- Code
- FD0371
- Type
- Specific and On-Demand Training Program Course - MICROCREDENCIAL
- Teaching Modality
- Face-to-face
- Duration
- 1 year
- Credits
- 1.5
- Course
- 2025-2026
- Price
- Abonado pola entidade solicitante
- Center
- Oficina de Igualdad de Género
- Management
-
Sonia Esperanza Rodríguez Boente
Patricia Alonso Ruido - Contact
vanessa.vidal.freire [at] usc.es
Department / Organizing Center
Oficina de Igualdad de Género
VANESSA VIDAL FREIRE
vanessa.vidal.freire [at] usc.es
Oficina de Igualdad de Género
Dates
Duration: 07/10/2025 - 21/10/2025
Pre-registration: 28/07/2025 - 19/09/2025
Registration: 20/09/2025 - 30/09/2025
Minimum number of students: 10
Maximum number of students: 25
Mandatory insurance:
20,69€ (Students who formally enroll in their own Postgraduate courses, Continuous Training and Training Program, will also be included the amount of mandatory accident insurance and travel assistance for USC students, as established in current regulations (Council Agreement Government June 29, 2009) and will be issued together with the 1st liquidation of registration. Except in the courses that are 100% virtuous, considered these by academic year; and in the cases in which the students have paid this same insurance in a USC degree in the current academic year.)
Access requirements
They are not required.
Pre-registration
You can consult a manual of the admission procedure on the CEP website in Archive or by clicking here
To apply for admission, go to the following link of the virtual secretary
https://matricula.usc.es/Posgrao/SolicitudeEstudosPropios
Access to pre-registration and registration
Selection system
Aimed at undergraduate, master's and doctoral students, as well as education professionals, selected in order of pre-registration.
Objectives
1. To analyse the educational reality and the school curriculum from a critical, reflective and gender perspective.2. Understand the gender perspective and its conceptual substratum, within the framework of feminist pedagogical and scientific intervention, taking into consideration the chronology of inequality.
3. Reflect on the impact of inequality - fuelled by sexism and gender stereotypes - on education, while developing a gendered teaching and research perspective and stimulating feminist pedagogical strategies in the student body.
4. Identify and make visible situations of gender discrimination and inequality, from the perspective of feminist pedagogical thinking.
5. To incorporate the gender perspective in infant and primary classrooms from the perspective of feminist pedagogical thinking.
Career options
1. To analyse the educational reality and the school curriculum from a critical, reflective and gender perspective.2. Understand the gender perspective and its conceptual substratum, within the framework of feminist pedagogical and scientific intervention, taking into consideration the chronology of inequality.
3. Reflect on the impact of inequality - fuelled by sexism and gender stereotypes - on education, while developing a gendered teaching and research perspective and stimulating feminist pedagogical strategies in the student body.
4. Identify and make visible situations of gender discrimination and inequality, from the perspective of feminist pedagogical thinking.
5. To incorporate the gender perspective in infant and primary classrooms from the perspective of feminist pedagogical thinking.
Evaluation
In order to assess participants' learning, they will be asked to draw up a plan for a specific activity that incorporates a gender perspective into a regular classroom setting. This task must be directly contextualised within one of the subjects in the Early Childhood Education or Primary Education curriculum. The aim is for them to consider the sexism and gender stereotypes entrenched in our society and contribute to their eradication by using education as a tool for change. This task, which will be carried out largely in the classroom, will be presented to the whole group in the last session of the activity. A brief report will also be submitted, summarising both the task designed and a critical and informed reflection on the content covered throughout the activity.
Tutoring
A collaborative learning space will be provided in which an active, reflective and eminently critical knowledge-building process will be encouraged. In this way, debate and disagreement will be stimulated, always based on respect for dialogue and the exchange of opinions. Throughout the sessions, the teacher will guide the teaching-learning process by presenting the theoretical content, while using a variety of active methodological tools such as debates, role playing, games, and others. Languages: Galician and Spanish
7, 14 and 21 October, from 4pm to 9pm.
Code | Subject | Credits |
---|---|---|
1 | The Gender Perspective In Infant And Primary Classrooms. | 1.5 |