social structure and education teaching guide 2020 2021 · g1. ict g2. oral communication g3....

Social Structure and Education

Teaching Guide 2020_2021

Degree on Early Childhood Teacher Education

Titulación adscrita a

Social Structure and Education: Course Description

FLORIDA UNIVERSITÀRIA – Degree on Early Childhood Teacher Education

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TABLE OF CONTENTS

1.- Identification .................................................................................................................... 2

2.- Description and General Objectives ................................................................................ 3

3.- Requirements .................................................................................................................. 4

4.- Competences .................................................................................................................. 4

5.- Learning outcomes .......................................................................................................... 6

6.- Activities and methodology .............................................................................................. 7

7.- Contents .......................................................................................................................... 8

8.- Assessment ................................................................................................................... 10

9.- Proposal for specific actions .......................................................................................... 11

10. Bibliography and references ......................................................................................... 12

11.- Subject-specific rules ................................................................................................... 14

12.- Queries and attention to students ................................................................................ 15

© FLORIDA UNIVERSITÀRIA Este material docente no podrá ser reproducido total o parcialmente, ni transmitirse por procedimientos electrónicos, mecánicos, magnéticos o por sistemas de almacenamiento y recuperación informáticos o cualquier otro medio, ni prestarse, alquilarse o cederse su uso de cualquier otra forma, con o sin ánimo de lucro, sin el permiso previo, por escrito, de FLORIDA CENTRE DE FORMACIÓ, S.C.V.



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1.- Identification

Subject: Social Structure and Education

Subject/Module: Basic training

Type of module: Core subject

ECTS: 6 ECTS

Degree: Degree in Early Childhood Teacher Education

Level/Term: Level 1 / 1st term

Department: Education

Professor:

Víctor Soler Email: [email protected] Office: D2.1. Office hours (1st sem):

Tuesday 18.00 – 19.00 (TEAMS) Thursday 9.15 – 10.15; 10.45 – 11.45 Fridays 9.15 – 10.15

Sabine Heiss Email: [email protected] Office: D2.1 Office hours (1st sem):

Monday – de 11.45 a 12.45 (TEAMS) Tuesday – de 10.45 a 12.45

(*) Highly important to arrange a meeting in advance via email

Language English / Catalan

mailto:[email protected]:[email protected]



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2.- Description and General Objectives

Introduction

This module, together with Sociology of Education, are part of a bigger subject called

Society, Family and Education. It is, therefore, an introductory subject to Sociology of

Education in which the main goal is that students acquire knowledge, techniques and

practices facilitating a critical and reflexive comprehension of the relationship between

Society and Education.

Its goal is the same than other social-psycho-pedagogy subjects, as the educational

system —as an object of study— is related to everything that is involved in the process

of social construction and socialization. For example, it connects with Didactics in the

way that it can facilitate, or not, the success in learning within some social groups through

the use of teaching methods and learning techniques.

Its contribution to the teacher training aims to forge an identity of involved, aware and

engaged professionals, a consciousness related to their social position within schools as

institutions that may produce and reproduce certain conditions for social inequalities.

General Objectives

Reaching an understanding of essential concepts of social theory (Sociology and

Social Structure), especially those closer to education and family perspectives.

Understanding the relations between main social institutions of social structure,

family and education.

Introducing the students to the link between theory, method and research

techniques, applied mainly to Education.

Designing a Research-Action social research in the diagnostic stage.

Acquiring reflexive and critical knowledge about the role of education in social

change.



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3.- Requirements

No specific requirements.

4.- Competences

FLORIDA UNIVERSITÀRIA COMPETENCES

G1. ICT

G2. Oral Communication

G3. Written Communication

G4. Foreign Language Fluency

G5. Team-working

G6. Conflict Solving

G7. Long-life Learning

G8. Commitment and Ethics

G9. Innovation and Creativity

G10. Leadership

G11. Self-regulation and responsibility in learning

DEGREE COMPETENCES

BASIC AND GENERAL COMPETENCES

CG13. Being capable to correctly express, by oral and written means, in the official languages of

the Autonomous Community

CG14. Using with solvency ICTs as regular working tools.

CG15. Analyzing critically and incorporating the most relevant issues of contemporary society

affecting families and school education: social and educational impact of audiovisual languages and

screens; changes in gender and intergenerational relationships; multiculturalism and

interculturalism; discrimination, social inclusion and sustainable development; and promotion of

educational activities oriented to the preparation of an active and democratic citizenship, committed

to equality, especially between men and women

CG16. Promoting cooperative work and individual effort.

CG17. Assuming that teaching function must be redefined and adapted to scientific, educational

and social changes.

CG18. Knowing the processes of interaction and communication within the classroom.

CG19. Recognizing the identity of each stage and its cognitive, psychomotor, communicative, social

and affective characteristics.



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CG20. Designing, planning and evaluating teaching and learning in the classroom in multicultural

and co-educational contexts

CG21. Working in teams with other professionals, inside and outside the University, in the attention

to each student, as well as planning learning sequences and organizing work situations in the

classroom and on the playing space

CG22. Knowing and applying methodologies and basic techniques of educational research and

being able to design innovative projects identifying evaluation indicators.

CG23. Understanding that systematic observation is a basic tool to reflect on practice and reality

and contribute to innovation and improve education.

CG24. Identifying and planning the resolution of educational situations that affect students with

different abilities and different rhythms of learning and acquire resources to promote their integration.

SPECIFIC COMPETENCES

CE36. Developing the ability to understand the families and to be understood by them

CE37. Boosting the ability to create and maintain communication links with the families in order to

advocate effectively in the educational process.

CE38. Developing the ability to know and perform the duties of tutor and advisor in relation to family

education.

CE39. Fostering the ability to link education to the environment and cooperate with families and the

community.

CE40. Fostering the ability to promote and cooperate in actions inside and outside of school,

organized by families, municipalities and other institutions with an impact on civic education.

CE41. Developing the ability to collaborate with different sectors of the educational community and

the social environment.

CE42. Fostering the ability to understand the historical evolution of the family, different types of

families, lifestyles and education within the family context.

CE43. Boosting the ability to observe and explore critically, reflexively and scientifically the family,

natural and social environment.

CE44. Developing the ability to acquire skills for prevention and peaceful resolution of conflicts

within the family and household and the groups interacting with them.

CE45. Boosting the ability to promote coexistence inside and outside the classroom, by dealing with

discipline problems and solving conflicts.

CE46. Developing the ability to know, understand and respect different cultures and differences

between people, equal rights and opportunities for men and women and non-discrimination of people

with disabilities.

CE47. Fostering the ability to learn to act as advisor for parents or tutors regarding family education

in each educational period and manage social skills in dealing with families.



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CE48. Fostering the ability to understand the role, possibilities and limits of education in today's

society.

CE49. Boosting the ability to reflect in groups on the acceptance of rules and respect for others.

Empowering the autonomy and uniqueness of each student as factors to be considered when

educating in terms of emotions, feelings and values in early childhood.

CE50. Developing the ability to perform the functions of tutoring and guidance to students and their

families, by meeting students’ educational needs.

5.- Learning outcomes

LEARNING OUTCOMES COMPETENCES

O1. Ability to harmonize and integrate educational theory and practice.

CE42, CE43, CE48

O2. Plan the process of social research. CE36 to CE50

O3. Identification of the different sub-systems involved in the education system, and its relationships within the social system.

CE39, CE40, CE41

O4. Acquisition of reflexive and critical knowledge about the role of education in social and cultural reproduction.

CE45 to CE50

O5. Ability to establish relationships with the educational community to observe and identify the expectations around education.

CE36 to CE41

O6. Interaction with all groups involved in teaching and working in interdisciplinary teams.

CE36 to CE41

O7. Understanding education as an institution and a social organization, within the structural social framework. Education as a system within the social system as a whole.

CE42, CE43, CE47

O8. Ability to critically understand the role of teachers and their contribution to maintain, or not, social inequalities related to social class and origin of the students.

CE45 to CE50

O9. Reflection on the the paradigm of lifelong learning and new links between training and experience, applying it to their own life experience.

CE48

O10. Analysis of the relationship between school, family and territory.

CE39, CE40, CE41

O11. Knowledge about Learning Cities initiative CE39, CE40, CE41



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6.- Activities and methodology

The students’ workload in this particular subject is equivalent to 25 hours per credit.

According to this amount, the workload is 150 hours in total, distributed as follows:

In-class activities: ATTENDANCE IS COMPULSORY (lectures, seminars, projects,

tutorials, etc.): 60 hours

Self-study Activities: (revising and preparing for lectures, doing research, designing

didactic projects, reviewing specific literature, etc.): 90 hours

As stated above, the workload is distributed among the following activities and

implementation rates:

IN-CLASS ACTIVITIES

Teaching model Methodology Relationship with learning

outcomes Percentage

THEORETICAL LECTURES

Brief glance on course contents, debates, problem-solving and activity setting.

O3, O4, O7, O8, O9, O10

25%

PRACTICAL LECTURES

Analysing and composing texts on the learning culture and culture teaching.

Carrying out activities relating theoretical basis with real cases or research.

O1, O2, O5, O6, O10, O11

25%

TEAM-WORKING AND INTEGRATED PROJECT

Doing research on the contents the conditions of language learning.

Developing criteria to find out the most suitable methodology with regard to the teaching context.

O10, O11 25%

MENTORING HOURS Meetings about students’ learning progress on competences and contents.

O1 to O11 25%

TOTAL 100%



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HOMEWORK

Teaching model Methodology Relationship with learning

outcomes Percentage

TEAMWORK

Designing and planning tasks to be implemented in class, presented or explained.

O2, O3, O4 40%

INDIVIDUAL WORK Studying, writing and reading. O1, O2, O3, O4 60%

TOTAL 100%

7.- Contents

1. Sociological perspectives: models of analysis

- The critical-practical nature of the sociological perspective. Introduction to the

methodology of social scientific research.

- The teaching system as a socio-political construct and educational reforms.

School governance and family governance.

- Social functions of school: adaptation, selection, differentiation and integration.

- Social transformations in the school field.

- Paradigms and sociological theories.

2. Society and nature: socio-environmental inequality, ecological crisis and current

trends

- Social reproduction and cultural reproduction. Brief history of the social issue.

Emergence of the socio-ecological question.

- Current social transformations in the field of education. Globalisation and

sustainability. Lifelong learning. Introduction to education for development.

3. Society and culture: socialization processes

- Society and culture. Social change and cultural change. Social system and

educational system.

- Socialization and socialization contexts. School and community.

4. System of social inequalities: social classes and groups



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- Education and social classes. Education system and social stratification.

Economy and education. The social division of labour and class inequalities.

5. Families and education

- School and family networks. Forms of school performance and family

strategies. Family types and the problem of school failure. The diversity of

expectations for students in families and teachers. The problem of transition

from school to work: differences between families.

- Socio-family interaction. Structural analysis of the family-school relationship

6. Gender and education

- The sexual division of labour and gender inequalities.

7. Cultural diversity, migration and education

- The international division of labour and ethnic inequalities. The problems of

sexism and racism.

Planning

TRAINING ACTIVITIES TECHNICAL

TOOL

NUMBER OF

SESSIONS

(hours)

Teamwork Microsoft Office 365 (TEAMS, OneDrive,

Word) 6 (12h)

Viewing, analysis and discussion of documentary material Resources available

online 6 (12h)

Theoretical presentation, analysis, discussion of contents and tests

Microsoft TEAMS, PowerPoint and Microsoft Forms

6 (12h)

Information search and text analysis. Individual preparation and production of essays

Library (Florida and UV), Google Scholar,

dialnet, Redined… 6 (12h)



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8.- Assessment

1st CALL

ASSESSMENT for students with IP

Grading procedures Learning outcomes Percentage

Sociological notebook: Educating the eye through

sociology (participation in the Sociological Forum)

O1, O2, O3, O4, O5, O7, O8, O9 & O10

50%

Tests (Plickers or Microsoft Forms) 15%

Reading activity 10%

Integrated Project (teamwork)

IN VALENCIAN / SPANISH ALL 25%

Marking system

The final mark of this module will depend on the activities and the integrated project

as shown in the first table of this subsection.

2nd CALL

ASSESSMENT for students with IP

Grading procedures Learning outcomes Percentage

Exam with open-ended questions (individual exam)

Test (Microsoft Forms)

ALL

60%

40%

Marking system

IP mark can be saved, in case of having reached a grade of 5 out of 10 in the 1st call.

It would mean a redistribution of percentages in terms of grades (45% for the exam,

and 30% for the tests).



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In order to pass the subject, the student must have a mark higher than 4,5 (over 10) in

all the activities.

Due to the situation derived from the COVID-19, attendance is compulsory in alternate

weeks, so 50% of the students will attend classes on odd weeks and the other 50% will

attend on even weeks. The weeks in which the students do not have to attend class,

they will follow it in a non-presential way, mainly through Florida Oberta and Microsoft

TEAMS.

As long as the student cannot attend to 80% of the classes or more:

a. It is compulsory to attend a tutorial session within the first 15 days of the

academic year.

b. If the student cannot follow the rhythm of their colleagues of Integrated

Project and decide to abandon, the highest mark will be 7.5 out of 10 (as IP

represents a grade of 2.5).

c. If the student decides to follow the Integrated Project but not the rest of the

subject, marks can be saved for the second call.

9.- Proposal for specific actions

In view of the situation created in the field of higher education throughout the country by the

health crisis caused by the COVID-19 pandemic, this teaching guide attempts to anticipate

possible scenarios by proposing a series of general actions to guarantee training and

assessment activities at all times, as well as organising content and procedures to save the

situation at the least cost to our students. Our responsibility as a University is to reconcile

their right to receive quality training with compliance with the measures prescribed by the

health authorities at all times.

Although we are committed to the greatest possible attendance at each of the sessions

programmed for each semester, for those students who are vulnerable to the COVID-19 and

who can prove and justify it, specific measures will be taken to guarantee their monitoring of

the subject.



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These students will be exempt from attending classes in person, and the telematic

communication channels established in section 12 of this guide will be the same ones that

must be used by the rest of the students (e-mail, Florida Oberta and Microsoft TEAMS).

Vulnerable people who stay at home will not be taught online, but will be able to arrange

tutorials for the correct development of the subject.

10. Bibliography and references

Basic bibliography:

Fernández Enguita, M. (ed.) (1999). Sociología de la Educación. Ariel.

Not available

Fernández Palomares, F. (coord.) (2003). Sociología de la Educación. Pearson-Prentice Hall.

Available at the Florida Universitària Library:

https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=17842

Hernàndez, F. & Beltrán, J. (coord.) (2011). Manual de Sociología de la Educación. McGraw-Hill.

Not available

García Ferrando, M. (coord.) (2010). Pensar en nuestra sociedad globalizada. Tirant lo Blanc.

Available at the Florida Universitària Library: https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=1458

Giddens, A. & Sutton, P. W. (2010). Sociología. Alianza editorial.

Giddens, A. & Sutton, P. W. (2017). Sociology (8ed.). Polity Press.

Guerrero, A. (1996). Manual de Sociología de la Educación. Síntesis. Available at the Florida Universitària Library:


https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=17842https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=1458https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=16179



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Kerbo, R. H. (2012). Social stratification and inequality. Class conflict in historical, comparative, and global perspective (8ed.). McGrawHill.

Marx, K. (2005). The Gotha Program. Socialist Labor Party of America.

McLellan (2000). Karl Marx. Selected writings. Oxford University Press.

Moreno, A. (2001). Sociología de la Educación: claves teóricas. Septem Ediciones.

Not available

Rice University (2017). Introduction to Sociology (2nd ed.). OpenStax, Rice University.

Schaeffer, R. (2011). Sociología. McGraw-Hill.

Not available

Taberner, J. (2008). Sociología y Educación. El sistema educativo en sociedades modernas. Funciones, cambios y conflictos. Tecnos.



Complementary bibliography:

Callejo Gallego, J. & Viedam Rojas, A. (2010). Proyectos y estrategias de Investigación Social: la perspectiva de la intervención. Mc Graw Hill



Sierra Bravo, R. (2003). Técnicas de Investigación social. Thomson.



Bericat, E. (1998). La integración de los métodos cuantitativo y cualitativo en la investigación social. Ariel.

Not available

https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=12907https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=17527https://biblioteca.florida.es/sophia/index.asp?codigo_sophia=5750



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Journals:

- RASE. Revista de la Asociación de Sociología de la Educación. http://www.ase.es/rase/

- REIS (Revista Española de Investigaciones Sociológicas). http://www.reis.cis.es/REIS/html/index.html

- Tabanque. Revista pedagógica. http://dialnet.unirioja.es/servlet/revista?codigo=1396

- Revista de Educación. http://www.revistaeducacion.mec.es

- Témpora. Revista de Sociología de la Educación http://www.ull.es/publicaciones/tempora/

- Revista Interuniversitaria de Formación del Profesorado. http://www.aufop.com/aufop/home

- Revista de Educación del Ministerio de Educación. http://www.revistaeducacion.mec.es/enlaces13.htm

- Revista crítica de ciencias Sociales y Jurídicas. http://www.ucm.es/info/nomadas/

11.- Subject-specific rules

Attendance is compulsory.

Office hours will be available:

Via Email / Microsoft TEAMS.

In-office D2.1, by appointment only.

If a student happens to be in a special situation s/he must:

Carry out all the activities done in classes.

Meet with the rest of the students outside of class hours (telematically or in person).

Being punctual will be most appreciated.

Students must bring to class all the necessary resources.

Students may use their mobile phones but only when told to do so by the professor.

http://dialnet.unirioja.es/servlet/revista?codigo=1396http://www.aufop.com/aufop/homehttp://www.revistaeducacion.mec.es/enlaces13.htmhttp://www.ucm.es/info/nomadas/



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12.- Queries and attention to students

Due to the multiple scenarios that we can find in this academic year, we will detail the

different possible communication channels to make good use of each of the corporate

tools available:

- E-mail: this is the main channel of communication with the teaching staff. In this

way, we can consult the availability of time to arrange for tutoring (in person or

on-line).

- Florida Oberta: this is where you can find the material for teaching; a repository

for the delivery of work or assignments, and also for the completion of exams

or questionnaires.

- Microsoft Teams: it let us communicate online (either group-class or individual

tutorials), synchronously or asynchronously. The chat of these channels should

not be the way to communicate with the teaching staff.



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PLANNING OF THE INTEGRATED PROJECT WITHIN THE SUBJECT (ENGLISH VERSION)

Title of the Project

The school we dream of. Exploring the territory and the voices of families

Subject Social Structure and

Education Subject

Degree in Early Childhood Education Degree in Primary Education Teacher

Academic year 1st

Professor Víctor Soler & Sabine

Heiss Duration One semester

DESCRIPTION OF THE WORK TO BE DONE

The social environment of schools and their students are key to understanding the socializing and educational functions of schools. We often find that schools do not have the tools to articulate effective responses to the demands and needs of their social environment. The first and most necessary step is to know and obtain information about this environment, and contrast the extent to which the needs it poses are being met. The task of teaching is influenced by the changes, needs and demands of society, to which it must respond. For this reason, teachers must be aware of this systemic framework that society is, given that in its dynamics are the basic keys to understanding the professional work that students must do in schools. The importance of knowing the social environment from a sociological perspective lies in its critical and scientific component. From the subject of Social Structure and Education, students must carry out a research report describing the environment in which the school they dream of will be inserted. This description will be approached from a double perspective: quantitative and qualitative. The aim is for students to become familiar with these methods of data collection and analysis. In this way, each team will prepare a written report consisting of two parts: 1. On the one hand, quantitative data will be collected to describe the demographic and socio-economic context in which the school is to be located, for which relevant up-to-date sources will be provided; 2. On the other hand, a practice of interviews or discussion groups will be carried out, as a priority, with the parents of children enrolled in Early School or Primary Education —depending on the grade in which they are enrolled—, and failing that, with teachers from that stage, with the aim of better understanding the needs and demands of potential users of the school (families) or other members of the educational community. This research report —for which the appropriate instructions will be provided, in terms of form and content, and which may be prepared in any of the official languages of the Region of Valencia— may be incorporated directly into the Centre's Educational Project (PEC, in its Spanish acronym) being developed at a general level in the Integrated Project.



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TRAINING ACTIVITIES IN THE

CLASSROOM (NECESSARY TO

CARRY OUT THE INTEGRATED

PROJECT TASKS)

SPECIFIC OBJECTIVES TO BE ACHIEVED BY THE

STUDENTS TASKS OF THE STUDENTS

EXPECTED TIMING

STAGE 0. Becoming familiar with the techniques of social research and the

scientific method, as well as with key concepts useful for analysing results

and drafting relevant conclusions.

Knowing the

techniques of social

research, the scientific

method and the necessary

key concepts.

Becoming familiar with social research techniques and the

scientific method, as well as with key concepts useful for

analysing results and drafting relevant conclusions.

From Oct 5th to 8th

STAGE 1. Developing a sociodemographic exploration and analysis.

Planning, preparing

and collecting statistical

data.

Identifying the main issues of concern to the team.

Identifying the context in which to place the dream school,

highlighting what might be attractive about that place to

study.

Collecting data for the socio-demographic description of

the territory (exploring and researching).

From Oct 5th to Oct 30th

Analysing statistical

data and drawing

conclusions.

Analysing statistical data.

Drawing up conclusions related to the socio-demographic

description.

STAGE 2. Collecting and analysing speeches from families through

interviews or focus groups.

Planning and

collecting speeches.

Identifying the main issues of concern to the team.

Designing a qualitative interview script.

Selecting the sample.

Conducting the interviews. From Oct 26th

to Dec 18th

Analysing speeches and drawing conclusions about them.

Developing a selective transcription.

Analysing the speeches obtained.

Writing conclusions related to the analysis of the speeches.



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COMPETENCES TO BE DEVELOPED

The contribution of the subject "Social Structure and Education" to the Integrated Project will favour the development of the following transversal and specific competences in the students:

TRANSVERSAL COMPETENCES

Use of ICTs

Oral communication

Written communication

Teamwork

Commitment and ethical responsibility

Initiative, innovation and creativity

Autonomy and self-regulation

SPECIFIC SKILLS

Ability to observe and explore the social, family and natural environment in a critical, reflective and scientific way.

Ability to relate education to the environment and cooperate with families and the community.

Ability to design and carry out scientific research, action research, to know the demands and expectations of different subsystems (e.g. family, teachers, political subsystem) with regard to the dreamed-of school model.

Capacity to elaborate a diagnosis of needs and demands based on an exploratory, rigorous and scientific analysis.

Ability to articulate empirical evidence with the theory dealt with in the classroom regarding the relationships between school, family and social environment.



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PLANIFICACIÓN PROYECTO INTEGRADO EN LA ASIGNATURA (VERSIÓN EN ESPAÑOL)

Título del Proyecto

La escuela que soñamos. Explorando el territorio y las voces de las familias

Asignatura Estructura Social y

Educación Titulación

Grado de Maestro en Ed. Infantil Grado de Maestro en Ed. Primaria

Curso 1º

Profesor/a Víctor Soler & Sabine

Heiss Duración Semestral

DESCRIPCIÓN DEL TRABAJO A REALIZAR

El entorno social de la escuela y el alumnado es clave para entender las funciones socializadoras y educadoras de la escuela. Muy a menudo nos encontramos con que la escuela no tiene herramientas para articular respuestas efectivas a las demandas y necesidades de su entorno social. El primer paso y el más necesario es conocer y obtener información alrededor de este ento rno, y contrastar en qué medida se están dando respuesta a las necesidades que plantea. La tarea docente se ve influida, y además tiene que dar respuestas a los cambios, necesidades y demandas de la sociedad. Por este motivo, el profesorado debe conocer este marco sistémico que es la sociedad, dado que en su dinámica se encuentran las claves básicas para comprender el trabajo profesional que debe realizar el alumnado en los centros educativos. La importancia de aproximarse al conocimiento del entorno social desde una perspectiva sociológica reside en su componente crítico y científico. Desde la asignatura de Estructura Social y Educación el alumnado deberá realizar un informe de investigación que describa el entorno en el que va a insertarse la escuela que sueñan. Esta descripción se abordará desde una doble perspectiva: la cuantitativa y la cualitativa. El objetivo es que el alumnado se familiarice con estos métodos de obtención y análisis de datos. De esta forma, los equipos elaborarán un informe escrito que constará de dos partes en que: 1. Por un lado, se llevará a cabo una recogida de datos cuantitativos para describir el contexto demográfico y socioeconómico en que se ubica la escuela, para lo cual se proveerán las fuentes actualizadas pertinentes; 2. Por otra parte, se llevará a cabo una práctica de entrevistas o grupo de discusión, prioritariamente, con padres y/o madres de niños/as escolarizados en Ed. Infantil o Primaria en función del Grado cursado, y en su defecto, con maestros/as de dicha etapa, con el objetivo de entender mejor las necesidades y demandas de los potenciales usuarios de la escuela (las familias) o de otras personas integrantes de la comunidad educativa. Este informe de investigación, para el cual se proveerá de las instrucciones oportunas, a nivel de forma y contenido, y que podrá ser elaborado en cualquiera de las lenguas oficiales de la Comunitat Valenciana, podrá ser incorporado directamente al Proyecto Educativo de Centro (PEC) que desarrollan a nivel general en el Proyecto Integrado.



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ACTIVIDADES FORMATIVAS EN EL

AULA (NECESARIAS PARA LLEVAR

A CABO LAS TAREAS DE

PROYECTO INTEGRADO)

OBJETIVOS ESPECÍFICOS A

LOGRAR POR EL ALUMNADO

TAREAS DEL ALUMNADO TEMPORALIZ

ACIÓN PREVISTA

FASE 0. Familiarizarse con las técnicas de investigación social y el método científico, así como con conceptos clave

útiles para hacer el análisis de resultados y redactar las conclusiones pertinentes.

Conocer las

técnicas de

investigación social,

el método científico

y los conceptos

clave necesarios.

Familiarizarse con las técnicas de investigación social y el

método científico, así como con conceptos clave útiles para

hacer el análisis de resultados y redactar las conclusiones

pertinentes.

Del 5 al 8 de Octubre

FASE 1. Desarrollar una exploración y análisis sociodemográfico.

Planificar,

preparar y recoger

datos estadísticos.

Identificar las principales cuestiones que preocupan al

equipo.

Identificar el contexto donde situar la escuela soñada,

resaltando qué podría resultar atractivo de ese sitio a

estudiar.

Recopilar datos para la descripción sociodemográfica del

territorio (explorar e investigar). Del 5 al 30 de

Octubre

Analizar datos

estadísticos y

redactar

conclusiones al

respecto.

Analizar datos estadísticos.

Redactar conclusiones relacionadas con la descripción

sociodemográfica.

FASE 2. Recoger y analizar discursos de

familias mediante entrevistas o grupos focales.

Planificar y

recoger discursos.

Identificar las principales cuestiones que preocupan al equipo.

Diseñar un guion de entrevista de carácter cualitativo.

Seleccionar la muestra.

Llevar a cabo las entrevistas. Del 26 de

Octubre al 18 de Diciembre

Analizar discursos y redactar conclusiones al respecto.

Desarrollar una transcripción selectiva.

Analizar los discursos obtenidos.

Redactar conclusiones relacionadas con el análisis de los discursos.



6

COMPETENCIAS A DESARROLLAR

La aportación de la asignatura "Estructura Social y Educación" al Proyecto integrado favorecerá el desarrollo de las siguientes competencias transversales y específicas en el alumnado:

COMPETENCIAS TRANSVERSALES

Uso de las TICs

Comunicación oral

Comunicación escrita

Trabajo en equipo

Compromiso y responsabilidad ética

Iniciativa, innovación y creatividad

Autonomía y autorregulación

COMPETENCIAS ESPECÍFICAS

Capacidad para poder observar y explorar de forma crítica, reflexiva y científica el entorno social, familiar y natural.

Habilidad para relacionar la educación con el medio y cooperar con las familias y la comunidad.

Capacidad para poder diseñar y llevar a cabo una investigación científica, investigación-acción, para conocer las demandas y expectativas de diferentes subsistemas (por ejemplo, la familia, el profesorado, el subsistema político) respecto al modelo de escuela soñado.

Capacidad para elaborar un diagnóstico de necesidades y demandas basada en un análisis exploratorio, rigurosa y científica.

Capacidad de articular la evidencia empírica con la teoría tratada en el aula en torno a las relaciones entre escuela, familia y entorno social.



7

PLANIFICACIÓ PROJECTE INTEGRAT EN L’ASSIGNATURA (VERSIÓ EN VALENCIÀ)

Títol del Projecte

L’escola que somniem. Explorant el territori i les veus de les famílies

Assignatura Estructura social i

Educació Titulació

Grau Mestre/a Infantil Grau Mestre/a Primària

Curs 1er

Professor/a Víctor Soler & Sabine

Heiss Durada Semestral

DESCRIPCIÓ DEL TREBALL A REALITZAR

L’entorn social de l’escola i l’alumnat és clau per entendre les funcions socialitzadores i educadores de l’escola. Molt sovint ens trobem que l’escola no té ferramentes per articular respostes efectives a les demandes i necessitats del seu entorn social. El primer pas i el més necessari és conèixer i obtindre informació al voltant d’aquest entorn, i contrastar en quina mesura s’estan donant resposta a les necessitats que planteja. La tasca docent es veu influïda, i a més ha de donar respostes als canvis, necessitats i demandes de la societat. Per aquest motiu, el professorat ha de conèixer aquest marc sistèmic que és la societat, donat que en la seua dinàmica es troben les claus bàsiques per comprendre el treball professional que ha de realitzar l’alumnat als centres educatius. La importància d’aproximar-se al coneixement de l’entorn social des d’una perspectiva sociològica resideix en la seua component crítica i científica. Des de l’assignatura d’Estructura Social y Educació l’alumnat haurà de realitzar un informe d’investigació que descriga l’entorn en què va a inserir-se l’escola que somien. Aquesta descripció s’abordarà des d’una doble perspectiva: la quantitativa i la qualitativa. L’objectiu és que l’alumnat esdevinga familiar amb aquests mètodes d’obtenció i anàlisi de dades. D’aquesta forma, els grups elaboraran un informe escrit que constarà de dues parts en què: 1. D'una banda, es durà a terme una recollida de dades quantitatives per descriure el context demogràfic i socioeconòmic en què s'ubica l'escola, per a la qual cosa es proveirà de les fonts actualitzades pertinents; 2. D'altra banda, es durà a terme una pràctica d'entrevistes o grup de discussió, prioritàriament, amb pares i / o mares de xiquets/es escolaritzats en Ed. Infantil o Primària en funció del Grau cursat, i en cas de no tindre la possibilitat, amb mestres/as d'aquesta etapa, amb l'objectiu d'entendre millor les necessitats i demandes dels potencials usuaris de l'escola (les famílies) o d'altres per sones integrants de la comunitat educativa. Aquest informe de recerca, per al qual es proveirà de les instruccions oportunes, amb orientacions de forma i contingut, i que podrà ser elaborat en qualsevol de les llengües oficials de la Comunitat Valenciana, podrà ser incorporat directament a el Projecte Educatiu de Centre (PEC) que desenvolupen a nivell general en el Projecte Integrat.



8

ACTIVITATS FORMATIVES EN

L’AULA (NECESSÀRIES PER A

DUR A TERME LES TASQUES DE

PROJECTE INTEGRAT)

OBJECTIUS ESPECÍFICS A ASSOLIR PER L’ALUMNAT

TASQUES DE L’ALUMNAT TEMPORALITZACIÓ PREVISTA

FASE 0. Familiaritzar-se amb les tècniques d'investigació social i el mètode científic, així com amb

conceptes clau útils per fer l'anàlisi de resultats i redactar les conclusions

pertinents.

Conèixer les

tècniques

d'investigació social,

el mètode científic i

els conceptes clau

necessaris.

Familiaritzar-se amb les tècniques d'investigació social i el

mètode científic, així com amb conceptes clau útils per fer

l'anàlisi de resultats i redactar les conclusions pertinents.

Del 5 al 8 d’Octubre

FASE 1. Desenvolupar una exploració

i anàlisi sociodemogràfica.

Planificar,

preparar i recollir

dades estadístiques.

Identificar les principals qüestions que preocupen l'equip.

Identificar el context on situar l'escola somiada, ressaltant

què podria resultar atractiu d'aquest lloc a estudiar.

Recopilar dades per a la descripció sociodemogràfica del

territori (explorar i investigar).

Del 5 al 30 d’Octubre

Analitzar

dades estadístiques i

redactar conclusions

al respecte.

Analitzar dades estadístiques.

Redactar conclusions relacionades amb la descripció

sociodemogràfica.

FASE 2. Recollir i analitzar discursos de famílies mitjançant entrevistes o grups focals.

Planificar i

recollir discursos.

Identificar les principals qüestions que preocupen l'equip.

Dissenyar un guió d'entrevista de caràcter qualitatiu.

Seleccionar la mostra.

Dur a terme les entrevistes. Del 26 d’Octubre al 18 de Desembre

Analitzar discursos i redactar conclusions al respecte.

Desenvolupar una transcripció selectiva.

Analitzar els discursos obtinguts.

Redactar conclusions relacionades amb l'anàlisi dels discursos.



9

COMPETÈNCIES A DESENVOLUPAR

L’aportació de l’assignatura “Estructura Social i Educació” al Projecte integrat afavorirà el desenvolupament de les següents competències transversals i específiques en l’alumnat:

COMPETÈNCIES TRANSVERSALS

Ús de les TICs

Comunicació oral

Comunicació escrita

Treball en equip

Compromís i responsabilitat ètica

Iniciativa, innovació i creativitat

Autonomia i auto-regulació

COMPETÈNCIES ESPECÍFIQUES

Capacitat per a poder observar i explorar de forma crítica, reflexiva i científica l’entorn social, familiar i natural .

Habilitat per a relacionar l’educació amb el medi i cooperar amb les famílies i la comunitat.

Capacitat per a poder dissenyar i dur a terme una investigació científica, investigació-acció, per a conèixer les demandes i expectatives de diferents

subsistemes (per exemple, la família, el professorat, el subsistema polític) respecte al model d’escola somniat .

Capacitat per a elaborar una diagnosi de necessitats i demandes basada en una anàlisi exploratòria, rigorosa i científica.

Capacitat d’articular l’evidència empírica amb la teoria tractada a l’aula al voltant de les relacions entre escola, família i entorn social.

social structure and education teaching guide 2020 2021 · g1. ict g2. oral communication g3....

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