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: Political Science and Sociology
Areas: Sociology
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
- To understand education within the social system as a whole.
- To understand education as a social custom, determined by variables of age, social class, gender, belonging to an ethnic or cultural group.
- To know and critically analyze ICTs and their influence on society
- To know the influence of the social, familiar and its surrounding environment on education
I SOCIAL CONTEXT OF THE EDUCATION
Postmodern society, Information Society and economic globalization.
Economical crisis, Welfare State restructuring and social changes.
The role of education in today’s society and its contribution to the citizenship education
II CLASSICAL PARADIGMS IN EDUCATIONAL SOCIOLOGY
Context and background
Labour and formation in Marx
School and social reproduction in Durkheim.
Education and culture in Weber
III THEORETICAL TENDENCIES OF EDUCATION SOCIOLOGY
Social interest for education
The functionalist view and the ‘human capital’ theory.
Conflict and social and cultural reproduction.
The ‘interpretative’ paradigm and ‘interactionist’ perspective
‘Resistance’ theories. Current issues.
IV MOST RELEVANT CHARECTERISTICS AND ISSUES ABOUT TODAY’S SOCIETY
Diversity of family models.
Social and educational impact of ICTs and of the media.
Gender and intergenerational relationship changes
Multiculturalism and interculturalism, their impact on education and school.
Analysis on education inequality: Social, class, gender, ethnic and cultural differences.
Basic bibliography
- Bonal, X. (1998): Sociología de la educación. Una aproximación crítica a las
corrientes contemporáneas. Ed. Paidós.
- Bourdieu, P. y Passeron, J.C. (1977): La reproducción. Elementos para una teoría del sistema de enseñanza. Ed. Laia.
- Durkheim, E. (1975): Educación y Sociología. Ed. Península.
- Hooks, B. (2021): Enseñar a transgredir. Ed. Capitán Swing
Complementary Bibliography
- Apple, M.W. (1987): Ideología y currículum. Ed. Akal
. Ball, S.J. (1993): Foucault y educación. Disciplina y saber. Ed. Morata/Paideia.
- Bowles, S. y Gintis, H. (1981): La instrucción escolar en la América capitalista. Ed. Siglo XXI.
- Collins, R. (1988): La sociedad credencialista. Ed. Madrid.
- Fernández Enguita, M. (1990): La cara oculta de la escuela. Educación y trabajo en el capitalismo. Ed. Siglo XXI.
- Foucault, M. (1976): Vigilar y castigar. Ed. Siglo XXI.
- García Marín, J. (2018): Novas masculinidades: o feminismo a (de)construir o homem. Ed. Através editora.
- García Marín, J. (2019): Papá porqué non pintas as unllas de cores?. Ed Galaxia
- García Marín, J. y Gómez Vázquez, Mª B. (Eds.) (2013): Diálogos en la cultura de la paridad. Reflexiones sobre feminismo, socialización y poder. Ed. Universidade de Santiago de Compostela, Servizo de Publicacións e Intercambio Científico.
- Hooks, B. (2022): Respondona. Ed. Paidós
- Hooks, B. (2022): Enseñar pensamiento crítico. Ed. Rayo Verde
- Lerena Aleson, C. (1983): Reprimir y liberar, Ed. Akal.
- Torres Santomé, Jurjo (2001): Educación en tiempos del neoliberalismo. Ed. Morata
- Willis, P. (1988): Aprendiendo a trabajar. Ed Akal.
- Woods, P. y Hammersley, M. (1995): Género, cultura y etnia en la escuela. Infomes etnográficos, Ed. Paidós-MEC.
General
- To know the education implications of Information and Communication Technologies and particularly of television in early childhood.
- To know the organization of pre-school education schools and the variety of actions included in its running. To accept that teaching practice must be improved and adapted to scientific, pedagogic and social changes throughout life.
- To understand the assignment, the possibilities and the limits of education in today’s society and the general competences that affect pre-school education schools and their professionals.
- To know the quality improvement models applied to schools.
Specific
- To encourage and cooperate in actions inside and outside schools, organized by families, town councils and other institutions with influence on citizen training.
- To analyse and include critically the most relevant questions of today’s society that affect family and school education: social and educational impact of audiovisual languages and the screens; gender and intergenerational relationship changes; multiculturalism and interculturalism; social discrimination and inclusion and sustainable development.
- To know the historical evolution of the family, different family models and education in the familiar context.
Basic
- That the students have the ability to gather and interpret relevant data (usually within their study area) in order to make judgements that include a reflection on relevant topics of social, scientific or ethnical nature.
- That the students can communicate ideas, problems and solutions to both specialist and non specialist audiences.
Transversal
- Instrumental knowledge of Information and Communication Technologies
It is put forward an active methodology that encourages students’ participation in building up their own knowledge about the proposed topics. For that, the teacher will carry out a presentation of the topics providing with the suitable explanations in order to guide the student towards centres of interest that are considered appropriate to deal with in depth from a documentary, bibliographic or tutorial point of view.
Training activities in very large groups will pay special attention to the theoretical part of the subject aimed to basic knowledge acquisition focusing mainly on expository activities carried out by the teacher and in certain cases, oral presentations and expositions by the different groups of students.
In medium group activities it will be the students themselves, with the help of the teacher, the ones who will carry out different activities to apply the theoretical knowledge. Attendance activities developed in this group mode will obviously involve a high percentage of self-work hours by the students, both individual and also within the work team in which they are integrated.
Small group activities and tutorial sessions will be aimed to guide the students in a more personal way, to follow up the autonomous work process, both individual and also in work groups, and to answer doubts of both the learning related to the subject, and also related to working methods and techniques more related to basic and cross- curricular competences.
Autonomous work activities carried out by the students will be aimed to the study and the assimilation of the contents. That will imply the performance of compulsory and recommended readings selected by teachers and also the performance of practical activities which may involve a design (projects, exercises, content analysis, etc.). That will imply report elaboration, visual and oral presentations, etc.
In any case, it will be put special emphasis on the fact that students, by using different procedures, can carry out an autonomous elaboration and summary of the information that allow them to build up a solid and well-argued knowledge.
Since the main goal of the subject is the development of reflexive and critical ability of the students related to the subject and the values in teaching it, as a personal and professional maturity process, the assessment criteria will be mainly focused on the achievement of this goal.
Assessment criteria:
Classroom participation: 15%
Specific tests: 40%
Written reports and other works: 30%
Oral presentations: 15%
Faculty assessment criteria:
In order to get a positive assessment on the subject it will be necessary to have carried out on the due dates all the assessment activities specified as well as having passed all of them.
Students’ individual or group works must be original. Handing in a copied work will mean failing the subject and the student has to re-sit in the following session.
For assessment purposes, the same work can not be used for several subjects, except for those activities scheduled in a coordinated way.
The following chart shows the distribution of the 6 ECTS of this subject in accordance with the Rectorate instructions:
Expository hours: 24.
Interactive hours: 24.
Tutorial hours: 3.
Total attendance hours: 51.
It is estimated that students in order to pass the subject should dedicate to autonomous work about 99 hours, of which, approximately 35 should be dedicated to study tasks, 18 to material preparation, searching for information and documentary analysis; around 45 hours should be dedicated to readings and elaboration of works, drafts and conceptual maps, searching for complementary information or preparation of oral presentations and about 19 hours to working on recommended readings, autonomous learning, and solving doubts and problems in content knowledge.
Total hours dedicated to the subject: 150
- To develop a critical-reflexive attitude towards the subject, and to build on the foundations for a body of knowledge in the social-educational field.
- To use tutorials to clarify doubts.
Interesting Links
ASE. Asociación de Sociología de la Educación http://www.ase.es/
XIII Conferencia de Sociología de la Educación http://eco.unex.es/sociologia/ase2008/
CIS Centro de Investigaciones Sociológicas: http://www.cis.es/
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.
Jorge Garcia Marin
- Department
- Political Science and Sociology
- Area
- Sociology
- Phone
- 881812109
- jorge.marin [at] usc.es
- Category
- Professor: University Lecturer
Lorena Añon Loureiro
- Department
- Political Science and Sociology
- Area
- Sociology
- lorena.anon [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Monday | |||
|---|---|---|---|
| 12:30-14:00 | Grupo /CLE_03 Infantil (A - Z) | Spanish | (NORTH CAMPUS) - CLASSROOM 03 |
| 16:00-17:30 | Grupo /CLE_02 Primaria (Gon - Z) + Dobre Grao 1º | Spanish | (NORTH CAMPUS) - CLASSROOM 12 |
| 17:30-19:00 | Grupo /CLIS_03 Primaria (Gon - Le) + Dobre Grao 1º | Spanish | (NORTH CAMPUS) - CLASSROOM 25 |
| Tuesday | |||
| 10:30-12:00 | Grupo /CLIS_01 Primaria (A - Ce) | Spanish | (NORTH CAMPUS) - CLASSROOM 23 |
| 12:30-14:00 | Grupo /CLE_01 Primaria (A - Gom) | Spanish | (NORTH CAMPUS) - CLASSROOM 01 |
| Wednesday | |||
| 12:30-14:00 | Grupo /CLIS_06 Infantil (A - González L) | Spanish | (NORTH CAMPUS) - CLASSROOM 33 |
| 17:30-19:00 | Grupo /CLIS_04 Primaria (Li - Ra) | Spanish | (NORTH CAMPUS) - CLASSROOM 13 |
| Thursday | |||
| 10:30-12:00 | Grupo /CLIS_02 Primaria (Ci - Gom) | Spanish | (NORTH CAMPUS) - CLASSROOM 25 |
| 12:30-14:00 | Grupo /CLIS_07 Infantil (González M - Z) | Spanish | (NORTH CAMPUS) - CLASSROOM 33 |
| 17:30-19:00 | Grupo /CLIS_05 Primaria (Re - Z) | Spanish | (NORTH CAMPUS) - CLASSROOM 23 |
| 01.23.2023 09:00-11:00 | Grupo /CLE_02 Primaria (Gon - Z) + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.23.2023 09:00-11:00 | Grupo /CLE_01 Primaria (A - Gom) | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.23.2023 09:00-11:00 | Grupo /CLE_01 Primaria (A - Gom) | (NORTH CAMPUS) - CLASSROOM 03 |
| 01.23.2023 09:00-11:00 | Grupo /CLE_02 Primaria (Gon - Z) + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 03 |
| 01.23.2023 09:00-11:00 | Grupo /CLE_03 Infantil (A - Z) | (NORTH CAMPUS) - CLASSROOM 12 |
| 06.27.2023 09:30-11:30 | Grupo /CLE_03 Infantil (A - Z) | (NORTH CAMPUS) - CLASSROOM 13 |
| 06.27.2023 09:30-11:30 | Grupo /CLE_02 Primaria (Gon - Z) + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 22 |
| 06.27.2023 09:30-11:30 | Grupo /CLE_01 Primaria (A - Gom) | (NORTH CAMPUS) - CLASSROOM 22 |