ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: History, Philosophy and Anthropology
Areas: Contemporary History, Philosophy
Center Faculty of Teacher Training
Call: First Semester
Teaching: Sin Docencia (En Extinción)
Enrolment: No Matriculable (Sólo Planes en Extinción)
Conceptual:
- To understand, analyze and assess the grounds on which sociability and human educability are based.
- To understand, analyze and assess the evolution of the family and children in a cultural history approach.
- To understand, analyze and assess the implications and mutual demands within the school-family-society triangle.
- To know how to implement tutorial activities with students and their families
Attitudinal:
- To promote democratic citizenship education, with special attention to gender equality, respect for human rights and the development of a critical and active attitude towards today's society.
Procedural:
- To have a proper use of the means provided by ICTs.
- Theme 1. Family, school and childhood: typology and historical evolution.
- Theme 2. Guiding and tutorial activities related to the familiar scenario.
- Theme 3. Design tutorial action plans in schools and their impact on families.
- Theme 4. Basic characteristics of human beings on which their sociability and educability are based.
- Theme 5. Family and school: implications and mutual demands.
- Theme 6. Society and school: implications and mutual demands.
Basic bibliography:
Angulo, Araceli (2011). La tutoría en la educación primaria: manual de ayuda. Barcelona: Wolters Kluwer.
Barrio, José M. (1998). Elementos de antropología pedagógica. Madrid: Rialp.
Bona, César (2015). La nueva educación. Barcelona: Plaza & Janés.
Forest, Claire et García-Bacete, Francisco J. (2006). Comunicación cooperativa entre la familia y la escuela. Valencia: Nau Llibres.
Heywood, Colin (2001). A history of childhood. Cambridge: Polity Press.
Kottak, Conrad Ph. (2002). Antropología cultural. Madrid: McGraw Hill.
Martín, Xus et alii (2003). Tutoría: técnicas, recursos y actividades. Madrid: Alianza.
Méndez, Laura et alii (2007). La tutoría en educación infantil. Barcelona: CissPraxis.
Rojas-Marcos, Laura (2014). La familia. De las relaciones tóxicas a las relaciones sanas. Barcelona: Grijalbo.
Segalen, Martine (1992). Antropología histórica de la familia. Madrid: Taurus.
Stearns, Peter N. (2006). Childhood in world history. New York: Routledge.
Complementary bibliography (theme 1):
Ariès, Philippe (1981). História social da criança e da familia. Río de Xaneiro: LTC.
Ariès, Philippe (1992). El niño y la vida familiar en el Antiguo Régimen. Madrid: Taurus.
Becchi, Egle et Julia, Dominique (dirs.) (1998). Histoire de l’infance en Occident. Paris: Seuil.
Borrás Llop, José María (ed.) (2013). El trabajo infantil en España (1750-1950). Barcelona: Icaria-UB
De Mause, Lloyd (ed.) (1994). Historia de la infancia. Madrid: Alianza.
Heywood, Colin (ed.) (2011). A Cultural History of Childhood and Family. The Age of Empire. London: Berg.
Hiner, N.R. (2011). A Cultural History of Childhood and Family. The Modern Age. London: Berg.
Humphries, Jane (2010), Childhood and Child Labour in the British Industrial Revolution. Cambridge: CUP
Sarasúa, Carmen (ed.) (2021). Salarios que la ciudad paga al campo. Las nodrizas de las inclusas en los siglos XVIII y XIX. Alacant: Universitat
Complementary bibliography (themes 2 and 3):
Álvarez, Ramiro J. (2013). Acción tutorial y orientación: aceptación, compromiso, valores. Una propuesta de estilo para la intervención de tutores y orientadores. Bilbao: Desclée De Brouwer.
Arnáiz, Pere et Riart, Joan (comps.) (1999). La tutoría: de la reflexión a la práctica. Barcelona: EUB.
Gallego, Sofía et Riart, Joan (2006). La tutoría y la orientación en el siglo XXI: nuevas propuestas. Barcelona: Octaedro.
Luengo, Florencio et Moya, José (dirs.) (2008). Escuela, familia, comunidad: claves para la acción. Madrid: Volters Kluwer.
Monge, M. Concepción (2009). Tutoría y orientación educativa: nuevas competencias. Madrid: Wolters Kluwer.
Complementary bibliography (themes 4, 5 and 6):
Bouché, J. Henri et alii (2002). Antropología de la educación. Madrid: Síntesis.
Calvo, Tomás (1995). De los sofistas a Platón: política y pensamiento. Madrid: Ediciones Pedagógicas.
Comellas, María J. (2009). Familia y escuela: compartir la educación. Barcelona: Graó.
Echeverría, Javier (1995). Cosmopolitas domésticos. Barcelona: Anagrama.
Esteve, José M. (2003). La tercera revolución educativa. La educación en la sociedad del conocimiento. Barcelona: Paidós.
Giddens, Anthony (2010). Sociología. Madrid: Alianza.
Llana, César et Prado, Santiago (2007). Imaxes da infancia en Ribadavia e o Ribeiro. In César Llana et Santiago Prado Álbums para o reencontro. Ribadavia e os ribadavienses V: imaxes da infancia. Santiago de Compostela: Xunta de Galicia-Museo Etnolóxico de Ribadavia, 15-33.
Mariño, X. Ramón et González, X. Manuel (2010). Dicionario de etnografía e antropoloxía de Galiza. Vigo: Nigratrea.
[...]
General:
- G4. To design and regulate learning spaces in diverse contexts which attend to gender equality, to equity and to respect for human rights which satisfy the values of citizenship formation.
- G6. To know the organization of primary education colleges and the diversity of actions which make them function. To perform tutorial and guidance functions with students and their families, attending to the singular educational needs of the students. To assume that the practice of the teaching function must continue to be perfected and adapted to scientific, pedagogical and social changes throughout one’s life.
- G7. To collaborate with different sectors in the educational community and in the social setting. To take on the educational dimension of the teaching function and encourage democratic education for active citizens.
- G8. To maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.
Specific:
- E20. To show social skills to understand families and being understood by them.
- E21. To know and perform the tutorial and adviser duties in relation to family education in the 6-12-year-old period.
- E22. To establish relationships between education and the social setting and to cooperate with families and community.
- E14. To know the historical evolution of the family, the different types of families, lifestyle and education within the familiar context.
Basic:
- B2. That students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
- B3. That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues.
- B4. That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
Transversal:
- T2. Instrumental knowledge of Galician language.
- T3. Instrumental knowledge of Information and Communication Technologies.
The presencial activities of the whole group (24 hours) are designed to develop, clarify and discuss the contents that offer greater difficulty of understanding, with special emphasis on the basic and most relevant aspects, while the early learning problems that students may come across are resolved. They should use 35 hours of autonomous study to master the fundamentals of the subject.
In a similar way, small group activities (24 hours) with regard to the discussion, debate, review of documents, work expositions, etc., will need 45 hours of students’ personal work, in order to facilitate an autonomous and cooperative learning which develops the ability to expose publicly the results of their work performed.
Students will be guided through tutorial sessions (3 hours), in very small groups or individually, with the aim of guiding their work and learning, requiring 19 hours of autonomous work by students. The achievements will be assessed through appropriate exercises (3 hours).
The possibilities offered by the virtual USC will be used in the subject.
Participation in class and Oral presentations: until 2 points of the final mark (competences tested: G3, G5, G12; E10, E11, E12, E14; B2, B4; T1; G7, G10; E10, E11, E12, E14; B2, B3, B4; T2, T3).
Written reports and other productions: until 3 points of the final mark (competences tested: G7; E10, E11, E12, E14; B2, B3, B4; T1, T2, T3).
Specific tests: until 5 points of the final mark (competences tested: G4, G10; E10, E11, E12, E14; B2, B3; T1).
Total 150 hours: 51 attendance hours and 99 hours of autonomous work.
Large group activities: 24 attendance hours and 35 hours of autonomous work.
Medium group activities: 24 attendance hours and 45 hours of autonomous work.
Small group activities: 24 attendance hours and 19 hours of autonomous work.
- Continuous attendance and active participation in classes.
- Completion of all the works / activities scheduled.
USC is an attendance-modality university; therefore the attendance to a minimum of 80% of the class sessions is compulsory.
Students with theoretical teaching exemption must strictly respect the scheduled deadlines for the assignments and it is also advisable and necessary to contact the teachers through tutorials, virtual platforms, email, etc to ensure the development of the subject and overcoming it. Similarly, and taking into account the regulations concerned in this regard, it may be established an individualized work plan for non-attendance students, to be personally negotiated, taking into account the particular circumstances, ensuring equity in the assessment and equal opportunities among all students.
Jose Ramon Veiga Alonso
Coordinador/a- Department
- History
- Area
- Contemporary History
- Phone
- 982821031
- xoseramon.veiga [at] usc.es
- Category
- Professor: University Lecturer
Luisa Maria Muñoz Abeledo
- Department
- History
- Area
- Contemporary History
- Phone
- 881812638
- luisamaria.munoz [at] usc.es
- Category
- Professor: University Lecturer
Delmiro Rocha Alvarez
- Department
- Philosophy and Anthropology
- Area
- Philosophy
- Phone
- 982824744
- delmiro.rocha [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor