ECTS credits ECTS credits: 5
ECTS Hours Rules/Memories Student's work ECTS: 85 Hours of tutorials: 5 Expository Class: 15 Interactive Classroom: 20 Total: 125
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: History, Applied Economics
Areas: Modern History, Economic History and Institutions
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
- Conceptual and methodological knowledge and use of resources for understanding, deconstruction and transformation of social inequalities derived from the gender system.
-Approximation of the students with new methodologies of historical analysis with a gender perspective. An approach to the old and the new paradigms.
- Analyze the historical validity of the sex/gender system as a principle of organization social.
-Display a historiography assessment of the history of women and gender. Special attention to the case of Galicia.
- Building a non androcentric knowledge that incorporates new categories of analysis, and establish lines of research that will contribute to the understanding of gender inequalities, as well as to the questioning and transformation of the social-symbolic order to the holds.
-Promoting knowledge about the social, scientific and technological contribution of the women.
1.The gender perspective: concepts, sources and methodology.
2. women in pre-industrial societies: biological, economic and social reproduction
3. Women in pre-industrial societies: education, culture and religion
4. Legal inequality and the antecedents of feminist thought
5. Women in contemporary societies: economy, work and education
6. Women and socio-demographic and family change.
Bock G. (2001): La mujer en la historia de Europa, Barcelona, Crítica.
Nash, M.(2004): Mujeres en el mundo. Historia, retos y movimientos, Madrid, Alianza Editorial.
Rey Castelao, O. e Rial García, S. (2009): Historia de las mujeres en Galicia, siglos XVI-XIX, Editorial Nigratrea, Vigo.
Rodriguez Galdo, M.X. (ed.) (1999): "Textos para a Historia das Mulleres en Galicia", Consello da Cultura Galega, Santiago de Compostela.
-Pallares, Mª Carmen (2010) Conciencia y resistencia. La denuncia de la agresión masculina en la Edad Media, en: Radl Philipp, R. (2010) Investigaciones Actuales de las Mujeres y del Género, Universidade de Santiago de Compostela.
-Pernoud, Regine (1987) La Mujer en el tiempo de las catedrales, Ed.Granica, Barcelona-Buenos Aires, págs.. 12-34..
-Wollstonecraft, Mary (1998) Vindicación de los derechos de la Mujer, Ed. Debate, Madrid, págs. 27-61 y p. 109-138
-Scanlon, Geraldine: (1986) La polémica Feminista en la España Contemporánea 1868-1974, Akal, Madrid. Págs.. 3-12 y 15-41.
-Radl Philipp,Rita (2010) Derechos Humanos y Género, en: CADERNOS CEDES: Educaçao e direitos humanos: contribuiçoes para o debate, no. 81. Vol. 30, págs.. 135-155.
-Radl Philipp,Rita (2010) Feminismo y Conocimiento de las Mujeres y del Género: rememorando una historia particular, en: Claudinei, José, Bittencourt, Ana Palmira y Rocha, Livia: Historia, Memoria e Educação, Alínea, Campinas-Sao Paolo.
Basic competence:
- Capacity of collection and management of information.
-capacity of decision.
-working in team
- autonomous learning
- -creativity
-leadership
-initiative and entrepreneurial spirit
General competence:
- 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 to communicate both groups specialized as a non-specialist
-ability to continue learning in a continuous and autonomous way
- ethical and deontological commitment.
-recognition of diversity and multiculturalism.
-adaptation to new situations
-motivation for the quality and professional excellence
-sensitivity to issues of social and economic reality
-spirit of overcoming.
-Specific competence:
-Acquisition of historical knowledge that enables a critical -ideological perspective in connection with our history.
-Acquisition of knowledge that allows a critical -ideological perspective on the history of women and men in different social formations.
-Discovering and rediscovering new ways to carry out analyses and the readings of history, both the more distant in time as the most recent.
-Discover and study new ways to carry out analysis and readings of the story about the fender roles and gender relationship.
Transversal competence: :
-that students and students are able to boost the implementation of transformative actions of gender equality from a transversal perspective, specifically in the areas of economic and labor
-to students and students are able to make political assessments from a standpoint of interconnections and cross-gender
-that students and students are able to boost the implementation of actions which promote gender equality a cross-cutting perspective gender (mainstreaming), at various levels of formal institutional education, that is, infant, primary and secondary education, and also in the fields of formal education at the community level
-that pupils and students are able to boost the implementation of actions which promote gender equality from a transversal perspective of gender (mainstreaming), in all social administrative and political spheres.
For theoretic teaching will be used a modified master class model to optimize the interaction professor-students. However, following a communicative interactionist teaching conception will be used a combination of master class with active interventions and speeches of the female and male students (exhibitions, summaries, formulation of questions for the full class etc.), i.e., contributions in relation to the material to be used in different classes to deepening into different thematic complexes arising in the space of the classroom. Concretely may be used:
-lectures, after the initial exposure of a subject, is done to the discussion in the group the possibilities of implementation of certain measures and the possible repercussions that may result.
-Support of case studies.
-Videos of different performances and interventions.
-Practical activities on each of the themes exposed in class and contained in the programme of the matter.
This field sets the continuous assessment system. To follow this system required regular attendance at classes (both theoretical and practical) as well as active participation in classes and other activities. Registered persons who were not present in more than 20% of the assistance checks they will be excluded from the system of continuous assessment and only they may subject to the system of evaluation only (3-hour final exam). Activities to develop the system of continuous assessment:
1. Periodic assessment tests: there will be two assessment tests, compulsory, consistent in response to one or more questions on the subject of recent explanation in the clases.
2. Course work: format preset by the teachers, each student must perform work staff, consisting of a drawing on one of the headings or on one of the items on the agenda.
3 Oral presentation: For the course work there is work required an oral exposure .
4. Seminars: Participation in seminars required to perform some previously mentioned readings.
5. Active participation in the class.
6. Practical exercises: without periodicity or predefined call will perform a series of consistent practices in: reviews, readings and data of interest in class; search for bibliographic information, documentary or statistics on a topic proposed by the teachers.
In the case of exemption from teaching continuous evaluation will be replaced by the evaluation of the work with texts.
EVALUATION COURSE WITHOUT TEACHING
Since the master is biennial and during the second year of each edition of the master there will be no face-to-face teaching of this subject, the students enrolled in it must contact the teachers responsible for the subject as soon as possible to specify the evaluation system. In any case, if nothing else is agreed, the female and male student will be evaluated through work, activities and a final exam in the scheduled calls.
It depends on each student and student, but are based on the basis of which a credit ECTS is calculated, in the context that concerns us, approximately 12-15 hours of work a week.
It will be recommended continuous monitoring of matter during throughout the semester. For this, it is convenient to regularly attend classes, joining the system of continuous assessment, make use of the tutorials and assume the habit of reading, that allows developing interpretative skills on the subject of the course.
CONTINGENCY PLAN
That follows the "" Contingency plan for or development of teaching during the academic year 2021-22 ", approved by the Governing Council of the USC on April 30, 2021.
Scenario 1. Adapted normality (without physical presence restrictions)
In this scenario, the usual methodology of work in the classroom will be applied for the expository and interactive classes and the follow-up of the matter and the tutorials.
Scenario 2: Distancing (partial restrictions of physical presence)
In this scenario, a combined methodology will be applied, that is, the work in the classroom will be combined with on-line classes (by videoconferences, etc.), especially in the expository classes, adapting the format to the expository and interactive classes and the Follow-up of the matter will be non-face-to-face (via telematics and email).
In this case, continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be ensured that the texts are available in the virtual classroom.
Interactive Classes
It will work with material and texts, questions and reflections about the texts and debates of readings / bibliography proposed in the program for the different thematic nuclei of the program.
Scenario 3: Closure of facilities
In this scenario, a non-face-to-face teaching methodology will be applied with on-line classes (by videoconferences, etc.) in the expository and interactive classes and the follow-up of the matter will be non-face-to-face (via telematics and email).
The continuous evaluation will continue to be the preferred evaluation system, indicating in advance the delivery dates of the tasks, questions and the work-presentation. It will be ensured that the texts are available in the virtual classroom.
Interactive classrooms:
We will work with material and texts, questions and reflections about the texts and debates of readings / bibliography proposed in the program for the different thematic nuclei of the program and the follow-up will be telematically, email and virtual classroom.
PLAGIARISM (FOR PRESENTIAL AND NON-PRESENTIAL TEACHING)
“For cases of fraudulent carrying out of exercises or tests, what is stated in the
Regulations for assessing students' academic performance and reviewing
ratings".
Ofelia Rey Castelao
- Department
- History
- Area
- Modern History
- Phone
- 881812610
- ofelia.rey [at] usc.es
- Category
- Professor: University Professor
Pedro Varela Vazquez
- Department
- Applied Economics
- Area
- Economic History and Institutions
- Phone
- 881811695
- pedro.varela.vazquez [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Thursday | |||
|---|---|---|---|
| 18:30-19:30 | Grupo /CLE_01 | Galician | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 19:30-21:00 | Grupo /CLIS_01 | Galician | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 01.21.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 06.23.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |