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: Pedagogy and Didactics
Areas: Theory and History of Education.
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Study Anthropology of Education today involves soaking in a domain of human and social knowledge that responds to notes of plurality and diversity. There is no theoretical exclusivity in education, neither in the anthropological knowledge. So, from that point here it is to go becoming aware of the anthropological assumptions that accompany the work of teachers and educators in a broad sense, since in Education it is necessary to think about the historical and cultural contexts that influence it. All knowledge ultimately must be considered in relation to a context. Currently, it is obliged to examine new educational questions arising from an anthropology that no longer has a secure reference system (anthropologies regulations are gone). Therefore, some goals and aims of this subject have to do with the possibilities and limits of education and training, especially in times of overproduction, and the discovery of new dimensions in front of old problems, which should lead us to mark critical points for educational thinking and pedagogical action.
Theme 1. Anthropology of Education: the origin and development.
Theme 2. Educability of human beings. Educational process and anthropogenesis.
Theme 3. The anthropological-cultural knowledge in education (Why ethnography in education in general and schools in particular?)
Theme 4. Cultural processes and educational dynamics (enculturation and acculturation).
Theme 5. The Anthropology of Education in multicultural and intercultural perspective (identities and globalization).
Theme 6. The systemic approach in the acquisition and cultural development.
Theme 7. Anthropology, ecology and educational development of rural and urban context.
Basic Bibliography:
Amilburu, Mª, Bernal, A. e Gonzalez-Martín, M.R. (2018). Antropología de la Educación. La especie educable. Madrid: Sintesis
Bouché, H., García Amilburu, M., Quintana, J. M., y Ruiz Corbella, M. (2002). Antropología de la educación. Madrid: Síntesis.
Lisón, C. (Ed.). (2005). Antropología. Horizontes educativos. Universidad de Granada: Granada.
Pérez, P. M. (2007). El brillante aprendiz. Antropología de la educación. Barcelona: Ariel.
Santos Rego, M. A. (2008). Las familias inmigrantes en la escuela. ¿Cómo avanzar en su integración desde una perspectiva socioeducativa? En J. García Roca, y J. Lacomba (Eds.), La inmigración en la sociedad española (pp. 483-505). Barcelona: Edicións Bellaterra.
Santos Rego, M. A. (Ed.). (2015). El poder de la familia en la educación. Madrid: Síntesis.
Santos Rego, M. A., y Lorenzo Moledo, M. (2003). Inmigración e acción educativa en Galicia. Vigo: Edicións Xerais de Galicia.
Wulf, C. (2004). Antropología de la educación. Barcelona: Idea Books.
Complementary Bibliography:
Barley, N. (2005). El antropólogo inocente. Anagrama: Barcelona.
Burke, P. (2011). Hibridismo cultural. Madrid: Akal.
Carrithers, M. (1995). ¿Por qué los humanos tenemos culturas? Madrid: Alianza Editorial.
Esteve, J. M. (2003). La tercera revolución educativa. La educación en la sociedad del conocimiento. Barcelona: Paidós.
Mead, M. (1972). Educación y cultura. Buenos Aires: Paidós.
Barrio, J. M. (1998). Elementos de antropología pedagógica. Madrid: Rialp.
Santos Rego, M. A. (Dir.). (2012). Inmigración y administración local. La gestión socioeducativa. A Coruña: Netbiblo.
Santos Rego, M.A. (Ed.). (2013). Cosmopolitismo y Educación. Aprender y trabajar en un mundo sin fronteras. Valencia: Brief.
Dienelt, K. (1980). Antropología pedagógica. Madrid: Aguilar.
Fermoso, P. (1982). Teoría de la educación. Una interpretación antropológica. Barcelona: CEAC.
Gervilla, E. (1993). Posmodernidad y educación. Valores y cultura de los jóvenes. Madrid: Dykinson.
Harris, M. (1987). El materialismo cultural. Madrid: Alianza Editorial.
Harris, M. (1998a). Bueno para comer. Madrid: Alianza Editorial
Harris, M. (1998b). Antropología cultural. Madrid: Alianza Editorial.
Jociles, M. I., y Franzé. A. (2008). ¿Es la escuela el problema? Perspectivas socio-antropológicas de etnografía y educación. Madrid: Trotta.
Levi – Strauss, C. (1968). Antropología estructural. Buenos Aires: Eudeba.
Santos Rego, M. A. (1997). Análise pedagóxica da emigración galega en Europa. Perspectivas no marco da Unión. Santiago de Compostela: Teófilo Edicións.
Santos Rego, M. A. (2000). Pedagoxía dos valores en Galicia. Santiago de Compostela: Servizo de Publicacións da Universidade de Santiago de Compostela.
Santos Rego, M. A. (Ed.). (2006). Estudios sobre flujos migratorios en perspectiva educativa y cultural. Granada: Grupo Editorial Universitario.
Santos Rego, M. A., Sotelino, A., y Lorenzo Moledo, M. (2015). Aprendizaje-servicio y misión cívica de la universidad. Una propuesta de desarrollo. Barcelona: Octaedro.
Santos Rego, M. A., y Lorenzo Moledo. M. (2012). Estudios de Pedagogía Intercultural. Barcelona: Octaedro.
Santos Rego, M. A., y Touriñán, J. M. (2004). Familia, educación y sociedad civil. Santiago de Compostela: Servicio de Publicaciones de la Universidad de Santiago de Compostela.
Velasco, H. M., García Castaño, F. J., y Díaz de Rada, A. (1993). Lecturas de antropología para educadores. Madrid: Trotta.
To better understand the anthropological-educational reason, we present the definition of culture in which we will build to realize the cultural content transmitted through the process of enculturation which is all educational process: understanding by culture the set of operational schemes (do) and interpretive (think) by which a human group guides and gives meaning to their life, where the value system acts as a kind of cement in the union of the whole cultural framework.
The present subject requires epistemological support of the "Social Anthropology". This is a pillar on which we can build for a better understanding of the matter. Similarly, we should warn the unequivocal relation of this discipline with the "Intercultural Education" that provides theoretical and methodological foundation for further and better strategic dimension of its effective role in the renewal of speech and pedagogical practices in a world in which the management of cultural diversity has become in an important touch stone of public politics.
More specifically, the students of this subject should acquire skills related to effective search and information management on key issues of anthropology of education, highlighting problems and comprehensive dimensions of the current cultural reality at local, national and transnational levels. Trying to look for the keys that can serve for the design of projects and programs of action in real contexts.
Basic/General Competences:
CB1- Be able to possess knowledge about the area of study derived from general secondary education, and is at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the vanguard of their field of study.
CG2- Be able to analyze the socio-political, economic, educational, cultural and linguistic realities in which the professional work of the / as pedagogues / serves as both diagnostic and prospective terms.
CG3- Be able to know, understand and analyze comprehensively educational situations in different contexts, being able to adapt and apply academic and scientific foundations of Pedagogy.
CG4- Be able to apply theoretical and methodological knowledge necessary for planning, programming and evaluation of training activities in attendance and virtual environments as well as for the organization, development and management of programs and educational equipment.
Transversal Competences (Soft Skills):
CT3- Be able to develop a self-critical attitude as well as reflection, analysis and synthesis attitudes regarding the knowledge, tasks and duties in which they have participated.
Specific Competences:
CE1.1- Be able to know the labour and educative world.
CE1.2- Be able to understand the theoretical, historical, cultural, political, environmental and legal references that compose the situations and educational programs.
From an expositive based focused on the presentation and explanation of the themes, the methodology will result in a plan of participatory and cooperative action with classroom practices or seminars on various topics. The presentations and discussions will be articulated in the framework of the interactive sessions scheduled.
In addition, the Virtual Campus will be used to inform students about issues that affect the subject, and also to accommodate documentation.
The Governing Council of 25/03/2010 approved the Rules of attendance in the lessons adapted to the EHEA (http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…). It is recalled that the USC is a university classroom, so that attendance at least 80% of the class sessions is compulsory. In the cases covered by the rules of the Faculty, students may request official exemption from teaching.
It is clear that the assessment process must be continuous. It must also include all the dimensions that are involved in a learning process that is directed towards or fosters positive attitudes and a reasonable command of the subject, I always have in mind the methodological springs of the exposed.
To this end, I have clearly expressed a series of criteria. Specifically, please keep in mind the following aspects:
1. Review of two books (10%) second to classroom programming that is established. The reviews will be prepared in the same classroom, following the teaching guidelines.
2. Delivery of a Portfolio, in which classroom practices should be included, as well as a reflection on the activities carried out and a certain personal criticism of two topics (15%).
3. Completion of the Final Test dunha (75%) consisting of answering short questions, as an "objective test", which can be complemented with thematic analyzes. Na proba non will be penalized you erros. Establish a minimum number of Successes based on the number of questions (example: on 30 items, 21 Successes would be required to be sufficient; and on 35 items, 26 successes would be required). In order to obtain a qualification of “Outstanding” or “Enrollment” it is necessary to master the level of the Receptions, the seminary practices (interactive sessions), and the preparation and presentation of the Material Portfolio.
4. IMPORTANT: To be able to pass the subject it is essential to deliver all the tarefas sinaladas (reviews + portfolio + final test) in time and form.
5. Active participation and teamwork will be considered for evaluative purposes. Nembargantes, to pass the subject it will be essential to finish a assessment of "enough" in the final test.
6. Or this program will be valid, for all purposes, for or students with pending subjects.
7. Considering Instruction 1/2017, from the General Secretariat of the USC, or students who have been granted an exemption from teaching, they will be endorsed by the same conditions as the assistant students, even if not related to the realization of the Portfolio, which will be replaced by the realization of their work. Monographic, agreed upon with the teaching staff for the first three weeks after the start of classes.
8. For the cases of fraudulent execution of exercises or tests, it will be applicable or that it be recollected in the Regulation of assessment of the two students and the revision of qualifications.
Hours of attendance:
Theoretical: 25
Practices: 25
Non attendance Hours: 8
Teamwork: 12
Search and analysis information: 12
Study for final test: 35
Assessment Hours: 1.5
Total workload: 118.5 hours
Percentages:
-Final Test: 75%
-Book Reviews: 10%
-Portfolio: 15%
*The portfolio and the book reviews will be assessed if the final exam is approved.
* It will not be possible to pass the completed subject if all the required activities are not delivered.
The first implies the recommended class attendance, in order to ensure the best possible learning management and involvement in the work present in this program. Also, the work will be adapted depending on needs and preferences. The second one is related to the reading of some classic book in the field of cultural anthropology. Finally, the third cannot forget the importance of meeting deadlines established in individual and group activities.
In the case of having to take on non-contact or mixed teaching (scenarios 2 and 3), we must focus on the weekly monitoring of the activities that are proposed virtually. For this, the mastery by the students of the tools proposed by the University of Santiago de Compostela for the non-contact teaching modality is required. In any case, it is essential to deliver the proposed exercises, and it is also highly recommended to attend the scheduled synchronous sessions.
ENVIRONMENTAL RESPONSIBILITY In relation to personal or group work carried out for the subject, it is necessary to take into account the following indications: - Avoid plastic lids or other unnecessary external packaging. - Whenever possible, use staples instead of staples. - Double-sided printing in "ink saving" quality. - Do not use blank sheets as chapter or part separators. - Avoid annexes that do not have direct reference to the topics developed.
GENDER PERSPECTIVE: In attention to criteria of gender equality in the university environment, it is recommended to make use of non-sexist language both in the daily classroom work and in the academic work entrusted. Information on this can be found at the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/langua… non sexista publi
cado WEB USC.ºdf
Contingency Plan
Adaptation to the Guidelines for the development of secure face-to-face teaching. Course 2020-2021
Methodology
Scenario 1: Face-to-face teaching with the development of classroom practices and support from the Virtual Campus. The tutorials will be face-to-face, maintaining the appropriate measures. The reviews and final test will be developed in a synchronous face-to-face manner.
Scenario 2: The interactive sessions (small groups) will be face-to-face, while the exhibition sessions will have a virtual character using the enabled platforms (Teams and the Virtual Campus). Tutorials can be face-to-face or virtual, as can reviews. The final test will be developed in a virtually synchronous manner.
Scenario 3: Teaching will be developed virtually using the available tools (Teams and Virtual Campus) and continuously monitoring student work. The tutorials will be virtual. Reviews and final test will be developed in a virtually synchronous manner.
Evaluation
Scenario 1. In this face-to-face scenario, the evaluation will include the following weightings of tasks:
- Review of two books = 10%
- Classroom portfolio = 15%
- Final test = 75%
Scenario 2. In a possible context of semi-attendance we will expand the weight of classroom work. It should also be noted that the final test will be conducted virtually.
- Review of two books or articles = 15%
- Classroom portfolio = 25%
- Final test = 60%
Scenario 3. In the case of a new confinement that would lead to the virtual development of teaching, we consider to value to a greater extent the continuous work contributing greater weight in the partial weightings:
- Review of two books or articles = 20%
- Classroom portfolio = 30%
- Final test = 50%
Miguel Angel Santos Rego
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813755
- miguelangel.santos [at] usc.es
- Category
- Professor: University Professor
Alejandro Sotelino Losada
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813780
- alexandre.sotelino [at] usc.es
- Category
- Professor: Temporary PhD professor
Laura Garcia Docampo
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- laura.garciadocampo [at] usc.es
- Category
- Ministry Pre-doctoral Contract
Anais Quiroga Carrillo
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813890
- anais.quiroga.carrillo [at] usc.es
- Category
- Ministry Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 12:30-14:00 | Grupo /CLIS_02 (Fi - N) | Galician | CLASSROOM 10-11 ( LIFE CAMPUS VIDA-Module A) |
| Tuesday | |||
| 10:30-12:00 | Grupo /CLIS_01 (A - Fe) | Galician | CLASSROOM 14 (LIFE CAMPUS-Module A) |
| 12:30-14:00 | Grupo /CLE_01 (A - Z) | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| Wednesday | |||
| 10:30-12:00 | Grupo /CLIS_03 (Ñ - Z) | Galician | CLASSROOM 5 (LIFE CAMPUS-Module A) |
| 01.21.2021 09:00-11:00 | Grupo /CLE_01 (A - Z) | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 06.30.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 17 (LIFE CAMPUS-Module A) |