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 Teacher Training
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Conceptual (knowledge):
- To master the basic historical references, both theoretical and practical, of modern education, from the eighteenth century till today.
- To learn about the different organizations, movements and institutions that influence education today.
Procedural (know-how):
- To reflect on a theoretical-pedagogic level about the significance of educational facts and teaching function in contemporary society, with special attention to the case of Galicia.
- To analyze and interpret the progress and the reality of education systems in the light of the history of education and educational theory.
Attitudinal (know to be):
- To be ethically committed to education, to social service demands and to the dignity of those with whom teachers interact in a professional level.
- To foster democratic education based on equity and respect for human rights, to help confront the values of an active citizenship, critical and committed to their future from their own cultural identity.
Theme 1. The educational phenomenon.
Theme 2. The Enlightenment: inheritance, educational changes.
Theme 3. The education in the contemporary educational thought.
Theme 4. Development and evolution of educational systems.
Theme 5. Movements and contemporary educational institutions.
Theme 6. Pedagogical answers to social and educative challenges of today.
Basic bibliography:
Caride, J. Antonio e Trillo, Felipe (dirs.) (2010). Dicionario galego de Pedagoxía. Vigo: Xunta de Galicia-Galaxia.
Carreño, Miryam (ed.) e outros (2000). Teorías e instituciones contemporáneas de educación. Madrid: Síntesis.
Casado, Daniel (2016). Historia y teoría de la educación. Madrid: CEF.
Colom, Antoni J. (coord.) e outros (2002). Teorías e instituciones contemporáneas de la educación. Barcelona: Ariel.
Costa, Antón (2004). Historia da educación e da cultura en Galicia (séculos IV-XX). Vigo: Xerais.
Del Pozo, M. Mar (ed.) e outros (2004). Teorías e instituciones contemporáneas de educación. Madrid: Biblioteca Nueva.
Merma, Gladys (ed.) (2019). Teoría e historia de la educación. Apuntes para la formación inicial del profesorado. Alacante: Universitat d’Alacant.
Negrín, Olegario e Vergara, Javier (2003). Teorías e instituciones contemporáneas de educación. Madrid: Centro de Estudios Ramón Areces.
Complementary bibliography:
Arenas, M. Gloria; Gómez González, M. José e Jurado, Encarnación (coords.) (2007). Pensando la educación desde las mujeres. Málaga: Universidad de Málaga.
Ayuste, Ana e outros (2002). Planteamientos de la pedagogía crítica. Comunicar y transformar. Barcelona: Graó.
Bolívar, Antonio e Guarro, Amador (coords.) (2007). Educación y cultura democráticas. Madrid: Wolters Kluwer.
Bona, César (2015). La nueva educación. Los retos y desafíos de un maestro de hoy. Barcelona: Plaza & Janés.
Bowen, James (1990). Teorías de la educación: innovaciones importantes en el pensamiento educativo occidental. México, D.F.: Limusa.
Caballero, Rafael (dir.) (2015). Sistema educativo y descentralización territorial. Madrid: Iustel.
Canales, Antonio F. e Gómez, Amparo (eds.) (2015). La larga noche de la educación española. El sistema educativo español en la posguerra. Madrid: Biblioteca Nueva.
Candedo, Mariló (coord.) (2013). A educación: dereito ou mercadoría? Santiago de Compostela: Laiovento.
Capitán, Alfonso (1994). Historia del pensamiento pedagógico en Europa. Madrid: Dykinson.
Capitán, Alfonso (2000). Educación en la España contemporánea. Barcelona: Ariel.
Carbonell, Jaume (2008). Una educación para mañana. Barcelona: Octaedro.
Carbonell, Jaume (2015). Pedagogías del siglo XXI. Alternativas para la innovación educativa. Barcelona: Octaedro.
Carbonell, Jaume (2018). La educación es política. Barcelona: Octaedro.
Chiva, Óscar e Martí, Manuel (coords.) (2016). Métodos pedagógicos activos y globalizadores. Conceptualización y propuestas de aplicación. Barcelona: Graó.
Costa, Antón (2019). Célestin e Élise Freinet: unha pedagoxía do século XX que se renova no presente. Innovación Educativa, 29, 157-197. DOI: http://dx.doi.org/10.15304/ie.29.6284
Dewey, John (2020). Experiencia e educación. Pontevedra: Kalandraka (ed. or. 1938).
Escola de Barbiana (2018). Carta a unha profesora. Pontevedra: Kalandraka (ed. or. 1967).
Fernández Enguita, Mariano (coord.) (2002). ¿Es pública la escuela pública? Barcelona: CissPraxis.
Freinet, Célestin (2019). As técnicas Freinet da escola moderna. Pontevedra: Kalandraka (ed. or. 1964).
Freire, Paulo (2018). Pedagoxía do oprimido. Pontevedra: Kalandraka (ed. or. 1968).
Fullat, Octavi (2002). Pedagogía existencialista y postmoderna. Madrid: Síntesis.
Galino, M. Ángeles (1982). Historia de los sistemas educativos actuales. Madrid: UNED (2 tomos).
García Amilburu, María (2007). Nosotros, los profesores: breve ensayo sobre la tarea docente. Madrid: UNED.
[...].
General:
G.5 To promote coexistence within and outside the classroom, solving discipline problems and help resolve conflicts peacefully. Encourage and value effort, perseverance and self-discipline in students.
G.8 To maintain an independent and critical relationship towards knowledge, values and social institutions, public and private.
G.9 To assess the individual and collective responsibility in achieving a sustainable future.
G.10 To reflect on classroom practices to innovate and improve teaching. To acquire habits and skills for independent and cooperative learning, and promote it among students.
G.12 To understand the role, possibilities and limits of education in today's society and the core competences that affect primary schools and their staff. To know improvement quality models with application to school centres.
Specific:
E.7 To promote cooperative work and individual work and effort .
E.8 To promote actions on values education aimed at preparation of active and democratic citizenship.
E.10 To design, plan and assess the teaching role and learning in the classroom.
E.12 To participate in the definition of the educational project and in the general activities of the centre taken into account the quality management criteria.
E.13 To understand and apply methods and basic techniques of educational research and to be able to design innovative projects, identifying evaluation indicators.
Basic:
B.1 That students have demonstrated knowledge and understanding in an field of study that builds upon the general secondary education, and is typical at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study.
B.2 That students can apply their knowledge and understanding to their work or vocation in a professional manner and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
B.3 That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues.
B.4 That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
Transversal:
T.2 Instrumental knowledge of the Galician language.
T.3 Instrumental knowledge of ICT.
Large group activities are designed to develop, clarify and discuss the contents of the subject which offer greater difficulty in understanding. Special emphasis will be put on basic and relevant aspects, while solving the initial learning problems that students may come across. The teacher will use an expository technique and the students will perform certain exercises in accordance with the content addressed.
Smaller group activities will be developed in the context of methods such as debate and case studies preferably, involving as well an important autonomous and group work. This will facilitate the development by students of the competencies related to critical thinking, to the use of the Galician language, the information and communication technologies and other competences pointed out. The debate, reading and document commentary and work exposition will require a high percentage of working hours by students, to promote independent and cooperative learning which also develops the ability of public presentation of the results of work performed.
Whether starting with activities offered by the teacher or by student initiative, they will be assisted by the teacher on the academic scheduled tutorials, in order to guide their work and learning, and thus, to ensure the achievement of all the competences established for the subject.
Subject involvement, class participation: until 2 points of the final mark (competences to be assessed: G.5, G.8, E.7, E.8, E.10, E.13, B.1, B.2, B.3, T.2, T.3).
Presentations or oral tests: until 2 points of the final mark (competences to be assessed: G.8, G.10, G.11, E.7, E.10, E.13, B.1, B.2, B 3, T.2, T.3).
Written reports or other productions: until 3 points of the final mark (competences to be assessed: G.5, G.8, G.12, E.10, E.13, B.1, B.2, B.3; T.2, T.3).
Specific written tests: until 5 points of the final mark (competences to be assessed: G.5, G.12, E.7, E.8, E.10, E.13, B.1, B.2, B. 3, T.2).
Total 150 hours: 51 attendance hours and 99 hours of autonomous work.
Expository activities in large group: 24 attendance hours and 35 hours of autonomous work.
Interactive activities in medium group: 24 attendance hours and 45 hours of autonomous work.
Tutorial activities in small group: 3 attendance hours and 19 hours of autonomous work.
- Continuous attendance and active participation in classes.
- Completion of all the works / activities scheduled.
- Download from the virtual USC the Learning Guide that the teacher will leave at the beginning of the semester. This document details numerous aspects concerning the development of the subject, in particular those relating to learning and assessment activities.
USC is an attendance-modality university; therefore the attendance to a minimum of 80% of the class sessions is compulsory. Adaptations of this general rule to specific cases will be mentioned in Learning Guide of the subject; in any case, ensuring equity in the assessment and equal opportunities for all students.
In such circumstances, non-attending students must comply with work submission dates and it is also recommended to keep contact with the teacher through tutorials to ensure adequate subject progress to pass it.
Francisco Xose Candia Duran
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 982821019
- francisco.candia [at] usc.gal
- Category
- Professor: Collaborator
| Thursday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_03 | Galician | Classroom 27 |
| 10:30-12:00 | Grupo /CLIS_04 | Galician | Classroom 27 |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | Classroom 27 |
| 13:30-15:00 | Grupo /CLIS_02 | Galician | Classroom 27 |
| 17:30-19:00 | Grupo /TI-ECTS01 | Galician | Music Classroom |
| Friday | |||
| 12:00-13:30 | Grupo /CLE_01 | Galician | Classroom 22 |
| 13:30-15:00 | Grupo /CLE_02 | Galician | Classroom 22 |
| 01.27.2021 09:00-11:00 | Grupo /CLE_01 | Classroom 29 |
| 06.28.2021 09:00-11:00 | Grupo /CLE_01 | Classroom 29 |