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)
The subject Sociology of Education inserts in the semester module "The educational, social and cultural reality" headed to seat the bases of the knowledge of the social and cultural reality in which the future female and male educators will have to develop his activity. Like this, the subject contributes to the double general aim of this first module of the first course of the Degree of Pedagogy, this is, offer a scientific training-academic basic and general in the field of the Social Sciences that allows to situate in the perspective of each reality the professional action. In a concrete way, this sociological discipline pursues the following specific aims:
-Attain a basic and precise level of sociological -theoretical and methodological- knowledge so much from a general point of view of the discipline, as from the particular perspective of the Sociology of Education.
-Purchase an overview of the main theoretical approaches, classical and recent, that have importance in the field of the Sociology of Education.
-Develop a sociological consciousness on the importance of the process of socialization and education, and of the agents of socialization from a social-structural vision-.
- Purchase a critical vision and the necessary aptitudes of face to an active construction and reconstruction of the knowledge of this scientific discipline.
-Know and value the different social phenomena and, concretely, the social dimension of education.
-Deepen in the knowledge referents to the interrelationship between social inequality and education.
Basic concepts of Sociology and of Sociology of education. The classical authors of the Sociology of Education. Main social theories: his incidence in the education. Socialization, education and social structure. The concretion in Galicia. Linguistic codes, education, reproduction and social change. Status and role. The social and gender roles in education. The education in the processes of socialization, adaptation and social deviation.
The contents group in the following thematic blocks:
I: GENERAL INTRODUCTION TO SOCIOLOGY
1.- The Sociology and the Sociological Analysis.
2.- Fundamental Sociological concepts
3.-Origin and Evolution of Sociology and main authors and schools
4.- Epistemological and Methodological questions of Sociological Research
II: EPISTEMOLOGICAL STATUTE OF THE SOCIOLOGY OF THE EDUCATION
1.- Concept and object of Sociology of Education
2.-The Sociology of Education and other affine sciences
3.- Levels of analysis and scientific analysis of the Sociology of Education
III: HISTORY OF THE DISCIPLINE AND HISTORICAL DEVELOPMENT
1.- Genesis and Development of the Sociology of Education
2.- The Sociology of Education in Spain
3.- The Theories of the classical authors of Sociology of Education
IV: SOCIALIZATION, CULTURE And EDUCATION
1.- Culture and Education
2.- The process of Socialization
3.- Main Theories, Schools and Currents of the Sociology of Education
a-) Funcionalist Theory and Interaccionist Theory
b-) The Theory of Pierre Bourdieu and of Basil Bernstein
V: SOCIOLOGY OF EDUCATION AND THE KNOWLEDGE OF WOMEN AND GENDER (“Women´s and Gender studies”)
1.-Sex, Gender and Inequality.
2.- Socialization and Gender Roles
3. Problematic on Gender and Education and Feminist Research
BASIC BIBLIOGRAPHY
Berger, P. L. y Luckmann, T. (1997). La construcción social de la realidad. Buenos Aires: Amorrortu. (original 1966)
Bernstein, B. (1990). Poder, educación y conciencia: sociología de la transmisión cultural. Barcelona: El Roure.
Fernández Enguita, M. (1999). Sociología de la educación: lecturas básicas y textos de apoyo. Barcelona: Ariel.
Fernández Palomares, F. (2003). Sociología de la Educación. Madrid: Pearson, Educación.
Garcia de León, Mª A.A VV.AA (1993): Sociología de la Educación. Barca Nova, Barcelona.
Giddens, A. (1994). Sociología. Madrid: Alianza Editorial.
Giner, S. (1985) Sociología, Barcelona, Nexos.
Radl Philipp, R. Mª (1996): Sociología Crítica: Perspectivas Actuales. Sintesis, Madrid, pp. 23-26 y 33-66.
Radl Philipp, R. Mª (1984): Conceptos, teorías y desarrollo de la Pedagogía Social, en: BORDON, nº 251.
Radl Philipp, R. Mª (1999): Aproximación a la Trayectoria de la Sociología de la Educación en España, en: VV.AA: VI Conferencia de Sociología de la Educación, Universidad de Murcia, CD-ROM.
Radl Philipp, R. Mª y García Marín, J. (2001) “Acerca de los jóvenes de la calle en el Brasil: El caso particular de Salvador de Bahía”, en: REVISTA DE CIENCIAS DE LA EDUCACIÓN, Nº. 185, p. 7-20.
Radl Philipp, R. Mª (2010): "Derechos humanos y Género", en: CADERNOS CEDES, Vol. 30, No. 81, maio-agosto: Educaçao e Direitos Humanos: Contribuiçoes para o debate. pp. 29-52.
Radl Philipp, R. Mª (2010): Investigaciones Actuales de las Mujeres y del Género, Editorial Servizo de Publicacións de la Universidade de Santiago de Compostela, Santiago de Compostela.
Radl Philipp, R. Mª (2011) “Medios de comunicación y violencia contra las mujeres. Elementos de violencia simbólica en el medio televisivo”, In: REVISTA LATINA DE SOCIOLOGÍA, nº 1, vol. 1, pp. 106-130.
Radl Philipp, R. (Ed.) (2001). Cuestiones Actuales de la Sociología del Género. Madrid/Santiago de Compostela: CIS/ICE-Universidad de Santiago de Compostela.
RADL PHILIPP, RITA Mª (2003) La Socialización en función del género en las sociedades modernas, en TOBIO, CONSTANZA (ed.) Una nueva sociedad: Mujeres y Hombres a partes iguales, Comunidad de Madrid, Madrid, pp. 189-207.
RADL PHILIPP, RITA (2012) : “Identidades de género, medios y nuevos medios tecnológicos de la comunicación”, en: GARCÍA MARÍN, JORGE (ed.) Postmodernidade e novas redes sociais. Editorial: Servizo de Publicacións de la Universidade de Santiago de Compostela, Santiago de Compostela, pp. 21-34.
Subirats, M. y Brullet, C. (2007). “De la escuela mixta a la coeducación: la educación de las niñas, el aprendizaje de la subordinación”. In A. Vega (Coord.). Mujer y educación: una perspectiva de género (Pp. 137-148). Málaga, Ediciones Aljibe.
SUBIRATS, MARINA Y TOME, AMPARO (2007) Balones Fuera. Reconstruir los espacios desde la coeducación, Ed. OCTAEDRO, Barcelona.
Taberner Guasp, J. (2008). Sociología y educación: el sistema educativo en sociedades modernas: funciones, cambios y conflictos. Madrid: Tecnos.
COMPLEMENTAY BIBLIOGRAPHY
Apple, M. W. (2000).Teoría crítica y educación. Madrid: Miño y Dávila Editores.
Bonal i Sarró, X. (1998). Sociología de la educación: una aproximación crítica a las corrientes contemporáneas. Barcelona: Paidós.
Bourdieu, P. y Passeron, J. C. (1977). La Reproducción. Barcelona: Laia.
RADL PHILIPP, RITA y MARTÍNEZ RADL, FANNY (2017): “Conocimiento y producción científica de mujeres. Mujeres científicas en la Edad Media”, en: GÓMEZ VÁZQUEZ, BEGOÑA Y MOSTEIRO GARCÍA, Mª JOSEFA (eds.) Identidades de género, trabajo, conocimiento y educación: desafíos y retos en el contexto transnacional, Editorial: Servizo de Publicacións de la Universidade de Santiago de Compostela, Santiago de Compostela, págs. 17-39.
BASIC COMPETENCE:
- Capacity of collection and management of information.
-capacity of decision.
-working in team
- autonomous learning
-creativity
-leadership
-initiative and entrepreneurial spirit
GENERAL COMPETENCES: -
Capacity of understanding, analysis and synthesis
-capacity for organization and planning
-ability of solving problems in new areas and multidisciplinary settings
-capacity for the integration of knowledge-critical reasoning and ability to reflect on social and ethical responsibilities in relation to the knowledge
-ability for communication, both with collective specialized as unskilled.
-ability to continue learning in a continuous and autonomous way
- ethical and deontological commitment
-recognition gives diversity and multiculturalism
-adaptation to new situations
-motivation by the quality and professional excellence
-sensitivity towards issues gives social and economic reality
- spirit of overcoming
SPECIFIC COMPETENCES:
-acquire the critical and scientific capacity in order to analyze and understand sociologically social reality gives in education.
-Acquire the basic theoretical sociological knowledge concerning the processes of socialization and human education.
--Understand the basic mechanisms of the social system and structure in relation to the education and human socialization
.-understand the social and educational mechanisms from a differential epistemological perspective and specifically from differential gender perspective.
TRANSVERSAL COMPETENCE:
-That female and male students are able to boost the implementation of critical educational actions in all the social contexts.
-That female and male students are able to make political and assessments of the social and educational actions from a standpoint of transversal interconnection of knowledge.
-That female and male students are able to boost the implementation of actions which promote equality and gender equality from a cross-cutting perspective of social education (mainstreaming) and of gender in all social, administrative and political spheres.
We start from a methodological point of view of an interactive approach whose basic principle alludes to a relation between professor and students like a communicative relation between subjects that develops inside the institutional frame of the University, and specifically inside the classroom. The education and acquisition of knowledge takes place in the concrete interactive processes which initiate and develop in the educational situations, that by his part cause like result always "something" in the students and in the professors, in our case there produce modifications and increases of the knowledge so much in the female professor as in the female and male students.
It combines the work with texts (in the interactive classes) referred to concrete subjects of the lessons, with the theoretical explanations (theoretical explanation-classes) and, in effect, treats to attain the active participation of the students in the class. In this sense, the work with the texts and the seminar paper presentation that they are prescriptive, as well as the active participation in the classes form integral part of the final note. This composes in addition to an examination type fear where the students has to develop some partial subjects that can be choose between a number varied of subjects treated in class.
CONTINGENCY PLAN:
That it follows the "Bases for the development of a safe face-to-face teaching in the academic year 2020-2021, approved by the Government Council in an ordinary session held on June 19, 2020 and the " Guidelines for the development of a safe face-to-face teaching. Course 2020-20212 ”of the USC.
According to the "PROTOCOL OF THE CENTER FOR THE DEVELOPMENT OF A SAFE PRESENTIAL EDUCATION IN THE FACULTY OF EDUCATION SCIENCES IN THE COURSE 2020-2021", "teaching in this scenario will be mixed combining presentiality and non-presentiality and synchronous and asynchronous teaching, in the way possible, to reinforce the contact between the teaching staff and the students of the subject, to promote the continuity and the monitoring of the process and to guarantee the fairness of the face-to-face in the training of all the students. As determined by the Guidelines for the development of safe face-to-face teaching Course 2020-2021 "It will be the responsibility of the centers to define the coexistence formulas of both teaching modalities, depending on each degree" (section 3.2. p.4). That is to say, teaching will combine presentiality and non-presentiality for expository and interactive classrooms.
Scenario 1. Adapted normality
In this scenario, the usual classroom work methodologies for the expository and interactive classes will be applied.
Scenario 2:Distancing
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating the deadlines for assignments, questions and the work-presentation in advance. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
Scenario 3: Closure of facilities
Continuous evaluation will continue to be the preferred evaluation system, indicating the delivery dates of the tasks in advance, as well as the work-exhibition. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
As already it has aimed previously, the final evaluation will be based in the qualifications of partial proofs and finals, as well as of the contributions written realized of way previously ruled (exposed work, seminar paper, comments, reflections on texts, questions, etc. and properly oriented, that is, active participation in class and seminar sessions will be valued. The activities of the seminar, works, exhibitions, questions, etc. will have a value of 40% of the final grade.
The final test will have a value of 60%.
To obtain a positive assessment in the matter, will be precise to have realized and delivered in term all the activities of evaluation specified, as well as surpass each one of them.
By obvious reasons the individual or group works of the students will have to be original. Any work copied will suppose the suspense of the matter and the evaluation of the students in the following announcement.
As it is obvious, to valuation effects, a same work cannot be used for several matters.
In the case of exemption from teaching continuous evaluation will be replaced by the evaluation of the work with texts.
CONTINGENCY PLAN:
That it follows the "Bases for the development of a safe face-to-face teaching in the academic year 2020-2021, approved by the Government Council in an ordinary session held on June 19, 2020 and the " Guidelines for the development of a safe face-to-face teaching. Course 2020-20212 ”of the USC.
According to the "PROTOCOL OF THE CENTER FOR THE DEVELOPMENT OF A SAFE PRESENTIAL EDUCATION IN THE FACULTY OF EDUCATION SCIENCES IN THE COURSE 2020-2021", "teaching in this scenario will be mixed combining presentiality and non-presentiality and synchronous and asynchronous teaching, in the way possible, to reinforce the contact between the teaching staff and the students of the subject, to promote the continuity and the monitoring of the process and to guarantee the fairness of the face-to-face in the training of all the students. As determined by the Guidelines for the development of safe face-to-face teaching Course 2020-2021 "It will be the responsibility of the centers to define the coexistence formulas of both teaching modalities, depending on each degree" (section 3.2. p.4). That is to say, teaching will combine presentiality and non-presentiality for expository and interactive classrooms.
Scenario 1. Adapted normality
In this scenario, the usual classroom work methodologies for the expository and interactive classes will be applied.
Scenario 2:Distancing
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating the deadlines for assignments, questions and the work-presentation in advance. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
The final exam will be exceptional and not synchronous.
Scenario 3: Closure of facilities
Continuous evaluation will continue to be the preferred evaluation system, indicating the delivery dates of the tasks in advance, as well as the work-exhibition. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
There will be no final exam that will be replaced by the exclusive continuous evaluation (reflections and questions about the texts and the work / presentation (50% and 50% of the grade respectively).
The usual for an intensive intellectual work in a scientific context-academic for which the reflexive and critical capacity is fundamental. Each student has to decide it in a concrete way and in a responsible form in his case, always taking into account that it treats of a matter that occupies 6 credits in the academic curriculum. The assistance and the active participation in the classes are absolutely indispensable for a good academic success of the studies in Sociology of Education.
In a general way can be split of the following recommendation:
Personal work of the students.
Hours of Study roughly: 40
Hours of Study and preparation of reports roughly: 30
Hours of study of material and preparation of works, etc. roughly: 30
The USC is a face-to-face university, by what the assistance to a minimum of 80% of the sessions of the classes/seminars is compulsory. In the cases contemplated in the rule of the Faculty, students will be able to request here official exemption of teaching.
It will be recommended to follow the work, analysis and the study of the texts and materials presented in class as required and from sesión to sesión.
Links of interest:
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
FES: http://www.fes-web.org/
CONTINGENCY PLAN:
That it follows the "Bases for the development of a safe face-to-face teaching in the academic year 2020-2021, approved by the Government Council in an ordinary session held on June 19, 2020 and the " Guidelines for the development of a safe face-to-face teaching. Course 2020-20212 ”of the USC.
According to the "PROTOCOL OF THE CENTER FOR THE DEVELOPMENT OF A SAFE PRESENTIAL EDUCATION IN THE FACULTY OF EDUCATION SCIENCES IN THE COURSE 2020-2021", "teaching in this scenario will be mixed combining presentiality and non-presentiality and synchronous and asynchronous teaching, in the way possible, to reinforce the contact between the teaching staff and the students of the subject, to promote the continuity and the monitoring of the process and to guarantee the fairness of the face-to-face in the training of all the students. As determined by the Guidelines for the development of safe face-to-face teaching Course 2020-2021 "It will be the responsibility of the centers to define the coexistence formulas of both teaching modalities, depending on each degree" (section 3.2. p.4). That is to say, teaching will combine presentiality and non-presentiality for expository and interactive classrooms.
Scenario 2:Distancing
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating the deadlines for assignments, questions and the work-presentation in advance. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
The final exam will be exceptional and not synchronous.
Scenario 3: Closure of facilities
Continuous evaluation will continue to be the preferred evaluation system, indicating the delivery dates of the tasks in advance, as well as the work-exhibition. Efforts will be made to make the texts available in the virtual classroom.
Interactive classes:
We will work with material and texts, questions and reflections on the texts and discussions of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be by electronic means, email and virtual classroom.
There will be no final exam that will be replaced by the exclusive continuous evaluation (reflections and questions about the texts and the work / presentation (50% and 50% of the grade respectively).
Rita Maria Radl Philipp
Coordinador/a- Department
- Political Science and Sociology
- Area
- Sociology
- Phone
- 881813810
- ritam.radl [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 12:30-14:00 | Grupo /CLIS_03 (Ñ - Z) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| Tuesday | |||
| 09:00-10:30 | Grupo /CLE_01 (A - Z) | Spanish | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 10:30-12:00 | Grupo /CLIS_02 (Fi - N) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| Thursday | |||
| 10:30-12:00 | Grupo /CLIS_01 (A - Fe) | Spanish | CLASSROOM 6-7 (LIFE CAMPUS -Module C2) |
| 01.15.2021 09:00-11:00 | Grupo /CLE_01 (A - Z) | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 06.25.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 15 (LIFE CAMPUS-Module A) |