Inclusive emotional education: strategies, methodologies and students with specific educational support needs
Authorship
K.A.R.
Master in Research in Education, Cultural Diversity and Community Development
K.A.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.03.2025 11:30
09.03.2025 11:30
Summary
This research was conducted through a systematic review, which analyzes the impact of emotional education on the inclusion of students with specific educational support needs (SEN) in mainstream primary school classrooms. To this end, the methodological principles of the PRISMA model were followed and three scientific databases (Scopus, Web of Science, and Dialnet) were consulted to select and analyze studies published in the last five years. As a result, eight studies conducted in different socio-educational contexts that addressed the research objectives were included. Key variables such as participation, academic performance, emotional management, classroom climate, and group cohesion were addressed through their analysis. The results reveal a widespread positive impact of methodologies and strategies based on emotional education, both on students with SEN and on their classmates without such diagnoses. Improvements are evident in coexistence, self-esteem, emotional self-regulation, personal well-being, self-awareness, and group integration. Likewise, the central role of teachers as agents of educational transformation is emphasized, as is the need for teacher training in emotional competencies and skills. Despite certain methodological limitations, such as sample size and intervention duration, the findings support the incorporation of emotional education into the primary education curriculum to build more inclusive, empathetic, and equitable school environments, where students diagnosed with SEN can actively participate in the classroom and develop personally and academically.
This research was conducted through a systematic review, which analyzes the impact of emotional education on the inclusion of students with specific educational support needs (SEN) in mainstream primary school classrooms. To this end, the methodological principles of the PRISMA model were followed and three scientific databases (Scopus, Web of Science, and Dialnet) were consulted to select and analyze studies published in the last five years. As a result, eight studies conducted in different socio-educational contexts that addressed the research objectives were included. Key variables such as participation, academic performance, emotional management, classroom climate, and group cohesion were addressed through their analysis. The results reveal a widespread positive impact of methodologies and strategies based on emotional education, both on students with SEN and on their classmates without such diagnoses. Improvements are evident in coexistence, self-esteem, emotional self-regulation, personal well-being, self-awareness, and group integration. Likewise, the central role of teachers as agents of educational transformation is emphasized, as is the need for teacher training in emotional competencies and skills. Despite certain methodological limitations, such as sample size and intervention duration, the findings support the incorporation of emotional education into the primary education curriculum to build more inclusive, empathetic, and equitable school environments, where students diagnosed with SEN can actively participate in the classroom and develop personally and academically.
Direction
DIZ LOPEZ, MARIA JULIA (Tutorships)
DIZ LOPEZ, MARIA JULIA (Tutorships)
Court
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
The spanish city in the context of globalization: heritage, challenges, and sustainability. An educational proposal for secondary education
Authorship
A.A.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.A.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.10.2025 18:00
09.10.2025 18:00
Summary
A proposal for a didactic unit is presented for the subject of Geography and History in the 2nd year of Obligatory Secondary Education (ESO). It aims to provide an approach to urban geography for students aged twelve to fourteen, from the interpretation and valuation of heritage or landscape and raising awareness of urban challenges from the perspective of sustainability. The unit intends to train students to become critical and responsible citizens, who know how to apply reasoning and scientific knowledge to the reality they perceive daily and to participate in initiatives aimed at the common good. The incorporation of a multidisciplinary perspective or active learning methodologies (such as cooperative work or the creation of a didactic itinerary) distinguish this proposal from typical content units found in school textbooks.
A proposal for a didactic unit is presented for the subject of Geography and History in the 2nd year of Obligatory Secondary Education (ESO). It aims to provide an approach to urban geography for students aged twelve to fourteen, from the interpretation and valuation of heritage or landscape and raising awareness of urban challenges from the perspective of sustainability. The unit intends to train students to become critical and responsible citizens, who know how to apply reasoning and scientific knowledge to the reality they perceive daily and to participate in initiatives aimed at the common good. The incorporation of a multidisciplinary perspective or active learning methodologies (such as cooperative work or the creation of a didactic itinerary) distinguish this proposal from typical content units found in school textbooks.
Direction
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
Science inthe classroom:experimenting with Montessori pedagogy
Authorship
E.A.R.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
E.A.R.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
09.08.2025 16:30
09.08.2025 16:30
Summary
This Master's Thesis, which corresponds to a qualitative case study, analyzes the influence of Montessori pedagogy in the learning of the characteristics and properties of water through experiments in Early Childhood Education. The intervention was developed in a 5th grade classroom of 26 children aged 5 to 6 years, divided into two subgroups to ensure a safe and organized experimentation. Data collection was a combination of direct audio-recorded observation, hypothesis/conclusion sheets and checklists. The results showed a greater understanding of the scientific content on the processes and characteristics of water and a clear increase in student motivation, participation and learning.
This Master's Thesis, which corresponds to a qualitative case study, analyzes the influence of Montessori pedagogy in the learning of the characteristics and properties of water through experiments in Early Childhood Education. The intervention was developed in a 5th grade classroom of 26 children aged 5 to 6 years, divided into two subgroups to ensure a safe and organized experimentation. Data collection was a combination of direct audio-recorded observation, hypothesis/conclusion sheets and checklists. The results showed a greater understanding of the scientific content on the processes and characteristics of water and a clear increase in student motivation, participation and learning.
Direction
Blanco Anaya, Paloma (Tutorships)
Blanco Anaya, Paloma (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
Fields of shaping adolescent identity in conflict
Authorship
J.F.B.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.F.B.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2025 13:00
09.11.2025 13:00
Summary
Current society is characterized by complexity and a constant and accelerated stage of change unlike any other age in history. In this scenario, where new generations have born and grown, gives the conditions for various fields involved in the adolescent and young’s identities to interact and clash between them. This academic work, which adopts a bibliographic review approach, has the objective to show the influence which different fields (family, secondary school, media and peers) have at the time to conforming the adolescent’s identities. Furthermore, it will try to discover the mentioned field’s conflicts as a result of the fragmentation or variety of values showed between them
Current society is characterized by complexity and a constant and accelerated stage of change unlike any other age in history. In this scenario, where new generations have born and grown, gives the conditions for various fields involved in the adolescent and young’s identities to interact and clash between them. This academic work, which adopts a bibliographic review approach, has the objective to show the influence which different fields (family, secondary school, media and peers) have at the time to conforming the adolescent’s identities. Furthermore, it will try to discover the mentioned field’s conflicts as a result of the fragmentation or variety of values showed between them
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
PARDO PEREZ, JUAN CARLOS (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
The milk of dreams
Authorship
E.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
E.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 09:00
09.12.2025 09:00
Summary
This work proposes a didactic experience focused on the creation of volumetric pieces, aiming to foster active and reflective learning about the relationship between art, nature, and the body. The activity invites students to experiment with space and materials, establishing a dialogue between the body, the environment, and artistic creation. Through this practice, the goal is to blur the boundaries between the human and the natural, exploring new ways of inhabiting and interacting with the environment. It is based on a vision of space as a living place, full of meaning, and constructed through perception, imagination, and bodily interaction. In this way, artistic activity becomes a space for reflection, transgression, and the reconfiguration of the relationships between the individual and the environment, promoting an art education that is engaged, critical, and sensitive to contemporary issues such as the environmental crisis or the construction of identity.
This work proposes a didactic experience focused on the creation of volumetric pieces, aiming to foster active and reflective learning about the relationship between art, nature, and the body. The activity invites students to experiment with space and materials, establishing a dialogue between the body, the environment, and artistic creation. Through this practice, the goal is to blur the boundaries between the human and the natural, exploring new ways of inhabiting and interacting with the environment. It is based on a vision of space as a living place, full of meaning, and constructed through perception, imagination, and bodily interaction. In this way, artistic activity becomes a space for reflection, transgression, and the reconfiguration of the relationships between the individual and the environment, promoting an art education that is engaged, critical, and sensitive to contemporary issues such as the environmental crisis or the construction of identity.
Direction
REQUEIXO CUBA, ARMANDO (Tutorships)
REQUEIXO CUBA, ARMANDO (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Educational teaching proposal aimed at students in the Certificate of Higher Education in Early Childhood Education for the prevention and detection of child abuse.
Authorship
V.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
V.C.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.09.2025 09:00
09.09.2025 09:00
Summary
This TFM develops a teaching proposal for educational intervention aimed at students in the Ciclo Superior de Educación Infantil, focused on prevention, detection and action against child abuse. The proposal arises from the verification of the persistence of this problem in our society, evidenced by recent data from recent reports at both state and regional level. The intervention is proposed as part of the module “Intervention with Families and Attention to Minors at Social Risk” and is developed through a sequence of sessions based on active and participative methodology. Through activities such as debates, case resolution, analysis of warning signs or design of preventive resources, the aim is to provide students with practical and ethical tools to intervene in risk situations. The work justifies the relevance of this proposal from three pillars: the empirical evidence of the increase in cases, the legal framework that requires specific training, and the pedagogical need to integrate these contents more deeply into the curriculum.
This TFM develops a teaching proposal for educational intervention aimed at students in the Ciclo Superior de Educación Infantil, focused on prevention, detection and action against child abuse. The proposal arises from the verification of the persistence of this problem in our society, evidenced by recent data from recent reports at both state and regional level. The intervention is proposed as part of the module “Intervention with Families and Attention to Minors at Social Risk” and is developed through a sequence of sessions based on active and participative methodology. Through activities such as debates, case resolution, analysis of warning signs or design of preventive resources, the aim is to provide students with practical and ethical tools to intervene in risk situations. The work justifies the relevance of this proposal from three pillars: the empirical evidence of the increase in cases, the legal framework that requires specific training, and the pedagogical need to integrate these contents more deeply into the curriculum.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
A Divided World: The Cold War. Memory and Resistance against Forgetting
Authorship
M.C.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.C.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.10.2025 17:00
09.10.2025 17:00
Summary
Abstract The current educational context demands innovative teaching models that respond to the needs and competencies of 21st century students. This Master’s Thesis proposes a didactic intervention based on a constructivist approach and active methodologies, specifically Project-Based Learning (PBL) and Problem-Based Learning (PBL), applied to the compulsory subject History of the Contemporary World in 1st year of Bachillerato. From a constructivist perspective, learning is understood as an active process in which students build knowledge based on their prior experiences. Within this framework, PBL promotes the completion of meaningful projects as a way to develop contextualized learning, while Problem-Based Learning focuses on solving real problems that stimulate critical reflection and decision-making. The methodological proposal places special emphasis on fostering student autonomy, cooperative work, and the integration of ICT as tools for interactive learning. Through these strategies, deep learning is encouraged, aimed at developing key competencies and forming an active, critical, and informed citizenship.
Abstract The current educational context demands innovative teaching models that respond to the needs and competencies of 21st century students. This Master’s Thesis proposes a didactic intervention based on a constructivist approach and active methodologies, specifically Project-Based Learning (PBL) and Problem-Based Learning (PBL), applied to the compulsory subject History of the Contemporary World in 1st year of Bachillerato. From a constructivist perspective, learning is understood as an active process in which students build knowledge based on their prior experiences. Within this framework, PBL promotes the completion of meaningful projects as a way to develop contextualized learning, while Problem-Based Learning focuses on solving real problems that stimulate critical reflection and decision-making. The methodological proposal places special emphasis on fostering student autonomy, cooperative work, and the integration of ICT as tools for interactive learning. Through these strategies, deep learning is encouraged, aimed at developing key competencies and forming an active, critical, and informed citizenship.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
Sexual Diversity and Intersex Corporalities: An educational proposal for inclusion in the classroom
Authorship
T.C.M.
Master in Equality, Gender and Education
T.C.M.
Master in Equality, Gender and Education
Defense date
09.08.2025 16:30
09.08.2025 16:30
Summary
Intersexuality is a physical, historical, and discursive reality. It continues to be a subject of debate, a politicized and silenced issue, with tensions between medical, legal, and social knowledge. Throughout history, intersex people have been subjected to surgical interventions, legal concealment, and educational exclusion under a binary gender logic that imposes immutable norms on physicality and identity. This proposal arises from the need to make this reality visible within the educational sphere, promoting inclusive and critical education that recognizes physical diversity as part of human dignity. Its purpose is to address the medical, social, and political discourses surrounding intersexuality. Based on the above, a pilot educational intervention project is being developed to introduce this reality into secondary school classrooms, with the aim of fostering critical reflection and respect for diversity.
Intersexuality is a physical, historical, and discursive reality. It continues to be a subject of debate, a politicized and silenced issue, with tensions between medical, legal, and social knowledge. Throughout history, intersex people have been subjected to surgical interventions, legal concealment, and educational exclusion under a binary gender logic that imposes immutable norms on physicality and identity. This proposal arises from the need to make this reality visible within the educational sphere, promoting inclusive and critical education that recognizes physical diversity as part of human dignity. Its purpose is to address the medical, social, and political discourses surrounding intersexuality. Based on the above, a pilot educational intervention project is being developed to introduce this reality into secondary school classrooms, with the aim of fostering critical reflection and respect for diversity.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)
Cultural Associativism, Community development, and citizen participation in the munucipality of Ames.
Authorship
R.C.M.
Master in Research in Education, Cultural Diversity and Community Development
R.C.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2025 10:15
09.05.2025 10:15
Summary
This research associates its main contributions with the realization of an exploratory study, carried out through fieldwork focused on citizen participation and the role of cultural associations in municipal policies and for community development, an issue so far little or not at all delved into in the municipality of Ames. Through a mixed approach and a sample with a three-dimensional profile, composed of the cultural associative sector, political corporations and the culture technique, citizen participation in the sociocultural field of the municipality has been analyzed, taking into account local policies and associative dynamics, fundamentally seeking: to identify and know the sociocultural practices that are promoted, both at the institutional and citizen level, by the associative movement; to analyze, explain and interpret its convergence with Sociocultural Animation and local community development; and to postulate or propose future lines of action that allow for the improvement of associative dynamics, professional practices and municipal policies in this area. The main results were a situation of fragility of the third socio-cultural sector, marked by the inactivity of the associations and by the predominance of those entities dedicated only to the organization of popular celebrations or those that only focus on issues related to coexistence, which denote a lack of social participation in general. more pronounced in urban areas and among new residents, due to the shortcomings that can be seen in the construction of their identity and the feeling of belonging. In turn, the cultural policies of the city council are identified within the democratization and cultural offer and management, despite activating other ways of participation, reducing the potentialities inherent to the potentialities inherent to processes and practices congruent with a true cultural democracy. However, the existence of associations that actively promote the participation of neighbors and popular culture has been evidenced, being references in their field and in the municipal as a whole.
This research associates its main contributions with the realization of an exploratory study, carried out through fieldwork focused on citizen participation and the role of cultural associations in municipal policies and for community development, an issue so far little or not at all delved into in the municipality of Ames. Through a mixed approach and a sample with a three-dimensional profile, composed of the cultural associative sector, political corporations and the culture technique, citizen participation in the sociocultural field of the municipality has been analyzed, taking into account local policies and associative dynamics, fundamentally seeking: to identify and know the sociocultural practices that are promoted, both at the institutional and citizen level, by the associative movement; to analyze, explain and interpret its convergence with Sociocultural Animation and local community development; and to postulate or propose future lines of action that allow for the improvement of associative dynamics, professional practices and municipal policies in this area. The main results were a situation of fragility of the third socio-cultural sector, marked by the inactivity of the associations and by the predominance of those entities dedicated only to the organization of popular celebrations or those that only focus on issues related to coexistence, which denote a lack of social participation in general. more pronounced in urban areas and among new residents, due to the shortcomings that can be seen in the construction of their identity and the feeling of belonging. In turn, the cultural policies of the city council are identified within the democratization and cultural offer and management, despite activating other ways of participation, reducing the potentialities inherent to the potentialities inherent to processes and practices congruent with a true cultural democracy. However, the existence of associations that actively promote the participation of neighbors and popular culture has been evidenced, being references in their field and in the municipal as a whole.
Direction
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
Court
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
Learning English in Adolescence: Debunking the Early Start Belief
Authorship
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 17:00
09.11.2025 17:00
Summary
This paper aims to analyse adolescence and adulthood as optimal periods for learning a foreign language, specifically English as a second language, challenging the increasingly widespread idea that early language immersion is the only way to achieve a high level of proficiency in English. The aim is to investigate whether this belief is valid or whether, on the contrary, it is possible to acquire a foreign language during adolescence or even later in life. The main goal of the work is to acknowledge and vindicate adolescence as a fully valid stage, even for initiating language learning. The methodology is based on a critical review of the literature on language acquisition and learning in both early childhood and adolescence or adulthood, defending the latter as an equally or even more effective period than childhood for second language acquisition.
This paper aims to analyse adolescence and adulthood as optimal periods for learning a foreign language, specifically English as a second language, challenging the increasingly widespread idea that early language immersion is the only way to achieve a high level of proficiency in English. The aim is to investigate whether this belief is valid or whether, on the contrary, it is possible to acquire a foreign language during adolescence or even later in life. The main goal of the work is to acknowledge and vindicate adolescence as a fully valid stage, even for initiating language learning. The methodology is based on a critical review of the literature on language acquisition and learning in both early childhood and adolescence or adulthood, defending the latter as an equally or even more effective period than childhood for second language acquisition.
Direction
PEREIRA ROMASANTA, RAQUEL (Tutorships)
PEREIRA ROMASANTA, RAQUEL (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
Programs for the reintegration of aggressors due to gender violence. A critical review.
Authorship
M.C.G.
Master in Equality, Gender and Education
M.C.G.
Master in Equality, Gender and Education
Defense date
09.10.2025 16:00
09.10.2025 16:00
Summary
This research focuses on analysing programs for the reintegration of aggressors in cases of gender-based violence nationally. Through an exhaustive documentary review, the performance, objectives and evaluation of the effectiveness of these programs are addressed, among which the PRIA-MA Program, Context and regional initiatives such as the Galician Re-education Program stand out. These programs that were carried out with the entry into force of Organic Law 1/2004, of December 28th, on Comprehensive Protection Measures against Gender Violence, and they apply new strategies for its eradication. The study highlights the existence of an important gap between the theoretical objectives of the interventions and the real results, questioning their effectiveness in provoking a profound change in the male sexist beliefs, as well as the fact that participation responds more to the interest in reducing the sentence than to the desire for transformation. In addition, the limitation of the real evaluation of the effectiveness of these interventions is reflected.
This research focuses on analysing programs for the reintegration of aggressors in cases of gender-based violence nationally. Through an exhaustive documentary review, the performance, objectives and evaluation of the effectiveness of these programs are addressed, among which the PRIA-MA Program, Context and regional initiatives such as the Galician Re-education Program stand out. These programs that were carried out with the entry into force of Organic Law 1/2004, of December 28th, on Comprehensive Protection Measures against Gender Violence, and they apply new strategies for its eradication. The study highlights the existence of an important gap between the theoretical objectives of the interventions and the real results, questioning their effectiveness in provoking a profound change in the male sexist beliefs, as well as the fact that participation responds more to the interest in reducing the sentence than to the desire for transformation. In addition, the limitation of the real evaluation of the effectiveness of these interventions is reflected.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
Training proposal for Galician secondary school teachers: development of intercultural competence through the use of film as a teaching resource
Authorship
H.C.N.
Master in Education Processes
H.C.N.
Master in Education Processes
Defense date
09.09.2025 09:30
09.09.2025 09:30
Summary
The development of intercultural competence by school teachers is an unavoidable challenge in today's globalised society. There is, however, a lack of interculturalism in the training offered to Galician secondary school teachers. On the other hand, several studies highlight the potential of film as an alternative teaching resource. Based on this, this Master's Thesis presents a training proposal with the aim of providing Galician teachers of Compulsory Secondary Education (ESO) with knowledge and pedagogical skills for the appropriate treatment of interculturality and cultural diversity in the classroom, through the use of film as a teaching tool. It is a proposal framed in a realistic context, based on a constructivist, inclusive and collaborative approach, which emphasises the use of innovative methodologies to improve the quality of training.
The development of intercultural competence by school teachers is an unavoidable challenge in today's globalised society. There is, however, a lack of interculturalism in the training offered to Galician secondary school teachers. On the other hand, several studies highlight the potential of film as an alternative teaching resource. Based on this, this Master's Thesis presents a training proposal with the aim of providing Galician teachers of Compulsory Secondary Education (ESO) with knowledge and pedagogical skills for the appropriate treatment of interculturality and cultural diversity in the classroom, through the use of film as a teaching tool. It is a proposal framed in a realistic context, based on a constructivist, inclusive and collaborative approach, which emphasises the use of innovative methodologies to improve the quality of training.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
“Siempre Love You”: A Technological Proposal for de Promotion of Comprehensuve Affective-Sexual Education.
Authorship
A.C.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.C.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.09.2025 10:00
09.09.2025 10:00
Summary
This porposal addresses the need to integrate affective-sexual and emotional education into de vocational training curriculum. In a context marked by training gaps and social challeges, it porposes the design of an educational digital platform based on principles o equality and inclusion tan provides accesible and rigorous teaching resources for teachers and students. The proposal is bases on a theorical framework that analyses the relevance of these contents, techaer training and students needs, highlighting their impact on emotional well.being, violence prevention and construction of healthy relationships. This work seeks to contribute to the strengthening of a comprehensive education in vocational training, promoting values of equality, respect and diversity, proposing a transformative educational tool to improve teaching practice and respond to the real demands of de educational comunnity.
This porposal addresses the need to integrate affective-sexual and emotional education into de vocational training curriculum. In a context marked by training gaps and social challeges, it porposes the design of an educational digital platform based on principles o equality and inclusion tan provides accesible and rigorous teaching resources for teachers and students. The proposal is bases on a theorical framework that analyses the relevance of these contents, techaer training and students needs, highlighting their impact on emotional well.being, violence prevention and construction of healthy relationships. This work seeks to contribute to the strengthening of a comprehensive education in vocational training, promoting values of equality, respect and diversity, proposing a transformative educational tool to improve teaching practice and respond to the real demands of de educational comunnity.
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
A look at the environment: what the sea teaches us
Authorship
N.C.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
N.C.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
09.08.2025 17:30
09.08.2025 17:30
Summary
This study analyzes the effectiveness of using analogies and modeling as didactic strategies to improve the understanding of the marine ecosystem among 4-year-old Early Childhood Education students. The research was carried out in a public primary school in a coastal town in Galicia, with a sample of 13 students. Data collection included a pre-test and a post-test on the classification of marine animals according to oceanic zones, as well as the observation and analysis of three hands-on activities focused on flotation, marine vision, and sea pressure. The results show a generalized improvement in the students’ understanding, especially in their ability to establish connections between familiar elements and the adaptations of fish to their environment. Although some errors persist, related to limited prior knowledge of certain species, the research demonstrates that analogies foster more meaningful learning experiences, closely connected to the students’ immediate surroundings. Among the educational implications, the study highlights the importance of using contextualized teaching strategies adapted to the developmental stage of the students to introduce scientific concepts from an early age.
This study analyzes the effectiveness of using analogies and modeling as didactic strategies to improve the understanding of the marine ecosystem among 4-year-old Early Childhood Education students. The research was carried out in a public primary school in a coastal town in Galicia, with a sample of 13 students. Data collection included a pre-test and a post-test on the classification of marine animals according to oceanic zones, as well as the observation and analysis of three hands-on activities focused on flotation, marine vision, and sea pressure. The results show a generalized improvement in the students’ understanding, especially in their ability to establish connections between familiar elements and the adaptations of fish to their environment. Although some errors persist, related to limited prior knowledge of certain species, the research demonstrates that analogies foster more meaningful learning experiences, closely connected to the students’ immediate surroundings. Among the educational implications, the study highlights the importance of using contextualized teaching strategies adapted to the developmental stage of the students to introduce scientific concepts from an early age.
Direction
Blanco Anaya, Paloma (Tutorships)
Blanco Anaya, Paloma (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
Training proposal for the development of socioemotional skills in adults with Down syndrome
Authorship
I.D.L.I.D.
Master in Education Processes
I.D.L.I.D.
Master in Education Processes
Defense date
09.09.2025 09:30
09.09.2025 09:30
Summary
This study is justified by the need to address the development of social-emotional skills in adults with Down syndrome (DS), recognising their fundamental impact on autonomy and well-being. The theoretical framework explores the conceptualisation of these skills, emotional intelligence, and influential contextual factors. The central purpose of this study is to design a structured training proposal for this group. A needs analysis was carried out using a qualitative approach, through discussion groups with professionals and semi-structured interviews with adults with DS from the Down Compostela Foundation. Based on the information obtained, a training proposal was designed based on active, participatory and multisensory teaching principles, incorporating innovative resources such as virtual reality. An evaluation plan was designed that includes direct observation and interviews to assess progress. The expected results of this design point to improvements in emotional recognition and management, social interaction and conflict resolution. The proposal seeks to enhance the self-awareness, self-esteem and interpersonal skills of the participants, promoting greater autonomy. Its importance lies in offering a well-founded model of socio-educational intervention that promotes effective inclusion and contributes to future work on the effectiveness of adapted methodologies in this field.
This study is justified by the need to address the development of social-emotional skills in adults with Down syndrome (DS), recognising their fundamental impact on autonomy and well-being. The theoretical framework explores the conceptualisation of these skills, emotional intelligence, and influential contextual factors. The central purpose of this study is to design a structured training proposal for this group. A needs analysis was carried out using a qualitative approach, through discussion groups with professionals and semi-structured interviews with adults with DS from the Down Compostela Foundation. Based on the information obtained, a training proposal was designed based on active, participatory and multisensory teaching principles, incorporating innovative resources such as virtual reality. An evaluation plan was designed that includes direct observation and interviews to assess progress. The expected results of this design point to improvements in emotional recognition and management, social interaction and conflict resolution. The proposal seeks to enhance the self-awareness, self-esteem and interpersonal skills of the participants, promoting greater autonomy. Its importance lies in offering a well-founded model of socio-educational intervention that promotes effective inclusion and contributes to future work on the effectiveness of adapted methodologies in this field.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
Academic and professional guidance towards the sociolabor integration processes of students who have completed their university studies the case of students at the University of Cape Verde UniCV
Authorship
V.P.D.O.B.G.
Master in Education Processes
V.P.D.O.B.G.
Master in Education Processes
Defense date
09.09.2025 16:00
09.09.2025 16:00
Summary
Higher education is a space where knowledge and expertise in diverse fields and subjects are generated, a place where the voices of all individuals engaged in their work can be sharpened, transformed, refined and can make a lot of noise, and be heard. Where individuals decide what they want to be and do in the future. More and more people are finishing higher education with a wealth of knowledge and experience in their luggage, eager to give the best of themselves and show what they have been doing most of their lives, as well as what difficulties they have encountered along the way. The current labor market presents certain complications, obstacles, rigorous selection processes, and a high level of competitiveness derived from a massive demand, which makes the process of accessing the labor market more and more arduous. This situation can be improved if there is permanent quality guidance, accessible to all citizens, offered by public employment services or other entities or institutions, such as universities, where guidance professionals provide individuals with the necessary tools to be able to manage their training and/or career paths. One of the key functions of guidance is to help people to know how to manage their emotions, their choices, to make informed decisions, to know their strengths and weaknesses, to know how to select information, etc.; key aspects when designing professional and life projects. The aim of this study is to analyze the reality faced by university students once they have completed their undergraduate studies, and to assess their possibilities of integration in the labor market or in other educational contexts. In order to respond to this general objective of the research, a questionnaire and interview with a semi-structured questions were designed and applied as data collection instruments using a mixed methodology. The sample that responded to the questionnaire consisted of 67 students, 3 of whom were interviewed, and these were students who have recently completed their undergraduate studies at the University of Cape Verde, who are working or actively seeking employment, or who are continuing their studies, in addition 2 directives with significant responsibilities at the University of Cape Verde.
Higher education is a space where knowledge and expertise in diverse fields and subjects are generated, a place where the voices of all individuals engaged in their work can be sharpened, transformed, refined and can make a lot of noise, and be heard. Where individuals decide what they want to be and do in the future. More and more people are finishing higher education with a wealth of knowledge and experience in their luggage, eager to give the best of themselves and show what they have been doing most of their lives, as well as what difficulties they have encountered along the way. The current labor market presents certain complications, obstacles, rigorous selection processes, and a high level of competitiveness derived from a massive demand, which makes the process of accessing the labor market more and more arduous. This situation can be improved if there is permanent quality guidance, accessible to all citizens, offered by public employment services or other entities or institutions, such as universities, where guidance professionals provide individuals with the necessary tools to be able to manage their training and/or career paths. One of the key functions of guidance is to help people to know how to manage their emotions, their choices, to make informed decisions, to know their strengths and weaknesses, to know how to select information, etc.; key aspects when designing professional and life projects. The aim of this study is to analyze the reality faced by university students once they have completed their undergraduate studies, and to assess their possibilities of integration in the labor market or in other educational contexts. In order to respond to this general objective of the research, a questionnaire and interview with a semi-structured questions were designed and applied as data collection instruments using a mixed methodology. The sample that responded to the questionnaire consisted of 67 students, 3 of whom were interviewed, and these were students who have recently completed their undergraduate studies at the University of Cape Verde, who are working or actively seeking employment, or who are continuing their studies, in addition 2 directives with significant responsibilities at the University of Cape Verde.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
Intercultural Competence in Teacher Education: A Systematic Review
Authorship
A.E.J.T.
Master in Education Processes
A.E.J.T.
Master in Education Processes
Defense date
09.09.2025 09:30
09.09.2025 09:30
Summary
The Master's Final Project focuses on analyzing how intercultural competence is addressed among Primary Education teachers in response to the challenges posed by increasing cultural diversity in the classroom. Based on the theoretical framework centered on intercultural education, the study explores its presence in both initial and continuing teacher education. This is a documentary research project structured in two phases: the first involves analyzing the curricula of the Primary Education degree programs at Galician universities; the second consists of a systematic review of continuing education experiences, following the PRISMA protocol. The findings reveal that intercultural competence is scarcely addressed in initial teacher education, often limited to optional subjects or superficial approaches. Although limited, continuing education offerings include practical, transformative, and context specific approaches. Overall, the study highlights the need to strengthen intercultural competence as a key element in teacher training, both in university curricula and in continuing professional development, in order to move toward a more inclusive and equitable education.
The Master's Final Project focuses on analyzing how intercultural competence is addressed among Primary Education teachers in response to the challenges posed by increasing cultural diversity in the classroom. Based on the theoretical framework centered on intercultural education, the study explores its presence in both initial and continuing teacher education. This is a documentary research project structured in two phases: the first involves analyzing the curricula of the Primary Education degree programs at Galician universities; the second consists of a systematic review of continuing education experiences, following the PRISMA protocol. The findings reveal that intercultural competence is scarcely addressed in initial teacher education, often limited to optional subjects or superficial approaches. Although limited, continuing education offerings include practical, transformative, and context specific approaches. Overall, the study highlights the need to strengthen intercultural competence as a key element in teacher training, both in university curricula and in continuing professional development, in order to move toward a more inclusive and equitable education.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
Political education in initial teacher training: An exploratory study in Galicia.
Authorship
I.F.S.
Master in Research in Education, Cultural Diversity and Community Development
I.F.S.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2025 11:15
09.05.2025 11:15
Summary
The history of education has shown that teaching is never a neutral act: it is always shaped by values, ideologies, and political orientations. In the current context of polarization, the rise of hate speech, and a crisis of democratic participation, it is especially important to reclaim the political dimension of education as a tool to foster critical, aware, and socially committed citizens. In this regard, initial teacher training represents a key space from which to promote pedagogical practices that encourage reflection, democratic engagement, and transformative action. This master's thesis aims to analyze the relationship between attitudes toward political education and the pedagogical practices of future Galician teachers, as well as their implications for the formation of active citizenship. To this end, a quantitative study with an exploratory-descriptive approach was carried out through the use of an online questionnaire. The sample consisted of 152 students from the universities of Santiago de Compostela, Vigo, and A Coruña. The results show a generally favorable attitude toward political education and suggest a positive connection between these attitudes and a predisposition to use active methodologies. More broadly, the study reaffirms the need to integrate political education into teacher training as a condition for strengthening democracy and social justice.
The history of education has shown that teaching is never a neutral act: it is always shaped by values, ideologies, and political orientations. In the current context of polarization, the rise of hate speech, and a crisis of democratic participation, it is especially important to reclaim the political dimension of education as a tool to foster critical, aware, and socially committed citizens. In this regard, initial teacher training represents a key space from which to promote pedagogical practices that encourage reflection, democratic engagement, and transformative action. This master's thesis aims to analyze the relationship between attitudes toward political education and the pedagogical practices of future Galician teachers, as well as their implications for the formation of active citizenship. To this end, a quantitative study with an exploratory-descriptive approach was carried out through the use of an online questionnaire. The sample consisted of 152 students from the universities of Santiago de Compostela, Vigo, and A Coruña. The results show a generally favorable attitude toward political education and suggest a positive connection between these attitudes and a predisposition to use active methodologies. More broadly, the study reaffirms the need to integrate political education into teacher training as a condition for strengthening democracy and social justice.
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
Information and communication technology in early childhood education: documentary research on risks and benefits in the development of boys and girls aged 3 to 6 years
Authorship
A.G.D.
Master in Education Processes
A.G.D.
Master in Education Processes
Defense date
09.09.2025 09:30
09.09.2025 09:30
Summary
This Master’s Thesis presents a documentary research focused on the analysis of the impact that Information and Communication Technologies (ICT) have on the overall development of children aged 3 to 6 years. The relevance of the topic lies in the increasing presence of digital devices in children’s daily lives, especially after the Covid-19 pandemic, which accelerated digitalization at home and in schools. The main objective is to examine the benefits and risks involved in the use of ICT in early childhood education, paying close attention to its influence on cognitive, motor, affective, social, and linguistic development. The methodology is based on a systematic review of recent academic literature, conducted through the SALSA method, which enabled the rigorous selection of studies published between 2020 and 2025. Among the most significant findings is the evidence that a guided and pedagogically oriented use of ICT can enhance learning and motivation. However, risks such as screen overexposure, sedentary behavior, and reduced social interaction were also identified, highlighting the need for active and critical adult mediation.
This Master’s Thesis presents a documentary research focused on the analysis of the impact that Information and Communication Technologies (ICT) have on the overall development of children aged 3 to 6 years. The relevance of the topic lies in the increasing presence of digital devices in children’s daily lives, especially after the Covid-19 pandemic, which accelerated digitalization at home and in schools. The main objective is to examine the benefits and risks involved in the use of ICT in early childhood education, paying close attention to its influence on cognitive, motor, affective, social, and linguistic development. The methodology is based on a systematic review of recent academic literature, conducted through the SALSA method, which enabled the rigorous selection of studies published between 2020 and 2025. Among the most significant findings is the evidence that a guided and pedagogically oriented use of ICT can enhance learning and motivation. However, risks such as screen overexposure, sedentary behavior, and reduced social interaction were also identified, highlighting the need for active and critical adult mediation.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
CEBREIRO LOPEZ, BEATRIZ (Chairman)
REGUEIRO FERNANDEZ, BIBIANA (Secretary)
FRAGA VARELA, FERNANDO (Member)
Online prostitution in cis women and consequences on occupational performance: an international systematic review
Authorship
U.G.G.
Master in Equality, Gender and Education
U.G.G.
Master in Equality, Gender and Education
Defense date
09.10.2025 17:10
09.10.2025 17:10
Summary
This paper conducts a scoping review of the relationship between online prostitution and the occupational performance of cis women in this situation, addressing the complexity of this situation from an abolitionist and feminist perspective. This review starts from the idea that online prostitution cannot be considered a meaningful or healthy occupation, since it is conditioned by structural factors such as poverty, lack of job alternatives and symbolic and institutional violence. Through a search in academic databases, 11 articles were selected that allow us to explore how this situation affects different areas of occupational performance: AVDs, IAVDs, health management, rest and sleep, education, work, leisure and social participation. The results show consequences, mainly negative, that compromise the physical, emotional and social well-being of prostituted women in digital environments. The scarcity of research, especially in languages other than english, reveals the need to expand both theoretical and methodological approaches from the field of occupational therapy, incorporating interventions that take into account the digital reality and the intersectionality of women in situations of online prostitution. This work contributes to the visibility of a problem that has not been explored much in the occupational field and proposes new lines for research and professional practice based on equality, gender and health.
This paper conducts a scoping review of the relationship between online prostitution and the occupational performance of cis women in this situation, addressing the complexity of this situation from an abolitionist and feminist perspective. This review starts from the idea that online prostitution cannot be considered a meaningful or healthy occupation, since it is conditioned by structural factors such as poverty, lack of job alternatives and symbolic and institutional violence. Through a search in academic databases, 11 articles were selected that allow us to explore how this situation affects different areas of occupational performance: AVDs, IAVDs, health management, rest and sleep, education, work, leisure and social participation. The results show consequences, mainly negative, that compromise the physical, emotional and social well-being of prostituted women in digital environments. The scarcity of research, especially in languages other than english, reveals the need to expand both theoretical and methodological approaches from the field of occupational therapy, incorporating interventions that take into account the digital reality and the intersectionality of women in situations of online prostitution. This work contributes to the visibility of a problem that has not been explored much in the occupational field and proposes new lines for research and professional practice based on equality, gender and health.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
Analysis of the regulations on school coexistence in Galicia: an approach from the concept of positive coexistence
Authorship
A.G.S.
Master in Research in Education, Cultural Diversity and Community Development
A.G.S.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2025 12:15
09.05.2025 12:15
Summary
School coexistence, and more specifically, positive coexistence, has occupied a central place in educational discourse for several decades. Despite the many decisions and measures taken to achieve this goal, the truth is that many of the coexistence problems that existed a few years ago persist and are even exacerbated in some cases. Therefore, it is necessary to investigate all the elements that influence the management of coexistence if we want to identify the errors being made, and one of the most important is the legislative framework. This work conducted a documentary analysis of the current legislation on coexistence in the Autonomous Community of Galicia, which are Law 4/2011 and Decree 8/2015, to determine whether it truly corresponds to the intention of achieving a positive climate of coexistence. To this end, six dimensions of analysis were established based on what is understood by positive coexistence in the specialized literature, and then how these were manifested throughout the articles. As a result, we found that all dimensions are widely represented in the respective documents. Therefore, we can affirm that these do correspond to the idea of positive coexistence, opening the doors necessary to achieve it by establishing sufficient mechanisms and tools to do so. However, it is clear that laws alone do not work; rather, they require providing schools and teachers with the necessary resources to implement what is stated in the laws. This demonstrates that the problems lie at other regulatory or programmatic levels beyond these documents.
School coexistence, and more specifically, positive coexistence, has occupied a central place in educational discourse for several decades. Despite the many decisions and measures taken to achieve this goal, the truth is that many of the coexistence problems that existed a few years ago persist and are even exacerbated in some cases. Therefore, it is necessary to investigate all the elements that influence the management of coexistence if we want to identify the errors being made, and one of the most important is the legislative framework. This work conducted a documentary analysis of the current legislation on coexistence in the Autonomous Community of Galicia, which are Law 4/2011 and Decree 8/2015, to determine whether it truly corresponds to the intention of achieving a positive climate of coexistence. To this end, six dimensions of analysis were established based on what is understood by positive coexistence in the specialized literature, and then how these were manifested throughout the articles. As a result, we found that all dimensions are widely represented in the respective documents. Therefore, we can affirm that these do correspond to the idea of positive coexistence, opening the doors necessary to achieve it by establishing sufficient mechanisms and tools to do so. However, it is clear that laws alone do not work; rather, they require providing schools and teachers with the necessary resources to implement what is stated in the laws. This demonstrates that the problems lie at other regulatory or programmatic levels beyond these documents.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
Analysis of the training design in centers: Proposal for improvement of the training itinerary
Authorship
T.G.E.
Master in Education Processes
T.G.E.
Master in Education Processes
Defense date
09.10.2025 09:30
09.10.2025 09:30
Summary
This Master's Thesis critically analyses the Continuing Training Plan for Teachers of CEIP Juan Rey, a school located in a rural environment with 30% of students from migrant backgrounds. Through a documentary analysis and a specific indicators instrument, weaknesses are identified in the needs assessment, contextualized design, collaborative development, and evaluation of training impact. In response, a multi-year training itinerary (2024/2027) is proposed, structured around two priority lines: cultural diversity and competency evaluation. The work combines theoretical foundations and empirical analysis with an applicable and transferable proposal, advocating for a situated, inclusive, and professionalizing training model that strengthens the coherence of the PFPP and contributes to the transformation of the teaching culture in the school.
This Master's Thesis critically analyses the Continuing Training Plan for Teachers of CEIP Juan Rey, a school located in a rural environment with 30% of students from migrant backgrounds. Through a documentary analysis and a specific indicators instrument, weaknesses are identified in the needs assessment, contextualized design, collaborative development, and evaluation of training impact. In response, a multi-year training itinerary (2024/2027) is proposed, structured around two priority lines: cultural diversity and competency evaluation. The work combines theoretical foundations and empirical analysis with an applicable and transferable proposal, advocating for a situated, inclusive, and professionalizing training model that strengthens the coherence of the PFPP and contributes to the transformation of the teaching culture in the school.
Direction
CEBREIRO LOPEZ, BEATRIZ (Tutorships)
CEBREIRO LOPEZ, BEATRIZ (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
Promoting artistic and cultural diversity in the classroom to combat the hegemony of Western art
Authorship
E.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
E.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 10:00
09.12.2025 10:00
Summary
This Master's Thesis presents a didactic proposal to address artistic diversity in secondary education by incorporating non-Western references to question the dominant cultural narratives within school curricula. The intervention, designed for 9th-grade students within the framework of tutorial sessions, aims to foster critical thinking, intercultural awareness, and creative expression through collaborative activities and image analysis. The design is grounded in qualitative research conducted in a Galician school and supported by theoretical frameworks close to decolonial thought and critical pedagogy. The proposal is considered viable and aligned with current educational guidelines, offering an alternative pathway towards the development of a global, empathetic, and active citizenship.
This Master's Thesis presents a didactic proposal to address artistic diversity in secondary education by incorporating non-Western references to question the dominant cultural narratives within school curricula. The intervention, designed for 9th-grade students within the framework of tutorial sessions, aims to foster critical thinking, intercultural awareness, and creative expression through collaborative activities and image analysis. The design is grounded in qualitative research conducted in a Galician school and supported by theoretical frameworks close to decolonial thought and critical pedagogy. The proposal is considered viable and aligned with current educational guidelines, offering an alternative pathway towards the development of a global, empathetic, and active citizenship.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Drug use and gender: a socio-educational intervention proposal from a gender perspective
Authorship
A.G.F.
Master in Equality, Gender and Education
A.G.F.
Master in Equality, Gender and Education
Defense date
09.10.2025 16:35
09.10.2025 16:35
Summary
This document presents a socio-educational proposal aimed at introducing a gender perspective into the work carried out in therapeutic communities for the treatment of drug dependence in Galicia, while also highlighting the urgent need for this to take place. It is formulated both from and for the active participation of all agents present in these spaces and their specific contexts, addressing not only the users and the work done with them, but also the professional teams as a whole. This approach ensures critical reflection and analysis of existing inequalities, and promotes a fair, gender-aware intervention. It is also important to emphasize that this proposal is designed in a dynamic way, grounded in the current realities of these services, representing an exercise in recognizing and guaranteeing rights for all individuals.
This document presents a socio-educational proposal aimed at introducing a gender perspective into the work carried out in therapeutic communities for the treatment of drug dependence in Galicia, while also highlighting the urgent need for this to take place. It is formulated both from and for the active participation of all agents present in these spaces and their specific contexts, addressing not only the users and the work done with them, but also the professional teams as a whole. This approach ensures critical reflection and analysis of existing inequalities, and promotes a fair, gender-aware intervention. It is also important to emphasize that this proposal is designed in a dynamic way, grounded in the current realities of these services, representing an exercise in recognizing and guaranteeing rights for all individuals.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
Cooperative Learning and Inclusion. Documentary Review of its Effectiveness with Foreign Students.
Authorship
L.J.G.M.
Master in Research in Education, Cultural Diversity and Community Development
L.J.G.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.03.2025 12:15
09.03.2025 12:15
Summary
This research consists of a documentary review that aims to analyze the usefulness of cooperative learning as a tool to promote student inclusion, with a special emphasis on foreign students. From a perspective based on Paulo Freire's critical pedagogy and human rights, the right to education is conceived not only as a right of access, but also as a guarantee of the full and meaningful participation of all people in their development process. The growing cultural diversity in classrooms, result of migratory movements, requires methodologies that promote coexistence, equity, and social cohesion. In this sense, cooperative learning is presented as an optimal methodology, based on elements such as positive interdependence, individual responsibility, face-to-face interaction, and group heterogeneity. It is an active and participatory strategy that places students at the center of their learning process, while also promoting values such as empathy and solidarity. From a hermeneutic research perspective, the documentary review methodology is used to analyze the benefits of cooperative learning in student inclusion. A search was conducted in the Dialnet, ERIC, and Scopus databases, selecting 17 publications with evidence on practical experiences. The results reveal that cooperative learning has a positive impact on educational inclusion, improving participation and strengthening social skills, especially among students in vulnerable situations. In conclusion, cooperative learning, implemented in a planned and adapted manner, represents an effective tool for advancing toward a more inclusive and equitable education in multicultural contexts.
This research consists of a documentary review that aims to analyze the usefulness of cooperative learning as a tool to promote student inclusion, with a special emphasis on foreign students. From a perspective based on Paulo Freire's critical pedagogy and human rights, the right to education is conceived not only as a right of access, but also as a guarantee of the full and meaningful participation of all people in their development process. The growing cultural diversity in classrooms, result of migratory movements, requires methodologies that promote coexistence, equity, and social cohesion. In this sense, cooperative learning is presented as an optimal methodology, based on elements such as positive interdependence, individual responsibility, face-to-face interaction, and group heterogeneity. It is an active and participatory strategy that places students at the center of their learning process, while also promoting values such as empathy and solidarity. From a hermeneutic research perspective, the documentary review methodology is used to analyze the benefits of cooperative learning in student inclusion. A search was conducted in the Dialnet, ERIC, and Scopus databases, selecting 17 publications with evidence on practical experiences. The results reveal that cooperative learning has a positive impact on educational inclusion, improving participation and strengthening social skills, especially among students in vulnerable situations. In conclusion, cooperative learning, implemented in a planned and adapted manner, represents an effective tool for advancing toward a more inclusive and equitable education in multicultural contexts.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
Cultural Identity and Community Integration: The Case of Chinese Immigrant Families in Spain
Authorship
R.H.
Master in Research in Education, Cultural Diversity and Community Development
R.H.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.05.2025 09:15
09.05.2025 09:15
Summary
In recent decades, Chinese immigration to Spain has steadily increased, raising new challenges regarding cultural identity and community integration. This study focuses on Chinese immigrant families, particularly the experiences of children, aiming to analyze how they reconstruct their identity in a different social environment and how they cope with the tensions between their culture of origin and the host culture. Based on a critical review of academic literature, institutional documents, and media materials, and supported by the theoretical framework of intercultural education, the research examines phenomena such as bilingualism, value transmission, school participation, and family agency in the educational process. The findings reveal that cultural identity and community integration are interdependent processes. Many children of immigrants develop hybrid or selective identities shaped by family, school, and social influences, yet face barriers such as institutional invisibility and a lack of cultural recognition. Moreover, integration policies, often focused on administrative efficiency, tend to overlook the active participation of immigrant communities. The study concludes that promoting effective inclusion requires more flexible and culturally sensitive institutional frameworks, particularly in educational, community, and political domains. It advocates for progressive integration that avoids both forced assimilation and cultural isolation, instead fostering a gradual construction of belonging and intercultural trust.
In recent decades, Chinese immigration to Spain has steadily increased, raising new challenges regarding cultural identity and community integration. This study focuses on Chinese immigrant families, particularly the experiences of children, aiming to analyze how they reconstruct their identity in a different social environment and how they cope with the tensions between their culture of origin and the host culture. Based on a critical review of academic literature, institutional documents, and media materials, and supported by the theoretical framework of intercultural education, the research examines phenomena such as bilingualism, value transmission, school participation, and family agency in the educational process. The findings reveal that cultural identity and community integration are interdependent processes. Many children of immigrants develop hybrid or selective identities shaped by family, school, and social influences, yet face barriers such as institutional invisibility and a lack of cultural recognition. Moreover, integration policies, often focused on administrative efficiency, tend to overlook the active participation of immigrant communities. The study concludes that promoting effective inclusion requires more flexible and culturally sensitive institutional frameworks, particularly in educational, community, and political domains. It advocates for progressive integration that avoids both forced assimilation and cultural isolation, instead fostering a gradual construction of belonging and intercultural trust.
Direction
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
FORMOSO SILVA, MARIA (Tutorships)
PRIEGUE CAAMAÑO, DIANA (Co-tutorships)
Court
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
ALONSO RUIDO, PATRICIA (Chairman)
CABALLO VILLAR, MARIA BELEN (Secretary)
DIZ LOPEZ, MARIA JULIA (Member)
Hate speech against the inmigrant population from the perspective of intercultural education. A bibliographical review.
Authorship
I.L.C.
Master in Research in Education, Cultural Diversity and Community Development
I.L.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.03.2025 13:00
09.03.2025 13:00
Summary
Hate speech is one of the biggest problems we face as societies today, exemplifying the increase in social polarization and attacks on those groups that are considered inferior or undesirable solely because of their background, gender, sexual orientation, political ideology, religion, etc. The rise and creation of these discourses is a complex process that mixes a series of interests, positions of power, tools of oppression and communication... and involves different agents such as the political elite, opinion leaders or the media. In this paper we will carry out a research following the PRISMA method that yields interesting results about the relationship between the action of political parties and the increase of hate speech, the role of social networks as a means of dissemination and creation of this type of discriminatory discourses or the different causes and consequences that hate speech has both in the short and long term in the attacked groups and in the societies where these attacks occur. Similarly, we explore the role that education plays in this social problem, analyzing the different ways in which it can help to create citizens who are aware of social equity and cultural diversity, such as education in values, intercultural education, education against racism or digital literacy. It also presents a series of challenges that education and its professionals must face on this path against discrimination, such as the lack of teacher training or the need for a change of attitude on the part of institutions.
Hate speech is one of the biggest problems we face as societies today, exemplifying the increase in social polarization and attacks on those groups that are considered inferior or undesirable solely because of their background, gender, sexual orientation, political ideology, religion, etc. The rise and creation of these discourses is a complex process that mixes a series of interests, positions of power, tools of oppression and communication... and involves different agents such as the political elite, opinion leaders or the media. In this paper we will carry out a research following the PRISMA method that yields interesting results about the relationship between the action of political parties and the increase of hate speech, the role of social networks as a means of dissemination and creation of this type of discriminatory discourses or the different causes and consequences that hate speech has both in the short and long term in the attacked groups and in the societies where these attacks occur. Similarly, we explore the role that education plays in this social problem, analyzing the different ways in which it can help to create citizens who are aware of social equity and cultural diversity, such as education in values, intercultural education, education against racism or digital literacy. It also presents a series of challenges that education and its professionals must face on this path against discrimination, such as the lack of teacher training or the need for a change of attitude on the part of institutions.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
The Municipal Urban Garden Network of Santiago de Compostela: Strengths and needs from the perspective of its participants.
Authorship
L.A.M.S.
Master in Education Processes
L.A.M.S.
Master in Education Processes
Defense date
09.09.2025 17:00
09.09.2025 17:00
Summary
This qualitative case study examines the Municipal Urban Garden Network of Santiago de Compostela, with the primary intention of broadening understanding of its users' training needs through the analysis of user perspectives, identifying training needs in general and particularly in agroecological practices and community management. The research seeks to identify the network's weaknesses and potential, with the ultimate goal of providing valuable information for future decision-making that contributes to improving management, the socio-environmental educational dimension, and the training of participants. Methodologically, the research combines documentary review, semi-structured interviews with users, and participant observations with photographic records in network spaces, recording habits, behaviors, and discourses. The combination of these qualitative techniques allowed for a comprehensive understanding of the phenomenon. The results reveal that the Municipal Urban Garden Network provides significant personal and social well-being and provides a space with educational and environmental potential. Weaknesses have been identified, including security issues, lack of maintenance and infrastructure, poor communication, abandonment of plots due to inexperience, and weak and informal community coordination. Priority training needs include agroecological practices, community management, and harnessing socio-educational and environmental potential.
This qualitative case study examines the Municipal Urban Garden Network of Santiago de Compostela, with the primary intention of broadening understanding of its users' training needs through the analysis of user perspectives, identifying training needs in general and particularly in agroecological practices and community management. The research seeks to identify the network's weaknesses and potential, with the ultimate goal of providing valuable information for future decision-making that contributes to improving management, the socio-environmental educational dimension, and the training of participants. Methodologically, the research combines documentary review, semi-structured interviews with users, and participant observations with photographic records in network spaces, recording habits, behaviors, and discourses. The combination of these qualitative techniques allowed for a comprehensive understanding of the phenomenon. The results reveal that the Municipal Urban Garden Network provides significant personal and social well-being and provides a space with educational and environmental potential. Weaknesses have been identified, including security issues, lack of maintenance and infrastructure, poor communication, abandonment of plots due to inexperience, and weak and informal community coordination. Priority training needs include agroecological practices, community management, and harnessing socio-educational and environmental potential.
Direction
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
Photoelicitation as a didactic resource in the artistic baccalaureate: a creative proposal for emotional exploration through audiovisual language.
Authorship
S.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 11:00
09.12.2025 11:00
Summary
This Master's Thesis (TFM) document collects a didactic proposal focused on the technique of photo-elicitation and oriented to the students of the 1st year of Bachelor of Arts who are studying Audiovisual Culture. The idea arises from the need to incorporate different methodologies in the classroom, mainly those that encourage student involvement, audiovisual literacy, critical thinking and emotional work. Through the use of images as a tool for reflection, students begin a process of self-knowledge that allows them to investigate their own thoughts, memories and perspectives through audiovisual production. This didactic uses photographic, narrative and other optional resources, within a format that can vary between visual essay, short film, poetic video or documentary, among others. The methodology focuses on cooperative and creative teaching, linked to the educational framework of the LOMLOE and the current regional curriculum, thus seeking to improve the learning system of students, as well as the tools used by teachers in the educational process. The aim is to include new working and teaching methods, as powerful instruments of artistic and narrative communication. All this, through reflection and prior analysis of the impact and use of audiovisuals in the classroom as a teaching medium.
This Master's Thesis (TFM) document collects a didactic proposal focused on the technique of photo-elicitation and oriented to the students of the 1st year of Bachelor of Arts who are studying Audiovisual Culture. The idea arises from the need to incorporate different methodologies in the classroom, mainly those that encourage student involvement, audiovisual literacy, critical thinking and emotional work. Through the use of images as a tool for reflection, students begin a process of self-knowledge that allows them to investigate their own thoughts, memories and perspectives through audiovisual production. This didactic uses photographic, narrative and other optional resources, within a format that can vary between visual essay, short film, poetic video or documentary, among others. The methodology focuses on cooperative and creative teaching, linked to the educational framework of the LOMLOE and the current regional curriculum, thus seeking to improve the learning system of students, as well as the tools used by teachers in the educational process. The aim is to include new working and teaching methods, as powerful instruments of artistic and narrative communication. All this, through reflection and prior analysis of the impact and use of audiovisuals in the classroom as a teaching medium.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
The motivation of therapeutic pedagogy teachers: a systematic review of the factors that influence their professional performance
Authorship
N.O.G.
Master in Education Processes
N.O.G.
Master in Education Processes
Defense date
09.10.2025 09:30
09.10.2025 09:30
Summary
Therapeutic Pedagogy teachers play a fundamental role in the implementation of inclusive educational practices; however, various studies show a high predisposition among this group to leave the profession. Although studies on these professionals have increased over the last decade, research specifically focused on them remains scarce. The present study aims to conduct a systematic review of the factors that influence their professional performance, in order to identify, analyze, and synthesize the main evidence, trends, and gaps in the research. To this end, a search was conducted in the Scopus and Web of ScienceTM (WoS) databases, including 18 articles published between 2014 and 2025. The results reveal the existence of factors that influence the quality of their professional performance: motivational factors (motivation and self-efficacy) and cognitive-affective factors (beliefs, attitudes, and expectations). It is confirmed that these impact their well-being, teaching commitment, and professional practice. Practical implications capable of improving this situation are identified: initial and ongoing training that promotes teaching self-efficacy, positive attitudes and beliefs toward educational inclusion, and emotional self-regulation strategies for these teachers, along with other measures such as increased personal teaching resources or support for special education teachers.
Therapeutic Pedagogy teachers play a fundamental role in the implementation of inclusive educational practices; however, various studies show a high predisposition among this group to leave the profession. Although studies on these professionals have increased over the last decade, research specifically focused on them remains scarce. The present study aims to conduct a systematic review of the factors that influence their professional performance, in order to identify, analyze, and synthesize the main evidence, trends, and gaps in the research. To this end, a search was conducted in the Scopus and Web of ScienceTM (WoS) databases, including 18 articles published between 2014 and 2025. The results reveal the existence of factors that influence the quality of their professional performance: motivational factors (motivation and self-efficacy) and cognitive-affective factors (beliefs, attitudes, and expectations). It is confirmed that these impact their well-being, teaching commitment, and professional practice. Practical implications capable of improving this situation are identified: initial and ongoing training that promotes teaching self-efficacy, positive attitudes and beliefs toward educational inclusion, and emotional self-regulation strategies for these teachers, along with other measures such as increased personal teaching resources or support for special education teachers.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
The E-Dixgal project: an analysis from the point of view from teachers in Primary School
Authorship
O.O.I.
Master in Education Processes
O.O.I.
Master in Education Processes
Defense date
09.10.2025 09:30
09.10.2025 09:30
Summary
The focus of this Final Master Project is related with education and Digital Technologies, more specifically to their integration into Primary Education classrooms. We are in a context of public schools with high technological availability under a 1 to 1 model, in Galicia, dependent on the E-dixgal project. With about ten years of trajectory of the program, we are facing a situation of uncertainty and social questioning about the effectiveness and relevance of the initiative. In this context, the objective is to know, through the teachers' perspectives, various aspects of educational practice in relation to the implementation of the E-Dixgal project, to identify and analyze strengths and weaknesses. For this purpose, we have made a previous theoretical framework on the field, to later contrast with the results of the field research work, being the interview the main method for data collection. After transcribing the interviews, we analyzed the information using ATLAS.ti software, following an inductive-deductive coding system. In this way, we have a multiple case study formed by six teachers who teach fifth grade of primary school as tutors, exercising different functions in their schools related to the initiative. The results have allowed us to know the main aspects of E-Dixgal that are reflected in educational practice and their assessments, which show a certain satisfaction but show some importante issues such as deficiencies in the CDD, the dysfunctionality of technological security systems and various problems linked to families, combined with the inminent implementation of the hybrid model, lead us to consider the need for a comprehensive approach that goes beyond technological incorporation, emphasizing the importance of consensus and training.
The focus of this Final Master Project is related with education and Digital Technologies, more specifically to their integration into Primary Education classrooms. We are in a context of public schools with high technological availability under a 1 to 1 model, in Galicia, dependent on the E-dixgal project. With about ten years of trajectory of the program, we are facing a situation of uncertainty and social questioning about the effectiveness and relevance of the initiative. In this context, the objective is to know, through the teachers' perspectives, various aspects of educational practice in relation to the implementation of the E-Dixgal project, to identify and analyze strengths and weaknesses. For this purpose, we have made a previous theoretical framework on the field, to later contrast with the results of the field research work, being the interview the main method for data collection. After transcribing the interviews, we analyzed the information using ATLAS.ti software, following an inductive-deductive coding system. In this way, we have a multiple case study formed by six teachers who teach fifth grade of primary school as tutors, exercising different functions in their schools related to the initiative. The results have allowed us to know the main aspects of E-Dixgal that are reflected in educational practice and their assessments, which show a certain satisfaction but show some importante issues such as deficiencies in the CDD, the dysfunctionality of technological security systems and various problems linked to families, combined with the inminent implementation of the hybrid model, lead us to consider the need for a comprehensive approach that goes beyond technological incorporation, emphasizing the importance of consensus and training.
Direction
FRAGA VARELA, FERNANDO (Tutorships)
FRAGA VARELA, FERNANDO (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
The Imagined Way. MOOC about the construction of the imaginary of the Camino de Santiago based on the institutional advertising of the last fifty years (from 1975 to 2025)
Authorship
V.P.T.
Master in Education Processes
V.P.T.
Master in Education Processes
Defense date
09.10.2025 09:30
09.10.2025 09:30
Summary
Education is fundamental to the sustainable development of societies, their collective advancement, and the personal and professional fulfillment of individuals. In recent times, learning methods and motivations for studying have changed radically. This has led to a surge in supplementary education as academic institutions adapt to these new dynamics, offering students the flexibility to design their own educational paths tailored to their specific interests and goals. This paper proposes a specialized course on the construction of the collective imagination surrounding the Camino de Santiago. It examines the communication and marketing strategies employed by official organizations over the last fifty years (from 1975 to 2025). This analysis of institutional communication and advertising connects the cultural and economic resources generated by the Camino to the academic and professional futures of students at the University of Santiago de Compostela (USC). To this end, a MOOC is designed for potential implementation within the academic framework of the Chair of the Camino de Santiago and Pilgrimages at USC. The course aims to deepen the understanding of this unique heritage resource and the opportunities that offers.
Education is fundamental to the sustainable development of societies, their collective advancement, and the personal and professional fulfillment of individuals. In recent times, learning methods and motivations for studying have changed radically. This has led to a surge in supplementary education as academic institutions adapt to these new dynamics, offering students the flexibility to design their own educational paths tailored to their specific interests and goals. This paper proposes a specialized course on the construction of the collective imagination surrounding the Camino de Santiago. It examines the communication and marketing strategies employed by official organizations over the last fifty years (from 1975 to 2025). This analysis of institutional communication and advertising connects the cultural and economic resources generated by the Camino to the academic and professional futures of students at the University of Santiago de Compostela (USC). To this end, a MOOC is designed for potential implementation within the academic framework of the Chair of the Camino de Santiago and Pilgrimages at USC. The course aims to deepen the understanding of this unique heritage resource and the opportunities that offers.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
LOPEZ GOMEZ, SILVIA (Secretary)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Member)
The prostitutional system from the voice of prostituted and technical people in Galicia: a qualitative research.
Authorship
A.P.L.
Master in Equality, Gender and Education
A.P.L.
Master in Equality, Gender and Education
Defense date
09.10.2025 17:45
09.10.2025 17:45
Summary
The prostitution system is characterized by its complexity, multidimensionality, and the interrelationship between pornography, prostitution, and sex trafficking. In a context marked by the digital age, this system has undergone changes to adapt and expand into virtual space, incorporating new practices of advertising, recruitment, and sexual exploitation, as well as the use of classified ad pages and forums for prostitute users. Based on the above, a qualitative research project is proposed with the aim of analyzing perceptions and opinions about the prostitution system today from the perspective of prostituted women and experts in the field, in a context influenced by the digital age. The research was carried out using a multiple case study design, complemented by two semi-structured interviews with experts in the field The findings show that, according to the participants, the main characteristics of the prostitution system today are the different forms of violence that permeate it, especially psychological violence through objectification. This has significant emotional consequences for women. The participants point out that pornography consumption increases violence among consumers and generates sexual fantasies that they seek to satisfy through prostitution. The techniques also increase the demand for prostitution. The professionals highlight digitalization as a mechanism that introduces new forms of recruitment, exploitation, and control. They agree on the need for real alternatives such as administrative regularization, access to decent housing, and abolitionist policies with a focus on equality.
The prostitution system is characterized by its complexity, multidimensionality, and the interrelationship between pornography, prostitution, and sex trafficking. In a context marked by the digital age, this system has undergone changes to adapt and expand into virtual space, incorporating new practices of advertising, recruitment, and sexual exploitation, as well as the use of classified ad pages and forums for prostitute users. Based on the above, a qualitative research project is proposed with the aim of analyzing perceptions and opinions about the prostitution system today from the perspective of prostituted women and experts in the field, in a context influenced by the digital age. The research was carried out using a multiple case study design, complemented by two semi-structured interviews with experts in the field The findings show that, according to the participants, the main characteristics of the prostitution system today are the different forms of violence that permeate it, especially psychological violence through objectification. This has significant emotional consequences for women. The participants point out that pornography consumption increases violence among consumers and generates sexual fantasies that they seek to satisfy through prostitution. The techniques also increase the demand for prostitution. The professionals highlight digitalization as a mechanism that introduces new forms of recruitment, exploitation, and control. They agree on the need for real alternatives such as administrative regularization, access to decent housing, and abolitionist policies with a focus on equality.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
AGUAYO LORENZO, EVA MARIA (Chairman)
GIL OTERO, LIDIA (Secretary)
Alonso Salgado, Cristina (Member)
“Analysis of Vocational Education students’ knowledge in the health field at CIFP Montecelo regarding health pathologies caused by climate change”
Authorship
T.R.D.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
T.R.D.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.09.2025 11:00
09.09.2025 11:00
Summary
This Master's Thesis analyzes the knowledge of Vocational Education students in the health branch at CIFP Montecelo (Pontevedra) regarding climate change-related diseases. It is a quantitative field study based on the application of a structured questionnaire. The main objective is to assess students' understanding of the health impacts of climate change, including both direct effects (e.g., vector-borne diseases, air pollution, extreme weather) and indirect effects (e.g., mental health, food quality, chronic diseases). The study aims to identify different knowledge levels according to students' academic stages. The findings will support the proposal of educational strategies using active methodologies such as problem-based learning, project work, simulations, and real case studies related to environmental health. These pedagogical tools can significantly enhance students’ readiness to address health challenges associated with climate change.
This Master's Thesis analyzes the knowledge of Vocational Education students in the health branch at CIFP Montecelo (Pontevedra) regarding climate change-related diseases. It is a quantitative field study based on the application of a structured questionnaire. The main objective is to assess students' understanding of the health impacts of climate change, including both direct effects (e.g., vector-borne diseases, air pollution, extreme weather) and indirect effects (e.g., mental health, food quality, chronic diseases). The study aims to identify different knowledge levels according to students' academic stages. The findings will support the proposal of educational strategies using active methodologies such as problem-based learning, project work, simulations, and real case studies related to environmental health. These pedagogical tools can significantly enhance students’ readiness to address health challenges associated with climate change.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
Unamuno’s skepticism, discourse and meaning
Authorship
E.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
E.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.10.2025 16:00
09.10.2025 16:00
Summary
This Master's Thesis proposes a learning situation (LS), based on the thought of Miguel de Unamuno, whose main objective is to provide students with the necessary tools to face the problem of discourse and the question of meaning. To achieve this objective, reading texts, together with other active methodologies, is considered the main methodological line, a source due to the number of benefits it brings. The methodological proposal is focused on getting students to develop as much as possible their competences, both academic and personal, and to learn about a philosophical problem from the perspective of a particular author.
This Master's Thesis proposes a learning situation (LS), based on the thought of Miguel de Unamuno, whose main objective is to provide students with the necessary tools to face the problem of discourse and the question of meaning. To achieve this objective, reading texts, together with other active methodologies, is considered the main methodological line, a source due to the number of benefits it brings. The methodological proposal is focused on getting students to develop as much as possible their competences, both academic and personal, and to learn about a philosophical problem from the perspective of a particular author.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
PIÑEIRA MANTIÑAN, MARIA JOSE (Member)
Attention to diversity in the Master's Degree in Teacher Training: A formative and empirical analysis
Authorship
M.R.D.
Master in Education Processes
M.R.D.
Master in Education Processes
Defense date
09.09.2025 17:00
09.09.2025 17:00
Summary
The aim of this Master's thesis focuses on the analysis of the presence of training content oriented towards attention to diversity in the curricula of Galician universities in the Master's Degree in Teacher Training for Compulsory Secondary Education, Baccalaureate, Vocational Training and Language Teaching. It also addresses the students' perception of their skills, competences, beliefs and attitudes in relation to the training received in this field. In order to understand the curricula and the professional profile to be achieved by students, it was necessary to delve deeper into concepts linked to inclusion, the legislative framework of attention to diversity in education, teaching competences, as well as the concepts of self-perception and self-efficacy. Subsequently, a study of a mixed nature was carried out, which began with a descriptive analysis of the curricula in force in the three Galician universities. On this basis, the data collected from the sample of participating students were analysed. The results point to a clear involvement and willingness of future teachers towards inclusion, despite the perception of shortcomings in their training, especially in the practical and intervention aspect. This situation highlights the importance of combining theoretical and practical methodologies, and underlines the importance of effective and quality training, which fosters the development of concrete skills and builds the confidence needed to implement inclusive strategies in teaching practice.
The aim of this Master's thesis focuses on the analysis of the presence of training content oriented towards attention to diversity in the curricula of Galician universities in the Master's Degree in Teacher Training for Compulsory Secondary Education, Baccalaureate, Vocational Training and Language Teaching. It also addresses the students' perception of their skills, competences, beliefs and attitudes in relation to the training received in this field. In order to understand the curricula and the professional profile to be achieved by students, it was necessary to delve deeper into concepts linked to inclusion, the legislative framework of attention to diversity in education, teaching competences, as well as the concepts of self-perception and self-efficacy. Subsequently, a study of a mixed nature was carried out, which began with a descriptive analysis of the curricula in force in the three Galician universities. On this basis, the data collected from the sample of participating students were analysed. The results point to a clear involvement and willingness of future teachers towards inclusion, despite the perception of shortcomings in their training, especially in the practical and intervention aspect. This situation highlights the importance of combining theoretical and practical methodologies, and underlines the importance of effective and quality training, which fosters the development of concrete skills and builds the confidence needed to implement inclusive strategies in teaching practice.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
Tutor family relationships in Primary Education: a case study.
Authorship
M.H.R.R.
Master in Education Processes
M.H.R.R.
Master in Education Processes
Defense date
09.09.2025 17:00
09.09.2025 17:00
Summary
Within the framework of the educational system, the tutor is the first face students encounter in the classroom, establishing themselves as a key figure in their life journey. The family, the other fundamental pillar in the student’s life, finds in the tutor a bridge to the educational world. Through this connection, a collaboration is formed between both agents, aimed at the comprehensive development of the student. This Master's Thesis aims to explore the relationships between both parties during the Primary Education stage, within the context of a publicly funded private school in the Autonomous Community of Galicia, during the 2024 2025 academic year. Its main objective is to gain an in-depth understanding of the implementation of tutorial action from the perspective of the tutor and other involved educational professionals, as well as to identify strengths, difficulties, and opportunities for improvement in the relationship between tutors and families. The research is framed within a qualitative methodology and adopts a case study approach. Several semi-structured interviews were conducted and analyzed using the ATLAS.ti software tool (version 25.0.1). Through this analysis, a total of five categories and twelve codes were identified. Among the results, the depth of the tutor’s commitment to supporting students and the presence of effective school-family communication emerged as central themes. Furthermore, the importance of institutional support and coordinated work with the Guidance Department and the Management Team is recognized. The study also highlights certain barriers in the implementation of tutorial action, such as work overload, lack of time, and low involvement from some families.
Within the framework of the educational system, the tutor is the first face students encounter in the classroom, establishing themselves as a key figure in their life journey. The family, the other fundamental pillar in the student’s life, finds in the tutor a bridge to the educational world. Through this connection, a collaboration is formed between both agents, aimed at the comprehensive development of the student. This Master's Thesis aims to explore the relationships between both parties during the Primary Education stage, within the context of a publicly funded private school in the Autonomous Community of Galicia, during the 2024 2025 academic year. Its main objective is to gain an in-depth understanding of the implementation of tutorial action from the perspective of the tutor and other involved educational professionals, as well as to identify strengths, difficulties, and opportunities for improvement in the relationship between tutors and families. The research is framed within a qualitative methodology and adopts a case study approach. Several semi-structured interviews were conducted and analyzed using the ATLAS.ti software tool (version 25.0.1). Through this analysis, a total of five categories and twelve codes were identified. Among the results, the depth of the tutor’s commitment to supporting students and the presence of effective school-family communication emerged as central themes. Furthermore, the importance of institutional support and coordinated work with the Guidance Department and the Management Team is recognized. The study also highlights certain barriers in the implementation of tutorial action, such as work overload, lack of time, and low involvement from some families.
Direction
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
FERNANDEZ REY, ELENA (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Member)
Absent Narratives: an educational proposal for the historical recognition of the LGBTIQ+ community in Primary Education
Authorship
U.S.L.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
U.S.L.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
09.08.2025 18:30
09.08.2025 18:30
Summary
The discrimination suffered by the LGTBIQ+ collective manifests itself in different areas. Among them, heritage and history. The absence or omission of sexual and gender diversity in the contents of Primary Education is not in line with the objectives of this stage linked to non-discrimination for this same reason. Therefore, it was decided to implement an intervention proposal, based on an educational breakout, aimed at pupils in the 5th year of Primary Education. Its main objective was to show how relevant social issues and work with historical sources, following the principles of heritage education, can turn controversial issues, such as LGTBIQ+ heritage, into ways of learning. This proposal was evaluated through the pre-test and post-test technique. With the results obtained, the educational potential of this treatment of history in the subject of Social Sciences was verified.
The discrimination suffered by the LGTBIQ+ collective manifests itself in different areas. Among them, heritage and history. The absence or omission of sexual and gender diversity in the contents of Primary Education is not in line with the objectives of this stage linked to non-discrimination for this same reason. Therefore, it was decided to implement an intervention proposal, based on an educational breakout, aimed at pupils in the 5th year of Primary Education. Its main objective was to show how relevant social issues and work with historical sources, following the principles of heritage education, can turn controversial issues, such as LGTBIQ+ heritage, into ways of learning. This proposal was evaluated through the pre-test and post-test technique. With the results obtained, the educational potential of this treatment of history in the subject of Social Sciences was verified.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
FERNANDEZ BLANCO, MARIA TERESA (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
RODRIGUEZ ABRUÑEIRAS, PAULA (Member)
Revisiting the me
Authorship
U.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
U.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 12:00
09.12.2025 12:00
Summary
This academic project consists of the development of a visual and introspective learning proposal for students in the third year of ESO in the subject of Plastic, Visual and Audiovisual Education and was carried out in the year 2024, in the context of the practicum. In order to carry out the project, students can either take new images or use archive work. This project has been approved by the ethics committee on 29 January 2025. The work consists of seeking a more artistic vision of the reality that surrounds the pupils, trying to make them capable of reinterpreting the reality that surrounds them from a new point of view, in order to look for ‘art’ in everything that they tend to omit. During the maturation of the photographic projects, the aim is also for the students to be able to understand the reasons behind their artistic decisions, thus making an exercise of introspection that allows them to understand in what things (and why) they see themselves reflected or what things move and inspire them.
This academic project consists of the development of a visual and introspective learning proposal for students in the third year of ESO in the subject of Plastic, Visual and Audiovisual Education and was carried out in the year 2024, in the context of the practicum. In order to carry out the project, students can either take new images or use archive work. This project has been approved by the ethics committee on 29 January 2025. The work consists of seeking a more artistic vision of the reality that surrounds the pupils, trying to make them capable of reinterpreting the reality that surrounds them from a new point of view, in order to look for ‘art’ in everything that they tend to omit. During the maturation of the photographic projects, the aim is also for the students to be able to understand the reasons behind their artistic decisions, thus making an exercise of introspection that allows them to understand in what things (and why) they see themselves reflected or what things move and inspire them.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
“Protective” labor legislation for women in Spain during the transition from the 19th to the 20th century
Authorship
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
09.09.2025 12:00
09.09.2025 12:00
Summary
This Master’s Thesis explores the evolution of “protective” labor legislation for women in Spain during the transition from the 19th to the 20th century. It critically questions whether such laws truly protected women’s labor rights or acted as mechanisms of social control and reinforcement of traditional gender roles. Through historical analysis, key laws such as the Law of the Chair and the prohibition of night work for women are examined for their real impact and current relevance. The applied part focuses on the design of a learning situation, hereinafter SA, for the Employability Pathway (IPE I) of the advanced level of Electrotechnical and Automated Systems, taught at the CIFP Universidade Laboral de A Coruña (CIFP Laboral de A Coruña). Its objective is to simulate a possible classroom application, as this has not been nor will be carried out, by introducing historical and gender content in an industrial vocational training context. Its integration in the classroom could contribute to the development of key competencies such as critical analysis, historical awareness, oral communication, and equality in the professional field. The activities use Project-Based Learning (PBL) and gamification, active methodologies that promote student engagement, motivation, and collaborative work. The intervention is expected to improve students’ understanding of labor rights and their ability to identify structural inequalities in the workplace
This Master’s Thesis explores the evolution of “protective” labor legislation for women in Spain during the transition from the 19th to the 20th century. It critically questions whether such laws truly protected women’s labor rights or acted as mechanisms of social control and reinforcement of traditional gender roles. Through historical analysis, key laws such as the Law of the Chair and the prohibition of night work for women are examined for their real impact and current relevance. The applied part focuses on the design of a learning situation, hereinafter SA, for the Employability Pathway (IPE I) of the advanced level of Electrotechnical and Automated Systems, taught at the CIFP Universidade Laboral de A Coruña (CIFP Laboral de A Coruña). Its objective is to simulate a possible classroom application, as this has not been nor will be carried out, by introducing historical and gender content in an industrial vocational training context. Its integration in the classroom could contribute to the development of key competencies such as critical analysis, historical awareness, oral communication, and equality in the professional field. The activities use Project-Based Learning (PBL) and gamification, active methodologies that promote student engagement, motivation, and collaborative work. The intervention is expected to improve students’ understanding of labor rights and their ability to identify structural inequalities in the workplace
Direction
SOUTO BLANCO, MARIA JESUS (Tutorships)
SOUTO BLANCO, MARIA JESUS (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
VARELA PORTELA, CRISTINA (Chairman)
RODRIGUEZ GROBA, ANA (Secretary)
GARCIA MURIAS, REBECA (Member)
Inclusive plurilingualism from Galizan language by the means of translation: translation as a tool for cross-linguistic reflection
Authorship
A.U.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.U.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 18:00
09.11.2025 18:00
Summary
The aim of this thesis is to develop a certain course of action towards the halt of transculturation, an improvement in Galician language skills (as well as in all the other languages it coexists with within school), and the educational promotion of the value of cultural diversity, all that through translational practice. The context that has been chosen is a school language project following European language guidelines. Such course of action is directly supported by the new curricular framework, which among other teaching practices prescribes cross-linguistic reflection and Content and Language Integrated Learning (CLIL). Furthermore, this didactic proposal emphasises the usefulness of contrastive grammar as a fundamental tool for generating idiomatic discourse.
The aim of this thesis is to develop a certain course of action towards the halt of transculturation, an improvement in Galician language skills (as well as in all the other languages it coexists with within school), and the educational promotion of the value of cultural diversity, all that through translational practice. The context that has been chosen is a school language project following European language guidelines. Such course of action is directly supported by the new curricular framework, which among other teaching practices prescribes cross-linguistic reflection and Content and Language Integrated Learning (CLIL). Furthermore, this didactic proposal emphasises the usefulness of contrastive grammar as a fundamental tool for generating idiomatic discourse.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
Homo sapiens at the table: Teaching human evolution and gastronomy through a CLIL approach
Authorship
D.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
D.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 16:00
09.11.2025 16:00
Summary
This dissertation presents a teaching unit based on the CLIL (Content and Language Integrated Learning) methodology, aimed at integrating scientific content (human evolution and food) within the French as a Foreign Language curriculum. It is a didactic project designed for first-year baccalaureate students, structured around communicative and reflective tasks. The work combines a solid theoretical foundation, curricular adaptation, and an inclusive approach, in line with the requirements of the Spanish educational system (LOMLOE).
This dissertation presents a teaching unit based on the CLIL (Content and Language Integrated Learning) methodology, aimed at integrating scientific content (human evolution and food) within the French as a Foreign Language curriculum. It is a didactic project designed for first-year baccalaureate students, structured around communicative and reflective tasks. The work combines a solid theoretical foundation, curricular adaptation, and an inclusive approach, in line with the requirements of the Spanish educational system (LOMLOE).
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
The Controversy of the School Schedule in Galicia. An Analysis of its Representation in the General Press
Authorship
I.V.C.
Master in Research in Education, Cultural Diversity and Community Development
I.V.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
09.03.2025 13:45
09.03.2025 13:45
Summary
The organization of school time has long been a widely debated issue in society, linked to multiple dimensions such as academic and curricular aspects, social and organizational factors, and family dynamics. Therefore, the aim of this work is to delve into the current controversy surrounding the school day schedule in Galicia, with particular attention to the ongoing debate between the single (continuous) school day and the split (morning and afternoon) schedule. This study uses a qualitative methodology, focused on document analysis, to understand how this issue is addressed in Galician media. From this research, we can conclude that the media tend to position themselves in favor of the split school day, either explicitly or implicitly, offering a predominantly positive view of this model and criticizing the implementation of the single schedule. They often highlight the negative consequences affecting children, such as social or gender inequalities, loneliness and its associated risks, supported by expert opinions. It is true that the voices of the main stakeholders (teachers, unions, families, and the scientific community) are represented in journalistic texts, each presenting their own perspective, which are often quite different. However, two very important voices are still missing from this debate: those of the students, as the main recipients of the decisions made and who could have a say, and that of the educational administration. The latter appears only sparsely or very indirectly, usually in bureaucratic processes or as an interlocutor in cases of requests for schedule changes.
The organization of school time has long been a widely debated issue in society, linked to multiple dimensions such as academic and curricular aspects, social and organizational factors, and family dynamics. Therefore, the aim of this work is to delve into the current controversy surrounding the school day schedule in Galicia, with particular attention to the ongoing debate between the single (continuous) school day and the split (morning and afternoon) schedule. This study uses a qualitative methodology, focused on document analysis, to understand how this issue is addressed in Galician media. From this research, we can conclude that the media tend to position themselves in favor of the split school day, either explicitly or implicitly, offering a predominantly positive view of this model and criticizing the implementation of the single schedule. They often highlight the negative consequences affecting children, such as social or gender inequalities, loneliness and its associated risks, supported by expert opinions. It is true that the voices of the main stakeholders (teachers, unions, families, and the scientific community) are represented in journalistic texts, each presenting their own perspective, which are often quite different. However, two very important voices are still missing from this debate: those of the students, as the main recipients of the decisions made and who could have a say, and that of the educational administration. The latter appears only sparsely or very indirectly, usually in bureaucratic processes or as an interlocutor in cases of requests for schedule changes.
Direction
MEIRA CARTEA, PABLO ANGEL (Tutorships)
MEIRA CARTEA, PABLO ANGEL (Tutorships)
Court
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
GRADAILLE PERNAS, RITA (Chairman)
LONGUEIRA MATOS, SILVANA (Secretary)
QUIROGA CARRILLO, ANAIS (Member)
Secondary victimization in judicial practices in mainland China
Authorship
J.X.
Master in Equality, Gender and Education
J.X.
Master in Equality, Gender and Education
Defense date
09.08.2025 17:05
09.08.2025 17:05
Summary
In recent decades China has raised awareness of domestic violence, a form of gender-based violence, and has implemented various laws to combat this serious social issue. However, the judicial practice still presents an androcentric feature and a lack of a gender perspective. This study analyzes how the Chinese judicial system addresses such cases and how women victims experience secondary victimization and institutional violence. Through a theoretical review and an analysis of judicial cases, the main obstacles women face in accessing justice are identified, and their cultural and social roots are studied. The study also proposes possibilities to improve the Chinese judicial system, promoting a more equitable and gender-inclusive justice system that effectively guarantees the rights and protection of women victims of gender-based violence.
In recent decades China has raised awareness of domestic violence, a form of gender-based violence, and has implemented various laws to combat this serious social issue. However, the judicial practice still presents an androcentric feature and a lack of a gender perspective. This study analyzes how the Chinese judicial system addresses such cases and how women victims experience secondary victimization and institutional violence. Through a theoretical review and an analysis of judicial cases, the main obstacles women face in accessing justice are identified, and their cultural and social roots are studied. The study also proposes possibilities to improve the Chinese judicial system, promoting a more equitable and gender-inclusive justice system that effectively guarantees the rights and protection of women victims of gender-based violence.
Direction
Alonso Salgado, Cristina (Tutorships)
RODRIGUEZ ALVAREZ, ANA (Co-tutorships)
Alonso Salgado, Cristina (Tutorships)
RODRIGUEZ ALVAREZ, ANA (Co-tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)
“SHEconomy” and consumption alienation in China: the case of Shanghai
Authorship
S.Z.
Master in Equality, Gender and Education
S.Z.
Master in Equality, Gender and Education
Defense date
09.08.2025 17:35
09.08.2025 17:35
Summary
In the context of the so-called “SHEconomy”, associated with increasing female economic influence, the issue of consumption alienation becomes more evident. Despite the significance of the interaction between these two phenomena, there is a lack of comprehensive analysis in existing Chinese literature, particularly regarding Shanghai, a pioneering city in modernization. This research aims to examine the consumption patterns of Shanghai women in areas such as luxury goods, premium brands, and high-end tourism, exploring how these reflect processes of alienation in modern consumption, identifying their symbolic motivations, and revealing their psychosocial implications. Methodologically, the study employs a mixed approach, combining a review of existing theoretical literature with statistical data analysis and case studies, to explore consumption differences among income groups. The findings indicate that, with greater economic independence, Shanghai women’s consumption has shifted from a traditional family-or
In the context of the so-called “SHEconomy”, associated with increasing female economic influence, the issue of consumption alienation becomes more evident. Despite the significance of the interaction between these two phenomena, there is a lack of comprehensive analysis in existing Chinese literature, particularly regarding Shanghai, a pioneering city in modernization. This research aims to examine the consumption patterns of Shanghai women in areas such as luxury goods, premium brands, and high-end tourism, exploring how these reflect processes of alienation in modern consumption, identifying their symbolic motivations, and revealing their psychosocial implications. Methodologically, the study employs a mixed approach, combining a review of existing theoretical literature with statistical data analysis and case studies, to explore consumption differences among income groups. The findings indicate that, with greater economic independence, Shanghai women’s consumption has shifted from a traditional family-or
Direction
AGUAYO LORENZO, EVA MARIA (Tutorships)
AGUAYO LORENZO, EVA MARIA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
AMMERMAN YEBRA, JULIA (Secretary)
GARCIA MARIN, JORGE (Member)