ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Center Faculty of Education Sciences
Call: Second Semester
Teaching: Sin Docencia (En Extinción)
Enrolment: No Matriculable (Sólo Planes en Extinción)
The subject “Identity of Gender and Education” has like fundamental objective to contribute to the training of teachers of Childish and Primary Education to be able to promote attitudes and implement projects and practical coeducative of face to the equality between genders. In this subject the master futures will be entered in a subject of prime importance, this is, the relations of gender and the processes of construction of the identities of gender. It will deepen in the basic appearances of the processes and mechanisms that take part in the construction of the feminine and masculine identities and in his meaning for the socialisation and human education.
Specific objectives:
Conceptual (know):
-Know, analyse and value the basic appearances of the processes and mechanisms that take part in the constitution of the feminine and masculine identity
- Know, analyse and value, from a pedagogical perspective-critical regarding the primary and secondary processes of the socialisation and human education, the differences in function of the gender
Procedural (Know do):
-Can develop and undertake in the educational field-school actions of face to the transformation of the social conditions and socialisation existent from a critical perspective of the gender and of the women
-Create actively educational and socialisation conditions egalitarian in function of the gender.
Attitudinal (Know be):
-Sensitivity and commitment like future teachers with the equality of gender
1. Discussion Sex-gender, historical appearances of the knowledge of the gender and of the women
1.1.- Object and concept of Identity of Gender and Education
1.2.- The conceptual constructions Sex-Gender
1.3.- "Women´s Studies" and "Sociology of the Gender": Historical appearances
1.4.- “Androcentrismo” and “Patriarcado”
2. Theories more notable on of the processes of construction of the identities of gender
2.1.- The Psychoanalytic theory
2.2.- Social theories and social-psychological explanations
2.3.- Approaches theoretical -feminists:
2.3.1.- The Theories of the "Equality"
2.3.2.- The Theories of the "Difference"
2.3.3.- The Postmodernism and the Theory of the Deconstrucción
3. The social constitution of the identities of gender and the education and human socialisation
3.1.- Roles of gender and socialisation in function of the gender
3.2.- The construction and transmission of the stereotypes of gender
-Didactic material
-Childish literature
-Mass Media: advertising, cinema, television, press …
4. Instances and diverse processes of socialisation and violence against the women
Basic bibliography:
García Marín, J. & Gómez Vázquez, Mª B. (Eds.) (2013). Diálogos en la cultura de la paridad. Reflexiones sobre feminismo, socialización y poder. Santiago de Compostela: Servicio de Publicacións da USC.
Radl Philipp,R. (2001). Cuestiones Actuales de Sociología del Género. Madrid: CIS-Univ. Santiago.
Subirats, M. (2010). ¿Coeducación o escuela segregada? Un viejo y persistente debate (Pp. 143-158). En RASE vol. 3, núm. 1.
Complementary bibliography:
Arnot, M. (2009). Coeducando para una ciudadanía en igualdad. Madrid: Morata.
Beauvoir, S. (2005). El segundo sexo. Cátedra. (Original publicado en 1949)
Calvo Charro, M. (2005). Los niños con los niños y las niñas con las niñas. Córdoba: Almuzara.
Castaño Collado, C. (2008). La segunda brecha digital. Madrid: Cátedra.
Castells, M. & Subirats, M. (2007). Mujeres y hombres ¿un amor imposible?. Madrid: Alianza Ed.
Cerviño M.J. (et. al.) (2006). Experiencias de relación en la escuela : prevenir la violencia contra niñas y mujeres. Madrid : Instituto de la Mujer
Davis, B. (1994). Sapos y culebras y cuentos feministas. Los niños de preescolar y el género. Madrid: Cátedra/Universitat de Valéncia/Instituto de la Mujer. (Original publicado en 1989)
Durán, Mª Á. (2000). Si Aristóteles levantara la cabeza. Madrid: Cátedra.
Flax, J. (1995). Psicoanálisis y feminismo. Pensamientos fragmentarios. Madrid: Cátedra.
Freud, S. (1972 y 1974). Obras Completas (Tomos V y VII). Madrid: Biblioteca Nueva.
Friedan, B. (2009). La mística de la feminidad. Madrid: Cátedra. (Original publicado en 1963)
Irigaray, L. (1992). Yo, Tú, Nosotras. Madrid: Cátedra.
Loma C. (2004). Los chicos tambien lloran. Identidades masculinas, igualdad entre los sexos y coeducación. Barcelona: Paidós.
Moreno, E. (Coord.) (2013). La urdimbre sexista : violencia de género en la escuela primaria. Málaga : Ediciones Aljibe.
Rincón, A. (Coord.) (2005). Congreso Internacional Sare 2005: “Niñas son, mujeres serán”. Vitoria-Gasteiz: EMAKUNDE/Instituto Vasco de la Mujer.
Rodríguez Martínez, C. (2004). La ausencia de las mujeres en los contenidos escolares. Barcelona: Paidos.
Rodríguez Menéndez, Mª C. & Peña Calvo, J.V. (2005). Identidad de género y contexto escolar:una revisión de modelos (Pp. 165-194). En REIS, 112.
Schiebinger, L. (2004). ¿Tiene sexo la mente?. Madrid: Cátedra.
Subirats, M. & Tomé, A. (2007). Balones fuera. Reconstruir los espacios desde la coeducación. Barcelona: Octaedro.
Tubert, S. (Coord.) (2011). Del sexo al género. Madrid: Cátedra.
Electronic resources
RASE. Revista electrónica de la Asociación de Sociología de la Educación (ASE): http://www.ase.es/rase
ASE. Asociación de Sociología de la Educación: http://www.ase.es/
CIS. Centro de Investigaciones Sociológicas: http://www.cis.es/
Mujeres en Red. El Periódico Feminista: http://www.mujeresenred.net/
Pensamiento crítico (Mujeres, feminismo):
http://www.pensamientocritico.org/0mujeresfem.htm
Instituto de la mujer: http://www.inmujer.es/
CIFEX. Centro Interdisciplinario de Investigacións Feministas e de Estudos de Xénero(USC): http://www.usc.es/gl/institutos/cifex/
OIX. Oficina de Igualdade de Xénero (USC): http://www.usc.es/oix
Cine y educación: http://www.uhu.es/cine.educacion/cineyeduca
Competence and results of learning that the student has to purchase:
Generals:
G4. Design and regulate spaces of learning in contexts of diversity and that attend to the equality of gender, to the equity and to the respect to the human rights that conform the values of the citizen training.
G5. Boost the convivencia in the classroom and out of her, resolve problems of discipline and contribute to the peaceful resolution of conflicts. Stimulate and value the effort, the proof and the personal discipline in the students.
G8. Keep a critical and autonomous relation concerning the knowledges, the values and the public social institutions and private.
Basic:
B.1.- That the students have showed to possess and comprise knowledges in an area of study that splits of the base of the secondary education general, and is used to find to a level that, although it supports in books of text advanced, includes also some appearances that involve pertinent knowledges of the avant-garde of his field of study;
B.3.- That the students have the capacity to gather and interpret notable data (usually inside his area of study) to issue trials that include a reflection on notable subjects of índole social, scientific or ethical;
B.4.- That the students can transmit information, ideas, problems and solutions to a so much specialised public as no skilled.
Transversal:
T.3.- Instrumental knowledge of the technologies of the information and of the communication.
Specific:
EC34 -Analyse and comprise the basic appearances of the processes and mechanisms that take part in the constitution of the feminine and masculine identity
EC35 -Analyse and comprise, from a pedagogical and critical perspective regarding the primary and secondary processes of the socialisation and human education, the differences in function of the gender
EC36 -Can develop and undertake in the educational field actions of face to the transformation of the social conditions and socializadoras existent from a critical perspective of the gender and of the women
EC37 -Create actively egalitarian educational conditions in function of the gender.
It proposes an active methodology that boost the participation of the students in the construction of his own knowledge about the subjects proposed. For this, the professor will realise the presentation of the subjects with the explanations that consider convenient to orient to the students to the centres of interest that was convenient to deepen from the documentary point of view, bibliographic or tutorial.
FACE-TO-FACE ACTIVITIES
Activities in big group. The formative activities in big group will deepen especially in the theoretical part of the subject and will be headed to the acquisition of basic knowledges with a notable weight of expositive activities by part of the professor and, occasionally, presentations and oral exhibitions by part of the different groups of students.
Activities in average group. In the activities of half group will be the own students, with help of the professor, the one who will realise different activities of application of the theoretical contents. It treats of activities that favour the interactive teaching, with an often important weight of the work in team, favouring the cooperation and the exchange of experiences. The face-to-face activities that develop in this modality of grouping will require, as it is logical, a high percentage of hours of autonomous work by part of the alumnado, so much individual as in the breast of the team of work in which it integrate .
Activities in small group or individual
The activities in small group and the tutorials will be headed to to orient to the students of form more personalised, realise the follow-up of the process of autonomous work, so much individual as of group of work, and resolve doubts so much of the learnings related with the subject like relative to procedures of work and technicians more related with the basic and transversal competitions.
ACTIVITIES OF AUTONOMOUS WORK
The activities of autonomous work by part of the students will be directed to the study and assimilation of the contents what will suppose the realisation of the compulsory readings and recommended by the professor as well as the realisation of the practical activities that design (projects, exercises, analysis of content, etc.) and that will involve the preparation of reports, visual presentations, oral exhibitions, etc.
In any case, will do special upsetting in that the students, using distinct procedures, arrive to realise of autonomous form a preparation and synthesis of the information that allow him go building a solid knowledge and very argued.
It will value the performance and the learnings purchased through a combination balanced between activities of formative evaluation and of final evaluation. The first has to value the effort and the progress in the learning and promote the dedication continued to the subject along the cuatrimestre. The second will allow to value as a whole the results of the learning.
The system of assessment for this subject will be as follows::
Participation in the classroom: 15%
Specific tests: 40%
Reports written and other productions: 30%
Oral presentations: 15%
The students that have exemption of teaching will have to inform of his situation to the professor. The process and scales of evaluation will be the same that for the rest of the students, with the peculiarity that they will be able to follow of autonomous form the practices of the subject, works and exhibitions. For the assessment of the separated “Participation in the classroom”, the students with exemption of teaching will have to realise the activities of follow-up indicated by the professor, consistent in the realisation of two reports with a brief reflection and analysis of the tasks, practical and works that are developing as well as of his advances in the study of the theoretical materials of the subject (the dates of delivery will establish with the students in the tutorials).
Rule of the Faculty on assessment:
To obtain a positive assessment in the subject will be precise to have realised in term all the activities of assessment specified as well as surpass each one of them.
The individual works or in group of the students will have to be original. The delivery of a work copied will suppose the suspense of the subject and the assessment of the student in the following announcement.
To effects of assessment, a same work can not be used for several matters, except in the activities programmed of form coordinated.
The following picture reflects the distribution of the 4,5 ECTS of this subject according to the instructions received of the Rectorship and the Faculty:
Theoretical hours: 18
Interactive Hours: 18
Tutorial hours: 2.5
Total face-to-face hours: 38.5
It estimates that the student will have to devote some 74 hours of autonomous work to be able to surpass the subject.
Total hours dedication to the subject: 112.5
- Develop a critical and reflexive attitude around the matter.
- Use the tutorial for resolve the doubts
Assistance to class
The Council of Government of 25 March 2010 approved the Rule of assistance to class in the educations adapted to the EEES
(http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…).
In the same expose the profits of the assistance to the class, between them facilitates a better understanding of the subject, the acquisition of competitions in groups and individual, the continuous learning, the direct interaction with other students or the possibility of a methodology professor-student more participatory. It fits to remember that the USC is a face-to-face university, by what the assistance to a minimum of 80% of the sessions of class is compulsory. In the cases contemplated in the rule of the Faculty, the students will be able to request official exemption of teaching.
Environmental responsibility
In relation to the personal works or of group that realise for the subject take into account the following indications:
-Avoid cover of plastic or other unnecessary external wrappings.
-Whenever it was possible to employ staples in place of plastic.
-Print the two faces in quality save of ink.
-Not employing leaf of paper in white between chapters or parts.
-Avoid annexes that not have direct reference with the subjects developed.
Gender perspective:In accordance with criteria of gender equality in theUniversity context,is recommended to make use of the
language non-sexist committed academic works in both the daily work of the classroom.
Begoña Gomez Vazquez
- Department
- Political Science and Sociology
- Area
- Sociology
- Phone
- 881813782
- begona.gomez [at] usc.es
- Category
- Professor: Temporary PhD professor
| 05.30.2022 18:00-20:00 | Grupo de examen | (NORTH CAMPUS) - North OFFICE |
| 07.05.2022 18:00-20:00 | Grupo de examen | (NORTH CAMPUS) - North OFFICE |