ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree 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 | 1st year (Yes)
1. Knowing items: development, education, community, community development and local
2. Relating developmental realities and the education
3. Analyzing local realities from a developmental perspective
4. Knowing and to analyze potentialities of the the community for the achievement of life best conditions to local level
Seminar 1: Civil society, citizen and social involvement education
(2 credits)
0. Introduction: The Seminar's meaning in the Curriculum of the Master
1. Civil society's item. Delimitation of approaches.
2. Education and Citizenship in an open society.
3. Democracy, civil society and education in values.
4. The construction of the citizenship from the process thing educational. Voluntary service and education.
5. Civic and change apprenticeship educational. The formation of the civic Responsibility.
6. Informative civil society and flows: the access to the net
Seminar 2: The socioeducational management of the immigration in the local field
(1 credit)
0. Introduction: The Seminar's meaning in the Curriculum of the Master
1. Local governments and immigration policies
2. The socioeducational impact of the immigration in the local administration
3. Models and tools for the socioeducational management of the immigration in the local field
4. Social services and programs member-educational of the local administration in the integration of immigrants
5. Agents member-educational of the management of the immigration in the local administration
BÁSICA
Cortina, A. (1998) Ciudadanos del mundo. Madrid, Alianza.
Longueira, S. (2019). Introducción a la educación para el desarrollo, conceptos y evolución histórica. En R. DePalma (Coord.), La educación para el desarrollo y la ciudadanía global: una experiencia de investigación-acción participativa (pp. 15-32). Graó
Escámez, J. (2003). La educación para la participación en la sociedad civil. Revista de Educación 1, 191-211. Disponible en https://sede.educacion.gob.es/publiventa/detalle.action?cod=11399
COMPLEMENTARIA
Beltrán Llavador, J. (2002) Ciudadanía y Educación. Lecturas de imaginación sociológica. Valencia, Germanía.
Izquierdo Escribano, A. (2003). La inmigración en Europa: flujos, tendencias y política, en Izquierdo Escribano, A. (ed.), Inmigración: mercado de trabajo y protección social en España. Madrid, Consejo Económico Social, 11-44.
Lucas, J. de (2004). Políticas de inmigración: participación y ciudadanía de los inmigrantes. El papel de las Comunidades Autónomas y de los Ayuntamientos, Asamblea. Revista parlamentaria de la Asamblea de Madrid, 3-18.
Malgesini, G. y Giménez, C. (2000). Guía de conceptos sobre migraciones, racismo e interculturalidad. Catarata.
MEC (2005) Hacia una nueva ciudadanía europea, Ministerio de Educación y Ciencia, Madrid.
Naval, C. (2000) La educación cívica hoy. Una aproximación interdisciplinar. Pamplona, Eunsa.
Olveira Olveira, Mª E. y Otros (2005). Modelos interculturales. Cuestiones conceptuales para el desarrollo de estrategias de intervención. En, S. Periró i Greòri (Coord.), Nuevos espacios y nuevos entornos de educación (pp. 165-183). ECU.
Parella, S. (2003). Mujer, inmigrante, trabajadora: La triple discriminación. Barcelona, Anthropos.
Podestá, B. y otros (2000) Ciudadanía y mundialización. Madrid, CEFIR, CIDEAL y INVESP.
Santos Rego, M. A. (2002). La cuestión educativa y las nuevas coordenadas de la emigración gallega en Europa. Santiago de Compostela, Universidade de Santiago de Compostela.
Solé, C. e Flaquer, L. (eds.) (2005), El uso de las políticas sociales por las mujeres inmigrantes. Madrid, Instituto de la Mujer, Ministerio de Trabajo y Asuntos Sociales.
Vidal Beneyto, J. (dir.) (2003) Hacia una sociedad civil global, Taurus, Madrid.
BASIC AND GENERAL
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
CB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.
TRANSVERSAL
CT01 - Know and respect the Universal Declaration of Human Rights, promoting a culture of peace, democratic awareness and a peaceful resolution of conflicts as well as the basic mechanisms for citizen participation as an exercise that governs the preparation of University Social Responsibility Reports from the USC
CT02 - Incorporate the principles of gender equality between men and women and universal accessibility according to the recommendations of the USC in its II Strategic Plan for Equal Opportunities between Women and Men, the Criteria for the Elaboration of a Professional and Non-Sexist Language and the Protocol for Prevention and Action against Sexual Harassment and Harassment on the basis of Sex, Sexual Orientation and Gender Identity
CT03 - Develop aptitudes for cooperative and collaborative work through participation in teams; inside and outside the classroom, using negotiation skills and responsibilities in the performance of the tasks assigned in the subjects and modules of the Master. Presentation and choice of values such as effort, respect and commitment to the search for quality in the teaching-learning process as a sign of identity
CT04 - Generate an attitude for environmental sustainability and responsible consumption from the principles that govern the USC Sustainable Development Plan
SPECIFIC
CE1 - Recognize the scientific dimension of the research process in the socio-historical-educational area
CE2 - Link scientific knowledge, educational research and their methodological contributions to the processes of socio-educational change
CE5 - Know the main approaches and strategies of program evaluation in socio-community intervention
The teaching staff in the expository classrooms will present the central aspects of the contents of the subject.
In the interactive classrooms, different dynamics and tasks will be developed in small groups to advance the content developed in the exhibition rooms. Methodologies that favor the participation and involvement of the lighting system will be prioritized.
The possibility of inserting a Service-Learning (ApS) proposal is contemplated.
The subject will have a virtual classroom that will be essential for its monitoring. All assignments will be delivered through it.
In scenario 1, adapted normality (without restrictions to physical presence), face-to-face teaching may be combined with virtual teaching up to a maximum of 10% of the total hours of the subject
In addition to the Virtual Campus, to support the classrooms and assigned tasks, institutional technological tools will be used: Microsoft Office 365, MS Teams, etc.
For the evaluation in this matter two modalities are contemplated: the evaluation by module and evaluation by specific subject. In normal conditions, the evaluation will be chosen by module, in extraordinary cases the second modality will be followed.
EVALUATION BY MODULE
a) Module work (70%)
The Academic Committee of the Master, meeting on June 6, 2014, approves offering the evaluation by modules for students who meet the stipulated conditions and who, freely, decide to ascribe to this evaluation modality, which in the matter contemplates the realization of the next task:
"Identification and analysis of good practices (BBPP)". Which will consist of the analysis of a good practice of community development, of management of cultural diversity, of cultural or social initiative, of community plan or of socio-environmental sustainability integrated within the framework of the dynamics of transformation and improvement of the local community . They can be actions promoted by the local community, city councils or civic and third sector organizations. The coordination of the module will specify the guidelines for carrying out the work, which will also be published in the virtual classroom of the Coordination of the Master.
b) Trabajos propios de la asignatura (30%)
Implicará la realización de las siguientes tareas:
- Participación en las actividades de aula.
- Análisis de una práctica local. Identficación de una actividad de desarrollo local relacionada con la temática de la materia
- Propuesta de intervención. Desarrollo de una propuesta que implique la participación de la comunidad universitaria en el cumplimineto de los Objetivos de Desarrollo Sostenible
EVALUATION BY SUBJECT
In the event that the student, for any justified reason (enrolled part-time, repeaters, students with an attendance waiver ...), does not adhere to the evaluation model by module, he will be graded based on the management and knowledge of the contents of the each subject and the realization of practices and specific tasks. The qualification will be awarded based on the following activities:
Continuous Assessment: 60
The same tasks defined for the evaluation by module adapted to this modality.
Final Exam: 40
Which will consist of a written theoretical test that will address the contents taught in the subject.
In cases of fraudulent performance of exercises or tests, two students and qualifications review will be applied or recollected to the Regulations for the validation of academic performance.
For an adequate follow-up and understanding of the subject, it is considered of utmost importance to regularly attend and to individual and group participation in the lectures and interactive class sessions that are scheduled, having to carry out or study the tasks entrusted in each case.
Or estimated time of work for the classroom is 50 h.
In relation to students who have an Attendance Waiver, the procedure established in Instruction 1/2017 on waiving class attendance will be followed, which can be consulted on the Faculty website (http://www.usc.es/gl/centros/cc_educacion/dispensa_asistencia_clase.html).
The students must personally comment with the teacher of the subject on this circumstance in the first week of class if they already have proof of the granting of the same.
In the first class sessions, taking into account the schedule of completion and delivery of work, the deadlines had been established for the collection of the tasks indicated.
CLASS ATTENDANCE: O Government Council of March 25, 2010 approved the Regulations for class attendance in education adapted to the EHEA: http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…
In it, the benefits of attending class are exposed, among them it facilitates a “better understanding of the subject, the acquisition of competencies in groups and individuals, continuous learning, direct interaction with other students or the possibility of a more participatory teaching-student methodology ”. It should be remembered that USC is a face-to-face university, so attendance at a minimum of 80% of class sessions is compulsory / compulsory. In the cases contemplated in the regulations of the Faculty, students may request an official teaching exemption.
In attention to criteria of GENDER EQUALITY in the university environment, it is recommended to use non-sexist language both in daily classroom work and in entrusted academic work.
Information can be obtained in this regard at the link: http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…
COMMUNICATION BY E-mail WITH THE TEACHER
In relation to the questions that the students ask the teachers of the subject by email to clarify two aspects:
1º The student body must necessarily use the USC email address (@ rai. Usc.es).
2º The teaching staff has, preferably, the time that is framed in the tutorial schedule to respond to the e-mails of the students.
DATA PROTECTION
Regarding data protection, reference regulations can be consulted at the following link: http://www.usc.es/gl/normativa/protecciondatos/index.html
MOBILE PHONE USE
The mobile phone may not be used, except when it is used as a work tool following the indications given by the teaching team, the students being responsible for the legal and academic consequences that may arise from a job that is not accommodated with it.
TEACHING-LEARNING PROCESS:
Bear 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.
CONTINGENCY PLAN
Scenario 2:
Methodology:
Exhibition sessions: they will be developed, primarily, in person. If necessary, non-contact sessions (synchronous or asynchronous) can be scheduled for half the group.
Interactive sessions: they will take place in person in the groups that are officially constituted. These sessions will be combined with other non-face-to-face sessions according to the calendar for the temporary organization of teaching in three-week cycles established by the Faculty.
Tutorials: they will be carried out primarily in person, and exceptionally (justified cases) electronically, in both circumstances at the established official schedule.
-Evaluation:
The evaluation activities are those generally contemplated in the subject program.
The final test, if any, may be in person or online, the final decision depending on the health situation.
Scenario 3:
Methodology:
Lecture sessions: they will be developed, primarily, in synchronous telematic mode through the different platforms that the university has enabled (Teams, Virtual Campus, etc.). Asynchronous sessions may be scheduled when the type of activity to be carried out so requires.
Interactive sessions: they will be developed, primarily, in synchronous telematic mode through the different platforms that the university has enabled (Teams, Virtual Campus, etc.). Asynchronous sessions may be scheduled when the type of activity to be carried out so requires.
Tutorials: they will be carried out electronically, in the established official schedule.
Evaluation:
The evaluation activities are those generally contemplated in the subject program.
Silvana Longueira Matos
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813771
- silvana.longueira [at] usc.es
- Category
- Professor: Temporary PhD professor
Igor Mella Núñez
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813756
- igor.mella [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Patricia Alonso Ruido
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813756
- patricia.alonso.ruido [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Tuesday | |||
|---|---|---|---|
| 18:30-20:30 | Grupo /CLE_01 | Galician | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| Wednesday | |||
| 18:30-20:30 | Grupo /CLIS_01 | Galician | CLASSROOM 10-11 ( LIFE CAMPUS VIDA-Module A) |
| Thursday | |||
| 18:30-20:30 | Grupo /CLIS_01 | Galician | CLASSROOM 10-11 ( LIFE CAMPUS VIDA-Module A) |
| 05.23.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 07.07.2022 16:00-18:00 | Grupo /CLE_01 | CLASSROOM 10-11 ( LIFE CAMPUS VIDA-Module A) |