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: Second Semester
Teaching: With teaching
Enrolment: Enrollable
1.-To understand the phenomenon of multiculturalism in today's world, delimiting adequately conceptual schemes and study methodologies.
2.-Justifying the need of an intercultural approach in education, towards the educational intervention to achieve attitudes and skills of intercultural nature.
3.-To know and assess the main issues to be addressed by a project of intercultural education within and outside the educational system, paying particular attention to the development of intercultural skills.
4.-To study pedagogical intervention strategies for the intercultural, attempting to design new techniques based on subjects and contexts.
1.- Origins of multi/intercultural phenomenon. Educational implications
2.- Key development in Intercultural Education
3.- Multicultural Education and Intercultural Education Pedagogy
4.- Knowledge and Intercultural Education Intervention
5. Construction of Intercultural Education. Approaches, Models and Programs
6.- Identity and Intercultural Education
7.- Intercultural Education and the paradigm of Sustainability
8.- Intercultural Education and Cooperative Learning
9.- Pedagogy and Intercultural Competence Development
10.- Intercultural Education and teachers’ training
Basic Bibliography:
Bibliografía Básica:
Díaz-Aguado, M. J. (2003). Educación intercultural y aprendizaje cooperativo. Pirámide.
Essomba, M.A. (2008). La gestión de la diversidad cultural en la escuela (10 ideas clave). Graó.
Santos Rego, M. A. (Ed.). (2015). El poder de la familia en la educación. Síntesis.
Santos Rego, M. A., y Lorenzo, M. (Eds.). (2012). Estudios de Pedagogía Intercultural. Octaedro.
Complementary:
Abdallah-Pretceille, M. (2001). La educación intercultural. Idea Books.
Aguado, M. T. (2003). Pedagogía intercultural. McGraw-Hill.
Alcalá del Olmo, M. J. (2004). Educación intercultural. Tendencias e iniciativas de la UE. Universidad Pontificia de Salamanca.
Coelho, E. (2006). Enseñar y aprender en escuelas multiculturales. Una aproximación integrada. ICE/UB-Horsori.
Escarbajal, A. (2015). Comunidades interculturales y democráticas. Narcea.
Fermoso, P. (Ed.). (1992). Educación intercultural: la Europa sin fronteras. Narcea.
García, J. A., y Goenechea, C. (2009). Educación Intercultural. Análisis de la situación y propuestas de mejora. Wolters Kluwer.
Jordán, J. A. (1994). La escuela multicultural. Un reto para el profesorado. Paidós.
Llevot Calvet, N. (Ed.). (2006). La educación intercultural: discursos y prácticas. Universitat de Lleida.
Martos, J. J., Trapassi, L., García, F., y Borrero, V. M. (Eds.). (2011). Diálogos interculturales: lengua, literatura y sociedad. Anthropos.
Nash, M., y Marre, D. (Eds.). (2001). Multiculturalismos y género. Un estudio interdisciplinar. Ediciones Bellaterra.
Sabariego, M. (2002). El desafío de la educación intercultural. Desclée de Brouwer.
Santos Rego, M. A. (Dir.). (2012). Inmigración y administración local. La gestión socioeducativa. Netbiblo.
Santos Rego, M. A. (Ed.). (2013). Cosmopolitismo y educación. Aprender y trabajar en un mundo sin fronteras. Brief.
Santos Rego, M. A., y Lorenzo, M. (2003). Inmigración e acción educativa en Galicia. Edicións Xerais de Galicia.
Santos Rego, M. A., y Lorenzo, M. (2007). Universidade e sociedade civil en Galicia. Edicións Xerais de Galicia.
Santos Rego, M. A., y Lorenzo, M. (2009). Educación para a cidadanía e os profesores. Edicións Xerais de Galicia.
Santos Rego, M. A., Sotelino, A., y Lorenzo, M. (2015). Aprendizaje-servicio y misión cívica de la universidad. Una propuesta de desarrollo. Octaedro.
Santos Rego, M.A; Miguez, G. y Lorenzo, M. (2021). Fondos de Conocimiento familiar e intervención educativa. Miraflores (en prensa)
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 analyse 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 analyse 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.
CG5- Be able to promote and develop educational counselling actions with different people and groups by using appropriate media and resources.
CG8- Be able to make decisions about improving their training and professional practice, in relation to the ethical principles of Pedagogy, based on civic values and human rights.
Transversal Competences (Soft Skills):
CT6- Be able to maintain an attitude of training and update of their professional performance, as well as the realities affected by the practice.
From an expository base 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 related to diverse topics. Work, individual, in groups, and even interactive practices, may be adapted according to shared interest with the subject and the same with the possibilities of better involvement in the analysis of a suggestive question.
Además, el Campus Virtual se utilizará para informar a los estudiantes sobre los problemas que afectan al tema y también para acomodar la documentación.
There will also be excursions or visits to centers of special interest in relation to the curriculum of the subject, such as Local Administration, Schools, Associations, Civic Centers ... These visits will be evaluated in the framework of the interactive sessions of the subject, and they will be organized according to the development of the semester.
At the same time, you can participate in the development of a service-learning experience. Such experience will involve a group of students depending on the available places, which will be exempt from the practical teaching of the subject in function of its commitment with this experience.
It is clear that the evaluation process must be continuous. It must also cover all the dimensions involved in a learning process aimed at providing positive attitudes and a reasonable command of the subject, always taking into account the methodological resources already set out.
To that end, a number of criteria need to be clearly stated. Specifically, the following aspects will be taken into account:
1. Review of two books (10%) according to the classroom schedule that is established. Reviews will be prepared in the same classroom, following the teaching guidelines.
2. Delivery of a Portfolio, which must include classroom practices, together with a reflection on the activity developed and a certain personal critique under the topics covered (15%).
3. Completion of a Final Test (75%) consisting of the answer to short questions, as an “objective test”, which can be complemented with thematic analyzes. Errors will not be penalized in the test. A minimum of Hits is set based on the number of questions (example: out of 30 items, 21 Hits would be needed to achieve sufficiency; and out of 35, 26 hits would be needed). In order to obtain an “Outstanding” or “Enrollment” qualification, it is necessary to show a good level in the Reviews, in the seminar practices (interactive sessions), and even in the elaboration and presentation of the Subject Portfolio.
4. IMPORTANT: In order to pass the subject, it is essential to submit all the indicated tasks (reviews + portfolio + final test) in time and form.
5. Active participation and teamwork will be considered for evaluation purposes. However, to pass the subject it will be essential to have achieved an assessment of "sufficient" in the final test.
6. The present program will be valid, to all the effects, for the alumnado with the pending matter.
7. Considering Instruction 1/2017, of the General Secretariat of the USC, the students that have granted exemption or dispensation of teaching, will be evaluated in the same conditions that the students assisting, except in what it reaches to the realization of the folder, that will be replaced by the realization of a monographic work, agreed with the teachers of the subject in the first three weeks after the start of classes.
8. For the cases of fraudulent realization of exercises or proofs will be of application what collects in the Regulations of evaluation of the performance of the students and of revision of qualifications.
Hours of attendance:
Theoretical: 25
Practices: 25
Non- attendance Hours:
Teamwork: 12
Search and analysis information: 12
Study for final exam: 35
Evaluation Hours: 1.5
Total workload: 110.5 horas
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 have passed the subject without having delivered all the activities required in the program.
- Reading of some book about a general approach on education and intercultural pedagogy.
- Look at the meaning and significance of the terms and main concepts (assimilation, acculturation, cooperative learning, inclusion, integration, multiculturalism, multiculturalism, etc.).
- Address the similarities and differences between the different models of analysis of multi/interculturalism.
- Explain the relevance of pedagogical intervention techniques in different situations.
- Search curriculum design of intercultural orientation.
- Set indicators for the evaluation of intercultural educational programs.
- Explore the demand for intercultural skills in educational development and in the world of work.
- Get to know cooperative learning techniques particularly suitable for the development of intercultural education.
- It is highly recommended attendance and participation in class.
USC is a face-to-face university, so attendance at a minimum of 80% of class sessions is mandatory. In the cases contemplated in the regulations of the USC, the students will be able to request official exemption of teaching.
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.
ESCULCA Research Group of the USC (www.usc.es/esculca)
Immigration, Education and Society Network (RIES) (www.redries.es)
International Association for Intercultural Education (www.iaie.org)
International Association for the Study of Cooperation in Education (IASCE)
National Association for Multicultural Education (www.necme.org)(www.nameorg.org)
AFS Intercultura:info-spain—afs.org (www.afs-intercultura.org)
European Federation of Intercultural Learning: http://efil.org
Schools Intercultural Network: www.escuelasinterculturales.eu
Film and intercultural: edualter.org/material/intcine/
CNICE: www.cnice.mecd.es/recursos2/atencion_diversidad/03_03.htm
http://www.ateiamerica.com/pages/vid6_1info-htm
http://eumc.eu.int/eumc/index.php
www.solidaridadgalicia.org
www.mec.es/educa/intercultural/index.htlm
www.fbofill.org
www.sosracismo.org
www.fundacionatman.org
www.ciss.es/foro-educacion/
www.intercultural.nl
http://www.crit.uji.es/
http://online.culturegrams.com
www.culturamigrante.org
www.fundaciondirecta.org
www.aera.net
www.fundación-sm.com
www.pluralismoyconvivencia.es
http://www.educacionsinfronteras.org
http://www.alboan.org
Environmental responsibility:
• Avoid plastic caps or other unnecessary outer wraps.
• Whenever possible, use staples instead of binding.
• Double-sided printing in “ink saving” quality.
• Do not use blank sheets as chapter or part separators.
• Avoid attachments that do not have direct reference to the topics developed.
Gender perspective: It is recommended to make use of non-sexist language, both in daily classroom work and in the academic work assigned. Information on this can be obtained at the link: https://www.usc.gal/export9/sites/webinstitucional/gl/servizos/oix/desc…
Mandatory use of the rai email account.
• Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
• The mobile phone may not be used, except when used as a work tool following the instructions given by the teacher, making students responsible for the legal and academic consequences that may arise from inappropriate employment.
• Keep in mind that the teaching-learning process (classes / tutorials) is private. In this sense, it is understood that it is an act of communication and exchange between the teacher and the students enrolled in the subject.
• Compulsory compliance with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
CONTINGENCY PLAN
Adaptation to the Guidelines for the development of secure face-to-face teaching. Course 2021-2022
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. 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 / or Virtual Campus). Tutorials can be face-to-face or virtual, as can reviews. The final test will be developed in a virtual or face-to-face synchronous way, taking into account the hygienic-sanitary regulations in force at that time.
Scenario 3: Teaching will be developed virtually using the available tools (Teams and / or Virtual Campus) and continuously monitoring the work of students. 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 folder = 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 developed in a virtual or face-to-face synchronous manner, taking into account the hygienic-sanitary regulations in force at that time.
- Review of two books or articles = 15%
- Classroom folder = 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 = 10%
- Classroom folder = 25%
- Final test = 60%
Miguel Angel Santos Rego
- 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
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
Noemi Castelo Veiga
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- noemi.castelo.veiga [at] usc.es
- Category
- Ministry Pre-doctoral Contract
Daniel Sáez Gambín
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 982821052
- daniel.saez.gambin [at] usc.es
- Category
- Ministry Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_02 (Ce - Mi) | Galician, Spanish | ROOM 10 (LIFE CAMPUS -Module C2) |
| Wednesday | |||
| 10:30-12:00 | Grupo /CLIS_01 (A - Ca) | Galician, Spanish | CLASSROOM 5 (LIFE CAMPUS-Module A) |
| 12:30-14:00 | Grupo /CLE_01 (A - Z) | Galician | CLASSROOM 10-11 ( LIFE CAMPUS VIDA-Module A) |
| Thursday | |||
| 12:30-14:00 | Grupo /CLIS_03 (Mo - Z) | Spanish, Galician | CLASSROOM 9 (LIFE CAMPUS-Module A) |
| 05.19.2022 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 07.01.2022 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 9 (LIFE CAMPUS-Module A) |