Study and research on the possibilities of art history in cinema aimed at a secondary school audience.
Authorship
L.A.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
L.A.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.14.2025 11:00
07.14.2025 11:00
Summary
This work proposes a didactic unit aimed at 2nd year Bacharelate students on the subject of Artistic Fundamentals. Through the screening of biographical films about artists, the aim is to promote a deep and contextualized understanding of the theoretical contents of the subject, as well as to stimulate critical thinking, personal reflection and aesthetic appreciation. The proposed methodology unites viewing, collective analysis of films and the development of personal written reflections, in order to foster dialogue between audiovisual languages and art history. The flexible timing of the activities allows for their natural insertion throughout the course, coinciding with the thematic blocks corresponding to each artist treated. It is proposed to be situated within a competency and participatory approach, in accordance with the principles of LOMLOE, and seeks to reinforce meaningful learning through active and interdisciplinary methodologies.
This work proposes a didactic unit aimed at 2nd year Bacharelate students on the subject of Artistic Fundamentals. Through the screening of biographical films about artists, the aim is to promote a deep and contextualized understanding of the theoretical contents of the subject, as well as to stimulate critical thinking, personal reflection and aesthetic appreciation. The proposed methodology unites viewing, collective analysis of films and the development of personal written reflections, in order to foster dialogue between audiovisual languages and art history. The flexible timing of the activities allows for their natural insertion throughout the course, coinciding with the thematic blocks corresponding to each artist treated. It is proposed to be situated within a competency and participatory approach, in accordance with the principles of LOMLOE, and seeks to reinforce meaningful learning through active and interdisciplinary methodologies.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Beyond the Screen
Authorship
V.A.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
V.A.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 10:00
07.14.2025 10:00
Summary
The abusive use of social media during adolescence is having a concerning impact on the educational context, negatively affecting students’ concentration, academic performance, emotional well-being, and interpersonal relationships. This situation demands a preventive and formative response from the Guidance Department, aimed at promoting a conscious and healthy use of technology. In this context, this paper presents an educational intervention proposal based on a training program for first-year secondary school tutors, integrated into the Tutorial Action Plan (PAT). The main goal is to train tutors to implement mindfulness-based strategies during tutorial sessions, fostering their autonomy in preventing digital addiction and acting as an extension of the school counselor’s role in the classroom. This approach also promotes students’ emotional self-regulation and well-being within an inclusive framework adapted to their diverse needs. The methodology follows a program-based model designed to be realistic, sustainable, and applicable to today’s educational environment. This proposal aims to contribute to teacher training and pedagogical innovation through practices that encourage the responsible and inclusive use of technology in schools.
The abusive use of social media during adolescence is having a concerning impact on the educational context, negatively affecting students’ concentration, academic performance, emotional well-being, and interpersonal relationships. This situation demands a preventive and formative response from the Guidance Department, aimed at promoting a conscious and healthy use of technology. In this context, this paper presents an educational intervention proposal based on a training program for first-year secondary school tutors, integrated into the Tutorial Action Plan (PAT). The main goal is to train tutors to implement mindfulness-based strategies during tutorial sessions, fostering their autonomy in preventing digital addiction and acting as an extension of the school counselor’s role in the classroom. This approach also promotes students’ emotional self-regulation and well-being within an inclusive framework adapted to their diverse needs. The methodology follows a program-based model designed to be realistic, sustainable, and applicable to today’s educational environment. This proposal aims to contribute to teacher training and pedagogical innovation through practices that encourage the responsible and inclusive use of technology in schools.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
Choral singing in secondary education. Analysis of the perception and training of music teachers and their application in classrooms.
Authorship
D.A.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
D.A.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.14.2025 12:30
07.14.2025 12:30
Summary
This research aims to analyze the training and perception of secondary school music teachers in Galicia with respect to choral singing and its use in classrooms. To achieve the objective, a mixed methodological design is chosen using as data collection instruments an ad hoc questionnaire and a semi-structured interview. The sample consists of 120 secondary school music teachers, in the case of the questionnaire, and four participants in the interviews. The results show that most teachers recognize that their initial training in vocal practice and choral music is insufficient, and demand that this issue be further addressed in the curricula of universities and music conservatories. They also consider it necessary to improve continuing training in line with the needs of teachers. However, they recognize that choral singing has several psychosocial and curricular benefits that are very important for adolescence.
This research aims to analyze the training and perception of secondary school music teachers in Galicia with respect to choral singing and its use in classrooms. To achieve the objective, a mixed methodological design is chosen using as data collection instruments an ad hoc questionnaire and a semi-structured interview. The sample consists of 120 secondary school music teachers, in the case of the questionnaire, and four participants in the interviews. The results show that most teachers recognize that their initial training in vocal practice and choral music is insufficient, and demand that this issue be further addressed in the curricula of universities and music conservatories. They also consider it necessary to improve continuing training in line with the needs of teachers. However, they recognize that choral singing has several psychosocial and curricular benefits that are very important for adolescence.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Systematic review of substance abuse prevention programas in Spain: possibilities and challenges for the guidance department
Authorship
S.A.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
S.A.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 09:00
07.14.2025 09:00
Summary
Adolescence is a critical stage in which various biological, psychological, and social factors converge, increasing vulnerability to substance use. The high prevalence of alcohol, tobacco, or cannabis consumption in Spain highlights an urgent need to implement preventive strategies within educational centers, as they represent an ideal environment to promote healthy habits and prevent risky behaviors. This Master’s Thesis aims to analyze the prevention programs implemented in our country through a systematic review based on the PRISMA protocol. The reviewed programs rely on active methodologies to foster social, emotional, and cognitive skills, as well as to limit the pressure exerted by the environment. In general terms, a positive impact on reducing consumption is evident, whether applied by teachers or external professionals. However, the limited involvement of guidance departments is noted, leading to the conclusion that prevention should be addressed from a comprehensive and cross-sectional approach that also involves families and the community, positioning the guidance counselor as a key figure to ensure the effectiveness and continuity of preventive actions within the educational center.
Adolescence is a critical stage in which various biological, psychological, and social factors converge, increasing vulnerability to substance use. The high prevalence of alcohol, tobacco, or cannabis consumption in Spain highlights an urgent need to implement preventive strategies within educational centers, as they represent an ideal environment to promote healthy habits and prevent risky behaviors. This Master’s Thesis aims to analyze the prevention programs implemented in our country through a systematic review based on the PRISMA protocol. The reviewed programs rely on active methodologies to foster social, emotional, and cognitive skills, as well as to limit the pressure exerted by the environment. In general terms, a positive impact on reducing consumption is evident, whether applied by teachers or external professionals. However, the limited involvement of guidance departments is noted, leading to the conclusion that prevention should be addressed from a comprehensive and cross-sectional approach that also involves families and the community, positioning the guidance counselor as a key figure to ensure the effectiveness and continuity of preventive actions within the educational center.
Direction
RODRIGUEZ GROBA, ANA (Tutorships)
RODRIGUEZ GROBA, ANA (Tutorships)
Court
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
The use of educational technologies to support the development of mathematical thinking in early childhood education
Authorship
P.B.Q.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
P.B.Q.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 15:30
07.16.2025 15:30
Summary
This Master's Thesis, under the modality of intervention proposal design, focuses on the stage of Early Childhood Education and the use of educational technological resources for learning math. The main objective is to develop a proposal that promotes the learning of mathematics through educational technologies, using an interdisciplinary, proactive, and affective approach. It includes a theoretical framework on the teaching of mathematics, the use of technology in the classroom, and the appropriate materials for this educational stage. The proposal is implemented during the internship period and features activities in which students interact with technological resources in playful and collaborative contexts, fostering the development of STEAM competence. The evaluation is based on observation and questionnaires, allowing validation of whether the proposal encourages interdisciplinary, proactive, and affective learning. The expected results aim to demonstrate how technology can innovate mathematics education from an early age.
This Master's Thesis, under the modality of intervention proposal design, focuses on the stage of Early Childhood Education and the use of educational technological resources for learning math. The main objective is to develop a proposal that promotes the learning of mathematics through educational technologies, using an interdisciplinary, proactive, and affective approach. It includes a theoretical framework on the teaching of mathematics, the use of technology in the classroom, and the appropriate materials for this educational stage. The proposal is implemented during the internship period and features activities in which students interact with technological resources in playful and collaborative contexts, fostering the development of STEAM competence. The evaluation is based on observation and questionnaires, allowing validation of whether the proposal encourages interdisciplinary, proactive, and affective learning. The expected results aim to demonstrate how technology can innovate mathematics education from an early age.
Direction
ALBELLA MARTINEZ, JORGE (Tutorships)
NUÑEZ GARCIA, CRISTINA (Co-tutorships)
ALBELLA MARTINEZ, JORGE (Tutorships)
NUÑEZ GARCIA, CRISTINA (Co-tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
CASTIÑEIRA VEIGA, GONZALO (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 participation of immigrant families in schools. A review in the Spanish framework (2014-2024).
Authorship
L.B.G.
Master in Research in Education, Cultural Diversity and Community Development
L.B.G.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 09:30
07.17.2025 09:30
Summary
This Master's thesis is a study on the participation of immigrant families at school. Within the framework of current migratory dynamics, the participation and involvement of immigrant families in school is a key factor in promoting their social inclusion and strengthening community cohesion in host societies. Its main objective is the analysis and synthesis of theoretical and empirical studies on the aforementioned issue, in the Spanish context, during the last ten years (2014-2024). To this end, a documentary review was carried out by searching for bibliography in databases such as Dialnet, Web of Science or Scopus, and taking into account some search criteria such as temporal and contextual bounding. After carrying out the analysis, it is concluded that the Educational Administrations, the school centre, the educational community and third sector entities are the main tools for managing the participation of immigrant families in school and their inclusion in society.
This Master's thesis is a study on the participation of immigrant families at school. Within the framework of current migratory dynamics, the participation and involvement of immigrant families in school is a key factor in promoting their social inclusion and strengthening community cohesion in host societies. Its main objective is the analysis and synthesis of theoretical and empirical studies on the aforementioned issue, in the Spanish context, during the last ten years (2014-2024). To this end, a documentary review was carried out by searching for bibliography in databases such as Dialnet, Web of Science or Scopus, and taking into account some search criteria such as temporal and contextual bounding. After carrying out the analysis, it is concluded that the Educational Administrations, the school centre, the educational community and third sector entities are the main tools for managing the participation of immigrant families in school and their inclusion in society.
Direction
SANTOS REGO, MIGUEL ANGEL (Tutorships)
SANTOS REGO, MIGUEL 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)
Women and migratory flows: an analysis from the perspective of education
Authorship
M.C.P.
Master in Research in Education, Cultural Diversity and Community Development
M.C.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 10:30
07.17.2025 10:30
Summary
The following Master´s Final Degree (MFD) focuses on the fundamental role of education in the social, cultural and working integration process of migrant women. For this reason, aspects such as feminization of migratory flows, sociocultural challenges and the active role of education (as a tool of social transformations and the fight against inequalities) are analyzed. Thus, this research is presented as a systematic review by using the PRISMA method. The aim is to systematically analyze the existing scientific literature related to the integration of the female migrant community in the European context, from a focused perspective on the educational field. It should be noted that the complexity of the migration phenomenon is further intensified in the context of female migrations. These have been historically invisibilized both in terms of the motivations that drive them to migrate, as well as the characteristics that have been attributed during the process. Given that their relevance, it is crucial to delve into the experiences from a pedagogical perspective. One that not only contributes to their visibility, but also that challenges the patriarchal structures that have conditioned the representation of women´s migration experiences.
The following Master´s Final Degree (MFD) focuses on the fundamental role of education in the social, cultural and working integration process of migrant women. For this reason, aspects such as feminization of migratory flows, sociocultural challenges and the active role of education (as a tool of social transformations and the fight against inequalities) are analyzed. Thus, this research is presented as a systematic review by using the PRISMA method. The aim is to systematically analyze the existing scientific literature related to the integration of the female migrant community in the European context, from a focused perspective on the educational field. It should be noted that the complexity of the migration phenomenon is further intensified in the context of female migrations. These have been historically invisibilized both in terms of the motivations that drive them to migrate, as well as the characteristics that have been attributed during the process. Given that their relevance, it is crucial to delve into the experiences from a pedagogical perspective. One that not only contributes to their visibility, but also that challenges the patriarchal structures that have conditioned the representation of women´s migration experiences.
Direction
LORENZO MOLEDO, MARIA DEL MAR (Tutorships)
LORENZO MOLEDO, MARIA DEL MAR (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)
Tutoring in compulsory secondary education: analysis of the model of educational accompaniment in schools in Vigo
Authorship
L.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 11:00
07.14.2025 11:00
Summary
This Master’s Thesis examines the educational relationship between the tutor teacher and students in Compulsory Secondary Education, with special attention to the impact of educational accompaniment on student development. The research adopts a mixed methods approach, using a descriptive methodology that combines questionnaires answered by 562 third and fourth year students with focus groups involving 27 tutors from six schools in Vigo, both public and state funded private. The results show a positive appraisal of the affective bond with the tutor teacher, particularly in areas such as trust, respect, and kindness. However, areas for improvement are identified in the development of strategies that foster student autonomy, personal reflection, and decision making. Female students and those in state funded private schools report more favorable perceptions on both scales. The study highlights the importance of a democratic educational style and a tutoring approach understood as comprehensive emotional and academic support. It concludes by underscoring the need to strengthen tutor-teacher training and resources, as well as to promote cultural changes within schools that recognize and reinforce their role as a key figure in shaping students’ life projects.
This Master’s Thesis examines the educational relationship between the tutor teacher and students in Compulsory Secondary Education, with special attention to the impact of educational accompaniment on student development. The research adopts a mixed methods approach, using a descriptive methodology that combines questionnaires answered by 562 third and fourth year students with focus groups involving 27 tutors from six schools in Vigo, both public and state funded private. The results show a positive appraisal of the affective bond with the tutor teacher, particularly in areas such as trust, respect, and kindness. However, areas for improvement are identified in the development of strategies that foster student autonomy, personal reflection, and decision making. Female students and those in state funded private schools report more favorable perceptions on both scales. The study highlights the importance of a democratic educational style and a tutoring approach understood as comprehensive emotional and academic support. It concludes by underscoring the need to strengthen tutor-teacher training and resources, as well as to promote cultural changes within schools that recognize and reinforce their role as a key figure in shaping students’ life projects.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
Documentary analysis of the Equality Plans of secondary schools in the region of Santiago de Compostela
Authorship
M.F.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.F.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 12:30
07.14.2025 12:30
Summary
Equality of rights and opportunities is internationally recognised in the Universal Declaration of Human Rights, however, gender inequality is still present in many areas, such as education and employment. The education system can play a fundamental role in promoting principles and values in this direction. Thus, the regulations encourage this and establish that each centre should draw up an Equality Plan, and the educational counsellor can be a key figure in its development. In this Master's thesis, documentary research of the Equality Plans of secondary schools in the region of Santiago de Compostela is carried out in order to analyse in depth the structure and the measures proposed in these plans. The results show that there is no analysis of the situation of the centres and that the measures proposed are not contextualised but tend to reproduce those recommended in the regulations that govern them. The Equality Plans appear to be a bureaucratic formality that does not respond to real needs; however, a contextualised and well-designed proposal could be key in promoting gender equality at a key stage.
Equality of rights and opportunities is internationally recognised in the Universal Declaration of Human Rights, however, gender inequality is still present in many areas, such as education and employment. The education system can play a fundamental role in promoting principles and values in this direction. Thus, the regulations encourage this and establish that each centre should draw up an Equality Plan, and the educational counsellor can be a key figure in its development. In this Master's thesis, documentary research of the Equality Plans of secondary schools in the region of Santiago de Compostela is carried out in order to analyse in depth the structure and the measures proposed in these plans. The results show that there is no analysis of the situation of the centres and that the measures proposed are not contextualised but tend to reproduce those recommended in the regulations that govern them. The Equality Plans appear to be a bureaucratic formality that does not respond to real needs; however, a contextualised and well-designed proposal could be key in promoting gender equality at a key stage.
Direction
RODRIGUEZ GROBA, ANA (Tutorships)
RODRIGUEZ GROBA, ANA (Tutorships)
Court
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
(Re)connecting with Classical Music: Design of an intervention proposal for secondary education.
Authorship
A.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
A.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.14.2025 10:00
07.14.2025 10:00
Summary
This Master’s Thesis presents a didactic proposal for teaching Classical musical in secondary education, based on the lack of interest this genre often generates among teenagers. The proposal combines active methodologies and digital tools with a creatives approach that connects classical music to students’ contexts and interest. The aim is to foster an emotional, cultural and artistic connection with classical music, encouraging its appreciation as both a part of cultural heritage and an educational tool. The activities include active listening, contextual analysis and creative reinterpretations, offering students a dynamic and meaningful learning experience. This work seeks to contribute to innovation in music education by enhancing skills such as creativity, critical thinking and artistic sensitivity, while adapting classical music to the learning needs and styles of the 21st century.
This Master’s Thesis presents a didactic proposal for teaching Classical musical in secondary education, based on the lack of interest this genre often generates among teenagers. The proposal combines active methodologies and digital tools with a creatives approach that connects classical music to students’ contexts and interest. The aim is to foster an emotional, cultural and artistic connection with classical music, encouraging its appreciation as both a part of cultural heritage and an educational tool. The activities include active listening, contextual analysis and creative reinterpretations, offering students a dynamic and meaningful learning experience. This work seeks to contribute to innovation in music education by enhancing skills such as creativity, critical thinking and artistic sensitivity, while adapting classical music to the learning needs and styles of the 21st century.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Community-led Education as an Alternative to Intercultural Bilingual Education among Indigenous PeopleMaster Dissertation
Authorship
M.J.C.M.
Master in Research in Education, Cultural Diversity and Community Development
M.J.C.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
The proposal of Indigenous-led education in Ecuador emerges as an educational model built within communities, grounded in their knowledge systems, languages, worldviews, and forms of social organization. This model is positioned as an alternative to the official education system, which is seen as having structural and epistemic limitations. To explore the pedagogical features and distinct characteristics of Indigenous-led education and its relation to Intercultural Bilingual Education (IBE), this documentary research was conducted. A systematic review of Ecuadorian academic literature was carried out following the PRISMA 2020 protocol. The search was conducted in the databases (RedALyC, FLACSO Andes, and Dialnet), prioritizing Spanish-language, open-access documents directly related to the topic. The results show that Indigenous-led education emerges as a strategy of resistance against historical and cultural exclusion by the state education system. The main shortcomings of IBE identified include institutional top-down governance, epistemic colonialism, and loss of legitimacy. In contrast, Indigenous-led education is based on community control, the use of Indigenous languages, the revitalization of ancestral knowledge, and participatory curriculum design. It is concluded that Indigenous-led education in Ecuador is not only a pedagogical alternative but an educational strategy tied to self-determination, territorial autonomy, and the strengthening of Indigenous identity.
The proposal of Indigenous-led education in Ecuador emerges as an educational model built within communities, grounded in their knowledge systems, languages, worldviews, and forms of social organization. This model is positioned as an alternative to the official education system, which is seen as having structural and epistemic limitations. To explore the pedagogical features and distinct characteristics of Indigenous-led education and its relation to Intercultural Bilingual Education (IBE), this documentary research was conducted. A systematic review of Ecuadorian academic literature was carried out following the PRISMA 2020 protocol. The search was conducted in the databases (RedALyC, FLACSO Andes, and Dialnet), prioritizing Spanish-language, open-access documents directly related to the topic. The results show that Indigenous-led education emerges as a strategy of resistance against historical and cultural exclusion by the state education system. The main shortcomings of IBE identified include institutional top-down governance, epistemic colonialism, and loss of legitimacy. In contrast, Indigenous-led education is based on community control, the use of Indigenous languages, the revitalization of ancestral knowledge, and participatory curriculum design. It is concluded that Indigenous-led education in Ecuador is not only a pedagogical alternative but an educational strategy tied to self-determination, territorial autonomy, and the strengthening of Indigenous identity.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
Family variables and bullying behaviors in minors: a systematic review
Authorship
M.D.R.
Master in Research in Education, Cultural Diversity and Community Development
M.D.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2025 09:15
07.15.2025 09:15
Summary
This Master's Thesis presents a systematic review focused on the analysis of school bullying from a family perspective, addressing how different variables within the family environment influence the emergence and development of such behaviors in minors. Based on the recognition of the family as the primary agent of socialization, this research aims to examine the influence of both contextual family variables (family composition, socioeconomic status, parental educational level, and parental employment status) and dynamic ones (parental communication and mediation, parenting style, family bonds and climate, and abuse and violence) on the development of bullying behaviors. To this end, a systematic review based on the PRISMA model was carried out, including 56 studies published in the last five years and retrieved from the Web of Science, Scopus, and ERIC databases. The results confirm a direct relationship between family variables, especially dynamic ones, and school bullying behaviors. Among the most significant factors are parenting style, emotional bonds, the type of communication, and the presence of violence within the family environment. These findings highlight the need to promote socio-educational intervention strategies that strengthen the protective role of the family, recognizing its importance in the prevention and approach to bullying from a comprehensive perspective.
This Master's Thesis presents a systematic review focused on the analysis of school bullying from a family perspective, addressing how different variables within the family environment influence the emergence and development of such behaviors in minors. Based on the recognition of the family as the primary agent of socialization, this research aims to examine the influence of both contextual family variables (family composition, socioeconomic status, parental educational level, and parental employment status) and dynamic ones (parental communication and mediation, parenting style, family bonds and climate, and abuse and violence) on the development of bullying behaviors. To this end, a systematic review based on the PRISMA model was carried out, including 56 studies published in the last five years and retrieved from the Web of Science, Scopus, and ERIC databases. The results confirm a direct relationship between family variables, especially dynamic ones, and school bullying behaviors. Among the most significant factors are parenting style, emotional bonds, the type of communication, and the presence of violence within the family environment. These findings highlight the need to promote socio-educational intervention strategies that strengthen the protective role of the family, recognizing its importance in the prevention and approach to bullying from a comprehensive perspective.
Direction
QUIROGA CARRILLO, ANAIS (Tutorships)
QUIROGA CARRILLO, ANAIS (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)
Video Mapping as an Educational Tool: Proposal for the Live Visual Animation Module in the Vocational Training Program for for Video Disc-Jockey and Sound Technician
Authorship
R.E.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
R.E.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.14.2025 09:00
07.14.2025 09:00
Summary
This Master's Thesis presents an innovative educational proposal for the Live Visual Animation module of the Video Disc-Jockey and Sound vocational training program. The proposal focuses on using video mapping as an educational tool to foster the development of technical and creative skills in students. It includes a detailed session plan with practical activities that allow students to apply their knowledge in real audiovisual projects. Moreover, the proposal aims to strengthen teamwork and creativity, allowing students to explore new forms of expression through digital technologies applied to visual creation.
This Master's Thesis presents an innovative educational proposal for the Live Visual Animation module of the Video Disc-Jockey and Sound vocational training program. The proposal focuses on using video mapping as an educational tool to foster the development of technical and creative skills in students. It includes a detailed session plan with practical activities that allow students to apply their knowledge in real audiovisual projects. Moreover, the proposal aims to strengthen teamwork and creativity, allowing students to explore new forms of expression through digital technologies applied to visual creation.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Educational intervention project: Redesigning a school space through art.
Authorship
A.F.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.F.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 16:30
07.16.2025 16:30
Summary
The starting point is the need to rethink the educational space in order to promote positive school coexistence. Redefining the school playground involves creating a place for learning and coexistence, offering pupils a space where relationships between equals, creativity and mutual respect are fundamental. The aim is to demonstrate how art, from a pedagogical perspective, can not only transform physical spaces, but also the dynamics within the educational community. In order to achieve these objectives, the work will focus on the transformation of the educational playground through art education. For this reason, the chosen modality is that of an intervention project to be carried out in a primary school classroom. Different activities will be proposed in which the pupils can become part of the process and thus obtain significant learning, promoting values and aspects such as equality and inclusion.
The starting point is the need to rethink the educational space in order to promote positive school coexistence. Redefining the school playground involves creating a place for learning and coexistence, offering pupils a space where relationships between equals, creativity and mutual respect are fundamental. The aim is to demonstrate how art, from a pedagogical perspective, can not only transform physical spaces, but also the dynamics within the educational community. In order to achieve these objectives, the work will focus on the transformation of the educational playground through art education. For this reason, the chosen modality is that of an intervention project to be carried out in a primary school classroom. Different activities will be proposed in which the pupils can become part of the process and thus obtain significant learning, promoting values and aspects such as equality and inclusion.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
CASTIÑEIRA VEIGA, GONZALO (Member)
Youth malaise in our times. Deepening as a counselor.
Authorship
S.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
S.F.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 09:00
07.15.2025 09:00
Summary
This Master's thesis analyses contemporary youth distress from an interdisciplinary perspective focusing on educational counselling. Through a critical documentary review of academic sources, it examines the structural and cultural factors that influence the psychosocial suffering of youth. The paper situates the phenomenon in the context of late modernity, characterised by neoliberal individualism, job insecurity, identity fragmentation and the loss of collective referents. It is argued that malaise is not an exclusively individual or clinical phenomenon, but a contextual expression of structural inequalities and unattainable socio-cultural expectations. From the perspective of the educational counsellor, a critical and contextualised intervention is proposed that promotes spaces for accompaniment and re-signification. Likewise, it advocates a politicisation of discomfort that allows for the transformation of individual suffering into collective action. The paper concludes by stressing the need to strengthen community links, rethink the role of guidance and generate new educational narratives that recognise young people as active collective subjects. Despite its methodological limitations, the study offers a valuable interpretative framework for the analysis and educational intervention in the face of the manifestations of youth unrest in societies traversed by neoliberal logics.
This Master's thesis analyses contemporary youth distress from an interdisciplinary perspective focusing on educational counselling. Through a critical documentary review of academic sources, it examines the structural and cultural factors that influence the psychosocial suffering of youth. The paper situates the phenomenon in the context of late modernity, characterised by neoliberal individualism, job insecurity, identity fragmentation and the loss of collective referents. It is argued that malaise is not an exclusively individual or clinical phenomenon, but a contextual expression of structural inequalities and unattainable socio-cultural expectations. From the perspective of the educational counsellor, a critical and contextualised intervention is proposed that promotes spaces for accompaniment and re-signification. Likewise, it advocates a politicisation of discomfort that allows for the transformation of individual suffering into collective action. The paper concludes by stressing the need to strengthen community links, rethink the role of guidance and generate new educational narratives that recognise young people as active collective subjects. Despite its methodological limitations, the study offers a valuable interpretative framework for the analysis and educational intervention in the face of the manifestations of youth unrest in societies traversed by neoliberal logics.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
The influence of social vulnerability on academic development during adolescence
Authorship
I.F.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
I.F.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 10:00
07.15.2025 10:00
Summary
Adolescence is characterised as a complex stage in student development. It is influenced by factors that affect people in different areas, especially those who are socially vulnerable. The objective was to analyse the influence of being an immigrant, having a low socioeconomic status, or belonging to dysfunctional families on academic development during adolescence. To this end, documentary research was carried out following the Prisma guide through different databases, reviewing national and international literature. Among the main results, it was found that the main factors influencing the academic development of immigrant students are immigration status, interrupted schooling, and lack of language skills. Low socioeconomic status is linked to reduced access to educational resources and opportunities, and to low levels of parental education. In relation to dysfunctional families, substance abuse, domestic violence and family separation were found to be the main factors. Teachers need to be trained to work with vulnerable students, and it is important to develop inclusive educational actions. It is concluded that, although the study addresses factors relevant to educational equity, it is necessary to continue investigating factors that influence family dysfunction and to study coordination between teachers and counsellors.
Adolescence is characterised as a complex stage in student development. It is influenced by factors that affect people in different areas, especially those who are socially vulnerable. The objective was to analyse the influence of being an immigrant, having a low socioeconomic status, or belonging to dysfunctional families on academic development during adolescence. To this end, documentary research was carried out following the Prisma guide through different databases, reviewing national and international literature. Among the main results, it was found that the main factors influencing the academic development of immigrant students are immigration status, interrupted schooling, and lack of language skills. Low socioeconomic status is linked to reduced access to educational resources and opportunities, and to low levels of parental education. In relation to dysfunctional families, substance abuse, domestic violence and family separation were found to be the main factors. Teachers need to be trained to work with vulnerable students, and it is important to develop inclusive educational actions. It is concluded that, although the study addresses factors relevant to educational equity, it is necessary to continue investigating factors that influence family dysfunction and to study coordination between teachers and counsellors.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Design of a proposal for a guidance intervention through tutorial action aimed at students in the 3rd and 4th year of Compulsory Secondary Education (ESO): Decision-making for career development.
Authorship
G.G.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
G.G.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 16:00
07.14.2025 16:00
Summary
This Master's Thesis aims to design a guidance intervention proposal, framed within tutorial action, addressed to students in the 3rd and 4th years of Compulsory Secondary Education (ESO), and focused on decision-making for career development. The proposal is based on an integrative model of tutoring and guidance that promotes deep and meaningful learning, adaptable to the diversity of students’ learning styles. It is grounded in the premise that secondary education should prepare students for life not only through academic training, but also from a personal, social, and professional perspective. Therefore, the development of competences, skills, and abilities that facilitate a mature and autonomous transition to adult life is encouraged. Moreover, the active participation of the educational community in career education is considered essential, including the involvement of the labour market, businesses, and institutions, as well as families, professional associations, and other relevant social agents. This synergy contributes to a more contextualised, realistic, and effective approach to guidance.
This Master's Thesis aims to design a guidance intervention proposal, framed within tutorial action, addressed to students in the 3rd and 4th years of Compulsory Secondary Education (ESO), and focused on decision-making for career development. The proposal is based on an integrative model of tutoring and guidance that promotes deep and meaningful learning, adaptable to the diversity of students’ learning styles. It is grounded in the premise that secondary education should prepare students for life not only through academic training, but also from a personal, social, and professional perspective. Therefore, the development of competences, skills, and abilities that facilitate a mature and autonomous transition to adult life is encouraged. Moreover, the active participation of the educational community in career education is considered essential, including the involvement of the labour market, businesses, and institutions, as well as families, professional associations, and other relevant social agents. This synergy contributes to a more contextualised, realistic, and effective approach to guidance.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Analysis of the presence of the 4C'S of CLIL methodology in the Art and Design Classroom: A case study
Authorship
A.G.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.G.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.15.2025 09:00
07.15.2025 09:00
Summary
CLIL methodology is an educational approach which aims at learning a foreign language from non-linguistic subjects. In this way, progress is made simultaneously in curricular content and in the mastery of the foreign language, fostering communicative competence. Its use implies taking into account four fundamental aspects for the design of activities, the 4Cs: Content, Cognition, Communication and Culture. This paper analyses the presence of the 4Cs in Art and Visual Education taught in English through CLIL methodology in a public school in Santiago de Compostela. This will be carried out in four different groups of the second and third cycle of Primary Education, in which the proposed activities and the teacher-pupil interaction will be analysed, using observation sheets, audio recordings and the classroom observation itself.
CLIL methodology is an educational approach which aims at learning a foreign language from non-linguistic subjects. In this way, progress is made simultaneously in curricular content and in the mastery of the foreign language, fostering communicative competence. Its use implies taking into account four fundamental aspects for the design of activities, the 4Cs: Content, Cognition, Communication and Culture. This paper analyses the presence of the 4Cs in Art and Visual Education taught in English through CLIL methodology in a public school in Santiago de Compostela. This will be carried out in four different groups of the second and third cycle of Primary Education, in which the proposed activities and the teacher-pupil interaction will be analysed, using observation sheets, audio recordings and the classroom observation itself.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
RODRIGUEZ ABRUÑEIRAS, PAULA (Secretary)
Trigo Martínez, Cristina (Member)
PENA PRESAS, MONSERRAT (Chairman)
RODRIGUEZ ABRUÑEIRAS, PAULA (Secretary)
Trigo Martínez, Cristina (Member)
An approach to the educational and social situation of the Senegalese community in Galicia
Authorship
O.G.
Master in Research in Education, Cultural Diversity and Community Development
O.G.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2025 10:15
07.15.2025 10:15
Summary
The topic of migration is one of the most pressing issues in the globalised world in which we live, and Spain has become a destination country for immigration in recent decades. In fact, the Spanish population ranks immigration among their top concerns in regular surveys conducted by the CIS. The group of African foreigners is one of the largest among the foreign population in Spain and, yet, one of the least researched groups. the largest among the foreign population in Spain and yet one of the least researched groups. Within this framework, Senegal is the third African country with the highest number of immigrants to Spain, behind Morocco and Algeria. For all these reasons, this research focuses on generating knowledge about the educational and social situation of the Senegalese community in Galicia, which has almost 3350 members, of whom just over 20% are women. The study focuses on the situation of the first generation, so the sample is made up of adults between the ages of 18 and 50 who have been living in Spain for at least at least one year. The methodology is developed with a mixed approach, combining qualitative and quantitative techniques. It is a descriptive analysis that yields results of interest for future research linked to the educational profile of the participants, the training developed in Galicia, their expectations and the implications for their integration. In addition, there is a clear need to implement educational, social and administrative policies that facilitate the inclusion and relationship with the education system of the migrant population.
The topic of migration is one of the most pressing issues in the globalised world in which we live, and Spain has become a destination country for immigration in recent decades. In fact, the Spanish population ranks immigration among their top concerns in regular surveys conducted by the CIS. The group of African foreigners is one of the largest among the foreign population in Spain and, yet, one of the least researched groups. the largest among the foreign population in Spain and yet one of the least researched groups. Within this framework, Senegal is the third African country with the highest number of immigrants to Spain, behind Morocco and Algeria. For all these reasons, this research focuses on generating knowledge about the educational and social situation of the Senegalese community in Galicia, which has almost 3350 members, of whom just over 20% are women. The study focuses on the situation of the first generation, so the sample is made up of adults between the ages of 18 and 50 who have been living in Spain for at least at least one year. The methodology is developed with a mixed approach, combining qualitative and quantitative techniques. It is a descriptive analysis that yields results of interest for future research linked to the educational profile of the participants, the training developed in Galicia, their expectations and the implications for their integration. In addition, there is a clear need to implement educational, social and administrative policies that facilitate the inclusion and relationship with the education system of the migrant population.
Direction
OLVEIRA OLVEIRA, MARIA ESTHER (Tutorships)
LONGUEIRA MATOS, SILVANA (Co-tutorships)
OLVEIRA OLVEIRA, MARIA ESTHER (Tutorships)
LONGUEIRA MATOS, SILVANA (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)
The impact of collaborative learning on the academic performance of secondary school: a systematic review.
Authorship
S.H.P.
Master in Research in Education, Cultural Diversity and Community Development
S.H.P.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
In this Master’s Thesis, a systematic literature review is conducted with the aim of analyzing the impact of cooperative learning on the academic performance of secondary education students. Cooperative learning is a teaching methodology that promotes interaction among groups of students to achieve common goals in the classroom. It fosters students cohesion and integration, critical thinking, the development of social and cognitive skills, and autonomous learning, among other benefits. The main objective is to identify how this teaching methodology contributes to educational achievement by examining the theoretical foundations, analyzing its characteristics and structures, exploring its relationship with academic performance, and determining the main factors that facilitate or hinder it implementation. The research was conducted through a systematic review following the PRISMA protocol, using Web of Science and Scopus databases. Subsequently, the Parsifal database was used to analyze the documents. After applying the previously established inclusion and exclusion criteria, a selection of 17 studies was obtained, all addressing the relationship between cooperative learning and academic performance across various areas of the secondary education curriculum. The results show that cooperative learning has a positive impact on the academic performance of secondary students, especially when it is implemented with well-defined structures, clearly established roles, and consistent teacher guidance and support throughout the process.
In this Master’s Thesis, a systematic literature review is conducted with the aim of analyzing the impact of cooperative learning on the academic performance of secondary education students. Cooperative learning is a teaching methodology that promotes interaction among groups of students to achieve common goals in the classroom. It fosters students cohesion and integration, critical thinking, the development of social and cognitive skills, and autonomous learning, among other benefits. The main objective is to identify how this teaching methodology contributes to educational achievement by examining the theoretical foundations, analyzing its characteristics and structures, exploring its relationship with academic performance, and determining the main factors that facilitate or hinder it implementation. The research was conducted through a systematic review following the PRISMA protocol, using Web of Science and Scopus databases. Subsequently, the Parsifal database was used to analyze the documents. After applying the previously established inclusion and exclusion criteria, a selection of 17 studies was obtained, all addressing the relationship between cooperative learning and academic performance across various areas of the secondary education curriculum. The results show that cooperative learning has a positive impact on the academic performance of secondary students, especially when it is implemented with well-defined structures, clearly established roles, and consistent teacher guidance and support throughout the process.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
The professional Identity of education students in Galicia: An exploratory study
Authorship
C.I.A.
Master in Research in Education, Cultural Diversity and Community Development
C.I.A.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
In a context marked by job insecurity and social ignorance of some educational professions, this paper explores the construction of the professional identity of university students in Galicia. Its main objective is to analyse how factors such as self-perception, self-concept, institutional culture, professional practices and the socio-occupational context influence the configuration of this identity in degrees related to education. The methodology is a descriptive-exploratory study that combines literature review and empirical analysis, using a questionnaire designed specifically for students at the University of Santiago de Compostela (USC). Among the main results, it highlights the existence of a gap between academic training and professional reality, the low visibility of degrees such as Pedagogy or Social Education, and the tension between vocation and employability. It also notes the decisive role of the university in the consolidation of a critical, reflective and socially committed professional identity. The study concludes by calling for higher education that promotes ethical values, critical thinking and social awareness.
In a context marked by job insecurity and social ignorance of some educational professions, this paper explores the construction of the professional identity of university students in Galicia. Its main objective is to analyse how factors such as self-perception, self-concept, institutional culture, professional practices and the socio-occupational context influence the configuration of this identity in degrees related to education. The methodology is a descriptive-exploratory study that combines literature review and empirical analysis, using a questionnaire designed specifically for students at the University of Santiago de Compostela (USC). Among the main results, it highlights the existence of a gap between academic training and professional reality, the low visibility of degrees such as Pedagogy or Social Education, and the tension between vocation and employability. It also notes the decisive role of the university in the consolidation of a critical, reflective and socially committed professional identity. The study concludes by calling for higher education that promotes ethical values, critical thinking and social awareness.
Direction
SOTELINO LOSADA, ALEJANDRO (Tutorships)
SOTELINO LOSADA, ALEJANDRO (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
Art-education as a transformative tool in the face of climate challenges: an educational proposal to raise awareness.
Authorship
M.L.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
M.L.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.14.2025 16:00
07.14.2025 16:00
Summary
Art, beyond its aesthetic dimension, constitutes a powerful educational tool capable of provoking deep reflections, raising awareness, and transforming realities. This Master’s Thesis explores the educational value of artistic creation as a vehicle for environmental awareness through the design, implementation, and evaluation of a didactic proposal carried out in a Primary Education center. Conceived from an interdisciplinary perspective and grounded in the Project-Based Learning methodology, the intervention is supported by a solid theoretical framework where artistic education and education for sustainability converge. Throughout its implementation, students engaged in the analysis of current environmental issues, producing artistic creations that emerged from shared reflection and collaborative work. The analysis of the results highlights the potential of art to convey meaningful messages and promote transformative attitudes.
Art, beyond its aesthetic dimension, constitutes a powerful educational tool capable of provoking deep reflections, raising awareness, and transforming realities. This Master’s Thesis explores the educational value of artistic creation as a vehicle for environmental awareness through the design, implementation, and evaluation of a didactic proposal carried out in a Primary Education center. Conceived from an interdisciplinary perspective and grounded in the Project-Based Learning methodology, the intervention is supported by a solid theoretical framework where artistic education and education for sustainability converge. Throughout its implementation, students engaged in the analysis of current environmental issues, producing artistic creations that emerged from shared reflection and collaborative work. The analysis of the results highlights the potential of art to convey meaningful messages and promote transformative attitudes.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
Community Schools in Senegal: An Analysis of the Community School of Sinthiou Diamé
Authorship
D.L.
Master in Research in Education, Cultural Diversity and Community Development
D.L.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 11:30
07.17.2025 11:30
Summary
Community schools are experiences designed to promote educational and social transfor-mation through a critical and creative education that encourages problem-solving and fosters the acquisition of basic knowledge, both individually and collectively. Their role is not lim-ited to improving access to and the quality of education; they also enable communities to apply the knowledge they acquire in their daily lives as active participants, rather than mere beneficiaries. The general objective of the study presented is to analyze community schools in Senegal from various perspectives, with a particular focus on the functioning, challenges, and contri-butions of the Sinthiou Diamé Community School, to understand its role in providing access to basic education, its connection with the local community, and its importance as an alter-native model in rural and vulnerable contexts. To conduct this analysis, designed as a case study, we used a qualitative approach within an interpretative paradigm, based on the analysis of institutional documents, NGO reports, and academic studies. To ensure the validity of the analysis, we applied source triangulation and thematic content analysis. This analysis highlighted the importance of community participation in the functioning of community schools, as well as the challenges and limitations it faces for sustainability. It also shows the impact of the community school on the local community, representing a fun-damental alternative in rural and suburban areas where gaps in educational equity persist within the Senegalese system.
Community schools are experiences designed to promote educational and social transfor-mation through a critical and creative education that encourages problem-solving and fosters the acquisition of basic knowledge, both individually and collectively. Their role is not lim-ited to improving access to and the quality of education; they also enable communities to apply the knowledge they acquire in their daily lives as active participants, rather than mere beneficiaries. The general objective of the study presented is to analyze community schools in Senegal from various perspectives, with a particular focus on the functioning, challenges, and contri-butions of the Sinthiou Diamé Community School, to understand its role in providing access to basic education, its connection with the local community, and its importance as an alter-native model in rural and vulnerable contexts. To conduct this analysis, designed as a case study, we used a qualitative approach within an interpretative paradigm, based on the analysis of institutional documents, NGO reports, and academic studies. To ensure the validity of the analysis, we applied source triangulation and thematic content analysis. This analysis highlighted the importance of community participation in the functioning of community schools, as well as the challenges and limitations it faces for sustainability. It also shows the impact of the community school on the local community, representing a fun-damental alternative in rural and suburban areas where gaps in educational equity persist within the Senegalese system.
Direction
OLVEIRA OLVEIRA, MARIA ESTHER (Tutorships)
OLVEIRA OLVEIRA, MARIA ESTHER (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 impact of music therapy on students with Autism Spectrum Disorder.
Authorship
A.M.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.M.G.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 17:30
07.16.2025 17:30
Summary
This Master's Thesis focuses on analyzing the effectiveness of music therapy as an educational and therapeutic tool for children with Autism Spectrum Disorder (ASD). Through a systematic review of 18 recent scientific studies collected from the SCOPUS database, and analyzed using specifically designed categories and subcategories, significant improvements are identified in areas such as communication, social interaction, emotional regulation, and cognitive skills, as well as other important aspects. Qualitative, quantitative, and mixed methods were used, with a particular emphasis on randomized controlled trials (RCTs), which revealed the positive effects of music therapy both in educational and clinical settings, highlighting its value as an inclusive intervention. Music therapy thus emerges as an effective and motivating strategy that promotes the holistic development of students with ASD.
This Master's Thesis focuses on analyzing the effectiveness of music therapy as an educational and therapeutic tool for children with Autism Spectrum Disorder (ASD). Through a systematic review of 18 recent scientific studies collected from the SCOPUS database, and analyzed using specifically designed categories and subcategories, significant improvements are identified in areas such as communication, social interaction, emotional regulation, and cognitive skills, as well as other important aspects. Qualitative, quantitative, and mixed methods were used, with a particular emphasis on randomized controlled trials (RCTs), which revealed the positive effects of music therapy both in educational and clinical settings, highlighting its value as an inclusive intervention. Music therapy thus emerges as an effective and motivating strategy that promotes the holistic development of students with ASD.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Family school, an innovation proyect to strengthen ties with the educational center
Authorship
E.N.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
E.N.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 13:30
07.14.2025 13:30
Summary
This Master´s Final Work presents an intervencion proposal aimed at strengthening the Family School of a public secondary school in Santiago de Compostela, in collaboration with the School Counseling Department. The project is based on a needs analysis, supportes by both an up-to-date theoretical and legislative framework and practical knowledge of the school enviroment, Moving beyond a traditional approach, the proposal embraces an innovative initiative that combines the development of educational materials with the desing of sepecific resourses, including a digital platform and a participatory forum to improve communication with families. The proposed activities planned based on the objetives, are directly address identified issues such as social media uses, career guidance, study habits, ande the promotion of autonomy. Ultimatly, this proposal seeks to consolidate an open and dynamic educational space that strenghtens the link between the school and families; constituing a viable, contextualized initiative with strong potential for continuity and improvement.
This Master´s Final Work presents an intervencion proposal aimed at strengthening the Family School of a public secondary school in Santiago de Compostela, in collaboration with the School Counseling Department. The project is based on a needs analysis, supportes by both an up-to-date theoretical and legislative framework and practical knowledge of the school enviroment, Moving beyond a traditional approach, the proposal embraces an innovative initiative that combines the development of educational materials with the desing of sepecific resourses, including a digital platform and a participatory forum to improve communication with families. The proposed activities planned based on the objetives, are directly address identified issues such as social media uses, career guidance, study habits, ande the promotion of autonomy. Ultimatly, this proposal seeks to consolidate an open and dynamic educational space that strenghtens the link between the school and families; constituing a viable, contextualized initiative with strong potential for continuity and improvement.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
MARIÑO FERNANDEZ, RAQUEL (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
GARCIA MURIAS, REBECA (Member)
Health-promoting schools: active routines in the early childhood education classroom.
Authorship
A.O.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.O.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 17:30
07.16.2025 17:30
Summary
Early childhood education is a key stage for children's comprehensive development. Movement and physical activity contribute to their overall development, both physically and cognitively, emotionally, and socially. This study aimed to evaluate the effectiveness of an active-break intervention in a multi-grade classroom of nine children to promote more active routines in the educational context. The descriptive and cross-sectional research used the Onwalk One Plus pedometer-accelerometer as an instrument, which recorded data on steps taken and distances traveled. The results showed that active breaks are an effective strategy for increasing children's movement in the classroom. Their impact on improving physical fitness is not decisive, but they did contribute to a more active school day, favoring health promotion. Finally, teaching materials in the form of audiovisual resources were developed for use by other teachers.
Early childhood education is a key stage for children's comprehensive development. Movement and physical activity contribute to their overall development, both physically and cognitively, emotionally, and socially. This study aimed to evaluate the effectiveness of an active-break intervention in a multi-grade classroom of nine children to promote more active routines in the educational context. The descriptive and cross-sectional research used the Onwalk One Plus pedometer-accelerometer as an instrument, which recorded data on steps taken and distances traveled. The results showed that active breaks are an effective strategy for increasing children's movement in the classroom. Their impact on improving physical fitness is not decisive, but they did contribute to a more active school day, favoring health promotion. Finally, teaching materials in the form of audiovisual resources were developed for use by other teachers.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
RICO DIAZ, JAVIER (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
CASTIÑEIRA VEIGA, GONZALO (Secretary)
RICO DIAZ, JAVIER (Member)
Sexual dissidence in Galician childrens's and young adult literature: its integration in Primary School classrooms
Authorship
E.P.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
E.P.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.14.2025 11:00
07.14.2025 11:00
Summary
This research presents a case study based on the intervention in a Primary Education classroom through the reading and manipulation of six works with a theme or characters belonging to the LGBT+ collective. Different group and individual tasks were carried out autonomously with the aim of provoking a reflection that would deepen the reality of sexual dissidence, in order to evaluate the existence, or not, of the impact of this intervention. For this, their initial opinions and knowledge were compared with the final ones, seeking the importance of literature as a medium, transmitter and referent of these invisibilized realities.
This research presents a case study based on the intervention in a Primary Education classroom through the reading and manipulation of six works with a theme or characters belonging to the LGBT+ collective. Different group and individual tasks were carried out autonomously with the aim of provoking a reflection that would deepen the reality of sexual dissidence, in order to evaluate the existence, or not, of the impact of this intervention. For this, their initial opinions and knowledge were compared with the final ones, seeking the importance of literature as a medium, transmitter and referent of these invisibilized realities.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
NEIRA RODRIGUEZ, MARTA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
NEIRA RODRIGUEZ, MARTA (Member)
Repairing the Right to Education for Women Victims in the Post-Conflict Era: The Case of the Ruta Pacífica de las Mujeres
Authorship
A.A.P.C.
Master in Research in Education, Cultural Diversity and Community Development
A.A.P.C.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2025 11:15
07.15.2025 11:15
Summary
This final project for the master’s in research in Education, Cultural Diversity, and Community Development, linked to the research line of Social Pedagogy, Social Education, and Socio-educational Intervention Areas, focuses on educational reparation for women victims of armed conflict who have experienced violations of their right to education in contexts of socio-political violence. The case of the feminist movement La Ruta Pacífica de las Mujeres is examined to understand its role in the comprehensive reparation of victims in Colombia. Through a systematic review adapted from the PRISMA 2020 manifesto proposed by Tricco et al. (2018), policies, programs, and educational actions from 2013 to 2023 are analyzed. The review reveals that, although the importance of women as key agents in educational, memory, justice, and truth processes after the 2016 peace agreement is recognized, existing policies, programs, and activities are insufficient, ineffective, and lack political will from local governments for implementation. Based on the findings of the review and the Final Report: Hay Futuro si Hay Verdad Vol. VII, Hallazgos y Recomendaciones of the Truth Commission (2022), it can be stated that comprehensive reparation is still far from being effective for the 9,681,288 people recognized as victims by the Victims Unit, with 50.2% being women. Finally, conclusions are presented focusing on the recognition of educational reparation for the population targeted by this final project and the work of La Ruta Pacífica in terms of educational reparation, leading to the proposal of research lines that can be developed in a Doctoral Thesis.
This final project for the master’s in research in Education, Cultural Diversity, and Community Development, linked to the research line of Social Pedagogy, Social Education, and Socio-educational Intervention Areas, focuses on educational reparation for women victims of armed conflict who have experienced violations of their right to education in contexts of socio-political violence. The case of the feminist movement La Ruta Pacífica de las Mujeres is examined to understand its role in the comprehensive reparation of victims in Colombia. Through a systematic review adapted from the PRISMA 2020 manifesto proposed by Tricco et al. (2018), policies, programs, and educational actions from 2013 to 2023 are analyzed. The review reveals that, although the importance of women as key agents in educational, memory, justice, and truth processes after the 2016 peace agreement is recognized, existing policies, programs, and activities are insufficient, ineffective, and lack political will from local governments for implementation. Based on the findings of the review and the Final Report: Hay Futuro si Hay Verdad Vol. VII, Hallazgos y Recomendaciones of the Truth Commission (2022), it can be stated that comprehensive reparation is still far from being effective for the 9,681,288 people recognized as victims by the Victims Unit, with 50.2% being women. Finally, conclusions are presented focusing on the recognition of educational reparation for the population targeted by this final project and the work of La Ruta Pacífica in terms of educational reparation, leading to the proposal of research lines that can be developed in a Doctoral Thesis.
Direction
MIGUEZ SALINA, GABRIELA DOLORES (Tutorships)
MIGUEZ SALINA, GABRIELA DOLORES (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 representations of dissenting masculinities in the Galician LIX: towards a deconstruction in Primary Education
Authorship
D.P.D.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
D.P.D.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.14.2025 12:00
07.14.2025 12:00
Summary
As dissenting masculinities issue a call for help from early ages, suffocated by a sex-gender system that imposes their silence and marginalization. This Master's Thesis addresses the need to rethink the models of masculinity presented to students, especially in the Primary Education stage through action research. The educational intervention is based on the idea that children's and young adult literature can offer a new way of reading society thanks to the works, the characters, and their relevant reflection, escaping the dominant discourses that prevail in the students' realities. The results of the intervention - materialized in an artistic-literary work - evidence the impact of innovative methodologies sensitive to these realities in order to create a fairer world that escapes peer violence.
As dissenting masculinities issue a call for help from early ages, suffocated by a sex-gender system that imposes their silence and marginalization. This Master's Thesis addresses the need to rethink the models of masculinity presented to students, especially in the Primary Education stage through action research. The educational intervention is based on the idea that children's and young adult literature can offer a new way of reading society thanks to the works, the characters, and their relevant reflection, escaping the dominant discourses that prevail in the students' realities. The results of the intervention - materialized in an artistic-literary work - evidence the impact of innovative methodologies sensitive to these realities in order to create a fairer world that escapes peer violence.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
NEIRA RODRIGUEZ, MARTA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
NEIRA RODRIGUEZ, MARTA (Member)
Learning with technology: A review of the use of ICT in Spanish secondary education.
Authorship
L.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.R.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 17:00
07.14.2025 17:00
Summary
The constant evolution of Information and Communication Technologies (ICT) is transforming the educational landscape, generating a paradigm shift that enables new teaching and learning modalities. In this context of digital transformation, this Master's Thesis aims to address the relationship between the use of Information and Communication Technologies in secondary school classrooms and student learning. To this end, a documentary review of current scientific evidence in the Spanish context is conducted, focusing on the incorporation of technologies in the school environment to analyze their effects on adolescents' knowledge acquisition. The results demonstrate the positive impact of technologies when integrated with active methodologies, as they contribute to the acquisition of more contextualized, personalized, and meaningful learning.
The constant evolution of Information and Communication Technologies (ICT) is transforming the educational landscape, generating a paradigm shift that enables new teaching and learning modalities. In this context of digital transformation, this Master's Thesis aims to address the relationship between the use of Information and Communication Technologies in secondary school classrooms and student learning. To this end, a documentary review of current scientific evidence in the Spanish context is conducted, focusing on the incorporation of technologies in the school environment to analyze their effects on adolescents' knowledge acquisition. The results demonstrate the positive impact of technologies when integrated with active methodologies, as they contribute to the acquisition of more contextualized, personalized, and meaningful learning.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Intervention proposal to improve adolescents' school motivation through emotional education
Authorship
A.R.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
A.R.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 18:00
07.14.2025 18:00
Summary
Motivation in the educational field is an issue that is often overlooked for various reasons, including the lack of teacher training in this area to address it. Likewise, emotional education is fundamental for the proper comprehensive development of students and, therefore, it is also crucial for increasing their intrinsic motivation in the school environment. For this reason, the importance of this work lies in the need not to forget the well-being and proper comprehensive development of young people, so they have the opportunity to navigate their school stage in a positive way. Thus, this work is justified in this context and aims to design an intervention project to foster school motivation among 1st and 2nd-year Compulsory Secondary Education students in the Autonomous Community of Galicia, and furthermore, to highlight the importance of emotional education in student motivation and academic success.
Motivation in the educational field is an issue that is often overlooked for various reasons, including the lack of teacher training in this area to address it. Likewise, emotional education is fundamental for the proper comprehensive development of students and, therefore, it is also crucial for increasing their intrinsic motivation in the school environment. For this reason, the importance of this work lies in the need not to forget the well-being and proper comprehensive development of young people, so they have the opportunity to navigate their school stage in a positive way. Thus, this work is justified in this context and aims to design an intervention project to foster school motivation among 1st and 2nd-year Compulsory Secondary Education students in the Autonomous Community of Galicia, and furthermore, to highlight the importance of emotional education in student motivation and academic success.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Effects of fields trips on the learning of Primary School students: a proposal for the integration of Social Sciences and Physical Education
Authorship
A.R.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.R.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 18:30
07.16.2025 18:30
Summary
The didactic outings to the environment are a fundamental pedagogical tool to promote a comprehensive learning in the students of Primary Education. For this reason, this Master's Thesis includes, through a theoretical foundation, three interrelated pillars that contribute to a transversal training of students, such as outdoor education, heritage education and the practice of physical activity in natural contexts. This proposal consists of a practical part aimed at third grade students where, through an outing to the Pazo de Santa Cruz de Rivadulla, the aim is to acquire knowledge of heritage and physical activity, as well as an increase in motivation as a result of contact with the environment. The results show an increase in learning and interest of the students, both in the area of Social Sciences and Physical Education, confirming the effectiveness of the didactic outings.
The didactic outings to the environment are a fundamental pedagogical tool to promote a comprehensive learning in the students of Primary Education. For this reason, this Master's Thesis includes, through a theoretical foundation, three interrelated pillars that contribute to a transversal training of students, such as outdoor education, heritage education and the practice of physical activity in natural contexts. This proposal consists of a practical part aimed at third grade students where, through an outing to the Pazo de Santa Cruz de Rivadulla, the aim is to acquire knowledge of heritage and physical activity, as well as an increase in motivation as a result of contact with the environment. The results show an increase in learning and interest of the students, both in the area of Social Sciences and Physical Education, confirming the effectiveness of the didactic outings.
Direction
ARMAS CASTRO, JOSE ANGEL (Tutorships)
ARMAS CASTRO, JOSE ANGEL (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
RICO DIAZ, JAVIER (Member)
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
RICO DIAZ, JAVIER (Member)
Towards inclusive education: analysis of accessibility in schools in the autonomous community of Galicia
Authorship
L.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.R.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 11:00
07.15.2025 11:00
Summary
When we talk about inclusive education, we refer to an ‘education for all’, which does not segregate any pupil on the grounds of physical, mental and/or sensory disability, nor for reasons of late incorporation into the education system, economic reasons, culture, race, gender, among others. The real inclusion of students in the education system is therefore not compatible with the existence of architectural barriers, as these limit, hinder or prevent people's freedom of movement in terms of access and movement. For this reason, the aim of this master's thesis is to analyse, from a descriptive point of view, the situation of educational centres in the Autonomous Community of Galicia with regard to architectural barriers and accessibility. The work is divided into two parts. The first part establishes the theoretical framework of the work, describing, among others, the basic concepts related to accessibility, inclusion, architectural barriers, etc., as well as the regulations and legislation in force in relation to the creation of accessible centres. The second part presents the results of the research.
When we talk about inclusive education, we refer to an ‘education for all’, which does not segregate any pupil on the grounds of physical, mental and/or sensory disability, nor for reasons of late incorporation into the education system, economic reasons, culture, race, gender, among others. The real inclusion of students in the education system is therefore not compatible with the existence of architectural barriers, as these limit, hinder or prevent people's freedom of movement in terms of access and movement. For this reason, the aim of this master's thesis is to analyse, from a descriptive point of view, the situation of educational centres in the Autonomous Community of Galicia with regard to architectural barriers and accessibility. The work is divided into two parts. The first part establishes the theoretical framework of the work, describing, among others, the basic concepts related to accessibility, inclusion, architectural barriers, etc., as well as the regulations and legislation in force in relation to the creation of accessible centres. The second part presents the results of the research.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Digital sexual violence among youth: resources for prevention and educational intervention in compulsory secondary education
Authorship
C.R.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
C.R.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 16:00
07.15.2025 16:00
Summary
This Master's Degree Final Project focuses on the analysis of digital sexual violence in adolescence as an emerging form of violence that directly affects school coexistence, students' emotional well-being, and the construction of equal relationships. Framed within the field of Educational Guidance and based on a preventive approach, it presents an intervention proposal aimed at the context of secondary education, actively involving the entire educational community. Its main objective is to provide teachers, students, and families with tools to understand, prevent, and address situations of digital sexual violence. To this end, the creation of a pedagogical resource bank accessible to the educational community is proposed, complemented by a series of participatory workshops adjusted to the characteristics of each group. In conclusion, this work highlights the need for a school committed to care and the construction of safe environments, acknowledging the challenges but also the transformative potential of a community that is engaged and aware of digital progress.
This Master's Degree Final Project focuses on the analysis of digital sexual violence in adolescence as an emerging form of violence that directly affects school coexistence, students' emotional well-being, and the construction of equal relationships. Framed within the field of Educational Guidance and based on a preventive approach, it presents an intervention proposal aimed at the context of secondary education, actively involving the entire educational community. Its main objective is to provide teachers, students, and families with tools to understand, prevent, and address situations of digital sexual violence. To this end, the creation of a pedagogical resource bank accessible to the educational community is proposed, complemented by a series of participatory workshops adjusted to the characteristics of each group. In conclusion, this work highlights the need for a school committed to care and the construction of safe environments, acknowledging the challenges but also the transformative potential of a community that is engaged and aware of digital progress.
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Tackling climate change: climate anxiety among secondary school students
Authorship
M.R.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.R.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 17:00
07.15.2025 17:00
Summary
The climate issue is receiving increasing attention in all areas of society. As a result, this topic has also gained prominence in educational curricula. In addition to its environmental consequences, the study of its impact also includes its repercussions on mental health. Terms such as climate anxiety and eco-anxiety have recently been introduced. Multiple studies suggest that young people are the most vulnerable population to this condition, although it is unclear whether this vulnerability leads to a higher incidence of eco-anxiety problems in young people. This study conducted quantitative research with the aim of understanding the emotional response and eco-anxiety caused by the anthropogenic phenomenon of climate change in secondary school students. Emotions associated with climate change, eco-anxiety, subjective experience of climate change and behavioural commitment were assessed using validated scales, and descriptive, correlation and variance analyses were performed. The results showed a very low level of eco-anxiety and a predominance of neutral emotions about climate change, as well as a minimal perception of its consequences on the environment. However, a certain degree of pro-environmental behaviour was observed at the private level, with women showing greater concern and reporting greater initiative in carrying out pro-environmental behaviour. In addition, it was observed that the experience of climate change and climate concern and anxiety were related to behavioural commitment, suggesting that fostering a certain degree of climate concern among young people can serve as a driver for action. These results point to the need to work on environmental awareness in educational centres from a perspective that addresses its causes, consequences and climate action measures, adapting to the reality and capabilities of the students.
The climate issue is receiving increasing attention in all areas of society. As a result, this topic has also gained prominence in educational curricula. In addition to its environmental consequences, the study of its impact also includes its repercussions on mental health. Terms such as climate anxiety and eco-anxiety have recently been introduced. Multiple studies suggest that young people are the most vulnerable population to this condition, although it is unclear whether this vulnerability leads to a higher incidence of eco-anxiety problems in young people. This study conducted quantitative research with the aim of understanding the emotional response and eco-anxiety caused by the anthropogenic phenomenon of climate change in secondary school students. Emotions associated with climate change, eco-anxiety, subjective experience of climate change and behavioural commitment were assessed using validated scales, and descriptive, correlation and variance analyses were performed. The results showed a very low level of eco-anxiety and a predominance of neutral emotions about climate change, as well as a minimal perception of its consequences on the environment. However, a certain degree of pro-environmental behaviour was observed at the private level, with women showing greater concern and reporting greater initiative in carrying out pro-environmental behaviour. In addition, it was observed that the experience of climate change and climate concern and anxiety were related to behavioural commitment, suggesting that fostering a certain degree of climate concern among young people can serve as a driver for action. These results point to the need to work on environmental awareness in educational centres from a perspective that addresses its causes, consequences and climate action measures, adapting to the reality and capabilities of the students.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
In what ways do the stereotypes present in education affect creativity in an Early Childhood Education classroom and a Primary classroom.
Authorship
M.R.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
M.R.M.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.14.2025 17:00
07.14.2025 17:00
Summary
This research project aims to analyse how stereotypes present in society influence the development of creativity within the educational context, as well as to understand their impact on the educational process. Additionally, a comparison will be made between two groups of students: one from the 4th year of Early Childhood Education and another from the 2nd year of Primary Education, to observe the evolution of creativity across these educational stages. The study also seeks to identify and understand the influence of social stereotypes on children's creative productions. By analysing these productions, a comparative observation will be conducted to answer the central question posed by this research. This will lead to a reflection on the importance of working with arts-based methodologies to preserve creative and critical thinking and to reduce the presence of stereotypes in children's work.
This research project aims to analyse how stereotypes present in society influence the development of creativity within the educational context, as well as to understand their impact on the educational process. Additionally, a comparison will be made between two groups of students: one from the 4th year of Early Childhood Education and another from the 2nd year of Primary Education, to observe the evolution of creativity across these educational stages. The study also seeks to identify and understand the influence of social stereotypes on children's creative productions. By analysing these productions, a comparative observation will be conducted to answer the central question posed by this research. This will lead to a reflection on the importance of working with arts-based methodologies to preserve creative and critical thinking and to reduce the presence of stereotypes in children's work.
Direction
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
Relationship between pornography exposure and sexual attitudes and expectations of secondary and high school students
Authorship
A.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
A.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 18:00
07.15.2025 18:00
Summary
This project aims to analyze the relationship between pornography exposure and the sexual attitudes and expectations of students in secondary education and upper secondary education. Using a quantitative design, data were collected from 151 students aged 14 to 19 from a Galician high school through anonymous online questionnaires. Pornography consumption patterns, sexual attitudes, and self-esteem were assessed. The results revealed an important prevalence of pornography consumption, the influence of sexual orientation on the endorsement of sexist and violent sexual attitudes, and a significant association between consumption and the adherence to such attitudes. Self-esteem, in turn, was only significantly related to the consumption of violent pornography among heterosexual men. The results highlight the need to rethink sex education from an inclusive, critical, and gender-aware perspective. In this regard, educational guidance emerges as a key component in the design and implementation of interventions that promote healthy, respectful, and violence-free affective and sexual development among adolescents.
This project aims to analyze the relationship between pornography exposure and the sexual attitudes and expectations of students in secondary education and upper secondary education. Using a quantitative design, data were collected from 151 students aged 14 to 19 from a Galician high school through anonymous online questionnaires. Pornography consumption patterns, sexual attitudes, and self-esteem were assessed. The results revealed an important prevalence of pornography consumption, the influence of sexual orientation on the endorsement of sexist and violent sexual attitudes, and a significant association between consumption and the adherence to such attitudes. Self-esteem, in turn, was only significantly related to the consumption of violent pornography among heterosexual men. The results highlight the need to rethink sex education from an inclusive, critical, and gender-aware perspective. In this regard, educational guidance emerges as a key component in the design and implementation of interventions that promote healthy, respectful, and violence-free affective and sexual development among adolescents.
Direction
CID FERNANDEZ, SUSANA (Tutorships)
CID FERNANDEZ, SUSANA (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Social cartography as an educational tool through environmental education in the environmental rehabilitation process of As Pontes de García Rodríguez
Authorship
A.R.M.
Master in Research in Education, Cultural Diversity and Community Development
A.R.M.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 12:30
07.17.2025 12:30
Summary
This Master's Thesis is oriented toward the development of a graphic metanarrative based on social cartography as a didactic tool for the critical evaluation of the ecological and urban transformation process associated with the environmental rehabilitation of the area formerly occupied by the As Pontes de García Rodríguez mine (Galicia). The research is situated at the intersection of environmental education, social cartography, and community development, justified both by a personal connection to the space and by the will to articulate the disciplinary and methodological knowledge acquired during the course in its socio- educational dimension. From a methodological perspective, a qualitative approach is adopted, communing semi-structured interviews with key territorial actors and photointerpretation techniques towards the construction of participatory cartographies adapted from the situated mapping methodology developed by the Iconoclasistas collective. The analysis of the information was carried out using ATLAS.Ti software and through a spatial SWOT analysis, aiming to identify discourses, perceptions, and tensions around the appropriation of the new postmining landscape. The results show that the space presents multiple strengths (environmental, landscape and social) but also faces threats derived from the possible installation of new industrial projects and the lack of maintenance of key infrastructures, which puts at risk its community in the processes of re-signification of the territory and its educational value. Lower participation of the local population is confirmed, reinforcing the need for tools that promote participation, the generation of situated knowledge, and informed collective decision-making. In this sense, the final graphic metanarrative demonstrates high potential as a didactic resource in both formal and non-formal educational contexts, enabling the interaction of multiple voices and promoting critical reflection on sustainability and local development.
This Master's Thesis is oriented toward the development of a graphic metanarrative based on social cartography as a didactic tool for the critical evaluation of the ecological and urban transformation process associated with the environmental rehabilitation of the area formerly occupied by the As Pontes de García Rodríguez mine (Galicia). The research is situated at the intersection of environmental education, social cartography, and community development, justified both by a personal connection to the space and by the will to articulate the disciplinary and methodological knowledge acquired during the course in its socio- educational dimension. From a methodological perspective, a qualitative approach is adopted, communing semi-structured interviews with key territorial actors and photointerpretation techniques towards the construction of participatory cartographies adapted from the situated mapping methodology developed by the Iconoclasistas collective. The analysis of the information was carried out using ATLAS.Ti software and through a spatial SWOT analysis, aiming to identify discourses, perceptions, and tensions around the appropriation of the new postmining landscape. The results show that the space presents multiple strengths (environmental, landscape and social) but also faces threats derived from the possible installation of new industrial projects and the lack of maintenance of key infrastructures, which puts at risk its community in the processes of re-signification of the territory and its educational value. Lower participation of the local population is confirmed, reinforcing the need for tools that promote participation, the generation of situated knowledge, and informed collective decision-making. In this sense, the final graphic metanarrative demonstrates high potential as a didactic resource in both formal and non-formal educational contexts, enabling the interaction of multiple voices and promoting critical reflection on sustainability and local development.
Direction
GARCIA VINUESA, ANTONIO (Tutorships)
GARCIA VINUESA, 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)
Literacy Methodologies for Adults in Latin America: A Systematic Review of the “Yo sí puedo” Program
Authorship
B.S.O.
Master in Research in Education, Cultural Diversity and Community Development
B.S.O.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
Illiteracy has been identified as one of the major social and educational issues in Latin America. This is due to the social repercussions derived from educational delay and dropout, reduced employability opportunities, social exclusion, the loss of cultural enrichment opportunities, and the general deterioration of quality of life. In 2001, a program was developed to address the educational needs related to illiteracy in Latin America: the Yo sí puedo literacy program. Several countries in Latin America and around the world have adapted and implemented this program, which has demonstrated high levels of effectiveness in reducing illiteracy and generating social impact among participating groups. With the aim of exploring the implementation experiences of the Yo sí puedo program, a systematic documentary review was conducted, following the guidelines of the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). This research approach allowed for a detailed analysis of the program’s methodological aspects and an assessment of the progress made across Latin America. It also identified challenges and difficulties during implementation, related to governmental involvement, community lifestyles, and methodological aspects of the program. It is concluded that the Yo sí puedo literacy program is an effective tool for reducing illiteracy and promoting social transformation in the Latin American context. However, considering the documented challenges, recommendations are proposed to improve the quality of implementation processes and optimize results.
Illiteracy has been identified as one of the major social and educational issues in Latin America. This is due to the social repercussions derived from educational delay and dropout, reduced employability opportunities, social exclusion, the loss of cultural enrichment opportunities, and the general deterioration of quality of life. In 2001, a program was developed to address the educational needs related to illiteracy in Latin America: the Yo sí puedo literacy program. Several countries in Latin America and around the world have adapted and implemented this program, which has demonstrated high levels of effectiveness in reducing illiteracy and generating social impact among participating groups. With the aim of exploring the implementation experiences of the Yo sí puedo program, a systematic documentary review was conducted, following the guidelines of the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). This research approach allowed for a detailed analysis of the program’s methodological aspects and an assessment of the progress made across Latin America. It also identified challenges and difficulties during implementation, related to governmental involvement, community lifestyles, and methodological aspects of the program. It is concluded that the Yo sí puedo literacy program is an effective tool for reducing illiteracy and promoting social transformation in the Latin American context. However, considering the documented challenges, recommendations are proposed to improve the quality of implementation processes and optimize results.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
The learning of Galician in the classrooms of the Bierzo region.
Authorship
L.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 19:00
07.15.2025 19:00
Summary
This Master's thesis deals with the study and proposal for the improvement of Galician language teaching in public schools in the region of El Bierzo. First of all, the sociolinguistic situation of the area is contextualised by analysing its territorial and sociocultural characteristics, as well as the current legal framework for the protection of the Galician language. The research focuses on the current presence of Galician in the educational environment of Bierzo, with the aim of identifying both the challenges and opportunities for its promotion. As an applied part of the study, a didactic intervention proposal was designed and carried out for students in the third year of Compulsory Secondary Education, within the optional subject of Galician Language and Culture, at the IES Bergidum Flavium in Cacabelos. The intervention was structured in three sessions developed during the Galician Letters Week 2025. In order to evaluate the effectiveness of the proposal, a comparative analysis of the pupils' perceptions of Galician before and after the intervention was carried out. The results obtained show a significant improvement in the students' attitude towards the Galician language, as well as progress in overcoming possible sociolinguistic stigmas.
This Master's thesis deals with the study and proposal for the improvement of Galician language teaching in public schools in the region of El Bierzo. First of all, the sociolinguistic situation of the area is contextualised by analysing its territorial and sociocultural characteristics, as well as the current legal framework for the protection of the Galician language. The research focuses on the current presence of Galician in the educational environment of Bierzo, with the aim of identifying both the challenges and opportunities for its promotion. As an applied part of the study, a didactic intervention proposal was designed and carried out for students in the third year of Compulsory Secondary Education, within the optional subject of Galician Language and Culture, at the IES Bergidum Flavium in Cacabelos. The intervention was structured in three sessions developed during the Galician Letters Week 2025. In order to evaluate the effectiveness of the proposal, a comparative analysis of the pupils' perceptions of Galician before and after the intervention was carried out. The results obtained show a significant improvement in the students' attitude towards the Galician language, as well as progress in overcoming possible sociolinguistic stigmas.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
IGLESIAS SOUTO, PATRICIA MARIA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Perceptions of Secondary School students regarding nonmonogamy: case study of a secondary school in Galicia
Authorship
S.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
S.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.14.2025 19:00
07.14.2025 19:00
Summary
This paper presents an exploratory case study on Secondary School students’ perceptions of consensual non-monogamous relationships (CNM), an affective model that is growing but still invisible in educational contexts. Based on a theoretical framework focused on relational learning in adolescence, monogamous norms, and sex education in the Spanish educational system, we analyse students’ representations, beliefs, and educational needs in this regard. The main objective was to understand how these perceptions are constructed and what role schools play in this learning process, paying special attention to the role of the Guidance Department. We used a mixed methodology with a sample of 62 students from a public school in Galicia, collecting data through a questionnaire and a focus group. The results show a high influence of informal socialisation, the persistence of stereotypical beliefs and the poor integration of relational diversity in formal education. We conclude by pointing out the need to broaden the focus of school sex education, incorporating content on relational diversity and reinforcing the role of the Guidance Department as a key agent in creating inclusive, critical and safe spaces for students’ emotional exploration.
This paper presents an exploratory case study on Secondary School students’ perceptions of consensual non-monogamous relationships (CNM), an affective model that is growing but still invisible in educational contexts. Based on a theoretical framework focused on relational learning in adolescence, monogamous norms, and sex education in the Spanish educational system, we analyse students’ representations, beliefs, and educational needs in this regard. The main objective was to understand how these perceptions are constructed and what role schools play in this learning process, paying special attention to the role of the Guidance Department. We used a mixed methodology with a sample of 62 students from a public school in Galicia, collecting data through a questionnaire and a focus group. The results show a high influence of informal socialisation, the persistence of stereotypical beliefs and the poor integration of relational diversity in formal education. We conclude by pointing out the need to broaden the focus of school sex education, incorporating content on relational diversity and reinforcing the role of the Guidance Department as a key agent in creating inclusive, critical and safe spaces for students’ emotional exploration.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
LOPEZ FERNANDEZ, CARME (Secretary)
VILLAR VARELA, MILENA (Member)
Teaching to learn. An intervention proposal to foster teachers’ promotion of Self-Regulated Learning
Authorship
N.S.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
N.S.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 12:30
07.15.2025 12:30
Summary
Self-regulated learning (SRL) encompasses a set of skills that support students in becoming autonomous, capable learners with a strong educational and social adjustment. Teaching plays a fundamental role in fostering self-regulation, making teachers key agents in this process. The literature suggests that teachers’ knowledge of SRL, their beliefs and their self-efficacy are closely linked to the promotion of self-regulation in the classroom. Moreover, SRL-promoting practices implemented by teachers have been shown to positively impact students’ motivational and strategic dimensions of SRL. Based on this foundation, the present Master's Thesis aims to propose an iintervention designed to support teachers in promoting SRL through their educational practice. The objective is to enhance teachers’ understanding of SRL-related practices, reshape their beliefs, and ultimately strengthen their self-efficacy regarding their ability to foster SRL in the classroom.
Self-regulated learning (SRL) encompasses a set of skills that support students in becoming autonomous, capable learners with a strong educational and social adjustment. Teaching plays a fundamental role in fostering self-regulation, making teachers key agents in this process. The literature suggests that teachers’ knowledge of SRL, their beliefs and their self-efficacy are closely linked to the promotion of self-regulation in the classroom. Moreover, SRL-promoting practices implemented by teachers have been shown to positively impact students’ motivational and strategic dimensions of SRL. Based on this foundation, the present Master's Thesis aims to propose an iintervention designed to support teachers in promoting SRL through their educational practice. The objective is to enhance teachers’ understanding of SRL-related practices, reshape their beliefs, and ultimately strengthen their self-efficacy regarding their ability to foster SRL in the classroom.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Analysis of the Culturally Responsive-Sustaining (CR-S) Framework from New York and Possibilities for Its Adaptation to the Galician Educational System: Proposals from School Counseling for Addressing Diversity.
Authorship
M.J.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
M.J.S.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
This master's Thesis examines the viability of critically adapting the Culturally Responsive-Sustaining (CR-S) framework, originally developed in New York, to the Galician educational system. The focus is on how the framework’s principles can be adjusted and contextualized within the current regulatory environment in Galicia. Using qualitative and documentary research, the study analyzes the theoretical and legal foundations of the CR-S and compares them with European, national, and regional legislation relevant to Galicia. This comparison identifies key convergences, challenges, and opportunities for adapting the CR-S to the Galician context. The research underscores the importance of contextualizing the curriculum, enhancing teacher training in inclusive pedagogies, encouraging active participation from the educational community, and moving toward assessment strategies that reflect the region’s increasing cultural diversity. The thesis presents specific proposals for adapting and contextualizing CR-S principles in Galician schools, ensuring alignment with existing regulations. Additionally, it defines the role of the school counseling department as a facilitator and mediator in this adaptation process. The department is tasked with advising teachers, promoting family and community engagement, and leading reflection on diversity from an inclusive and culturally relevant perspective.
This master's Thesis examines the viability of critically adapting the Culturally Responsive-Sustaining (CR-S) framework, originally developed in New York, to the Galician educational system. The focus is on how the framework’s principles can be adjusted and contextualized within the current regulatory environment in Galicia. Using qualitative and documentary research, the study analyzes the theoretical and legal foundations of the CR-S and compares them with European, national, and regional legislation relevant to Galicia. This comparison identifies key convergences, challenges, and opportunities for adapting the CR-S to the Galician context. The research underscores the importance of contextualizing the curriculum, enhancing teacher training in inclusive pedagogies, encouraging active participation from the educational community, and moving toward assessment strategies that reflect the region’s increasing cultural diversity. The thesis presents specific proposals for adapting and contextualizing CR-S principles in Galician schools, ensuring alignment with existing regulations. Additionally, it defines the role of the school counseling department as a facilitator and mediator in this adaptation process. The department is tasked with advising teachers, promoting family and community engagement, and leading reflection on diversity from an inclusive and culturally relevant perspective.
Direction
TRILLO ALONSO, JOSE FELIPE (Tutorships)
TRILLO ALONSO, JOSE FELIPE (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
La política educativa local. Análisis de los ayuntamientos de la comarca de Caldas
Authorship
L.S.R.
Master in Research in Education, Cultural Diversity and Community Development
L.S.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2025 12:15
07.15.2025 12:15
Summary
Municipal education policy in Galicia tends to be in the background compared to regional and state protagonism, which translates into a competency ambiguity that affects the involvement of the municipalities and their political leaders. In this context, the general objective of this Master’s Thesis is to analyse the competences in educational matters of the local administration in the municipalities of the Caldas region. To this end, it will be necessary to delve into its practices, limitations and challenges with an emphasis on the importance of knowledge of the territory as a basis for a proximity education. Specifically, through a methodology of a qualitative nature and using as the main instrument the semi-structured interviews aimed at the people responsible for this field in the municipalities, their degree of involvement will be precisely studied, together with their knowledge as relevant actresses in their territories. The results of the research highlight the political will of the municipalities and their commitment to the transformative role of education as a social tool. However, this ambition clashes with the reality of regulatory and budgetary limitations and the lack of clarity in competences, which hinder sustained and effective educational action. As a consequence, the region of Caldas demonstrates the need for a second decentralization that allows its local governments to exercise real leadership adapted to the specific needs of their territory. The implications of this study point to the need for a reflection on the role of the local administration in guaranteeing the right to education, underlining that only with greater recognition of competences and with more resources, municipalities will be able to promote educational policies that reflect the singularities of their context and promote a deep and lasting social transformation. In this way, it is concluded that proximity education must cease to be a concept present only in the literature to the demand to materialize itself into real policies for all citizens.
Municipal education policy in Galicia tends to be in the background compared to regional and state protagonism, which translates into a competency ambiguity that affects the involvement of the municipalities and their political leaders. In this context, the general objective of this Master’s Thesis is to analyse the competences in educational matters of the local administration in the municipalities of the Caldas region. To this end, it will be necessary to delve into its practices, limitations and challenges with an emphasis on the importance of knowledge of the territory as a basis for a proximity education. Specifically, through a methodology of a qualitative nature and using as the main instrument the semi-structured interviews aimed at the people responsible for this field in the municipalities, their degree of involvement will be precisely studied, together with their knowledge as relevant actresses in their territories. The results of the research highlight the political will of the municipalities and their commitment to the transformative role of education as a social tool. However, this ambition clashes with the reality of regulatory and budgetary limitations and the lack of clarity in competences, which hinder sustained and effective educational action. As a consequence, the region of Caldas demonstrates the need for a second decentralization that allows its local governments to exercise real leadership adapted to the specific needs of their territory. The implications of this study point to the need for a reflection on the role of the local administration in guaranteeing the right to education, underlining that only with greater recognition of competences and with more resources, municipalities will be able to promote educational policies that reflect the singularities of their context and promote a deep and lasting social transformation. In this way, it is concluded that proximity education must cease to be a concept present only in the literature to the demand to materialize itself into real policies for all citizens.
Direction
VAZQUEZ RODRIGUEZ, ANA (Tutorships)
VAZQUEZ RODRIGUEZ, ANA (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)
Restorative circles as a way to resolve conflicts: a proposal from the orientation department to improve the coexistence of secondary school students
Authorship
V.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
V.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
School coexistence is the ability of people to live with others in a framework of mutual respect and reciprocal solidarity, expressed in harmonious and non-violent interaction between the different actors and levels of the educational community. There are numerous investigations into school coexistence, results that show the importance of the peaceful resolution of conflicts for its improvement, as well as the legislative support that these proposals have. For this reason, a proposal for guiding intervention is formulated within the framework of the Tutorial Action Plan and the Coexistence Plan based on restorative circles, and aimed at students of Compulsory Secondary Education according to the needs detected in a Galician educational center. Through it, it is intended to improve classroom and school coexistence, and to provide both students and teachers with strategies for peaceful conflict resolution.
School coexistence is the ability of people to live with others in a framework of mutual respect and reciprocal solidarity, expressed in harmonious and non-violent interaction between the different actors and levels of the educational community. There are numerous investigations into school coexistence, results that show the importance of the peaceful resolution of conflicts for its improvement, as well as the legislative support that these proposals have. For this reason, a proposal for guiding intervention is formulated within the framework of the Tutorial Action Plan and the Coexistence Plan based on restorative circles, and aimed at students of Compulsory Secondary Education according to the needs detected in a Galician educational center. Through it, it is intended to improve classroom and school coexistence, and to provide both students and teachers with strategies for peaceful conflict resolution.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
The teaching competence of Compulsory Secondary Education teachers with students with disabilities.
Authorship
L.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This paper presents a field research study focused on disability and the training needs of secondary education teachers in relation to this issue. Inclusive education is a fundamental challenge in the educational field, and teacher preparation is essential to ensuring proper attention to diversity within the classroom. This study aims to analyze the perception of school counselors regarding teacher training in the field of disability within Compulsory Secondary Education (ESO). To achieve this, fieldwork was conducted based on interviews with educational counselors from ten schools in the province of Ourense. Through these interviews, the study seeks to identify strengths and shortcomings in teacher training concerning the support provided to students with disabilities, as well as to understand the needs and proposals for improvement in this area. The results obtained will allow for a diagnosis of the current state of teacher training related to disability and will propose recommendations to improve teacher preparation in order to promote a more inclusive and equitable education.
This paper presents a field research study focused on disability and the training needs of secondary education teachers in relation to this issue. Inclusive education is a fundamental challenge in the educational field, and teacher preparation is essential to ensuring proper attention to diversity within the classroom. This study aims to analyze the perception of school counselors regarding teacher training in the field of disability within Compulsory Secondary Education (ESO). To achieve this, fieldwork was conducted based on interviews with educational counselors from ten schools in the province of Ourense. Through these interviews, the study seeks to identify strengths and shortcomings in teacher training concerning the support provided to students with disabilities, as well as to understand the needs and proposals for improvement in this area. The results obtained will allow for a diagnosis of the current state of teacher training related to disability and will propose recommendations to improve teacher preparation in order to promote a more inclusive and equitable education.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
Court
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
FRANCO LOPEZ, JOSE PABLO (Chairman)
PARADA GAÑETE, ANA (Secretary)
BASANTA CAMIÑO, SILVIA (Member)
The pedagogical suitcase. A tool to bring artistic references to Primary Education classrooms.
Authorship
A.V.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.V.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.14.2025 18:00
07.14.2025 18:00
Summary
This Master's thesis seeks to offer a possible application of the pedagogical suitcases, used in museums, in Primary Education classrooms. Specifically, it focuses on the area of Plastic and Visual Education. The work reviews the literature on pedagogical suitcases. It also includes a didactic proposal designed for the third year of Primary Education, which aims to incorporate contemporary artistic references into the classroom through the pedagogical bag, facilitating the development of critical thinking and curricular content in a more significant way.
This Master's thesis seeks to offer a possible application of the pedagogical suitcases, used in museums, in Primary Education classrooms. Specifically, it focuses on the area of Plastic and Visual Education. The work reviews the literature on pedagogical suitcases. It also includes a didactic proposal designed for the third year of Primary Education, which aims to incorporate contemporary artistic references into the classroom through the pedagogical bag, facilitating the development of critical thinking and curricular content in a more significant way.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
DIZ OTERO, MARIO (Member)
The role of music as an integrating element in educational proposals based on STE(A)M approaches and interdisciplinary models: a systematic review
Authorship
L.V.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
L.V.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.16.2025 19:30
07.16.2025 19:30
Summary
Music, within the field of education, has always been treated as a complementary and isolated discipline, occupying a secondary place in the curriculum. Despite this, recent studies have shown that through music, certain motor and social skills can be developed, as well as creativity and critical thinking, among other things. This Master's Thesis (MST) conducts a documentary review following the PRISMA protocol on the role of music as an integrating element in educational proposals based on STE(A)M approaches and interdisciplinary models. The STE(A)M approach is understood as an interdisciplinary approach to teaching science, technology, engineering and mathematics, in which the rigour of scientific concepts is developed through immersive teaching activities applied to the real world. Interdisciplinarity, meanwhile, is understood as a pedagogical methodology that establishes connections between the different academic disciplines in the curriculum in order to achieve more meaningful and comprehensive knowledge.
Music, within the field of education, has always been treated as a complementary and isolated discipline, occupying a secondary place in the curriculum. Despite this, recent studies have shown that through music, certain motor and social skills can be developed, as well as creativity and critical thinking, among other things. This Master's Thesis (MST) conducts a documentary review following the PRISMA protocol on the role of music as an integrating element in educational proposals based on STE(A)M approaches and interdisciplinary models. The STE(A)M approach is understood as an interdisciplinary approach to teaching science, technology, engineering and mathematics, in which the rigour of scientific concepts is developed through immersive teaching activities applied to the real world. Interdisciplinarity, meanwhile, is understood as a pedagogical methodology that establishes connections between the different academic disciplines in the curriculum in order to achieve more meaningful and comprehensive knowledge.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
RICO DIAZ, JAVIER (Member)
LOPEZ MONDEJAR, MARIA LETICIA (Chairman)
LOPEZ CARRETERO, XOSÉ MARÍA (Secretary)
RICO DIAZ, JAVIER (Member)
The soundscape as a pedagogical tool: A didactic proposal for the subject of Musical Analysis I
Authorship
S.J.V.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.J.V.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.14.2025 13:30
07.14.2025 13:30
Summary
With this work we intend to explore the use of the soundscape as a pedagogical tool, together with the incorporation of information and communication technologies (ICT), through a didactic proposal designed for the subject of Musical Analysis I. First of all, a bibliographic review about the concepts of deep listening, soundscape and a brief historical review about the use of technologies in music in the 20th century is carried out. Subsequently, the design of the proposal is defined and the process of implementation in a center of Santiago de Compostela is evaluated. The aim of the project is to promote an active and deep exploration of the students in order to be able to move more consciously in their sound environment. Likewise, we seek that these attitudes serve as a source of inspiration for sound creation through the use of ICT. Finally, proposals for improvement are presented once the implementation is finished, including the temporal extension of the intervention in order to achieve a correct assimilation of all the contents.
With this work we intend to explore the use of the soundscape as a pedagogical tool, together with the incorporation of information and communication technologies (ICT), through a didactic proposal designed for the subject of Musical Analysis I. First of all, a bibliographic review about the concepts of deep listening, soundscape and a brief historical review about the use of technologies in music in the 20th century is carried out. Subsequently, the design of the proposal is defined and the process of implementation in a center of Santiago de Compostela is evaluated. The aim of the project is to promote an active and deep exploration of the students in order to be able to move more consciously in their sound environment. Likewise, we seek that these attitudes serve as a source of inspiration for sound creation through the use of ICT. Finally, proposals for improvement are presented once the implementation is finished, including the temporal extension of the intervention in order to achieve a correct assimilation of all the contents.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
LOPEZ CARRETERO, XOSÉ MARÍA (Member)
Use of linguistic mediation in a multigrade classroom: L1 and L2.
Authorship
L.V.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
L.V.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.15.2025 10:00
07.15.2025 10:00
Summary
Currently, we find a growing presence of multilingualism in the classrooms, motivated by cultural diversity and current educational legislation. In view of this, we need communication strategies that allow us to reformulate messages and reach all students. Language mediation stands out among them, to which the Complementary Volume of the Common European Framework of Reference for Languages adds new descriptors for its definition. Therefore, and given the scarcity of studies in this area, this Master's Thesis aims to delve deepen and make known this communicative situation increasingly frequent in classrooms. To this end, a qualitative research was carried out with a comparative analysis of the interventions of 9 people (teachers and students of the second cycle of early childhood education and first cycle of primary education). The data show different examples of oral language mediation (communication, concepts or texts) and the form and purpose with which it is presented, reaffirming its daily presence in classrooms.
Currently, we find a growing presence of multilingualism in the classrooms, motivated by cultural diversity and current educational legislation. In view of this, we need communication strategies that allow us to reformulate messages and reach all students. Language mediation stands out among them, to which the Complementary Volume of the Common European Framework of Reference for Languages adds new descriptors for its definition. Therefore, and given the scarcity of studies in this area, this Master's Thesis aims to delve deepen and make known this communicative situation increasingly frequent in classrooms. To this end, a qualitative research was carried out with a comparative analysis of the interventions of 9 people (teachers and students of the second cycle of early childhood education and first cycle of primary education). The data show different examples of oral language mediation (communication, concepts or texts) and the form and purpose with which it is presented, reaffirming its daily presence in classrooms.
Direction
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
FAYA CERQUEIRO, FATIMA MARIA (Tutorships)
Court
PENA PRESAS, MONSERRAT (Chairman)
RODRIGUEZ ABRUÑEIRAS, PAULA (Secretary)
Trigo Martínez, Cristina (Member)
PENA PRESAS, MONSERRAT (Chairman)
RODRIGUEZ ABRUÑEIRAS, PAULA (Secretary)
Trigo Martínez, Cristina (Member)
Inclusive education: educational intervention proposal to promote emotional well-being in adolescents with physical disabilities
Authorship
L.D.P.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.D.P.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
07.15.2025 13:30
07.15.2025 13:30
Summary
The educational intervention proposal aims to promote the inclusion of Compulsory Secondary Education (ESO) students with physical disabilities enrolled in mainstream schools in the autonomous community of Galicia. To achieve this, initiatives will be designed to foster the development of self-esteem and a positive self-perception among adolescents, particularly those with physical disabilities. This proposal also seeks to strengthen interpersonal relationships and create a positive and safe school environment that helps prevent discrimination or marginalization, encouraging a climate of respect and inclusion throughout the entire school. In conclusion, through various dynamics and activities, the aim is not only to enhance the individual well-being of adolescents with physical disabilities but also to strengthen the social fabric within the school group. This proposal aspires to contribute to the development of a more inclusive, empathetic, and cohesive educational community that embraces all forms of diversity. By promoting mutual respect and understanding, the foundation is laid for a school environment where all students can thrive, free from prejudice and discrimination.
The educational intervention proposal aims to promote the inclusion of Compulsory Secondary Education (ESO) students with physical disabilities enrolled in mainstream schools in the autonomous community of Galicia. To achieve this, initiatives will be designed to foster the development of self-esteem and a positive self-perception among adolescents, particularly those with physical disabilities. This proposal also seeks to strengthen interpersonal relationships and create a positive and safe school environment that helps prevent discrimination or marginalization, encouraging a climate of respect and inclusion throughout the entire school. In conclusion, through various dynamics and activities, the aim is not only to enhance the individual well-being of adolescents with physical disabilities but also to strengthen the social fabric within the school group. This proposal aspires to contribute to the development of a more inclusive, empathetic, and cohesive educational community that embraces all forms of diversity. By promoting mutual respect and understanding, the foundation is laid for a school environment where all students can thrive, free from prejudice and discrimination.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
Taboada Ares, Eva María (Chairman)
CAMBEIRO LOURIDO, MARIA DO CARMEN (Secretary)
VARGAS CALLEJAS, GERMAN (Member)
School segregation and educational support for students of immigrant origin: a systematic review of the issue in Spain.
Authorship
A.V.R.
Master in Research in Education, Cultural Diversity and Community Development
A.V.R.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
07.15.2025 13:15
07.15.2025 13:15
Summary
School segregation of immigrant students is an issue that has gained relevance in Spain due to the rise in migration flows, which, unsurprisingly, have transformed educational institutions, both in terms of the composition of schools themselves and the educational policies that regulate them. Hence, the aim of this study is to explore and critically synthesize the scientific literature on this phenomenon in the Spanish non-university education system. For this purpose, a systematic review methodology was used, following the recommendations of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, which allowed us to select 14 studies from the Dialnet, Scopus and Web of Science databases. The results reveal, first, a general trend toward a decrease in segregation since the beginning of the century, although moderate levels persist with a strong territorial asymmetry that intensifies when other vulnerability factors are taken into account. Secondly, it shows that this phenomenon cannot be explained by a single causal mechanism, but rather by the interaction of contextual, institutional, and sociocultural factors. Likewise, the findings confirm that this type of segregation has harmful effects on the educational trajectories of both native and non-native students, while undermining the possibilities of an egalitarian and cohesive society. Finally, proposals are identified to mitigate the situation, ranging from the reformulation of admission policies to measures aimed at the schools themselves, as well as strengthening the role of local authorities so that they can manage the problem from a micro perspective, which highlights the need for coordination among all the actors involved.
School segregation of immigrant students is an issue that has gained relevance in Spain due to the rise in migration flows, which, unsurprisingly, have transformed educational institutions, both in terms of the composition of schools themselves and the educational policies that regulate them. Hence, the aim of this study is to explore and critically synthesize the scientific literature on this phenomenon in the Spanish non-university education system. For this purpose, a systematic review methodology was used, following the recommendations of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, which allowed us to select 14 studies from the Dialnet, Scopus and Web of Science databases. The results reveal, first, a general trend toward a decrease in segregation since the beginning of the century, although moderate levels persist with a strong territorial asymmetry that intensifies when other vulnerability factors are taken into account. Secondly, it shows that this phenomenon cannot be explained by a single causal mechanism, but rather by the interaction of contextual, institutional, and sociocultural factors. Likewise, the findings confirm that this type of segregation has harmful effects on the educational trajectories of both native and non-native students, while undermining the possibilities of an egalitarian and cohesive society. Finally, proposals are identified to mitigate the situation, ranging from the reformulation of admission policies to measures aimed at the schools themselves, as well as strengthening the role of local authorities so that they can manage the problem from a micro perspective, which highlights the need for coordination among all the actors involved.
Direction
SANTOS REGO, MIGUEL ANGEL (Tutorships)
SANTOS REGO, MIGUEL ANGEL (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)