociocultural Animation and Leisure as key educational elements in prisons is highlighted, alongside the need for further research in this field to enhance the quality of inmates and facilitate their successful reintegration into society.
Direction
QUIROGA CARRILLO, ANAIS (Tutorships)
QUIROGA CARRILLO, ANAIS (Tutorships)
Court
QUIROGA CARRILLO, ANAIS (Student’s tutor)
QUIROGA CARRILLO, ANAIS (Student’s tutor)
Intervention proposal to promote learning strategies in students with dyslexia.
Authorship
C.R.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.R.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
06.26.2025 11:30
06.26.2025 11:30
Summary
Currently, in schools there is a significant percentage of students with functional diversity, who must be attended to individually, as established by regulations. Diversity encompasses many disorders or difficulties; among them are students with dyslexia. Dyslexia is a language difficulty that mainly affects the area of writing, although it can also affect reading and mathematics (dyscalculia), for example. Students who have this difficulty need various specific supports that promote their development in the classroom, such as visual resources or the help of specialized personnel. The objective of this TFG is to design an intervention proposal that takes into account different learning strategies that can serve to improve the performance of these students and allow them to overcome the difficulties they present, without being an obstacle in their educational process. This TFG is structured in two parts: the first one is dedicated to the theoretical framework, in which the information from the different sources necessary for research on the difficulty discussed is collected; and the second part presents the intervention proposal with the objectives, methodology, resources and evaluation of the process, in order to guarantee the academic success of students with dyslexia in the classrooms.
Currently, in schools there is a significant percentage of students with functional diversity, who must be attended to individually, as established by regulations. Diversity encompasses many disorders or difficulties; among them are students with dyslexia. Dyslexia is a language difficulty that mainly affects the area of writing, although it can also affect reading and mathematics (dyscalculia), for example. Students who have this difficulty need various specific supports that promote their development in the classroom, such as visual resources or the help of specialized personnel. The objective of this TFG is to design an intervention proposal that takes into account different learning strategies that can serve to improve the performance of these students and allow them to overcome the difficulties they present, without being an obstacle in their educational process. This TFG is structured in two parts: the first one is dedicated to the theoretical framework, in which the information from the different sources necessary for research on the difficulty discussed is collected; and the second part presents the intervention proposal with the objectives, methodology, resources and evaluation of the process, in order to guarantee the academic success of students with dyslexia in the classrooms.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
Estadisters: mode is not rural.
Authorship
D.S.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
D.S.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 13:00
07.04.2025 13:00
Summary
In this final Project of the Bachelor's Degree in Primary Education, an action-research project is introduced, in order to weighing un the impact of the affective domain on students. To this end, a didactic project was designed for a sixth-grade classroom of Primary Education. This project is based on a manipulative methodology and on a context students social difficulties, to work on differents subjects by interdisciplinary. The results show a progress in maths students affectivity, affecting positively in their attitude from this subject.
In this final Project of the Bachelor's Degree in Primary Education, an action-research project is introduced, in order to weighing un the impact of the affective domain on students. To this end, a didactic project was designed for a sixth-grade classroom of Primary Education. This project is based on a manipulative methodology and on a context students social difficulties, to work on differents subjects by interdisciplinary. The results show a progress in maths students affectivity, affecting positively in their attitude from this subject.
Direction
NUÑEZ GARCIA, CRISTINA (Tutorships)
NUÑEZ GARCIA, CRISTINA (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Castro Fernández, Belén María (Member)
The radio as a didactic tool to develop communication skills in Primary Education
Authorship
L.S.O.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.S.O.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This Bachelor’s Thesis, entitled “Radio as an Educational Tool to Develop Communicative Skills in Primary Education”, aims to analyse the impact and potential of radio as a teaching resource in the classroom. To this end, a theoretical framework is first presented, which explores the historical evolution of radio and its progressive incorporation into the educational field. The current role of radio is also examined, with special attention to the new formats emerging in the digital age. Additionally, various educational programmes and projects, both regional and school-based, are reviewed, all of which integrate radio into Primary Education classrooms. As a complement to this review, a case study is included: a Galician public school that runs a school radio project. Based on this theoretical and contextual foundation, a didactic proposal is designed using radio as a tool to foster students’ communicative skills. The intervention consists of a sequence of sessions that promote creativity, collaborative work and active participation, giving students a leading role in their own learning process.
This Bachelor’s Thesis, entitled “Radio as an Educational Tool to Develop Communicative Skills in Primary Education”, aims to analyse the impact and potential of radio as a teaching resource in the classroom. To this end, a theoretical framework is first presented, which explores the historical evolution of radio and its progressive incorporation into the educational field. The current role of radio is also examined, with special attention to the new formats emerging in the digital age. Additionally, various educational programmes and projects, both regional and school-based, are reviewed, all of which integrate radio into Primary Education classrooms. As a complement to this review, a case study is included: a Galician public school that runs a school radio project. Based on this theoretical and contextual foundation, a didactic proposal is designed using radio as a tool to foster students’ communicative skills. The intervention consists of a sequence of sessions that promote creativity, collaborative work and active participation, giving students a leading role in their own learning process.
Direction
FERNANDEZ LOPEZ, ISABEL (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Tutorships)
Court
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
The learned legacy of violent love
Authorship
S.S.O.
Social Education Degree
S.S.O.
Social Education Degree
Defense date
07.01.2025 11:15
07.01.2025 11:15
Summary
The potential transmission of gender-based violence within couples is a problem that must be addressed through social and educational interventions, as it violates the rights of women and children who are victims. Thus, the role of romantic love and the gender roles propagated by patriarchal society and family influence are key objectives to eradicate through prevention, using disciplines such as Social Education. This is done with the goal of promoting personal autonomy, the empowerment and protection of women, and reconfiguring society's moral framework around the conception of love as something free and egalitarian, and not as a hierarchy between people.
The potential transmission of gender-based violence within couples is a problem that must be addressed through social and educational interventions, as it violates the rights of women and children who are victims. Thus, the role of romantic love and the gender roles propagated by patriarchal society and family influence are key objectives to eradicate through prevention, using disciplines such as Social Education. This is done with the goal of promoting personal autonomy, the empowerment and protection of women, and reconfiguring society's moral framework around the conception of love as something free and egalitarian, and not as a hierarchy between people.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
PERMUY MARTINEZ, AIXA (Student’s tutor)
PERMUY MARTINEZ, AIXA (Student’s tutor)
Studying earthworms in early childhood education using a STEM approach
Authorship
A.S.M.
Bachelor's Degree in Early Childhood Education
A.S.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 13:00
07.02.2025 13:00
Summary
This Final Degree Project consists of the implementation and analysis of an innovative pedagogical intervention proposal that deals with the study of earthworms, their characteristics and their role in the ecosystem, within an Early Childhood Education classroom, through a STEM approach. The aim is to bring pupils closer to the knowledge of these invertebrates, their relationship with the processes of decomposition and fertilisation of the soil, awakening their scientific curiosity and encouraging significant learning through practical, manipulative and interdisciplinary experiences. The proposal aims to develop students' scientific, technological, engineering and mathematical skills, promoting skills such as observation, hypothesis formulation, analysis of changes in the environment, data recording and experimentation. The methodology followed is qualitative, based on a case study, combining the analysis of graphic productions produced by the students, specific rubrics to assess performance and field notes collected during the intervention.The results show a high adequacy of the proposal to the STEM methodological principles and a remarkable evolution in the previous ideas and graphic representations of the students, consolidating learning about the characteristics, habitat and ecological function of earthworms.
This Final Degree Project consists of the implementation and analysis of an innovative pedagogical intervention proposal that deals with the study of earthworms, their characteristics and their role in the ecosystem, within an Early Childhood Education classroom, through a STEM approach. The aim is to bring pupils closer to the knowledge of these invertebrates, their relationship with the processes of decomposition and fertilisation of the soil, awakening their scientific curiosity and encouraging significant learning through practical, manipulative and interdisciplinary experiences. The proposal aims to develop students' scientific, technological, engineering and mathematical skills, promoting skills such as observation, hypothesis formulation, analysis of changes in the environment, data recording and experimentation. The methodology followed is qualitative, based on a case study, combining the analysis of graphic productions produced by the students, specific rubrics to assess performance and field notes collected during the intervention.The results show a high adequacy of the proposal to the STEM methodological principles and a remarkable evolution in the previous ideas and graphic representations of the students, consolidating learning about the characteristics, habitat and ecological function of earthworms.
Direction
BROCOS MOSQUERA, PABLO (Tutorships)
BROCOS MOSQUERA, PABLO (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Student’s tutor)
BROCOS MOSQUERA, PABLO (Student’s tutor)
Influence of digital technologies on the behavior of Compulsory Secondary Education Students
Authorship
S.S.N.
Pedagogy Degree
S.S.N.
Pedagogy Degree
Defense date
07.01.2025 12:00
07.01.2025 12:00
Summary
From the desire to understand how digital technologies are influencing the behavior of students in compulsory secondary education, this study was developed. It aims to delve into both the complexity of adolescent reality and the perspective of educators. The theoretical framework analyzes various aspects surrounding adolescence in the digital context -academically and personally- addressing issues such as academic performance, identity construction, self-esteem and socialization. Subsequently, the study explores teacher’s perceptions of these aspects, the changes in their roles -as they adapt-, and the challenges they identify in the teaching-learning process. To understand these perceptions, an empirical investigation was carried out through a questionnaire administered in a secondary school, with a total of 54 participants. Among the responses, the impact on students autonomy, depth of learning, attention, communication, and identity development is highlighted. Furthermore, the study reflects on the need to (re)think the role of digital technologies in education and, more broadly, the meaning of teaching in the digital age.
From the desire to understand how digital technologies are influencing the behavior of students in compulsory secondary education, this study was developed. It aims to delve into both the complexity of adolescent reality and the perspective of educators. The theoretical framework analyzes various aspects surrounding adolescence in the digital context -academically and personally- addressing issues such as academic performance, identity construction, self-esteem and socialization. Subsequently, the study explores teacher’s perceptions of these aspects, the changes in their roles -as they adapt-, and the challenges they identify in the teaching-learning process. To understand these perceptions, an empirical investigation was carried out through a questionnaire administered in a secondary school, with a total of 54 participants. Among the responses, the impact on students autonomy, depth of learning, attention, communication, and identity development is highlighted. Furthermore, the study reflects on the need to (re)think the role of digital technologies in education and, more broadly, the meaning of teaching in the digital age.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Student’s tutor)
LOPEZ GOMEZ, SILVIA (Student’s tutor)
Porn consumption in adolescents: The role of affective-sexual education.
Authorship
R.S.P.
Pedagogy Degree
R.S.P.
Pedagogy Degree
Defense date
07.02.2025 10:30
07.02.2025 10:30
Summary
In recent decades, the consumption of pornography has increased in the era of digitalization and easy access to this type of content. Pornography has become a central topic of debate in today's society due to the effects generated by its consumption. Thus, its influence creates among young people distorted perceptions of reality, misinformation and sexual stereotypes that generate a great impact among adolescents of the 21st century. Access at an early age and the lack of sexual education are factors that aggravate this situation, as well as the continued exposure to the Internet and social networks. The level of consumption has only grown in recent years and trends show the great challenge we face. As a consequence, it is necessary to analyze and study affective-sexual education in order to give it the importance it deserves as a tool for awareness, sensitization and prevention. The presence of affective-sexual education in the classroom and in other social environments contributes to the integral development of people, promoting healthier and more respectful relationships through factors such as critical thinking, empathy and respect.
In recent decades, the consumption of pornography has increased in the era of digitalization and easy access to this type of content. Pornography has become a central topic of debate in today's society due to the effects generated by its consumption. Thus, its influence creates among young people distorted perceptions of reality, misinformation and sexual stereotypes that generate a great impact among adolescents of the 21st century. Access at an early age and the lack of sexual education are factors that aggravate this situation, as well as the continued exposure to the Internet and social networks. The level of consumption has only grown in recent years and trends show the great challenge we face. As a consequence, it is necessary to analyze and study affective-sexual education in order to give it the importance it deserves as a tool for awareness, sensitization and prevention. The presence of affective-sexual education in the classroom and in other social environments contributes to the integral development of people, promoting healthier and more respectful relationships through factors such as critical thinking, empathy and respect.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
Court
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
LORENZO MOLEDO, MARIA DEL MAR (Student’s tutor)
Educational Guidance as a Tool for Youth Empowerment in the Digital Era
Authorship
A.S.F.
Pedagogy Degree
A.S.F.
Pedagogy Degree
Defense date
02.04.2025 10:00
02.04.2025 10:00
Summary
This work analyzes educational guidance and youth empowerment as key elements for the holistic development of young people in an ever-changing society. It examines the concept and importance of educational guidance as a continuous process that addresses the academic, personal, social, and professional dimensions of students. Youth empowerment is explored as a multidimensional process that fosters autonomy and active participation among young people. The impact of digital transformation on education and the lives of young people is analyzed, highlighting the need to develop digital and social competencies. The study emphasizes the importance of educational guidance as a tool for youth empowerment, promoting informed decision-making and active community participation. It concludes that the effective integration of these approaches into pedagogical practices significantly contributes to the improvement of educators' professional competencies and prepares students for future challenges.
This work analyzes educational guidance and youth empowerment as key elements for the holistic development of young people in an ever-changing society. It examines the concept and importance of educational guidance as a continuous process that addresses the academic, personal, social, and professional dimensions of students. Youth empowerment is explored as a multidimensional process that fosters autonomy and active participation among young people. The impact of digital transformation on education and the lives of young people is analyzed, highlighting the need to develop digital and social competencies. The study emphasizes the importance of educational guidance as a tool for youth empowerment, promoting informed decision-making and active community participation. It concludes that the effective integration of these approaches into pedagogical practices significantly contributes to the improvement of educators' professional competencies and prepares students for future challenges.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
GARCIA ALVAREZ, JESUS (Student’s tutor)
GARCIA ALVAREZ, JESUS (Student’s tutor)
The influence of technology on the free time of early childhood education students. A case study: quantitative analysis of the reality in Bueu.
Authorship
L.S.E.
Bachelor's Degree in Early Childhood Education
L.S.E.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 10:00
07.03.2025 10:00
Summary
Technologies increasingly condition our daily lives, and therefore also those of children in early childhood education. Many children at this age are already being educated in their free time by screens, without a rigorously critical and regulated use. In this Bachelor´s Thesis we will try to conceptualise this social paradigm that is fulfilled to a greater or lesser extent in the homes of the town of Bueu. With the intention of clarifying the use that is made of these resources, as well as the reasons behind it, a quantitative study is devised which will allow the main objective of this analysis to be clarified. In this sense, a contextualised and revised questionnaire is created and applied to families throughout Bueu, in order to obtain results that will allow us to optimise the whole situation. With all this, we will identify the social patterns that serve as a basis for the digital education that infant pupils receive in their leisure time, beyond school.
Technologies increasingly condition our daily lives, and therefore also those of children in early childhood education. Many children at this age are already being educated in their free time by screens, without a rigorously critical and regulated use. In this Bachelor´s Thesis we will try to conceptualise this social paradigm that is fulfilled to a greater or lesser extent in the homes of the town of Bueu. With the intention of clarifying the use that is made of these resources, as well as the reasons behind it, a quantitative study is devised which will allow the main objective of this analysis to be clarified. In this sense, a contextualised and revised questionnaire is created and applied to families throughout Bueu, in order to obtain results that will allow us to optimise the whole situation. With all this, we will identify the social patterns that serve as a basis for the digital education that infant pupils receive in their leisure time, beyond school.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
Children´s literature as a resource to break down gender stereotypes present in stories from the oral tradition.
Authorship
V.S.Q.
Bachelor's Degree in Early Childhood Education
V.S.Q.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 10:45
07.03.2025 10:45
Summary
There is a worrying lack of knowledge of stories from the oral tradition among Infant Education pupils in the classroom. This circumstance means that they do not recognise established stereotypes and fall into clichés. In this Final Degree Project, the general objective is to detect whether it is possible to work in the infant classroom to break stereotypes using the collection ‘Érase dos veces’. Firstly, a theoretical review of the viability of using children's literature as a tool for breaking stereotypes will be offered. Secondly, the ‘Érase dos veces’ collection will be used as a reading selection to leave clichés behind. After this starting point, an intervention proposal will be specified, designed as an educational break out, to break with the stereotypes rewritten in the aforementioned collection. As a result of this Final Degree Project, Infant Education pupils will be able to identify clichés in traditional stories and will not fall into stereotypes thanks to the rewriting offered in this collection.
There is a worrying lack of knowledge of stories from the oral tradition among Infant Education pupils in the classroom. This circumstance means that they do not recognise established stereotypes and fall into clichés. In this Final Degree Project, the general objective is to detect whether it is possible to work in the infant classroom to break stereotypes using the collection ‘Érase dos veces’. Firstly, a theoretical review of the viability of using children's literature as a tool for breaking stereotypes will be offered. Secondly, the ‘Érase dos veces’ collection will be used as a reading selection to leave clichés behind. After this starting point, an intervention proposal will be specified, designed as an educational break out, to break with the stereotypes rewritten in the aforementioned collection. As a result of this Final Degree Project, Infant Education pupils will be able to identify clichés in traditional stories and will not fall into stereotypes thanks to the rewriting offered in this collection.
Direction
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
Emotional management in old age through positive humor and retranca: a proposal from Social Education
Authorship
L.S.F.
Social Education Degree
L.S.F.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This work explores positive humor, especially the retranca, as a socio-educational tool to enhance the emotional well-being of older adults in Galicia. Through a theoretical review and a culturally adapted intervention project, the study shows how humor can strengthen social bonds, reduce stress, and foster resilience. Social education is highlighted as a key bridge between tradition and current needs, offering new perspectives for working with older populations
This work explores positive humor, especially the retranca, as a socio-educational tool to enhance the emotional well-being of older adults in Galicia. Through a theoretical review and a culturally adapted intervention project, the study shows how humor can strengthen social bonds, reduce stress, and foster resilience. Social education is highlighted as a key bridge between tradition and current needs, offering new perspectives for working with older populations
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
Court
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
The power of dramatic expression as an educational tool in Early Childhood Education
Authorship
A.S.M.
Bachelor's Degree in Early Childhood Education
A.S.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 13:00
07.03.2025 13:00
Summary
The work develops an innovation proposal for the second cycle of Early Childhood Education whose first objective is to introduce dramatic expression in a classroom of this stage, to then analyse and assess the changes that occurin the dynamics of play and learning of the students. The proposal consists of two parts: firstly, the contact of the students in the classroom with the theatre and, secondly, the students' own experimentation with dramatic play. To address the first part, changes are made to the symbolic play corners and the library, and dramatic picture albums are made to the library. As for the second, several dramatic play sessions are proposed following a gradual planning in difficulty. A research methodology based on design is used, so that, once the proposal has been implemented, the data obtained through various observation instruments are collected to analyze to what extent the main objective was achieved.
The work develops an innovation proposal for the second cycle of Early Childhood Education whose first objective is to introduce dramatic expression in a classroom of this stage, to then analyse and assess the changes that occurin the dynamics of play and learning of the students. The proposal consists of two parts: firstly, the contact of the students in the classroom with the theatre and, secondly, the students' own experimentation with dramatic play. To address the first part, changes are made to the symbolic play corners and the library, and dramatic picture albums are made to the library. As for the second, several dramatic play sessions are proposed following a gradual planning in difficulty. A research methodology based on design is used, so that, once the proposal has been implemented, the data obtained through various observation instruments are collected to analyze to what extent the main objective was achieved.
Direction
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
LERANOZ IGLESIAS, MARTIN MANUEL (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Escape with Naturizo. A gamification proposal to present elements of the oral tradition in Early Childhood Education classrooms.
Authorship
T.S.M.
Bachelor's Degree in Early Childhood Education
T.S.M.
Bachelor's Degree in Early Childhood Education
Defense date
07.03.2025 12:00
07.03.2025 12:00
Summary
The recommendation to acquire transversal competences from the Early Childhood Education classrooms places the future teacher in front of the challenge of working on the contents of the different areas together. Gamification is a methodology that could be appropriate to achieve this objective, since through game elements and techniques, children carry out significant and lasting learning with greater motivation and a better attitude. After reviewing children's works, this Final Degree Project offers a gamified proposal, an escape room designed based on the series starring Naturizo, with the aim of teaching students about elements of Galician oral tradition (characters, landscapes and customs, among others), through a game organised according to the seasons of the year. In this way, the aim is for Infant Education pupils to acquire the transversal competences included in the current curriculum and, at the same time, to learn the contents of the different areas while playing the escape room.
The recommendation to acquire transversal competences from the Early Childhood Education classrooms places the future teacher in front of the challenge of working on the contents of the different areas together. Gamification is a methodology that could be appropriate to achieve this objective, since through game elements and techniques, children carry out significant and lasting learning with greater motivation and a better attitude. After reviewing children's works, this Final Degree Project offers a gamified proposal, an escape room designed based on the series starring Naturizo, with the aim of teaching students about elements of Galician oral tradition (characters, landscapes and customs, among others), through a game organised according to the seasons of the year. In this way, the aim is for Infant Education pupils to acquire the transversal competences included in the current curriculum and, at the same time, to learn the contents of the different areas while playing the escape room.
Direction
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
Working the Local Heritage through virtual resources: An Educational Intervention Proposal for Primary School students.
Authorship
N.S.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.S.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
This work arises from the need to bring and work on local heritage in Primary Education classrooms, specifically that of Cedeira. I decided to focus on this topic because it is rarely addressed with Primary Education students. The objective is to design, implement, and evaluate an intervention proposal focused, in this case, on the archaeological and natural heritage located in the area of Castro Punta Sarridal, which is in Cedeira. The aim is to promote heritage education, place-based learning (PBL), the value of local heritage in the educational field, as well as the use of ICT. To design the proposal, a review of the most recent works on the subject was carried out. To evaluate the proposal, various questionnaires aimed at both teachers and studentes of the school will be used. In addition, virtual resources related to the heitage of this selected area will be used, and a field trip to the Castro itself will be organized to obtain and collect information for the preparation of field journals. Finally, the results of the implementation of the proposal will be assessed, evaluating both its design and practical application, as well as its usefulness for the teacher´s own professional development.
This work arises from the need to bring and work on local heritage in Primary Education classrooms, specifically that of Cedeira. I decided to focus on this topic because it is rarely addressed with Primary Education students. The objective is to design, implement, and evaluate an intervention proposal focused, in this case, on the archaeological and natural heritage located in the area of Castro Punta Sarridal, which is in Cedeira. The aim is to promote heritage education, place-based learning (PBL), the value of local heritage in the educational field, as well as the use of ICT. To design the proposal, a review of the most recent works on the subject was carried out. To evaluate the proposal, various questionnaires aimed at both teachers and studentes of the school will be used. In addition, virtual resources related to the heitage of this selected area will be used, and a field trip to the Castro itself will be organized to obtain and collect information for the preparation of field journals. Finally, the results of the implementation of the proposal will be assessed, evaluating both its design and practical application, as well as its usefulness for the teacher´s own professional development.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
Evaluation of Methodologies for Teaching the Use of the Automatic External Defibrillator (AED) in Primary Education
Authorship
C.S.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.S.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
Aim. To compare the effectiveness of traditional training versus innovative educational materials as learning tolos for acquiring skills in the use of the automatic external defibrillator (AED) in schoolchildren aged 8 to 11 years. Method. A cross-sectional quasi-experimental study with a total of 207 participants randomly divided into two groups: traditional training (GC) and training with the AED-Cube (GE). Both groups received the same theoretical-practical training, differing only in the didatic resource used for the second group. Evaluation was conducted through an individual simulation and a registration form. Results. No statistically significant differences were found between the two groups in most of the evaluated steps related to AED use. However, in the immediate resumption of CPR, the traditional training group achieved better results (80% versus 46.2%). Conclusion. Both methods were proved effective in teaching the uso of the AED. The results demonstrate the students’ ability to acquire basic emergency response skills, reinforcing the need to include this training in the school curriculum from an early age.
Aim. To compare the effectiveness of traditional training versus innovative educational materials as learning tolos for acquiring skills in the use of the automatic external defibrillator (AED) in schoolchildren aged 8 to 11 years. Method. A cross-sectional quasi-experimental study with a total of 207 participants randomly divided into two groups: traditional training (GC) and training with the AED-Cube (GE). Both groups received the same theoretical-practical training, differing only in the didatic resource used for the second group. Evaluation was conducted through an individual simulation and a registration form. Results. No statistically significant differences were found between the two groups in most of the evaluated steps related to AED use. However, in the immediate resumption of CPR, the traditional training group achieved better results (80% versus 46.2%). Conclusion. Both methods were proved effective in teaching the uso of the AED. The results demonstrate the students’ ability to acquire basic emergency response skills, reinforcing the need to include this training in the school curriculum from an early age.
Direction
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Court
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Gender roles: how they affect people
Authorship
N.S.L.
Social Education Degree
N.S.L.
Social Education Degree
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This Final Degree Project analyzes the impact of gender roles on people's lives from a socio-educational perspective and with a gender perspective. It is based on the premise that the roles assigned to men and women condition their ways of being, feeling, relating, and participating in society, limiting their opportunities and expectations and reproducing structural inequalities. Special attention is also paid to hegemonic masculinity, understood as the dominant model that imposes on men attitudes of power, control, and emotional repression. This model is harmful both to men and to their environment, as it fosters sexism, violence against women, and LGBTIphobia. The project concludes with the call for incorporating a gender perspective into Social Education and for promoting new masculinities and the empowerment of women, as this is key to moving toward a more just society in which people can freely construct their identity, independent of oppressive gender mandates.
This Final Degree Project analyzes the impact of gender roles on people's lives from a socio-educational perspective and with a gender perspective. It is based on the premise that the roles assigned to men and women condition their ways of being, feeling, relating, and participating in society, limiting their opportunities and expectations and reproducing structural inequalities. Special attention is also paid to hegemonic masculinity, understood as the dominant model that imposes on men attitudes of power, control, and emotional repression. This model is harmful both to men and to their environment, as it fosters sexism, violence against women, and LGBTIphobia. The project concludes with the call for incorporating a gender perspective into Social Education and for promoting new masculinities and the empowerment of women, as this is key to moving toward a more just society in which people can freely construct their identity, independent of oppressive gender mandates.
Direction
GODAS OTERO, AGUSTIN (Tutorships)
GODAS OTERO, AGUSTIN (Tutorships)
Court
GODAS OTERO, AGUSTIN (Student’s tutor)
GODAS OTERO, AGUSTIN (Student’s tutor)
Intergenerational Project in Early Childhood Education “Live Roots”: Valuing rural memory.
Authorship
T.S.P.
Bachelor's Degree in Early Childhood Education
T.S.P.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 11:15
07.02.2025 11:15
Summary
The growing generational disconnect is reducing the intergenerational meeting spaces that characterized traditional society, causing the social isolation of older adults and a progressive loss of rural customs, culture, and traditions. Therefore, promoting initiatives within schools that contribute to the preservation of rural memory is essential for the comprehensive education of students. This Final Degree Project (TFG) presents an intervention project aimed at the school environment with the aim of promoting intergenerational contact and, at the same time, recovering and enhancing rural memory. Thus, the Living Roots program was born, which will be implemented at the Escola de Xanza, one of the seven schools belonging to the Colexio Rural Agrupado (CRA) of Valga. The program is designed to be delivered in eight sessions spread over four weeks. In total, we have thirteen activities addressing various topics such as respect for and protection of the environment, celebrations, customs and traditions, social and emotional skills, festivals and traditions of Galician culture, and traditional tales. Regarding the participants, there will be 13 students from the dance school and 15 spots for participants in the senior group. This project is based on active methodologies such as meaningful learning, discovery learning, and active participation. It is also essential to continue promoting research and development.
The growing generational disconnect is reducing the intergenerational meeting spaces that characterized traditional society, causing the social isolation of older adults and a progressive loss of rural customs, culture, and traditions. Therefore, promoting initiatives within schools that contribute to the preservation of rural memory is essential for the comprehensive education of students. This Final Degree Project (TFG) presents an intervention project aimed at the school environment with the aim of promoting intergenerational contact and, at the same time, recovering and enhancing rural memory. Thus, the Living Roots program was born, which will be implemented at the Escola de Xanza, one of the seven schools belonging to the Colexio Rural Agrupado (CRA) of Valga. The program is designed to be delivered in eight sessions spread over four weeks. In total, we have thirteen activities addressing various topics such as respect for and protection of the environment, celebrations, customs and traditions, social and emotional skills, festivals and traditions of Galician culture, and traditional tales. Regarding the participants, there will be 13 students from the dance school and 15 spots for participants in the senior group. This project is based on active methodologies such as meaningful learning, discovery learning, and active participation. It is also essential to continue promoting research and development.
Direction
Mallo López, Sabela Carme (Tutorships)
Mallo López, Sabela Carme (Tutorships)
Court
Mallo López, Sabela Carme (Student’s tutor)
Mallo López, Sabela Carme (Student’s tutor)
The impact of screen use on child development
Authorship
L.S.G.
Bachelor's Degree in Early Childhood Education
L.S.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
The World Health Organisation (WHO) recommends 0 hours of screen time for children under 12 months and no more than 1 hour for children under 5 years, as excessive use of screens could trigger risks such as the development of unhealthy lifestyle habits, alterations in sleep patterns and problems in cognitive and psychosocial development. These risks are significantly related to pupils' learning, affecting their level of concentration and increasing difficulties in achieving the established objectives. Given that in recent years there has been an exponential increase in the use of screens by infants and an increase in the concern of families and teachers about the subject and the consequences it has on child development, the aim of this Final Degree Project is to carry out a field research project to investigate the level of use that second cycle Infant Education schoolchildren make of the technological media available to them in the family environment.
The World Health Organisation (WHO) recommends 0 hours of screen time for children under 12 months and no more than 1 hour for children under 5 years, as excessive use of screens could trigger risks such as the development of unhealthy lifestyle habits, alterations in sleep patterns and problems in cognitive and psychosocial development. These risks are significantly related to pupils' learning, affecting their level of concentration and increasing difficulties in achieving the established objectives. Given that in recent years there has been an exponential increase in the use of screens by infants and an increase in the concern of families and teachers about the subject and the consequences it has on child development, the aim of this Final Degree Project is to carry out a field research project to investigate the level of use that second cycle Infant Education schoolchildren make of the technological media available to them in the family environment.
Direction
Sánchez Castaño, Maria Teresa (Tutorships)
Sánchez Castaño, Maria Teresa (Tutorships)
Court
Sánchez Castaño, Maria Teresa (Student’s tutor)
Sánchez Castaño, Maria Teresa (Student’s tutor)
Social Inclusion of people with disabilities
Authorship
Y.S.L.
Social Education Degree
Y.S.L.
Social Education Degree
Defense date
07.02.2025 19:00
07.02.2025 19:00
Summary
Social inclusion understands that all people have the right to participate fully and with dignity in society, enjoying equal opportunities and ensuring that everyone has a standard of living considered normal, thus creating a richer and more diverse society. The main objective of this work is to describe the perceptions of various professional profiles regarding the social integration of people with disabilities. We chose the perspective of the professional because they are support agents who are in direct contact with people and will be able to provide the most objective opinion possible. Regarding the work methodology, it will be developed through field research, in which information will be collected for the work, based on various interviews conducted with different professionals who work directly with people with disabilities.
Social inclusion understands that all people have the right to participate fully and with dignity in society, enjoying equal opportunities and ensuring that everyone has a standard of living considered normal, thus creating a richer and more diverse society. The main objective of this work is to describe the perceptions of various professional profiles regarding the social integration of people with disabilities. We chose the perspective of the professional because they are support agents who are in direct contact with people and will be able to provide the most objective opinion possible. Regarding the work methodology, it will be developed through field research, in which information will be collected for the work, based on various interviews conducted with different professionals who work directly with people with disabilities.
Direction
PARADA GAÑETE, ANA (Tutorships)
PARADA GAÑETE, ANA (Tutorships)
Court
PARADA GAÑETE, ANA (Student’s tutor)
PARADA GAÑETE, ANA (Student’s tutor)
The myth of the “crystal generation”. Emocional education as a sign of resilience and strength in Gen Z
Authorship
M.D.S.P.
Pedagogy Degree
M.D.S.P.
Pedagogy Degree
Defense date
02.03.2025 11:00
02.03.2025 11:00
Summary
This work analyzes Generation Z and the negative perspective that currently exists towards this generation, while also examining the relationship with previous generations, their characteristics, and the challenges they face. The analysis is carried out taking into account key concepts such as emotional intelligence and new technologies, explaining the origin of the behaviors and representative characteristics of Generation Z, while comparing them with those of previous generational groups, their respective characteristics, and views of the world. The perspective of previous generations is explored, as well as their view on the social changes brought about by new generations, along with the communication between these different groups. Through a theoretical documentary analysis, this work demonstrates the benefits of promoting communication and fostering good intergenerational relationships in order to collaboratively face the challenges of today’s society.
This work analyzes Generation Z and the negative perspective that currently exists towards this generation, while also examining the relationship with previous generations, their characteristics, and the challenges they face. The analysis is carried out taking into account key concepts such as emotional intelligence and new technologies, explaining the origin of the behaviors and representative characteristics of Generation Z, while comparing them with those of previous generational groups, their respective characteristics, and views of the world. The perspective of previous generations is explored, as well as their view on the social changes brought about by new generations, along with the communication between these different groups. Through a theoretical documentary analysis, this work demonstrates the benefits of promoting communication and fostering good intergenerational relationships in order to collaboratively face the challenges of today’s society.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
GOMEZ VAZQUEZ, BEGOÑA (Student’s tutor)
The importance of affective domain in mathematics: analysis of attitudes and emotions experienced by students.
Authorship
P.S.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.S.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.02.2025 10:00
07.02.2025 10:00
Summary
The influence of affective domain has a great impact on the teaching-learning processes of mathematics. In recent years there has been an enormous increase in research focusing on the influence of affectivity on the study this subject. So much so that the current curricular regulations include the socio-emotional sense as one of the blocks to be addressed within the mathematics subject. Therefore, the objective of this work is to analyze the beliefs, attitudes and emotions of students in two specific classes of primary education. This proposal will also introduce manipulative materials, measuring instruments and STEM competence. For this purpose, data collection will be based on class observation, a pre-test and a post-test, and productions made by the students.
The influence of affective domain has a great impact on the teaching-learning processes of mathematics. In recent years there has been an enormous increase in research focusing on the influence of affectivity on the study this subject. So much so that the current curricular regulations include the socio-emotional sense as one of the blocks to be addressed within the mathematics subject. Therefore, the objective of this work is to analyze the beliefs, attitudes and emotions of students in two specific classes of primary education. This proposal will also introduce manipulative materials, measuring instruments and STEM competence. For this purpose, data collection will be based on class observation, a pre-test and a post-test, and productions made by the students.
Direction
NUÑEZ GARCIA, CRISTINA (Tutorships)
NUÑEZ GARCIA, CRISTINA (Tutorships)
Court
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
Didactic proposal: Physchomotor development in the natural environment through school itineraries
Authorship
N.T.V.
Bachelor's Degree in Early Childhood Education
N.T.V.
Bachelor's Degree in Early Childhood Education
Defense date
06.30.2025 11:30
06.30.2025 11:30
Summary
By the completion of this Final Degree Project (TFG), the aim is to analyze the positive impact generated by promoting the development of psychomotor skills in contact with the natural environment. Numerous benefits arise from engaging in activities in natural settings, directly influencing both physical and mental health. Likewise, it is well known that movement is the main driving force behind children's experiences, and through it, an integration of physical, psychological, emotional, and social domains takes place. Taking this into account, an intervention proposal will be developed in which the main approach will be the implementation of routes with different activity itineraries. These routes will be characterized by an active and dynamic nature, including a variety of activities designed to develop the students’ motor skills, alongside the cross-curricular integration of other areas such as logical-mathematical thinking, social and natural sciences, and artistic and musical expression.
By the completion of this Final Degree Project (TFG), the aim is to analyze the positive impact generated by promoting the development of psychomotor skills in contact with the natural environment. Numerous benefits arise from engaging in activities in natural settings, directly influencing both physical and mental health. Likewise, it is well known that movement is the main driving force behind children's experiences, and through it, an integration of physical, psychological, emotional, and social domains takes place. Taking this into account, an intervention proposal will be developed in which the main approach will be the implementation of routes with different activity itineraries. These routes will be characterized by an active and dynamic nature, including a variety of activities designed to develop the students’ motor skills, alongside the cross-curricular integration of other areas such as logical-mathematical thinking, social and natural sciences, and artistic and musical expression.
Direction
ABILLEIRA GONZALEZ, MAITE (Tutorships)
ABILLEIRA GONZALEZ, MAITE (Tutorships)
Court
ABILLEIRA GONZALEZ, MAITE (Student’s tutor)
ABILLEIRA GONZALEZ, MAITE (Student’s tutor)
The loneliness in the elderly
Authorship
A.T.C.
Pedagogy Degree
A.T.C.
Pedagogy Degree
Defense date
02.03.2025 12:00
02.03.2025 12:00
Summary
When a person reaches old age, he encounters various changes in his physiology as well as in his close circles, which leads to a feeling of loneliness that greatly harms the life of the elderly. In recent decades, due to the social and demographic changes in our territory, older people have become a very considerable part of our country's population. So problems related to loneliness at this stage of life are going to be more and more common. In order to know the subject in greater depth, I will do a bibliographic analysis on the state of the issue to try to find out which works from the educational field are being carried out on this subject.
When a person reaches old age, he encounters various changes in his physiology as well as in his close circles, which leads to a feeling of loneliness that greatly harms the life of the elderly. In recent decades, due to the social and demographic changes in our territory, older people have become a very considerable part of our country's population. So problems related to loneliness at this stage of life are going to be more and more common. In order to know the subject in greater depth, I will do a bibliographic analysis on the state of the issue to try to find out which works from the educational field are being carried out on this subject.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Attend to diversity on primary school: inclusive education for students with childhood cancer
Authorship
P.T.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.T.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 18:00
07.01.2025 18:00
Summary
To attend to diversity means building from the student’s perspective, considering their own circumstances. The announcement of a diagnosis of childhood cancer marks the beginning of a process that disrupts the lives of students and their environment. The characteristics of the disease and the treatments place patients in an unusual situation that disrupt their routine, also in education. The adaptation of learning processes depends on some agents that must work together, adopting an active role that warrant the inclusion of students. This Final Degree Project presents the implications, characteristics and consequences of the disease, family reactions and the role of the school, circumstances that surround Primary school students who are diagnosed with childhood cancer. Through the documentary review are considered, from the pedagogical perspective, the importance to identify individual needs to offer coordinated and adequate responses. However, it is concluded that the investigations must be translated into education to attend to diversity to warrant the correct teachers’ actions to guarantee the complete development of students.
To attend to diversity means building from the student’s perspective, considering their own circumstances. The announcement of a diagnosis of childhood cancer marks the beginning of a process that disrupts the lives of students and their environment. The characteristics of the disease and the treatments place patients in an unusual situation that disrupt their routine, also in education. The adaptation of learning processes depends on some agents that must work together, adopting an active role that warrant the inclusion of students. This Final Degree Project presents the implications, characteristics and consequences of the disease, family reactions and the role of the school, circumstances that surround Primary school students who are diagnosed with childhood cancer. Through the documentary review are considered, from the pedagogical perspective, the importance to identify individual needs to offer coordinated and adequate responses. However, it is concluded that the investigations must be translated into education to attend to diversity to warrant the correct teachers’ actions to guarantee the complete development of students.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Promoting social skills in Primary Education students with ADHD
Authorship
L.T.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.T.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder in childhood that can affect both academic performance and the social integration of students. In the school context, students with ADHD often experience difficulties with impulse control and emotional regulation, which interferes with the establishment of positive relationships with their peers. The main objective of this paper is to analyze educational interventions aimed at developing social skills in Primary Education students with ADHD. To this end, a literature review was conducted following the PRISMA guidelines, selecting empirical studies published in the last decade from databases such as PsycINFO, Web of Science, ERIC, PubMed, and Dialnet. The results show that structured social skills training programs, activities focused on emotional regulation, and the joint involvement of teachers and families are key elements in promoting the development of social skills and the inclusion of these students. It is concluded that a planned, contextualized, and evidence-based educational intervention can significantly improve the social competence of students with ADHD, thereby contributing to their emotional well-being and active participation in school life.
Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder in childhood that can affect both academic performance and the social integration of students. In the school context, students with ADHD often experience difficulties with impulse control and emotional regulation, which interferes with the establishment of positive relationships with their peers. The main objective of this paper is to analyze educational interventions aimed at developing social skills in Primary Education students with ADHD. To this end, a literature review was conducted following the PRISMA guidelines, selecting empirical studies published in the last decade from databases such as PsycINFO, Web of Science, ERIC, PubMed, and Dialnet. The results show that structured social skills training programs, activities focused on emotional regulation, and the joint involvement of teachers and families are key elements in promoting the development of social skills and the inclusion of these students. It is concluded that a planned, contextualized, and evidence-based educational intervention can significantly improve the social competence of students with ADHD, thereby contributing to their emotional well-being and active participation in school life.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Student’s tutor)
IGLESIAS SOUTO, PATRICIA MARIA (Student’s tutor)
Movement-based learning: A psychomotor intervention for a student with Autism Spectrum Disorder (ASD).
Authorship
M.T.E.
Bachelor's Degree in Early Childhood Education
M.T.E.
Bachelor's Degree in Early Childhood Education
Defense date
06.30.2025 12:00
06.30.2025 12:00
Summary
Infant psychomotor skills present great benefits in human development, promoting the appearance of a healthy life and away from diseases from an early age. In this way, for boys and girls diagnosed with Autism Spectrum Disorder (ASD), it presents as a potentially useful discipline for obtaining a comprehensive and harmonious development. This report presents a theoretical approach of the special educational necessities in relation to the area of movement, exposing the psychomotor traits affected in people with autism and the best improvements provided by physical activity in different areas of daily life. In this sense, it is a case study that incorporates a psychomotor intervention program carried out with a diagnosed participant, whose principal objective is to provoke a change or improvement in motor experiences and increase their level of autonomy. For the collection of data, The Movement Assessment Battery for Children-2 (MABC-2) was used as an instrument. The results show post intervention improvements in psychomotor skills being 50% in manual dexterity area and 66,7% in aiming and catching.
Infant psychomotor skills present great benefits in human development, promoting the appearance of a healthy life and away from diseases from an early age. In this way, for boys and girls diagnosed with Autism Spectrum Disorder (ASD), it presents as a potentially useful discipline for obtaining a comprehensive and harmonious development. This report presents a theoretical approach of the special educational necessities in relation to the area of movement, exposing the psychomotor traits affected in people with autism and the best improvements provided by physical activity in different areas of daily life. In this sense, it is a case study that incorporates a psychomotor intervention program carried out with a diagnosed participant, whose principal objective is to provoke a change or improvement in motor experiences and increase their level of autonomy. For the collection of data, The Movement Assessment Battery for Children-2 (MABC-2) was used as an instrument. The results show post intervention improvements in psychomotor skills being 50% in manual dexterity area and 66,7% in aiming and catching.
Direction
ABILLEIRA GONZALEZ, MAITE (Tutorships)
ABILLEIRA GONZALEZ, MAITE (Tutorships)
Court
ABILLEIRA GONZALEZ, MAITE (Student’s tutor)
ABILLEIRA GONZALEZ, MAITE (Student’s tutor)
Contribution of a reading plan in early childhood Education: fostering interest in reading an integral development in early ages.
Authorship
J.V.V.
Bachelor's Degree in Early Childhood Education
J.V.V.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
This Final Degree Project analyzes the importance of reading in Early Childhood Education as a foundation for cognitive, linguistic, and emotional development. It addresses strategies to foster reading habits from an early age, the active role of families in this process, and the need for motivating methodologies. One of the central aspects is storytelling, seen as a valuable didactic tool for working on oral expression, comprehension, imagination, and emotional education. The project includes the design and implementation of a reading plan adapted to a 4-year-old classroom, with practical proposals that integrate reading into the school routine. Through this experience, the positive impact of these initiatives and the current challenges in implementing reading plans at this stage are reflected upon
This Final Degree Project analyzes the importance of reading in Early Childhood Education as a foundation for cognitive, linguistic, and emotional development. It addresses strategies to foster reading habits from an early age, the active role of families in this process, and the need for motivating methodologies. One of the central aspects is storytelling, seen as a valuable didactic tool for working on oral expression, comprehension, imagination, and emotional education. The project includes the design and implementation of a reading plan adapted to a 4-year-old classroom, with practical proposals that integrate reading into the school routine. Through this experience, the positive impact of these initiatives and the current challenges in implementing reading plans at this stage are reflected upon
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
The psychosocial and emotional sequelae of adolescents raised in a foster care center.
Authorship
A.V.B.
Social Education Degree
A.V.B.
Social Education Degree
Defense date
07.02.2025 11:00
07.02.2025 11:00
Summary
Psychosocial and emotional sequelae are present in many and many minors who have been raised by the protection and reception system due to various situations and factors in their environment. Through a systematic review, it can be observed that the sequelae are the origin of the experience of multiple negative experiences during childhood or adolescence, promoting a greater probability of them being developed in the different areas that surround the subject. These sequelae are part of their development, their present evolution and their future, affecting areas such as social, educational or psychological. Therefore, they can be observed through their externalization through symptoms such as anxiety, aggressive behaviors, disorders, the feeling of abandonment, or lack of social and communication skills, among many others. In this group, social education professionals play a crucial role in socio-educational intervention, implementing strategies and employing tools to promote their comprehensive development.
Psychosocial and emotional sequelae are present in many and many minors who have been raised by the protection and reception system due to various situations and factors in their environment. Through a systematic review, it can be observed that the sequelae are the origin of the experience of multiple negative experiences during childhood or adolescence, promoting a greater probability of them being developed in the different areas that surround the subject. These sequelae are part of their development, their present evolution and their future, affecting areas such as social, educational or psychological. Therefore, they can be observed through their externalization through symptoms such as anxiety, aggressive behaviors, disorders, the feeling of abandonment, or lack of social and communication skills, among many others. In this group, social education professionals play a crucial role in socio-educational intervention, implementing strategies and employing tools to promote their comprehensive development.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
CID FERNANDEZ, SUSANA (Student’s tutor)
CID FERNANDEZ, SUSANA (Student’s tutor)
Systematic Review on Digital Well-Being in Adolescents in Europe
Authorship
L.V.R.
Social Education Degree
L.V.R.
Social Education Degree
Defense date
07.01.2025 13:30
07.01.2025 13:30
Summary
This Final Degree Project presents a systematic review of European scientific literature on digital well-being in adolescents, published between 2019 and 2025. The objective is to identify risk factors, protective factors, and practical proposals that influence the healthy use of digital technologies dur-ing adolescence. For this purpose, 28 academic documents were analyzed, selected using rigorous criteria and categorized according to their methodological and thematic approach. Among the main risks, digital addiction and cyberbullying or cyber-rumors stand out. As protective factors, parental mediation, digital literacy, and the development of socio-emotional competencies are noted. Like-wise, good practices are identified in the educational and community fields that favor a safer and more balanced digital environment. The work concludes with the need for public policies and edu-cational strategies that promote a critical, participatory, and healthy digital citizenship among the adolescent population in Europe
This Final Degree Project presents a systematic review of European scientific literature on digital well-being in adolescents, published between 2019 and 2025. The objective is to identify risk factors, protective factors, and practical proposals that influence the healthy use of digital technologies dur-ing adolescence. For this purpose, 28 academic documents were analyzed, selected using rigorous criteria and categorized according to their methodological and thematic approach. Among the main risks, digital addiction and cyberbullying or cyber-rumors stand out. As protective factors, parental mediation, digital literacy, and the development of socio-emotional competencies are noted. Like-wise, good practices are identified in the educational and community fields that favor a safer and more balanced digital environment. The work concludes with the need for public policies and edu-cational strategies that promote a critical, participatory, and healthy digital citizenship among the adolescent population in Europe
Direction
CASAL OTERO, LORENA (Tutorships)
CASAL OTERO, LORENA (Tutorships)
Court
Varela Crespo, Laura María (Coordinator)
Varela Crespo, Laura María (Coordinator)
Rhythm in the classroom: Percussion as aneducational tool in Primary Education.
Authorship
A.V.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.V.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
This paper proposes the incorporation of percussion as a pedagogical tool in elementary school Music and Dance classrooms. Considering that percussion instruments are accessible, versatile, and directly linked to the concept of rhythm, students' musical learning and cognitive and socio-emotional development could be significantly improved. Throughout a theoretical framework, specific benefits of percussion are mentioned, such as improved motor coordination, strengthening attention and memory, as well as facilitating teamwork and expressing emotions. Likewise, the flexibility that allows it to adapt to different skill levels is mentioned, making it an accessible resource for anyone. Furthermore, the practical proposal consists of a set of activities and games designed to promote musical learning. Among the proposed dynamics are the creation of collective rhythmic patterns, the use of body percussion, and guided improvisation with instruments such as drums, maracas, and flamenco cajons. These activities seek to develop artistic, social, and c
This paper proposes the incorporation of percussion as a pedagogical tool in elementary school Music and Dance classrooms. Considering that percussion instruments are accessible, versatile, and directly linked to the concept of rhythm, students' musical learning and cognitive and socio-emotional development could be significantly improved. Throughout a theoretical framework, specific benefits of percussion are mentioned, such as improved motor coordination, strengthening attention and memory, as well as facilitating teamwork and expressing emotions. Likewise, the flexibility that allows it to adapt to different skill levels is mentioned, making it an accessible resource for anyone. Furthermore, the practical proposal consists of a set of activities and games designed to promote musical learning. Among the proposed dynamics are the creation of collective rhythmic patterns, the use of body percussion, and guided improvisation with instruments such as drums, maracas, and flamenco cajons. These activities seek to develop artistic, social, and c
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
The problem of inappropriate use of new technologies and social networks today. Design of a didactic proposal for Primary Education students.
Authorship
J.V.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
J.V.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
02.03.2025 09:00
02.03.2025 09:00
Summary
Social media has become an indispensable part of our daily lives, facilitating communication and providing almost unlimited access to all types of information. However, improper use can lead to countless problems, particularly among young people due to their greater vulnerability to its negative effects. The primary objective of this project is to raise awareness among primary school students about the responsible use of electronic devices and social media, as well as the dangers associated with their misuse. Additionally, the project aims for students to be capable of sharing what they have learned with the adults in their environment, fostering intergenerational social awareness. The proposed methodology is based on designing an educational proposal in the form of an innovation project. This will include activities that begin with an initial motivational process for the students. Through a constructivist approach based on project-based learning, students will actively work on finding solutions to the problem posed, enabling them to apply and share the knowledge acquired. The educational proposal will be preceded by a theoretical framework divided into three sections. The first will focus on intelligence, human creativity, and brain rewards. The second will address social media, its definition, legal framework (both international and national), and societal impact. Finally, the third section will explore the problems arising from excessive use of technology and social media, with particular emphasis on young people and the effects on society in general.
Social media has become an indispensable part of our daily lives, facilitating communication and providing almost unlimited access to all types of information. However, improper use can lead to countless problems, particularly among young people due to their greater vulnerability to its negative effects. The primary objective of this project is to raise awareness among primary school students about the responsible use of electronic devices and social media, as well as the dangers associated with their misuse. Additionally, the project aims for students to be capable of sharing what they have learned with the adults in their environment, fostering intergenerational social awareness. The proposed methodology is based on designing an educational proposal in the form of an innovation project. This will include activities that begin with an initial motivational process for the students. Through a constructivist approach based on project-based learning, students will actively work on finding solutions to the problem posed, enabling them to apply and share the knowledge acquired. The educational proposal will be preceded by a theoretical framework divided into three sections. The first will focus on intelligence, human creativity, and brain rewards. The second will address social media, its definition, legal framework (both international and national), and societal impact. Finally, the third section will explore the problems arising from excessive use of technology and social media, with particular emphasis on young people and the effects on society in general.
Direction
Eirín Nemiña, Raúl (Tutorships)
GARCIA MARIN, JORGE (Co-tutorships)
Eirín Nemiña, Raúl (Tutorships)
GARCIA MARIN, JORGE (Co-tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
What we are (not) on the screen: radical digital citizenship in liquid times
Authorship
N.V.P.
Pedagogy Degree
N.V.P.
Pedagogy Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
In the margins of the screen, the we is diluted and the I is multiplied. That which we are (not) on the screen: radical digital citizenship in liquid times is an invitation -and an urgency- to (re)think what is unthinkable in an era in which the solid, as Bauman would say (1999), has become volatile and ephemeral: what it means to inhabit the common when the community has been pixelated, when we lose the ethical ground of coexistence and what pedagogy is possible in the contemporary world. Through a qualitative analysis based on discussion groups with the participation of students in the 2nd and 4th years of the Degree in Pedagogy at the University of Santiago de Compostela (USC), we have delved into their voices to analyse not only practices and discourses on digital identity, civic engagement and educational processes, but also to make visible the absences and cracks that shape the youth experience in the digital ecosystem. Between noise and infoxication, between (cyber)activism and (dis)connection, new ways of being, of relating and, therefore, of asserting oneself emerge. Far from reducing digital citizenship to mere technical competence or a simple online presence, we are committed to a radical conceptualisation that delves into the ethical-political roots of participation, commitment and autonomy of people who, rather than inhabiting the digital, are inhabited by it. The findings reveal an institutional and socio-emotional fracture; and that while the University seeks to educate, the students feel that they are walking alone. And, at the same time, the finger is pointed at technology: a product of the capitalist framework that, paradoxically, is judged as if it had emerged autonomously. It is the algorithm that decides, not the marco-politicians. It is the social networks that educate in narcissism, not the neoliberal structure that feeds it. Radical digital citizenship is not a point of arrival, but a transit between what we are and what we could become. Between what education is and what it should be.
In the margins of the screen, the we is diluted and the I is multiplied. That which we are (not) on the screen: radical digital citizenship in liquid times is an invitation -and an urgency- to (re)think what is unthinkable in an era in which the solid, as Bauman would say (1999), has become volatile and ephemeral: what it means to inhabit the common when the community has been pixelated, when we lose the ethical ground of coexistence and what pedagogy is possible in the contemporary world. Through a qualitative analysis based on discussion groups with the participation of students in the 2nd and 4th years of the Degree in Pedagogy at the University of Santiago de Compostela (USC), we have delved into their voices to analyse not only practices and discourses on digital identity, civic engagement and educational processes, but also to make visible the absences and cracks that shape the youth experience in the digital ecosystem. Between noise and infoxication, between (cyber)activism and (dis)connection, new ways of being, of relating and, therefore, of asserting oneself emerge. Far from reducing digital citizenship to mere technical competence or a simple online presence, we are committed to a radical conceptualisation that delves into the ethical-political roots of participation, commitment and autonomy of people who, rather than inhabiting the digital, are inhabited by it. The findings reveal an institutional and socio-emotional fracture; and that while the University seeks to educate, the students feel that they are walking alone. And, at the same time, the finger is pointed at technology: a product of the capitalist framework that, paradoxically, is judged as if it had emerged autonomously. It is the algorithm that decides, not the marco-politicians. It is the social networks that educate in narcissism, not the neoliberal structure that feeds it. Radical digital citizenship is not a point of arrival, but a transit between what we are and what we could become. Between what education is and what it should be.
Direction
GEWERC BARUJEL, ADRIANA (Tutorships)
GEWERC BARUJEL, ADRIANA (Tutorships)
Court
GEWERC BARUJEL, ADRIANA (Student’s tutor)
GEWERC BARUJEL, ADRIANA (Student’s tutor)
Bridging dyslexia and learning: tailored educational materials for inclusive education
Authorship
E.V.E.
Pedagogy Degree
E.V.E.
Pedagogy Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
This Final Degree Project aims to analyze the design and use of adapted educational materials aimed at improving reading and writing accuracy in students with dyslexia. A qualitative field study is carried out, applying the technique of non-participant observation at the Research and Intervention Unit on Dyslexia (UIID), University of Santiago de Compostela, complemented by an interview with the director of the institution. Based on the analysis of the materials used in real interventions at the center, along with a literature review, multisensory resources are identified, whose design and implementation clearly meet the needs of these students and align with the principles of Universal Design for Learning (UDL). The observed materials encompass different typologies, including manipulative, printed and digital resources. The results highlight the effectiveness of these materials in strengthening skills related to the initial literacy process. All in all, the study reveals the importance of promoting pedagogical interventions with adapted resources that foster high-quality inclusive education.
This Final Degree Project aims to analyze the design and use of adapted educational materials aimed at improving reading and writing accuracy in students with dyslexia. A qualitative field study is carried out, applying the technique of non-participant observation at the Research and Intervention Unit on Dyslexia (UIID), University of Santiago de Compostela, complemented by an interview with the director of the institution. Based on the analysis of the materials used in real interventions at the center, along with a literature review, multisensory resources are identified, whose design and implementation clearly meet the needs of these students and align with the principles of Universal Design for Learning (UDL). The observed materials encompass different typologies, including manipulative, printed and digital resources. The results highlight the effectiveness of these materials in strengthening skills related to the initial literacy process. All in all, the study reveals the importance of promoting pedagogical interventions with adapted resources that foster high-quality inclusive education.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Student’s tutor)
LOPEZ GOMEZ, SILVIA (Student’s tutor)
Diverse polygons: art, identity and visual accessibility.
Authorship
V.V.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
V.V.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 09:30
07.01.2025 09:30
Summary
Visually impaired people need resources adapted to their needs, such as the difficulty to understand geometric contents taught in a traditional way and the perception of two-dimensional pictorial art. Service-learning (ApS) is a methodology that allows students to detect this need and, through curricular learning, generate an action of social solidarity to solve these difficulties. This Final Degree Project presents a proposal of pedagogical innovation that aims to design geometric abstract art works in three dimensions to address diversity, specifically of visually impaired people, and also to observe the proaffectivity of mathematics. The objective is to make students aware of the great usefulness of mathematics and the importance of including all people, without discriminating against anyone based on gender, disability or other conditions. The methodology used in the proposal is service-learning with a STEAM approach. On the one hand, the results showed an increase in student motivation as a result of serving ONCE and, on the other hand, the analysis of emotions showed that the least favorable emotions occurred in activities focused mainly on mathematical content.
Visually impaired people need resources adapted to their needs, such as the difficulty to understand geometric contents taught in a traditional way and the perception of two-dimensional pictorial art. Service-learning (ApS) is a methodology that allows students to detect this need and, through curricular learning, generate an action of social solidarity to solve these difficulties. This Final Degree Project presents a proposal of pedagogical innovation that aims to design geometric abstract art works in three dimensions to address diversity, specifically of visually impaired people, and also to observe the proaffectivity of mathematics. The objective is to make students aware of the great usefulness of mathematics and the importance of including all people, without discriminating against anyone based on gender, disability or other conditions. The methodology used in the proposal is service-learning with a STEAM approach. On the one hand, the results showed an increase in student motivation as a result of serving ONCE and, on the other hand, the analysis of emotions showed that the least favorable emotions occurred in activities focused mainly on mathematical content.
Direction
ALBELLA MARTINEZ, JORGE (Tutorships)
FERNANDEZ BLANCO, MARIA TERESA (Co-tutorships)
ALBELLA MARTINEZ, JORGE (Tutorships)
FERNANDEZ BLANCO, MARIA TERESA (Co-tutorships)
Court
ALBELLA MARTINEZ, JORGE (Student’s tutor)
FERNANDEZ BLANCO, MARIA TERESA (Student’s tutor)
ALBELLA MARTINEZ, JORGE (Student’s tutor)
FERNANDEZ BLANCO, MARIA TERESA (Student’s tutor)
Proposal for educational intervention to improve emotional self-regulation in students with ADHD.
Authorship
D.V.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
D.V.F.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
06.26.2025 12:00
06.26.2025 12:00
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurobiological disorder in children and its effects influence social and emotional development. The repercussions in the emotional sphere derive from the social rejection that a person diagnosed with ADHD may receive and the low self-concept that they present. This Final Degree Project presents a proposal for an educational intervention to improve the Emotional Awareness and Regulation of students diagnosed with ADHD. Achieving this objective will lead to an improvement of the mental well-being and academic performance of the children diagnosed.
Attention Deficit Hyperactivity Disorder (ADHD) is the most common neurobiological disorder in children and its effects influence social and emotional development. The repercussions in the emotional sphere derive from the social rejection that a person diagnosed with ADHD may receive and the low self-concept that they present. This Final Degree Project presents a proposal for an educational intervention to improve the Emotional Awareness and Regulation of students diagnosed with ADHD. Achieving this objective will lead to an improvement of the mental well-being and academic performance of the children diagnosed.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
Cultural associationism in As Neves: a pedagogical-social approach to the realities and future perspectives in the municipality of As Neves (Pontevedra)
Authorship
F.V.R.
Pedagogy Degree
F.V.R.
Pedagogy Degree
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
This Final Project focuses on the diagnostic-prospective analysis of cultural associationism in the municipality of As Neves (Pontevedra), with a pedagogical-social approach that allows us to understand the collective dynamics that took place in the first decades of the twenty-first century. The object of study focuses on the initiatives promoted by organized citizens through cultural associations, as well as in its relationship with the territory and with the municipal policies developed by the Local Administration. The research pursues two main objectives: on the one hand, to know the circumstances, needs, strengths and challenges that define the functioning of the cultural associations of Nevens; on the other, to formulate proposals that, from an educational and community perspective, allow for the improvement of their cultural impact. To achieve these aims, the study is structured around concepts such as territorial identity, citizen participation and local development, positioning cultural associations as a key tool in community revitalisation. From the methodological point of view, the study is based on the modality of initiation to research and its analysis is based on a mixed case study design, in which qualitative techniques predominate. The sample is made up of ten cultural associations representative of the municipality, to which semi-structured interviews and questionnaires were applied. Data collection is completed by documentary analysis and respects the ethical principles of social research. This comprehensive approach makes it possible to interpret the role played by cultural associations in the current local context and to explore future lines of action for their strengthening.
This Final Project focuses on the diagnostic-prospective analysis of cultural associationism in the municipality of As Neves (Pontevedra), with a pedagogical-social approach that allows us to understand the collective dynamics that took place in the first decades of the twenty-first century. The object of study focuses on the initiatives promoted by organized citizens through cultural associations, as well as in its relationship with the territory and with the municipal policies developed by the Local Administration. The research pursues two main objectives: on the one hand, to know the circumstances, needs, strengths and challenges that define the functioning of the cultural associations of Nevens; on the other, to formulate proposals that, from an educational and community perspective, allow for the improvement of their cultural impact. To achieve these aims, the study is structured around concepts such as territorial identity, citizen participation and local development, positioning cultural associations as a key tool in community revitalisation. From the methodological point of view, the study is based on the modality of initiation to research and its analysis is based on a mixed case study design, in which qualitative techniques predominate. The sample is made up of ten cultural associations representative of the municipality, to which semi-structured interviews and questionnaires were applied. Data collection is completed by documentary analysis and respects the ethical principles of social research. This comprehensive approach makes it possible to interpret the role played by cultural associations in the current local context and to explore future lines of action for their strengthening.
Direction
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Student’s tutor)
CARIDE GOMEZ, JOSE ANTONIO (Student’s tutor)
Efficacy of educational intervention programs in primary school students with dyslexia: a review
Authorship
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.04.2025 12:15
07.04.2025 12:15
Summary
Dyslexia is a specific learning disorder characterised by a deficit in the development of reading and writing skills, which has a negative impact on both academic performance and the overall development of students with this disorder, making teacher training in this area necessary to intervene effectively. However, to the best of our knowledge, there are no previous reviews that have analysed the effectiveness of educational interventions for dyslexia applied by teachers to Primary School pupils. Therefore, the aim of this Final Degree Project was to analyse the results obtained in dyslexia intervention programmes applied by teachers in Primary Education. For this purpose, a review of the scientific literature available up to March 2025 was carried out through the ERIC, PsycInfo, Teacher Reference Center and Web of Science databases, using search terms such as: ‘dyslexia’; ‘psychoeducational intervention’, ‘intervention programmes’ and ‘Primary Education’. Subsequently, 8 studies were selected that met the established criteria. The scientific evidence points to improvements in dyslexia symptomatology in the areas of reading and writing, and verbal working memory; thus verifying its effectiveness.
Dyslexia is a specific learning disorder characterised by a deficit in the development of reading and writing skills, which has a negative impact on both academic performance and the overall development of students with this disorder, making teacher training in this area necessary to intervene effectively. However, to the best of our knowledge, there are no previous reviews that have analysed the effectiveness of educational interventions for dyslexia applied by teachers to Primary School pupils. Therefore, the aim of this Final Degree Project was to analyse the results obtained in dyslexia intervention programmes applied by teachers in Primary Education. For this purpose, a review of the scientific literature available up to March 2025 was carried out through the ERIC, PsycInfo, Teacher Reference Center and Web of Science databases, using search terms such as: ‘dyslexia’; ‘psychoeducational intervention’, ‘intervention programmes’ and ‘Primary Education’. Subsequently, 8 studies were selected that met the established criteria. The scientific evidence points to improvements in dyslexia symptomatology in the areas of reading and writing, and verbal working memory; thus verifying its effectiveness.
Direction
BLANCO SEOANE, VANESSA (Tutorships)
BLANCO SEOANE, VANESSA (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Innovative proposal for the transformation of an early years school playground into an inclusive playground: a space for everyone
Authorship
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
P.V.T.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.03.2025 12:45
07.03.2025 12:45
Summary
School playgrounds sometimes become settings of exclusion and marginalization, hindering the full participation of all pupils. For this reason, this Final Degree Project, framed as the design of an educational innovation proposal, aims to transform an Early Years school playground, located in a school in the province of A Coruña, into an inclusive playground that meets the needs of the children who use it. To achieve this, an observation tool is designed to identify the playground´s transformation needs, gather evidence, detect barriers, and prioritise the identified needs in the development of the proposal. In this regard, a redistribution design of the space is carried out, along with several play-based proposals aimed at fostering socialization and inclusion. This contributes to valuing the playground as a space with great educational potential, viewed from an inclusive and child-centred perspective.
School playgrounds sometimes become settings of exclusion and marginalization, hindering the full participation of all pupils. For this reason, this Final Degree Project, framed as the design of an educational innovation proposal, aims to transform an Early Years school playground, located in a school in the province of A Coruña, into an inclusive playground that meets the needs of the children who use it. To achieve this, an observation tool is designed to identify the playground´s transformation needs, gather evidence, detect barriers, and prioritise the identified needs in the development of the proposal. In this regard, a redistribution design of the space is carried out, along with several play-based proposals aimed at fostering socialization and inclusion. This contributes to valuing the playground as a space with great educational potential, viewed from an inclusive and child-centred perspective.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
PENA PRESAS, MONSERRAT (Chairman)
AÑON LOUREIRO, LORENA (Secretary)
RODRIGUEZ RAPOSO, ANA BELEN (Member)
Road safety education and affective domain: driving toward innovation in mathematics teaching.
Authorship
M.V.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.V.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
In this Final Degree Project, an innovative educational intervention is presented, with a transversal guiding theme based on road safety education and traffic accidents, as a social issue close to the students. The proposal follows an interdisciplinary, cooperative, and STEAM methodological approach, within a framework of real, meaningful, and contextualized problem-solving. Additionally, it includes a study of the affective dimension of the students, aiming to improve their beliefs, attitudes, and emotions towards mathematics. The analysis of the final data obtained shows positive progress in the students affective domain, an aspect that reaffirms the need for educational proposals of this caliber in schools.
In this Final Degree Project, an innovative educational intervention is presented, with a transversal guiding theme based on road safety education and traffic accidents, as a social issue close to the students. The proposal follows an interdisciplinary, cooperative, and STEAM methodological approach, within a framework of real, meaningful, and contextualized problem-solving. Additionally, it includes a study of the affective dimension of the students, aiming to improve their beliefs, attitudes, and emotions towards mathematics. The analysis of the final data obtained shows positive progress in the students affective domain, an aspect that reaffirms the need for educational proposals of this caliber in schools.
Direction
NUÑEZ GARCIA, CRISTINA (Tutorships)
NUÑEZ GARCIA, CRISTINA (Tutorships)
Court
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
NUÑEZ GARCIA, CRISTINA (Student’s tutor)
The impact of the use of manipulative materials on affectivity in the face of mathematics in the early childhood education stage
Authorship
E.V.S.
Bachelor's Degree in Early Childhood Education
E.V.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project falls within the field research initiation modality and aims to analyze the influence of the use of manipulative materials on affectivity towords mathematics in early childhood education students. Based on the idea that handling concrete objects supports the understanding of abstract concepts, the study seeks to explore how this practice can contribute to the development of a positive attitude toward mathematical learning from an early age. The research involves the design and implementation of a didactic intervention in an early childhood classroom, where different types of manipulatives will be used as the main resource in mathematical activities. To assess the emotional impact of the intervention, a test-retest methodology will be applied, allowing for the observation of potential variations in students´affectivity before and after the experience. This study aims to provide empirical evidence that constributes to reflection on teaching practices and highlights the importance of fostering a positive emotional connection with mathematics from the earliest stages of education. The expected results may support the systematic use of manipulative materials as an essential pedagogical tool in Early Childhood Educaction.
This Final Degree Project falls within the field research initiation modality and aims to analyze the influence of the use of manipulative materials on affectivity towords mathematics in early childhood education students. Based on the idea that handling concrete objects supports the understanding of abstract concepts, the study seeks to explore how this practice can contribute to the development of a positive attitude toward mathematical learning from an early age. The research involves the design and implementation of a didactic intervention in an early childhood classroom, where different types of manipulatives will be used as the main resource in mathematical activities. To assess the emotional impact of the intervention, a test-retest methodology will be applied, allowing for the observation of potential variations in students´affectivity before and after the experience. This study aims to provide empirical evidence that constributes to reflection on teaching practices and highlights the importance of fostering a positive emotional connection with mathematics from the earliest stages of education. The expected results may support the systematic use of manipulative materials as an essential pedagogical tool in Early Childhood Educaction.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
RODRIGUEZ RAPOSO, ANA BELEN (Student’s tutor)
Avoiding gender bias through work by corners: An innovation proposal for the 6th year of Early Childhood Education
Authorship
C.V.P.
Double bachelor degree in Early Childhood Education and Primary Education
C.V.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
From their earliest years, children are exposed to a large number of gender stereotyped messages in the society around them. This sexual dichotomy is reproduced and can be perpetuated unconsciously in the infant classroom, through biases in language or play, affecting the learning opportunities and the emotional and social development of the pupils. Through a critical analysis of the problem, we present the design of a proposal for pedagogical innovation based on working in corners from an egalitarian and non-sexist perspective, aimed at a 6th year infant education classroom, focusing on the corners of symbolic play, library, artistic expression, construction and logic. In this proposal, materials and resources suitable for each corner will be selected, as well as examples of activities that may arise from each of them. The aim is to eliminate sexist stereotypes and develop strategies that promote an inclusive environment free of gender prejudice. The aim is to promote an inclusive and egalitarian classroom organisational model in which students are free to discover and express their identity.
From their earliest years, children are exposed to a large number of gender stereotyped messages in the society around them. This sexual dichotomy is reproduced and can be perpetuated unconsciously in the infant classroom, through biases in language or play, affecting the learning opportunities and the emotional and social development of the pupils. Through a critical analysis of the problem, we present the design of a proposal for pedagogical innovation based on working in corners from an egalitarian and non-sexist perspective, aimed at a 6th year infant education classroom, focusing on the corners of symbolic play, library, artistic expression, construction and logic. In this proposal, materials and resources suitable for each corner will be selected, as well as examples of activities that may arise from each of them. The aim is to eliminate sexist stereotypes and develop strategies that promote an inclusive environment free of gender prejudice. The aim is to promote an inclusive and egalitarian classroom organisational model in which students are free to discover and express their identity.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
FRANCO LOPEZ, JOSE PABLO (Student’s tutor)
Systematic review of online grooming: analysis of the Spanish reality over the last two decades
Authorship
M.V.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.V.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.04.2025 13:00
07.04.2025 13:00
Summary
Online grooming is an increasingly present threat in the lives of children. Early access to digital devices and the limited ability to identify their dangers increases the vulnerability of children. Thus, this study focuses on analyzing the impact of online grooming and associated variables in Spain over the last two decades. To address this objective, a systematic review (PRISMA) was conducted, identifying research articles that have explored this form of abuse between 2000 and 2024. The results focus on nine studies that identify men as the main aggressors and girls as the main victims. However, cases affecting children do exist and tend to go unnoticed, making them difficult to detect. Poor parental supervision and a lack of digital training increase the severity of the problem. Given this reality, it is essential to implement initiatives that promote digital literacy and sex-affective education from an early age. Furthermore, collaboration between the key stakeholders in child development (schools, families, and social services) is key to preventing, responding, and ensuring a safer living environment.
Online grooming is an increasingly present threat in the lives of children. Early access to digital devices and the limited ability to identify their dangers increases the vulnerability of children. Thus, this study focuses on analyzing the impact of online grooming and associated variables in Spain over the last two decades. To address this objective, a systematic review (PRISMA) was conducted, identifying research articles that have explored this form of abuse between 2000 and 2024. The results focus on nine studies that identify men as the main aggressors and girls as the main victims. However, cases affecting children do exist and tend to go unnoticed, making them difficult to detect. Poor parental supervision and a lack of digital training increase the severity of the problem. Given this reality, it is essential to implement initiatives that promote digital literacy and sex-affective education from an early age. Furthermore, collaboration between the key stakeholders in child development (schools, families, and social services) is key to preventing, responding, and ensuring a safer living environment.
Direction
ALONSO RUIDO, PATRICIA (Tutorships)
ALONSO RUIDO, PATRICIA (Tutorships)
Court
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Chairman)
Couce Santalla, Ana Isabel (Secretary)
ABILLEIRA GONZALEZ, MAITE (Member)
Children’s literature as a tool for working on cultural diversity in a 6th-year Early Childhood Education classroom in an urban school. The case of picture books.
Authorship
I.V.C.
Bachelor's Degree in Early Childhood Education
I.V.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 15:00
07.01.2025 15:00
Summary
Children's literature should be considered one of the main tools for the comprehensive or holistic development of all individuals. Thanks to literature - and especially children's and young adult literature in the case of childhood as a target model - the reader can get to know and recognize himself in order to contribute to the construction of his individual and social identity by identifying the different traits of the human being, since literary reading participates in the different maturing processes that progressively shape each reader's identity. The aim of this work is to explore how children's literature can be used in early childhood education classrooms and to select a set of 25 stories in picture book format. Based on these, five teaching units will be developed to promote inclusion and cultural diversity, viewing these two aspects as positive and necessary for achieving harmony in society.
Children's literature should be considered one of the main tools for the comprehensive or holistic development of all individuals. Thanks to literature - and especially children's and young adult literature in the case of childhood as a target model - the reader can get to know and recognize himself in order to contribute to the construction of his individual and social identity by identifying the different traits of the human being, since literary reading participates in the different maturing processes that progressively shape each reader's identity. The aim of this work is to explore how children's literature can be used in early childhood education classrooms and to select a set of 25 stories in picture book format. Based on these, five teaching units will be developed to promote inclusion and cultural diversity, viewing these two aspects as positive and necessary for achieving harmony in society.
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Student’s tutor)
LOPEZ PENA, ZOSIMO (Student’s tutor)
Intervention proposal: deconstruction of gender role stereotypes in early childhood education classrooms
Authorship
L.V.C.
Bachelor's Degree in Early Childhood Education
L.V.C.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 10:30
07.01.2025 10:30
Summary
The main objective of this Final Degree Project is to design an educational intervention proposal for early childhood education focused on deconstructing gender stereotypes and roles. Through an analysis of the role of school in the construction of children's identity, as well as research into the presence of stereotypes in the classroom and how these influence student development, a proposal was developed taking into account the co-educational strategies outlined. This proposal, aimed at children in the 6th year of early childhood education, aims to promote gender equality and the development of critical thinking from an early age. In addition, a proposal is also presented to improve the school playground with the aim of creating recreational spaces where these stereotypes are not reproduced, in line with the work done in the classroom. This work encourages reflection on the need for a feminist education that highlights diversity, breaks with traditional models and focuses on respect among all people in society.
The main objective of this Final Degree Project is to design an educational intervention proposal for early childhood education focused on deconstructing gender stereotypes and roles. Through an analysis of the role of school in the construction of children's identity, as well as research into the presence of stereotypes in the classroom and how these influence student development, a proposal was developed taking into account the co-educational strategies outlined. This proposal, aimed at children in the 6th year of early childhood education, aims to promote gender equality and the development of critical thinking from an early age. In addition, a proposal is also presented to improve the school playground with the aim of creating recreational spaces where these stereotypes are not reproduced, in line with the work done in the classroom. This work encourages reflection on the need for a feminist education that highlights diversity, breaks with traditional models and focuses on respect among all people in society.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
GARCIA MARIN, JORGE (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
Female homelessness. Approach to her reality.
Authorship
R.V.G.
Social Education Degree
R.V.G.
Social Education Degree
Defense date
07.01.2025 11:00
07.01.2025 11:00
Summary
In this work, a documentary review is carried out on female homelessness, in order to analyse the situation in which these women find themselves and thus be able to promote specific and effective action with the group. Female homelessness is a hidden phenomenon in society. The concept of homeless people is perceived, as a result of the existing stigmas, as middle-aged man, consumer and with mental health problems. This perspective makes homeless women invisible, resulting in ineffective and in many cases inaccessible care services and resources. Through this work, the need for specific action by institutions is shown, where the vulnerability of women is present in the face of the androcentric vision rooted in society. Making visible the hidden situation of these women will make it possible to become aware of the existing reality in which the group of homeless women lives, trying to promote improvements in the programs and entities that are dedicated to homelessness, trying to promote improvements in the programmes and entities that are dedicated to homelessness, as well as in social policies and in the training of professionals.
In this work, a documentary review is carried out on female homelessness, in order to analyse the situation in which these women find themselves and thus be able to promote specific and effective action with the group. Female homelessness is a hidden phenomenon in society. The concept of homeless people is perceived, as a result of the existing stigmas, as middle-aged man, consumer and with mental health problems. This perspective makes homeless women invisible, resulting in ineffective and in many cases inaccessible care services and resources. Through this work, the need for specific action by institutions is shown, where the vulnerability of women is present in the face of the androcentric vision rooted in society. Making visible the hidden situation of these women will make it possible to become aware of the existing reality in which the group of homeless women lives, trying to promote improvements in the programs and entities that are dedicated to homelessness, trying to promote improvements in the programmes and entities that are dedicated to homelessness, as well as in social policies and in the training of professionals.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Teaching of astronomy in Early years education.
Authorship
A.V.R.
Bachelor's Degree in Early Childhood Education
A.V.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.01.2025 13:00
07.01.2025 13:00
Summary
Kindergarten alumni has a natural curiosity for astronomical phenomena. Never the less, this curiosity is squantes most of the times due to the lack of formation from the teachers. This undergraduate thesis project tries to respond to the natural curiosity of kindergarten alumni about the events surrounding them and to investigate whether the alumni on this stage are capable of learning and understanding astronomical concepts. In order to do so, a global lesson plan has been designed and performed in a classroom for the subsequent qualitative discussion of the results obtained by drawings, interviews and the direct observation of the daily occurrences in the classroom.
Kindergarten alumni has a natural curiosity for astronomical phenomena. Never the less, this curiosity is squantes most of the times due to the lack of formation from the teachers. This undergraduate thesis project tries to respond to the natural curiosity of kindergarten alumni about the events surrounding them and to investigate whether the alumni on this stage are capable of learning and understanding astronomical concepts. In order to do so, a global lesson plan has been designed and performed in a classroom for the subsequent qualitative discussion of the results obtained by drawings, interviews and the direct observation of the daily occurrences in the classroom.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
The role of extracurricular activities in work-life balance: A perspective from the perspective of social education.
Authorship
N.V.L.
Social Education Degree
N.V.L.
Social Education Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This Final Degree Project (TFG) aims to understand the role of extracurricular activities as a support resource for families of students in the upper stages of early childhood and primary education, with the goal of designing proposals to improve work-life balance measures. This research uses a case study methodology within a public preschool and primary school (C.E.I.P). The results highlight that the Association of Nais e Pais de Estudiantes (ANPA) is responsible for planning and managing extracurricular activities, with a focus on work-life balance. The main reasons, among others, that lead families to choose these extracurricular activities are socialization and work-life balance. Likewise, the ANPA board faces various difficulties and limitations in these activities: lack of space, lack of participation and recognition from families... Concluding that work-life balance is still perceived as an individual problem when it is a social issue, the solution to this demand and need must be provided from a multidisciplinary and comprehensive approach, in which social education is an emerging area for the quality of life of families.
This Final Degree Project (TFG) aims to understand the role of extracurricular activities as a support resource for families of students in the upper stages of early childhood and primary education, with the goal of designing proposals to improve work-life balance measures. This research uses a case study methodology within a public preschool and primary school (C.E.I.P). The results highlight that the Association of Nais e Pais de Estudiantes (ANPA) is responsible for planning and managing extracurricular activities, with a focus on work-life balance. The main reasons, among others, that lead families to choose these extracurricular activities are socialization and work-life balance. Likewise, the ANPA board faces various difficulties and limitations in these activities: lack of space, lack of participation and recognition from families... Concluding that work-life balance is still perceived as an individual problem when it is a social issue, the solution to this demand and need must be provided from a multidisciplinary and comprehensive approach, in which social education is an emerging area for the quality of life of families.
Direction
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
Court
MARTINEZ PIÑEIRO, MARIA ESTHER (Student’s tutor)
MARTINEZ PIÑEIRO, MARIA ESTHER (Student’s tutor)
Senior Cohousing: A socio-educational model to combat unwanted lonelissed in old age
Authorship
M.V.P.
Social Education Degree
M.V.P.
Social Education Degree
Defense date
07.01.2025 10:00
07.01.2025 10:00
Summary
This paper addresses an increasingly pressing issue in our society: unwanted loneliness in older adults. Through a theoretical study and a practical proposal, it analyzes how loneliness affects health, emotional well-being, and quality of life, and how the lack of real alternatives for communal living contributes to this situation. The Senior Cohousing model, based on community life and mutual support, is presented as an innovative alternative that can improve the lives of older people by offering shared spaces, activities, and an environment that fosters autonomy and active aging. This project proposes a concrete idea: a Senior Cohousing initiative for the Concello de Teo, adapted to the characteristics and needs of the local population. This model would allow older adults to live together, feel useful, and maintain their independence. Ultimately, this paper is a reflection on aging and a proposal for building new models of living that are more human, participatory, and focused on people.
This paper addresses an increasingly pressing issue in our society: unwanted loneliness in older adults. Through a theoretical study and a practical proposal, it analyzes how loneliness affects health, emotional well-being, and quality of life, and how the lack of real alternatives for communal living contributes to this situation. The Senior Cohousing model, based on community life and mutual support, is presented as an innovative alternative that can improve the lives of older people by offering shared spaces, activities, and an environment that fosters autonomy and active aging. This project proposes a concrete idea: a Senior Cohousing initiative for the Concello de Teo, adapted to the characteristics and needs of the local population. This model would allow older adults to live together, feel useful, and maintain their independence. Ultimately, this paper is a reflection on aging and a proposal for building new models of living that are more human, participatory, and focused on people.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Gutierrez Moar, María del Carmen (Co-tutorships)
Court
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Gutierrez Moar, María del Carmen (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
Inclusion in physical education in the Primary Education Stage
Authorship
C.V.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.V.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.01.2025 11:30
07.01.2025 11:30
Summary
This final degree project tries to offer a way to integrate all students equally who are in the Primary Education stage, focused on the area of Physical Education, specifically, it aims to focus on the inclusion of children. The work reviews the literature and the different paths it covered and encompasses inclusion. It also includes a series of inspirational activities designed for infants, with which it is intended to achieve equal teaching for all, and which enable the development of curricular content in a more meaningful way.
This final degree project tries to offer a way to integrate all students equally who are in the Primary Education stage, focused on the area of Physical Education, specifically, it aims to focus on the inclusion of children. The work reviews the literature and the different paths it covered and encompasses inclusion. It also includes a series of inspirational activities designed for infants, with which it is intended to achieve equal teaching for all, and which enable the development of curricular content in a more meaningful way.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
Between memory and fiction: Dreams as a trigger for an art-educational approach in preschool classrooms.
Authorship
A.Z.G.
Bachelor's Degree in Early Childhood Education
A.Z.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.02.2025 12:30
07.02.2025 12:30
Summary
This Bachelor's Thesis will tackle the memory-fiction pairing. These are presented as two seemingly antagonistic elements that, however, are opposite sides of the same coin. The suitability for tackling these themes in preschool classrooms lies in their blurred boundaries and the coexistence, and sometimes confusion, that occurs in childhood between these two terms. Despite their limited presence on this educational stage, they are of great importance as they directly impact a person's identity and can constitute the starting point for the development of an artistic action. The approach will be carried out through an intervention design for which prior research is planned that will delve into the use of everyday life, memories, and dreams in art. This will then be firmed up in an educational proposal based on self-management and interdisciplinarity. The ultimate aim is to provide a series of strategies for addressing these themes in the classroom from an artEducational perspective. It aims to open up a range of possibilities for teaching art in early childhood education.
This Bachelor's Thesis will tackle the memory-fiction pairing. These are presented as two seemingly antagonistic elements that, however, are opposite sides of the same coin. The suitability for tackling these themes in preschool classrooms lies in their blurred boundaries and the coexistence, and sometimes confusion, that occurs in childhood between these two terms. Despite their limited presence on this educational stage, they are of great importance as they directly impact a person's identity and can constitute the starting point for the development of an artistic action. The approach will be carried out through an intervention design for which prior research is planned that will delve into the use of everyday life, memories, and dreams in art. This will then be firmed up in an educational proposal based on self-management and interdisciplinarity. The ultimate aim is to provide a series of strategies for addressing these themes in the classroom from an artEducational perspective. It aims to open up a range of possibilities for teaching art in early childhood education.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
Court
CORTIZAS VARELA, OLALLA (Student’s tutor)
CORTIZAS VARELA, OLALLA (Student’s tutor)