The role of Social Worker in formal education
Authorship
P.A.P.
Master in Education Processes
P.A.P.
Master in Education Processes
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
Social Work in the educational field gained relevance from the implementation of the LOGSE, which promotes inclusive education. Its work covers both educational needs and social problems that affect students, as well as absenteeism or exclusion, and requires an interdisciplinary approach in collaboration with other professionals in the education system. This paper aims to analyze the role of the Social Work professional in formal education and what benefits it offers to the field base don a systematic review. To do this, it conducted a search in five databases (Dialnet, Proquest, WOS, ERIC y Scopus) following the PRISMA statement for the selection of articles. 7 articles were selected that address the role of Social Work in education from various perspectives: from its key role in guaranteeing the right to education, its loss of visibility and proposals for intervention, to its role in inclusión, collaboration with other professionals and concrete experiences in support of diversity. It is conclueded that educational Social Work is key to inclusión, prevention and comprehensive support in schools. Although its presence in Spain is limited, international experiences demostrate its positive impact on equity, students well being and educational cohesion.
Social Work in the educational field gained relevance from the implementation of the LOGSE, which promotes inclusive education. Its work covers both educational needs and social problems that affect students, as well as absenteeism or exclusion, and requires an interdisciplinary approach in collaboration with other professionals in the education system. This paper aims to analyze the role of the Social Work professional in formal education and what benefits it offers to the field base don a systematic review. To do this, it conducted a search in five databases (Dialnet, Proquest, WOS, ERIC y Scopus) following the PRISMA statement for the selection of articles. 7 articles were selected that address the role of Social Work in education from various perspectives: from its key role in guaranteeing the right to education, its loss of visibility and proposals for intervention, to its role in inclusión, collaboration with other professionals and concrete experiences in support of diversity. It is conclueded that educational Social Work is key to inclusión, prevention and comprehensive support in schools. Although its presence in Spain is limited, international experiences demostrate its positive impact on equity, students well being and educational cohesion.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Diseño de una propuesta formativa para la empresa Maga Vigo: cualificación profesional de operador de grúa-torre
Authorship
J.E.A.M.
Master in Education Processes
J.E.A.M.
Master in Education Processes
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
The training proposal presented below is framed in the context of the Master’s degree in Training Processes of the University of Santiago de Compostela. Its objective is to respond to a real need detected in the field of construction in Galicia: the scarce training offer to perform the occupation of tower crane operator, and the consequent lack of duly qualified operators. The tower crane operator is a profession included in the Catalogue of Occupations of Difficult Coverage of the State Public Employment Service. Consequently, this master’s Thesis adopts the design modality of a blended learning proposal, whose objective is to qualify adults through a flexible program adapted to the reality of the tower crane operator position. The proposal will allow acquiring the necessary skills for the safe handling of this type of machinery in accordance with the legal and regulatory provisions in force. For this purpose, a training concept based on lifelong learning is used, which incorporates active methodologies, digital resources and contextualized practices in the construction sector.
The training proposal presented below is framed in the context of the Master’s degree in Training Processes of the University of Santiago de Compostela. Its objective is to respond to a real need detected in the field of construction in Galicia: the scarce training offer to perform the occupation of tower crane operator, and the consequent lack of duly qualified operators. The tower crane operator is a profession included in the Catalogue of Occupations of Difficult Coverage of the State Public Employment Service. Consequently, this master’s Thesis adopts the design modality of a blended learning proposal, whose objective is to qualify adults through a flexible program adapted to the reality of the tower crane operator position. The proposal will allow acquiring the necessary skills for the safe handling of this type of machinery in accordance with the legal and regulatory provisions in force. For this purpose, a training concept based on lifelong learning is used, which incorporates active methodologies, digital resources and contextualized practices in the construction sector.
Direction
CEBREIRO LOPEZ, BEATRIZ (Tutorships)
CEBREIRO LOPEZ, BEATRIZ (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
From Story to Classroom: The Literary Work of Manuel Rivas as a Tool for Analyzing Francoism
Authorship
X.L.A.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
X.L.A.D.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 12:30
07.07.2025 12:30
Summary
The present work is a teaching programme designed for teaching the subject of Spanish History in the second year of Bachillerato at a secondary education center in Galicia. The work focuses on the use of literary resources as explanatory tools in order to teach a specific historical period. The chosen period is the Spanish Civil War and the subsequent regime of Francisco Franco during its early years. The programme proposes working with selected literary texts by Manuel Rivas, a Galician author, which are set in and based on specific events from the aforementioned period. Additionally, a brief reflection is included on the educational experience and the phenomenon of learning in the current context (2020s), in which this programme could be hypothetically implemented.
The present work is a teaching programme designed for teaching the subject of Spanish History in the second year of Bachillerato at a secondary education center in Galicia. The work focuses on the use of literary resources as explanatory tools in order to teach a specific historical period. The chosen period is the Spanish Civil War and the subsequent regime of Francisco Franco during its early years. The programme proposes working with selected literary texts by Manuel Rivas, a Galician author, which are set in and based on specific events from the aforementioned period. Additionally, a brief reflection is included on the educational experience and the phenomenon of learning in the current context (2020s), in which this programme could be hypothetically implemented.
Direction
REQUEIXO CUBA, ARMANDO (Tutorships)
REQUEIXO CUBA, ARMANDO (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
Sexuality through the lens of patriarchy: how men and women experiences their sexuality.
Authorship
S.A.R.
Master in Equality, Gender and Education
S.A.R.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
This study examines how patriarchy has influenced the construction of sexuality and, consequently, how this social structure impacts individuals on both personal and interpersonal levels in emotional and social relationships. Through a critical and multidisciplinary analysis, it explores the symbolic and cultural organizations that perpetuate gender inequalities, as well as how these inequalities shape self-perception, contribute to power dynamics, and affect emotional experiences. Furthermore, the research identifies patriarchal constructs as the primary forces shaping male and female sexuality, reinforcing stereotypes, fostering insecurities, and limiting individuals’ ability to build equitable and fulfilling relationships. The study also underscores the urgent need to incorporate Comprehensive Sexual Education (CSE) into educational curricula as a fundamental tool to challenge these dynamics. This work aims to deepen the understanding of the roots of gender inequality to pave the way for its eventual resolution.
This study examines how patriarchy has influenced the construction of sexuality and, consequently, how this social structure impacts individuals on both personal and interpersonal levels in emotional and social relationships. Through a critical and multidisciplinary analysis, it explores the symbolic and cultural organizations that perpetuate gender inequalities, as well as how these inequalities shape self-perception, contribute to power dynamics, and affect emotional experiences. Furthermore, the research identifies patriarchal constructs as the primary forces shaping male and female sexuality, reinforcing stereotypes, fostering insecurities, and limiting individuals’ ability to build equitable and fulfilling relationships. The study also underscores the urgent need to incorporate Comprehensive Sexual Education (CSE) into educational curricula as a fundamental tool to challenge these dynamics. This work aims to deepen the understanding of the roots of gender inequality to pave the way for its eventual resolution.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Formative plan for high school teachers: Strategy to Develop Digital Literacy and Critical Thought on Students
Authorship
L.A.C.
Master in Education Processes
L.A.C.
Master in Education Processes
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
This Master's Thesis proposes a training plan aimed at Secondary Education teachers with the aim of providing them with pedagogical strategies and resources to promote digital critic alphabetization. Part of the urgent need to prepare young people to operate in a digital environment characterized by misinformation, information overload and the risks associated with the critical use of technology. The proposal is based on the Reference Framework for Digital Competence in Teaching (MRCDD), especially in area 6.1, as is in the LOMLOE and the European recommendations on key competences. The program is structured in five thematic blocks, developed over an academic year, with a total of 60 training activities, evaluated using an active and reflective methodology. The plan evaluation is presented as a formative and ongoing process, based on observation, portfolio, peer evaluation, and the delivery of practical evidence through a virtual environment. In conclusion, it is noted that there is a need to integrate digital literacy and critical thinking transversally in the curriculum, and a viable, contextualized and transferable proposal is offered to real educational centers.
This Master's Thesis proposes a training plan aimed at Secondary Education teachers with the aim of providing them with pedagogical strategies and resources to promote digital critic alphabetization. Part of the urgent need to prepare young people to operate in a digital environment characterized by misinformation, information overload and the risks associated with the critical use of technology. The proposal is based on the Reference Framework for Digital Competence in Teaching (MRCDD), especially in area 6.1, as is in the LOMLOE and the European recommendations on key competences. The program is structured in five thematic blocks, developed over an academic year, with a total of 60 training activities, evaluated using an active and reflective methodology. The plan evaluation is presented as a formative and ongoing process, based on observation, portfolio, peer evaluation, and the delivery of practical evidence through a virtual environment. In conclusion, it is noted that there is a need to integrate digital literacy and critical thinking transversally in the curriculum, and a viable, contextualized and transferable proposal is offered to real educational centers.
Direction
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
Court
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Didactic Proposal: Audiovisual Creation Through the Reuse of Personal Archive
Authorship
C.A.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
C.A.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 16:00
07.11.2025 16:00
Summary
This dissertation presents a didactic proposal designed for the subject of Audiovisual Culture in the 1st year of the Baccalaureate that proposes and investigates the use of the archive as a didactic tool and as a resource for audiovisual creation. The project aims to analyse the potential of personal and family archive as a means to enhance the heritage and collective memory of a society. This proposal focuses on re-montage as a means to raise awareness of audiovisual creation practices based on the reuse and recycling of pre-existing materials. In doing so, montage is explored in a critical and creative way at the same time that audiovisual literacy is promoted.
This dissertation presents a didactic proposal designed for the subject of Audiovisual Culture in the 1st year of the Baccalaureate that proposes and investigates the use of the archive as a didactic tool and as a resource for audiovisual creation. The project aims to analyse the potential of personal and family archive as a means to enhance the heritage and collective memory of a society. This proposal focuses on re-montage as a means to raise awareness of audiovisual creation practices based on the reuse and recycling of pre-existing materials. In doing so, montage is explored in a critical and creative way at the same time that audiovisual literacy is promoted.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
Gender-based violences in the area of the galician left
Authorship
C.A.M.
Master in Equality, Gender and Education
C.A.M.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
Gender-based violences in the area of the Galician left remains a taboo within the partisan left, but the feminist movement has more and more resources to report this situation, although the academic sphere has not been taken advantage of. This Final Master's Degree Project is an empirical and mixed research that analyzes sexist violence and its perpetrators, in the area of the Galician left, through a questionnaire answered by woman and non-binary people involved in the Galician leftist movement. This study describes the frequency and mode in which gender-based violence occurs in this context, it examines the described agressors determining what type of masculinity they have. The results indicate that gender-based violence permeates the left like any other ideology, with the particularity of the camouflage of the aggressors.
Gender-based violences in the area of the Galician left remains a taboo within the partisan left, but the feminist movement has more and more resources to report this situation, although the academic sphere has not been taken advantage of. This Final Master's Degree Project is an empirical and mixed research that analyzes sexist violence and its perpetrators, in the area of the Galician left, through a questionnaire answered by woman and non-binary people involved in the Galician leftist movement. This study describes the frequency and mode in which gender-based violence occurs in this context, it examines the described agressors determining what type of masculinity they have. The results indicate that gender-based violence permeates the left like any other ideology, with the particularity of the camouflage of the aggressors.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
Training proposal for healthcare professionals in prison settings: addressing the mental health problems of incarcerated individuals.
Authorship
U.A.G.
Master in Education Processes
U.A.G.
Master in Education Processes
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
Mental health care in prison settings represents a significant professional and ethical challenge, particularly due to the high prevalence of mental disorders among the incarcerated population. However, healthcare professionals working in prisons often have limited specific training to address this reality in a comprehensive manner. This Master's Thesis presents a training proposal aimed at healthcare staff in penitentiary centers in Galicia, designed to strengthen their capacity for intervention from a more humane, collaborative, and psychosocial perspective. The proposal focuses on the shared construction of knowledge, ethical awareness, and the improvement of interprofessional collaboration with other involved agents. It incorporates active methodologies, participatory activities, and continuous evaluation tools, all with the aim of fostering meaningful learning, promoting healthcare practices that are more respectful of human rights, and contributing to the transformation of the institutional context.
Mental health care in prison settings represents a significant professional and ethical challenge, particularly due to the high prevalence of mental disorders among the incarcerated population. However, healthcare professionals working in prisons often have limited specific training to address this reality in a comprehensive manner. This Master's Thesis presents a training proposal aimed at healthcare staff in penitentiary centers in Galicia, designed to strengthen their capacity for intervention from a more humane, collaborative, and psychosocial perspective. The proposal focuses on the shared construction of knowledge, ethical awareness, and the improvement of interprofessional collaboration with other involved agents. It incorporates active methodologies, participatory activities, and continuous evaluation tools, all with the aim of fostering meaningful learning, promoting healthcare practices that are more respectful of human rights, and contributing to the transformation of the institutional context.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
GARCIA MURIAS, REBECA (Chairman)
PARADA GAÑETE, ANA (Secretary)
REGUEIRO FERNANDEZ, BIBIANA (Member)
Adaptation of ESTALMAT sessions to regular Secondary Education classrooms: a case of study
Authorship
B.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
B.A.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 09:00
07.10.2025 09:00
Summary
The ESTALMAT project was created as an initiative to develop the mathematical skills and knowledge of students in the early years of Secondary Education who show talent and curiosity for mathematics. Although the sessions conducted within this project do not focus on content traditionally taught in secondary schools, they can nonetheless fit within the LOMLOE curriculum. Moreover, these sessions offer content that, due to its innovative design and connection to areas such as technology, may also be particularly appealing to students in general. This master's thesis proposes the adaptation of an ESTALMAT session, focused on automata theory, as a didactic proposal aimed at students in the third year of ESO. Furthermore, the proposal was implemented in a real classroom setting with the goal of evaluating both its effectiveness in terms of learning and the emotional response it elicited from the students. The results obtained allow us to conclude that the intervention was successful in both dimensions and suggest that it would be interesting to explore the integration of similar initiatives into the regular framework of Compulsory Secondary Education.
The ESTALMAT project was created as an initiative to develop the mathematical skills and knowledge of students in the early years of Secondary Education who show talent and curiosity for mathematics. Although the sessions conducted within this project do not focus on content traditionally taught in secondary schools, they can nonetheless fit within the LOMLOE curriculum. Moreover, these sessions offer content that, due to its innovative design and connection to areas such as technology, may also be particularly appealing to students in general. This master's thesis proposes the adaptation of an ESTALMAT session, focused on automata theory, as a didactic proposal aimed at students in the third year of ESO. Furthermore, the proposal was implemented in a real classroom setting with the goal of evaluating both its effectiveness in terms of learning and the emotional response it elicited from the students. The results obtained allow us to conclude that the intervention was successful in both dimensions and suggest that it would be interesting to explore the integration of similar initiatives into the regular framework of Compulsory Secondary Education.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Strategies for working on archaeology in primary education
Authorship
I.A.P.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
I.A.P.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
02.10.2025 16:30
02.10.2025 16:30
Summary
This Master’s Thesis examines the integration of archaeological heritage and archaeology in primary education through an innovative pedagogical proposal based on cooperative learning. This approach has the potential to enrich and diversify the school curriculum, arousing in students an active interest in history, culture and identity. At the same time, it fosters core competences such as critical thinking, collaboration and reflection. The importance of this theme lies in its ability to bring archaeological heritage closer to learners, improving their educational experience and strengthening their connection with the historical and social environment, while promoting education more committed to the preservation of cultural heritage.
This Master’s Thesis examines the integration of archaeological heritage and archaeology in primary education through an innovative pedagogical proposal based on cooperative learning. This approach has the potential to enrich and diversify the school curriculum, arousing in students an active interest in history, culture and identity. At the same time, it fosters core competences such as critical thinking, collaboration and reflection. The importance of this theme lies in its ability to bring archaeological heritage closer to learners, improving their educational experience and strengthening their connection with the historical and social environment, while promoting education more committed to the preservation of cultural heritage.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
Unveiling Éire: A Unit of Work for Exploring Irish Culture in English Classes at the Official School of Languages
Authorship
A.A.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.A.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
This end-of-master’s dissertation presents a proposal to introduce cultural aspects of English-speaking countries into English as a Foreign Language (EFL) classrooms at an Official School of Languages in Galicia. Specifically, it aims to bring Irish culture closer to students, without disregarding the development of language skills and linguistic content. The main objective is, therefore, to design a unit of work that includes the learning of cultural elements into the curriculum, promoting students’ intercultural competence and intrinsic motivation by using materials appropriate to their level. To achieve this goal, the thesis will be structured as follows: first, a theoretical framework reflecting on the relevance and rationale for incorporating culture into EFL classrooms; next, a brief discussion on the methodology used; and finally, the unit of work itself aligned with the content previously discussed.
This end-of-master’s dissertation presents a proposal to introduce cultural aspects of English-speaking countries into English as a Foreign Language (EFL) classrooms at an Official School of Languages in Galicia. Specifically, it aims to bring Irish culture closer to students, without disregarding the development of language skills and linguistic content. The main objective is, therefore, to design a unit of work that includes the learning of cultural elements into the curriculum, promoting students’ intercultural competence and intrinsic motivation by using materials appropriate to their level. To achieve this goal, the thesis will be structured as follows: first, a theoretical framework reflecting on the relevance and rationale for incorporating culture into EFL classrooms; next, a brief discussion on the methodology used; and finally, the unit of work itself aligned with the content previously discussed.
Direction
PEREIRA ROMASANTA, RAQUEL (Tutorships)
PEREIRA ROMASANTA, RAQUEL (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
Emotions in physics and chemistry learning throughout high school. analysis and study of didactic methodologies to motivate students
Authorship
D.B.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
D.B.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.07.2025 09:00
07.07.2025 09:00
Summary
One of the main problems throughout lower and upper secondary education is the rejection, fear, and anxiety that students experience when facing the subject of Physics and Chemistry. These negative emotions not only hinder the understanding of concepts but also reduce students’ motivation and interest in the subject, creating a barrier that not all of them are able to overcome. As a result, studying physics and chemistry at this stage becomes especially challenging, making it one of the subjects in which students generally achieve the poorest results. This research project will examine the causes and reasons that lead students to develop these negative feelings, with the aim of understanding the factors that contribute to their aversion toward the subject. By analyzing this data, we will identify the weakest points in the way physics is approached throughout secondary education, ultimately emphasizing the crucial role of teachers in creating an emotionally positive environment through effective teaching methodologies and strategies.
One of the main problems throughout lower and upper secondary education is the rejection, fear, and anxiety that students experience when facing the subject of Physics and Chemistry. These negative emotions not only hinder the understanding of concepts but also reduce students’ motivation and interest in the subject, creating a barrier that not all of them are able to overcome. As a result, studying physics and chemistry at this stage becomes especially challenging, making it one of the subjects in which students generally achieve the poorest results. This research project will examine the causes and reasons that lead students to develop these negative feelings, with the aim of understanding the factors that contribute to their aversion toward the subject. By analyzing this data, we will identify the weakest points in the way physics is approached throughout secondary education, ultimately emphasizing the crucial role of teachers in creating an emotionally positive environment through effective teaching methodologies and strategies.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
Dietary decision making in secondary education: preventing cardiovascular diseases
Authorship
F.B.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
F.B.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 09:00
07.08.2025 09:00
Summary
This educational intervention is part of the approach to learning science through participation in scientific practices, specifically in argumentation and decision-making. It has two main objectives: to explore secondary school students' ability to evaluate information about food on social media and to analyse their performance when using scientific information in the field of food, adopting the role of dietitian-nutritionist in a contextualised learning situation. This case study involves 25 third-year secondary school students from a public school in the Biology and Geology subject. The information is collected through questionnaires, open-ended written activities in print and, digitally, through the use of nutrition software; it is then analysed qualitatively and quantitatively. The results show that students' ability to evaluate information about food on social media is highly improvable, with content verification being a low priority. The criteria they use when recommending certain foods to prevent cardiovascular disease are mainly related to the presence of nutrients and a dichotomous classification of foods.
This educational intervention is part of the approach to learning science through participation in scientific practices, specifically in argumentation and decision-making. It has two main objectives: to explore secondary school students' ability to evaluate information about food on social media and to analyse their performance when using scientific information in the field of food, adopting the role of dietitian-nutritionist in a contextualised learning situation. This case study involves 25 third-year secondary school students from a public school in the Biology and Geology subject. The information is collected through questionnaires, open-ended written activities in print and, digitally, through the use of nutrition software; it is then analysed qualitatively and quantitatively. The results show that students' ability to evaluate information about food on social media is highly improvable, with content verification being a low priority. The criteria they use when recommending certain foods to prevent cardiovascular disease are mainly related to the presence of nutrients and a dichotomous classification of foods.
Direction
BROCOS MOSQUERA, PABLO (Tutorships)
BROCOS MOSQUERA, PABLO (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Voice and Singing in the Development of Students: Didactic Proposal for the Second Year of Secondary Education
Authorship
M.B.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
M.B.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
02.11.2025 09:00
02.11.2025 09:00
Summary
This Master's Degree Final Project (TFM) develops a didactic proposal for the second year of Secondary Education that aims to provide ideas and activities for the work of the voice in the music classroom. This proposal is designed to be carried out over seven sessions and includes activities related to voice and singing. In this way, a song was selected to work on every two sessions: in the first two, a piece to sing in unison; in the third and fourth, a piece to sing accompanied by a rhythmic ostinato and a melodic ostinato; in the fifth and sixth, a piece to sing in two voices and the seventh is dedicated to the realization of a concert in which the last piece worked on would be performed. The aim is to work on a learning sequence that naturally leads students from monophony to polyphony. Each session also includes different activities related to the pulse, rhythm, tuning or interval jumps, necessary to work on the musical skills of the students while learning the songs.
This Master's Degree Final Project (TFM) develops a didactic proposal for the second year of Secondary Education that aims to provide ideas and activities for the work of the voice in the music classroom. This proposal is designed to be carried out over seven sessions and includes activities related to voice and singing. In this way, a song was selected to work on every two sessions: in the first two, a piece to sing in unison; in the third and fourth, a piece to sing accompanied by a rhythmic ostinato and a melodic ostinato; in the fifth and sixth, a piece to sing in two voices and the seventh is dedicated to the realization of a concert in which the last piece worked on would be performed. The aim is to work on a learning sequence that naturally leads students from monophony to polyphony. Each session also includes different activities related to the pulse, rhythm, tuning or interval jumps, necessary to work on the musical skills of the students while learning the songs.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
GILLANDERS , CAROL JEAN (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Castro Fernández, Belén María (Chairman)
GILLANDERS , CAROL JEAN (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Teaching the Registers of the English Language
Authorship
S.B.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.B.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 12:30
07.09.2025 12:30
Summary
Registers are a great branch within the sociolinguistic field, which studies language in its context, its function, variations, speakers’ characteristics, among other factors. Registers are studied in relation to the connection between linguistic variation and the social context. The different registers are designed to differentiate the contexts in which interactions among speakers can be found. Speakers change from one register to another to adapt to the context they are in; thus, registers affect the words they employ. Departing from these premises, this dissertation presents a teaching intervention proposal to teach the English language registers in an official language school classroom, for a B2.1. level. This master’s thesis includes the official language schools’ history, in Spain and Galicia, the theoretical framework that supports the teaching proposal, the proposal itself, with its description, objectives, the diverse activities that will be conducted, along with the timing, methodology, the school’s context and the evaluation for the proposal.
Registers are a great branch within the sociolinguistic field, which studies language in its context, its function, variations, speakers’ characteristics, among other factors. Registers are studied in relation to the connection between linguistic variation and the social context. The different registers are designed to differentiate the contexts in which interactions among speakers can be found. Speakers change from one register to another to adapt to the context they are in; thus, registers affect the words they employ. Departing from these premises, this dissertation presents a teaching intervention proposal to teach the English language registers in an official language school classroom, for a B2.1. level. This master’s thesis includes the official language schools’ history, in Spain and Galicia, the theoretical framework that supports the teaching proposal, the proposal itself, with its description, objectives, the diverse activities that will be conducted, along with the timing, methodology, the school’s context and the evaluation for the proposal.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
Perspectives and methodologies of world literature
Authorship
S.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 19:00
07.09.2025 19:00
Summary
The main objective of this paper is to analyze the educational approaches of the subjects Literatura Universal and Language A: Literature, focusing on methodological aspects, the treatment of the literary canon, and the evaluation models of each curriculum, in order to understand how each system shapes literary education. The methodology used is based on documentary and comparative analysis of both curricula, while also considering recent didactic literature and two textbooks that serve to examine the practical implementation of each subject. The analysis is structured first through a comparison of the different sections of each curriculum, and later through the study of how the dramatic genre is treated in the textbooks as a case study. By contrasting two educational models, the aim is to identify the strengths and weaknesses of each, in order to outline potential areas for improvement, particularly in relation to the promotion of autonomous reading, the inclusion of peripheral voices in the canon, and competence-based assessment. In this regard, the paper contributes to critical reflection on contemporary literary education. Key words: literary education, educational curr
The main objective of this paper is to analyze the educational approaches of the subjects Literatura Universal and Language A: Literature, focusing on methodological aspects, the treatment of the literary canon, and the evaluation models of each curriculum, in order to understand how each system shapes literary education. The methodology used is based on documentary and comparative analysis of both curricula, while also considering recent didactic literature and two textbooks that serve to examine the practical implementation of each subject. The analysis is structured first through a comparison of the different sections of each curriculum, and later through the study of how the dramatic genre is treated in the textbooks as a case study. By contrasting two educational models, the aim is to identify the strengths and weaknesses of each, in order to outline potential areas for improvement, particularly in relation to the promotion of autonomous reading, the inclusion of peripheral voices in the canon, and competence-based assessment. In this regard, the paper contributes to critical reflection on contemporary literary education. Key words: literary education, educational curr
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
A new challenge in FLE teaching: Formative assessment.
Authorship
A.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.B.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 14:30
07.08.2025 14:30
Summary
This master's thesis (TFM) focuses on integrating formative assessment into the teaching of French as a foreign language (FLE), highlighting its potential to foster more meaningful and personalized learning. The research examines how formative assessment can transcend the mere measurement of results, becoming a key tool for enhancing the teaching learning process. The main objectives are, through a critical analysis of assessment methods used in FLE teaching, on the one hand, to demonstrate how formative assessment contributes to the development of communicative and transversal competences and, on the other, to design an innovative teaching unit where this assessment is the central axis, adapted to the Galician-Spanish educational context and aligned with the CEFR. The methodology combines a literature review on formative assessment and FLE, the design of a teaching proposal based on updated pedagogical principles, and an analysis of its implementation if possible. Expected outcomes include validating the effectiveness of this type of assessment to enhance students' communicative and cultural competence and their active involvement in the learning process. This research aims to rethink assessment models in foreign languages, proposing a more inclusive, dynamic approach oriented towards the integral development of students' communicative skills.
This master's thesis (TFM) focuses on integrating formative assessment into the teaching of French as a foreign language (FLE), highlighting its potential to foster more meaningful and personalized learning. The research examines how formative assessment can transcend the mere measurement of results, becoming a key tool for enhancing the teaching learning process. The main objectives are, through a critical analysis of assessment methods used in FLE teaching, on the one hand, to demonstrate how formative assessment contributes to the development of communicative and transversal competences and, on the other, to design an innovative teaching unit where this assessment is the central axis, adapted to the Galician-Spanish educational context and aligned with the CEFR. The methodology combines a literature review on formative assessment and FLE, the design of a teaching proposal based on updated pedagogical principles, and an analysis of its implementation if possible. Expected outcomes include validating the effectiveness of this type of assessment to enhance students' communicative and cultural competence and their active involvement in the learning process. This research aims to rethink assessment models in foreign languages, proposing a more inclusive, dynamic approach oriented towards the integral development of students' communicative skills.
Direction
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Quevedo and Machiavelli: literature, political discourse and construction of citizenship
Authorship
M.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 10:00
02.11.2025 10:00
Summary
This paper develops a didactic proposal focused on the development of the students’ critical thinking, essential to answer the challenges posed by the digital age. This proposal intends to facilitate the acquisition of the analytical skills necessary to face contemporary public discourse through the comparative study of two classical works: Machiavelli’s The Prince and Quevedo’s Discurso de las privanzas. The analysis will be articulated through the framework of Critical Discourse Analysis, integrating theories and concepts borrowed from different authors, with the aim of developing competencies that can be transferred to the interpretation of political or media discourse. Thus, it is expected to be able to provide the students with the tools needed to avoid the dangers of disinformation or informational manipulation.
This paper develops a didactic proposal focused on the development of the students’ critical thinking, essential to answer the challenges posed by the digital age. This proposal intends to facilitate the acquisition of the analytical skills necessary to face contemporary public discourse through the comparative study of two classical works: Machiavelli’s The Prince and Quevedo’s Discurso de las privanzas. The analysis will be articulated through the framework of Critical Discourse Analysis, integrating theories and concepts borrowed from different authors, with the aim of developing competencies that can be transferred to the interpretation of political or media discourse. Thus, it is expected to be able to provide the students with the tools needed to avoid the dangers of disinformation or informational manipulation.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Academic and Career Guidance and decision making in secondary education: a systematic review
Authorship
S.B.C.
Master in Education Processes
S.B.C.
Master in Education Processes
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
Academic and professional guidance during secondary education is a fundamental element to support students in their decision-making process and to promote their overall development. This Master’s Thesis presents a systematic review of vocational guidance programs aimed at secondary school students, applying the PRISMA method to ensure a rigorous search and selection of scientific evidence, based on clearly defined inclusion and exclusion criteria. The results highlight the need to implement contextualized vocational programs adapted to the specific characteristics of each school and the diversity of the student body, emphasizing the importance of coordination among the involved agents and the central role of the guidance counselor. Limitations were found regarding the availability of time, continuity, or commitment for their implementation, as well as a lack of systematic evaluations of their effectiveness. The research proposes future lines of work to ensure the continuity and improvement of these programs, highlighting the potential of digital technologies and the inclusion of emerging content such as emotional aspects and gender perspective. Ultimately, academic and professional guidance is established as an essential pillar for the academic, personal, and professional development of students during secondary education.
Academic and professional guidance during secondary education is a fundamental element to support students in their decision-making process and to promote their overall development. This Master’s Thesis presents a systematic review of vocational guidance programs aimed at secondary school students, applying the PRISMA method to ensure a rigorous search and selection of scientific evidence, based on clearly defined inclusion and exclusion criteria. The results highlight the need to implement contextualized vocational programs adapted to the specific characteristics of each school and the diversity of the student body, emphasizing the importance of coordination among the involved agents and the central role of the guidance counselor. Limitations were found regarding the availability of time, continuity, or commitment for their implementation, as well as a lack of systematic evaluations of their effectiveness. The research proposes future lines of work to ensure the continuity and improvement of these programs, highlighting the potential of digital technologies and the inclusion of emerging content such as emotional aspects and gender perspective. Ultimately, academic and professional guidance is established as an essential pillar for the academic, personal, and professional development of students during secondary education.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Learning the Historical and Artistic Story: A Proposal based on Contemporary Audiovisual Culture
Authorship
L.C.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
L.C.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
This work aims to configure a didactic proposal for the 4th year of the Geography and History course of Compulsory Secondary Education. This proposal is based on the understanding of images as a central element of contemporary societies and recovers the notion of anachronism defined by the art historian Georges Didi-Huberman as a conceptual key that allows to put in common the artistic and visual forms of the past with the present context. Thus, a learning of the past is encouraged, always in relation to the gaze and the cultural devices of our surroundings. For this reason, (audio)visual culture is proposed as a relevant didactic resource for the achievement and design of activities in our proposal. Ultimately, the proposal aims for students to acquire not only the competencies defined by the official curriculum, but also to better understand their artistic-cultural contexts and to rehearse a more critical, reflective and sensitive look towards the artistic fact and the images of their environment.
This work aims to configure a didactic proposal for the 4th year of the Geography and History course of Compulsory Secondary Education. This proposal is based on the understanding of images as a central element of contemporary societies and recovers the notion of anachronism defined by the art historian Georges Didi-Huberman as a conceptual key that allows to put in common the artistic and visual forms of the past with the present context. Thus, a learning of the past is encouraged, always in relation to the gaze and the cultural devices of our surroundings. For this reason, (audio)visual culture is proposed as a relevant didactic resource for the achievement and design of activities in our proposal. Ultimately, the proposal aims for students to acquire not only the competencies defined by the official curriculum, but also to better understand their artistic-cultural contexts and to rehearse a more critical, reflective and sensitive look towards the artistic fact and the images of their environment.
Direction
Lopez , Lucrezia (Tutorships)
Lopez , Lucrezia (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
Teacher Training for Audiovisual Literacy: Designing Techniques to Foster Creativity
Authorship
L.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
L.C.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 11:00
07.11.2025 11:00
Summary
This Master’s Thesis presents a training proposal aimed at secondary school teachers, focusing on ideation and the creative process as key components of audiovisual literacy. Through a theoretical review, it identifies a recurring trend in the educational use of cinema as a merely illustrative tool, often failing to harness its full expressive, narrative, and educational potential. As a response, a set of fifteen creative stimulation strategies adapted to audiovisual creation has been designed and compiled into practical teaching guides. These techniques aim to equip teachers with tools to guide ideation processes with pedagogical purpose, encouraging learning based on experimentation, critical thinking, and students' personal expression. This proposal seeks to contribute to the improvement of teacher training from an innovative, interdisciplinary, and process-oriented perspective, recognizing creativity as an essential competence for a transformative education committed to today’s world.
This Master’s Thesis presents a training proposal aimed at secondary school teachers, focusing on ideation and the creative process as key components of audiovisual literacy. Through a theoretical review, it identifies a recurring trend in the educational use of cinema as a merely illustrative tool, often failing to harness its full expressive, narrative, and educational potential. As a response, a set of fifteen creative stimulation strategies adapted to audiovisual creation has been designed and compiled into practical teaching guides. These techniques aim to equip teachers with tools to guide ideation processes with pedagogical purpose, encouraging learning based on experimentation, critical thinking, and students' personal expression. This proposal seeks to contribute to the improvement of teacher training from an innovative, interdisciplinary, and process-oriented perspective, recognizing creativity as an essential competence for a transformative education committed to today’s world.
Direction
Clavero Ibañez de Garayo, Sergio (Tutorships)
Clavero Ibañez de Garayo, Sergio (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
The mathematics that made Ordes: a didactic proposal for Secondary Education
Authorship
A.C.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.C.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 12:30
07.10.2025 12:30
Summary
This master’s thesis presents a didactic proposal aimed at a group of 2nd year ESO students, focused on the content and competencies related to spatial sense and measurement. The main objective is to promote meaningful learning of the subject through the introduction of elements linked to the municipality of Ordes, while also fostering a more positive attitude among students towards mathematics. A theoretical review is included on the common difficulties in learning mathematics, as well as the importance of the affective domain and the advantages offered by adopting a contextualized and cross-curricular approach. Next, the didactic proposal is described, its implementation in the classroom, and the results obtained through various assessment tools. Finally, the conclusions are presented, highlighting the main findings that demonstrate the effectiveness of the proposal on both the academic and affective levels.
This master’s thesis presents a didactic proposal aimed at a group of 2nd year ESO students, focused on the content and competencies related to spatial sense and measurement. The main objective is to promote meaningful learning of the subject through the introduction of elements linked to the municipality of Ordes, while also fostering a more positive attitude among students towards mathematics. A theoretical review is included on the common difficulties in learning mathematics, as well as the importance of the affective domain and the advantages offered by adopting a contextualized and cross-curricular approach. Next, the didactic proposal is described, its implementation in the classroom, and the results obtained through various assessment tools. Finally, the conclusions are presented, highlighting the main findings that demonstrate the effectiveness of the proposal on both the academic and affective levels.
Direction
Gómez Tato, Antonio M. (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Co-tutorships)
Gómez Tato, Antonio M. (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Co-tutorships)
Court
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Attention to diversity in vocational training: the perception of teachers in a CIFP.
Authorship
L.C.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
L.C.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
In recent years there has been a significant increase in the number of students with specific educational support needs (SEN) in Vocational Education and Training (VET), driven by the development of educational policies that promote their inclusion. However, despite this reality, VET has not yet incorporated all the necessary adaptations to guarantee their full inclusion. This Master’s Thesis (TFM) is situated in this line of study and aims to find out the perception that teachers in an Integrated Vocational Training Centre (IVTC) have of inclusion and the importance of attending to the diversity of students in the classroom. The modality applied in this TFM is that of field research, using a qualitative methodology with a phenomenological approach. The data obtained show that the training and knowledge of teachers in this area is scarce despite the fact that the presence of this type of students is increasing. Faced with this situation, they demand more training opportunities and the presence of more human resources to help them provide students with an education adapted to their needs.
In recent years there has been a significant increase in the number of students with specific educational support needs (SEN) in Vocational Education and Training (VET), driven by the development of educational policies that promote their inclusion. However, despite this reality, VET has not yet incorporated all the necessary adaptations to guarantee their full inclusion. This Master’s Thesis (TFM) is situated in this line of study and aims to find out the perception that teachers in an Integrated Vocational Training Centre (IVTC) have of inclusion and the importance of attending to the diversity of students in the classroom. The modality applied in this TFM is that of field research, using a qualitative methodology with a phenomenological approach. The data obtained show that the training and knowledge of teachers in this area is scarce despite the fact that the presence of this type of students is increasing. Faced with this situation, they demand more training opportunities and the presence of more human resources to help them provide students with an education adapted to their needs.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
A theoretical-practical approach to the creative and innovative teaching of pronunciation in the secondary school English classroom.
Authorship
I.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.11.2025 13:30
07.11.2025 13:30
Summary
This work approaches the teaching of English pronunciation in Spanish Secondary School levels from a theoretical-practical perspective. Thus, it focuses in an educational intervention proposal on pronunciation aimed at students of the aforementioned level. At the same time, it includes a documented analysis of the students’ beliefs and tendencies regarding pronunciation. This analysis’ results have been obtained by carrying out a field investigation. Therefore, the main objective of the work is to come closer to a more creative and effective way of teaching pronunciation in the field of English as a foreign language. In order to do so, the proposal and the research are conducted at a high school, which allows for greater precision and truthfulness both in the evaluation of the intervention’s success rate and in the matters examined in the investigation project.
This work approaches the teaching of English pronunciation in Spanish Secondary School levels from a theoretical-practical perspective. Thus, it focuses in an educational intervention proposal on pronunciation aimed at students of the aforementioned level. At the same time, it includes a documented analysis of the students’ beliefs and tendencies regarding pronunciation. This analysis’ results have been obtained by carrying out a field investigation. Therefore, the main objective of the work is to come closer to a more creative and effective way of teaching pronunciation in the field of English as a foreign language. In order to do so, the proposal and the research are conducted at a high school, which allows for greater precision and truthfulness both in the evaluation of the intervention’s success rate and in the matters examined in the investigation project.
Direction
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Towards a less deterministic vision of students with dyslexia: proposal for educational intervention in the subject of Spanish language and literature
Authorship
S.C.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.C.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 12:30
07.07.2025 12:30
Summary
Dyslexia is a specific neurobiologically based reading learning disorder that persistently affects phonological decoding (reading accuracy) and/or word recognition (reading fluency and speed), interfering with academic performance with a delay in reading ability of at least two years. When we talk about students with dyslexia, therefore, we are referring to those who have difficulties reading and writing correctly (without, on the other hand, having intellectual, motor, visual or any other area of disability that better explains said disorder). The purpose of this master's thesis is to bring the teaching staff closer to the knowledge of this Learning Difficulty in the Compulsory Secondary Education stage. The work will be divided into two parts. In the first, the theoretical framework of the work will be established, in which different questions will be answered, including: what is dyslexia?, what types of dyslexia exist?, characteristics of students with dyslexia in the Compulsory Secondary Education stage, etc. In the second part, a proposal for educational intervention will be developed for students with dyslexia, in the subject of Spanish language and literature. This intervention proposal will be carried out from an inclusive education model.
Dyslexia is a specific neurobiologically based reading learning disorder that persistently affects phonological decoding (reading accuracy) and/or word recognition (reading fluency and speed), interfering with academic performance with a delay in reading ability of at least two years. When we talk about students with dyslexia, therefore, we are referring to those who have difficulties reading and writing correctly (without, on the other hand, having intellectual, motor, visual or any other area of disability that better explains said disorder). The purpose of this master's thesis is to bring the teaching staff closer to the knowledge of this Learning Difficulty in the Compulsory Secondary Education stage. The work will be divided into two parts. In the first, the theoretical framework of the work will be established, in which different questions will be answered, including: what is dyslexia?, what types of dyslexia exist?, characteristics of students with dyslexia in the Compulsory Secondary Education stage, etc. In the second part, a proposal for educational intervention will be developed for students with dyslexia, in the subject of Spanish language and literature. This intervention proposal will be carried out from an inclusive education model.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
The orthography of adolescents in the social media: about a situational variety of the language
Authorship
M.C.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.C.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
One of the characteristics that accompanies the new generations is the frequent use of social networks: here young people develop new skills, strategies and new ways of communicating. These new forms of communication also entail a reinvention on the part of the new age groups in relation to their written form, which sometimes contradicts the norm disseminated by Real Academia Española itself. The aim of this study is to find out how this new language may be having an impact on writing, considering the different communicative contexts in which students in Secondary Education participate. To this end, an initiation research project is proposed, specifically field research was carried out using a qualitative methodology. The results obtained reveal the characteristics of this new writing, as well as pointing out certain risks associated with a familiarity with certain expressions, since sometimes these expressions, associated with the informal, end up appearing in formal contexts. On the other hand, through the focus group with adolescents, it was possible found that they do considerer it important to know how to write according to the norm.
One of the characteristics that accompanies the new generations is the frequent use of social networks: here young people develop new skills, strategies and new ways of communicating. These new forms of communication also entail a reinvention on the part of the new age groups in relation to their written form, which sometimes contradicts the norm disseminated by Real Academia Española itself. The aim of this study is to find out how this new language may be having an impact on writing, considering the different communicative contexts in which students in Secondary Education participate. To this end, an initiation research project is proposed, specifically field research was carried out using a qualitative methodology. The results obtained reveal the characteristics of this new writing, as well as pointing out certain risks associated with a familiarity with certain expressions, since sometimes these expressions, associated with the informal, end up appearing in formal contexts. On the other hand, through the focus group with adolescents, it was possible found that they do considerer it important to know how to write according to the norm.
Direction
RODRIGUEZ GROBA, ANA (Tutorships)
RODRIGUEZ GROBA, ANA (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
European Women in Baroque Music: Silenced voices, eternal compositions. Didactic proposal for 3rd year of ESO. Master Dissertation
Authorship
T.C.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
T.C.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 17:00
07.11.2025 17:00
Summary
This work addresses the visibility of European female composers from the Baroque period, traditionally excluded from the musical canon. To this end, a theoretical framework is developed that contextualizes the historical exclusion of women composers and supports the pedagogical principles underlying the didactic proposal. Based on this foundation, a non-implemented educational proposal is designed for students in the third year of lower secondary education, focusing on the figures of Élisabeth Jacquet de La Guerre, Barbara Strozzi, Francesca Caccini, and Isabella Leonarda. The proposal is based on the Project-Based Learning (PBL) methodology and consists of a didactic sequence of eight sessions that integrates musical, historical, and gender-related content. Through collaborative activities, digital resources, and active strategies, the aim is to foster student participation, critical reflection, and an interdisciplinary approach. To conclude, the limited representation of women in current curricula and emphasizes the need to incorporate educational proposals with a gender perspective that promote more inclusive and equitable music education.
This work addresses the visibility of European female composers from the Baroque period, traditionally excluded from the musical canon. To this end, a theoretical framework is developed that contextualizes the historical exclusion of women composers and supports the pedagogical principles underlying the didactic proposal. Based on this foundation, a non-implemented educational proposal is designed for students in the third year of lower secondary education, focusing on the figures of Élisabeth Jacquet de La Guerre, Barbara Strozzi, Francesca Caccini, and Isabella Leonarda. The proposal is based on the Project-Based Learning (PBL) methodology and consists of a didactic sequence of eight sessions that integrates musical, historical, and gender-related content. Through collaborative activities, digital resources, and active strategies, the aim is to foster student participation, critical reflection, and an interdisciplinary approach. To conclude, the limited representation of women in current curricula and emphasizes the need to incorporate educational proposals with a gender perspective that promote more inclusive and equitable music education.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
Tools for evaluating motor competence in Early Childhood Education: A scoping review
Authorship
C.C.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
C.C.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
02.10.2025 17:30
02.10.2025 17:30
Summary
The evaluation of fundamental motor skills in Early Childhood Education is a task of great importance, as well as great complexity. Finding a way to do it and knowing all the possibilities that exist could help to be more effective in their work. In the present work, all the evaluation batteries that exist in the literature on a recurring basis are studied (10 batteries in total) and the possibility of their use in different cases is discussed, taking into account the advantages and cons that each one has.
The evaluation of fundamental motor skills in Early Childhood Education is a task of great importance, as well as great complexity. Finding a way to do it and knowing all the possibilities that exist could help to be more effective in their work. In the present work, all the evaluation batteries that exist in the literature on a recurring basis are studied (10 batteries in total) and the possibility of their use in different cases is discussed, taking into account the advantages and cons that each one has.
Direction
Abelairas Gómez, Cristian (Tutorships)
Abelairas Gómez, Cristian (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
Digital alphabetization proposal for Primary School teachers.
Authorship
S.C.G.
Master in Education Processes
S.C.G.
Master in Education Processes
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
This Master's Thesis proposes a digital literacy program for Primary Education teachers in which the safe, critical and responsible use of technologies is studied in depth through a comprehensive and practical training. In addition, the main problems related to the inappropriate use of technologies are addressed, offering strategies and resources for their prevention and intervention from the teacher's point of view. On the other hand, this training program aims to train teachers to recognize the risk associated with early exposure to ICTs, introducing the regulatory framework around digital competence and providing pedagogical strategies for a critical and responsible use of technologies. In addition, this training is based on a dual methodological approach of a practical and reflective nature, focused on improving teachers' digital competence and the appropriate integration of ICTs in the classroom.
This Master's Thesis proposes a digital literacy program for Primary Education teachers in which the safe, critical and responsible use of technologies is studied in depth through a comprehensive and practical training. In addition, the main problems related to the inappropriate use of technologies are addressed, offering strategies and resources for their prevention and intervention from the teacher's point of view. On the other hand, this training program aims to train teachers to recognize the risk associated with early exposure to ICTs, introducing the regulatory framework around digital competence and providing pedagogical strategies for a critical and responsible use of technologies. In addition, this training is based on a dual methodological approach of a practical and reflective nature, focused on improving teachers' digital competence and the appropriate integration of ICTs in the classroom.
Direction
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
FERNANDEZ MORANTE, MARIA DEL CARMEN (Tutorships)
Court
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
MARTINEZ PIÑEIRO, MARIA ESTHER (Chairman)
VILA COUÑAGO, ESTHER (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Design and implementation of a teaching proposal focused on argumentation based on the Prestige case as a socio-scientific issue in second year of secondary education
Authorship
A.C.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.C.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 09:00
07.11.2025 09:00
Summary
This study analyzed how 8th-grade students (2nd year of ESO) in Physics and Chemistry (Practicum II) addressed the socio-scientific issue related to the Prestige disaster through the scientific practice of argumentation. Six groups of 4–5 students prepared, over three 50-minute sessions, a response report evaluating environmental, social, and economic measures to address the disaster. The results show that the proposals were generally coherent, although the justifications were often based on vague or incorrect criteria. The environmental dimension was prioritized in all the reports, followed by the social one, while the economic dimension was the least considered and always appeared implicitly. In the subsequent reflection activities, students demonstrated implicit ocean literacy: they understood the ocean’s global interconnectedness, its magnitude, and the implications for coastal livelihoods, without explicitly naming the principles of ocean literacy. These results highlight the need to integrate scientific practices and socio-scientific argumentation activities into the curriculum to strengthen meaningful learning, critical thinking, and ocean literacy.
This study analyzed how 8th-grade students (2nd year of ESO) in Physics and Chemistry (Practicum II) addressed the socio-scientific issue related to the Prestige disaster through the scientific practice of argumentation. Six groups of 4–5 students prepared, over three 50-minute sessions, a response report evaluating environmental, social, and economic measures to address the disaster. The results show that the proposals were generally coherent, although the justifications were often based on vague or incorrect criteria. The environmental dimension was prioritized in all the reports, followed by the social one, while the economic dimension was the least considered and always appeared implicitly. In the subsequent reflection activities, students demonstrated implicit ocean literacy: they understood the ocean’s global interconnectedness, its magnitude, and the implications for coastal livelihoods, without explicitly naming the principles of ocean literacy. These results highlight the need to integrate scientific practices and socio-scientific argumentation activities into the curriculum to strengthen meaningful learning, critical thinking, and ocean literacy.
Direction
BROCOS MOSQUERA, PABLO (Tutorships)
BROCOS MOSQUERA, PABLO (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
Remaking networks: Artistic interventions from the School of Arts to revitalize the invisible heritage of rural Galicia
Authorship
C.C.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
C.C.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 18:00
07.08.2025 18:00
Summary
This Master's Thesis (TFM) aims to analyze the impact of community art on the revitalization of the overlooked heritage of rural Galicia through an innovative didactic proposal. The main hypothesis asserts that artistic education can serve as a tool for social transformation, strengthening community networks and fostering cultural identity. The research explores how artistic co-creation and documentary photography enable students to actively engage in the recovery of collective memory and the reinterpretation of rural spaces, promoting me
This Master's Thesis (TFM) aims to analyze the impact of community art on the revitalization of the overlooked heritage of rural Galicia through an innovative didactic proposal. The main hypothesis asserts that artistic education can serve as a tool for social transformation, strengthening community networks and fostering cultural identity. The research explores how artistic co-creation and documentary photography enable students to actively engage in the recovery of collective memory and the reinterpretation of rural spaces, promoting me
Direction
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
ARMAS QUINTA, FRANCISCO JOSE (Tutorships)
Court
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Frameworks for effective school leadership: a comparative study between chile and spain and proposals for improvement
Authorship
N.D.C.C.P.
Master in Education Processes
N.D.C.C.P.
Master in Education Processes
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
This Master's Thesis presents a comparative analysis of the Frameworks for Good School Leadership in Chile (MBDLE, 2015) and Spain (MEBD, 2022), aiming to identify similarities, differences, and areas for improvement, drawing on specialized literature on school leadership as a reference. Through a qualitative methodology and a descriptive-comparative approach, the study examines three dimensions of school leadership: the formulation context, leadership, and management; in addition to aspects related to the format of the Frameworks. The results reveal common ground in the conception of leadership as an ethical process focused on institutional improvement, as well as in the integration of leadership competencies across key dimensions. However, clear differences are also identified: while Chile adopts a normative and centralized approach, linking evaluation to job continuity, Spain proposes a guiding model with an emphasis on autonomy and training. Finally, recommendations are presented to update and strengthen both frameworks, both in their technical foundations and in their format and practical applicability.
This Master's Thesis presents a comparative analysis of the Frameworks for Good School Leadership in Chile (MBDLE, 2015) and Spain (MEBD, 2022), aiming to identify similarities, differences, and areas for improvement, drawing on specialized literature on school leadership as a reference. Through a qualitative methodology and a descriptive-comparative approach, the study examines three dimensions of school leadership: the formulation context, leadership, and management; in addition to aspects related to the format of the Frameworks. The results reveal common ground in the conception of leadership as an ethical process focused on institutional improvement, as well as in the integration of leadership competencies across key dimensions. However, clear differences are also identified: while Chile adopts a normative and centralized approach, linking evaluation to job continuity, Spain proposes a guiding model with an emphasis on autonomy and training. Finally, recommendations are presented to update and strengthen both frameworks, both in their technical foundations and in their format and practical applicability.
Direction
VILA COUÑAGO, ESTHER (Tutorships)
VILA COUÑAGO, ESTHER (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
Waves of resistance: The female contribution to Vigo's maritime industrial heritage during the fracoism
Authorship
P.C.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
P.C.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 11:00
07.08.2025 11:00
Summary
This Master’s Thesis aims to highlight the role of women in sea-related trades in Vigo between 1939 and 1975, emphasizing their historical and social significance. It seeks to connect education with local history, understood as a tool for social transformation and the construction of cultural identity. The work underscores the need to rescue from oblivion the voices traditionally excluded from historical narratives, particularly those of women, encouraging critical reflection from a gender perspective. Adopting an inclusive pedagogical approach, the thesis promotes meaningful and collaborative learning that fosters students’ active engagement in understanding the past. To this ends, oral sources are used as a central methodological tool, recognizing their potential to recover experiences and enrich collective memory. The project culminates in the design of a didactic unit aimed at 4th-year secondary education students, with the goal of developing historical awareness, intergenerational dialogue, and a critical perspective on local heritage. In this way, it offers an educational model committed to social justice, gender equity, and memory recovery.
This Master’s Thesis aims to highlight the role of women in sea-related trades in Vigo between 1939 and 1975, emphasizing their historical and social significance. It seeks to connect education with local history, understood as a tool for social transformation and the construction of cultural identity. The work underscores the need to rescue from oblivion the voices traditionally excluded from historical narratives, particularly those of women, encouraging critical reflection from a gender perspective. Adopting an inclusive pedagogical approach, the thesis promotes meaningful and collaborative learning that fosters students’ active engagement in understanding the past. To this ends, oral sources are used as a central methodological tool, recognizing their potential to recover experiences and enrich collective memory. The project culminates in the design of a didactic unit aimed at 4th-year secondary education students, with the goal of developing historical awareness, intergenerational dialogue, and a critical perspective on local heritage. In this way, it offers an educational model committed to social justice, gender equity, and memory recovery.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Clinical simulation in the emergency medical technician vocational training studies: a proposal for a didactic intervention program.
Authorship
E.V.C.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.V.C.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 10:00
02.12.2025 10:00
Summary
The use of clinical simulation provides multiple benefits and learning opportunities due to its relation to the acquisition of practical skills and has a relevant role in studies related to health sciences. Given the practical and professionalizing nature of vocational training studies, it makes sense that it should be present in its teaching. The aim of this work is to develop a proposal for an innovative teaching intervention that transforms and optimizes the clinical simulation activities included in the module ‘initial health assistance in emergency situations’ belonging to the emergency medical technician vocational training studies at a specific educational centre. Throughout the work there is a review of the theoretical framework on which the proposal is based and the didactic intervention itself is developed. It includes a needs assessment, the planning of spaces, activities and resources, the contextualization of the proposal in the module, the systematics of the activities and a proposal for the evaluation of the intervention. Finally, there is an analysis and discussion of the results obtained in the hypothetical application of the intervention, which globally encourage its revision, improvement and real implementation.
The use of clinical simulation provides multiple benefits and learning opportunities due to its relation to the acquisition of practical skills and has a relevant role in studies related to health sciences. Given the practical and professionalizing nature of vocational training studies, it makes sense that it should be present in its teaching. The aim of this work is to develop a proposal for an innovative teaching intervention that transforms and optimizes the clinical simulation activities included in the module ‘initial health assistance in emergency situations’ belonging to the emergency medical technician vocational training studies at a specific educational centre. Throughout the work there is a review of the theoretical framework on which the proposal is based and the didactic intervention itself is developed. It includes a needs assessment, the planning of spaces, activities and resources, the contextualization of the proposal in the module, the systematics of the activities and a proposal for the evaluation of the intervention. Finally, there is an analysis and discussion of the results obtained in the hypothetical application of the intervention, which globally encourage its revision, improvement and real implementation.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
The use of role-playing games in the teaching of Portuguese as a Foreign Language
Authorship
L.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.C.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 13:30
07.08.2025 13:30
Summary
This master's thesis explores the potential for educational innovation using role-playing games applied in Portuguese language classes as a second foreign language for students in the 3rd year of ESO (Compulsory Secondary Education). Based on a theoretical framework that characterizes this type of game and methodologies such as the communicative approach to language teaching, the research also presents the results of an activity in which students played with the objective of consolidating both grammatical and cultural content covered in the course's Didactic Programming. The data, collected through questionnaires and surveys, show a high level of student motivation, highlighting the success of using playful and creative methods, as well as a clear boost in language use and grammar acquisition.
This master's thesis explores the potential for educational innovation using role-playing games applied in Portuguese language classes as a second foreign language for students in the 3rd year of ESO (Compulsory Secondary Education). Based on a theoretical framework that characterizes this type of game and methodologies such as the communicative approach to language teaching, the research also presents the results of an activity in which students played with the objective of consolidating both grammatical and cultural content covered in the course's Didactic Programming. The data, collected through questionnaires and surveys, show a high level of student motivation, highlighting the success of using playful and creative methods, as well as a clear boost in language use and grammar acquisition.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
TIL in Galicia: a study of its implementation in a secondary school.
Authorship
X.C.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
X.C.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 19:00
07.07.2025 19:00
Summary
This paper analyses Tratamento Integrado de Linguas (TIL; commonly translated as Integrated Treatment of Languages) from a theoretical, normative and practical perspective, with special attention to its development in the Galician context. After reviewing the pedagogical foundations and the legal framework, it examines the concrete implementation of this methodology in the IES Félix Muriel de Rianxo, a pioneering centre in its application. The analysis is complemented by a critical reflection based on the author's personal experience, which allows us to visualise both the achievements and challenges of the approach. The study aims to contribute to the understanding and valorisation of TIL as a key tool for multilingual education and the standardisation of Galician.
This paper analyses Tratamento Integrado de Linguas (TIL; commonly translated as Integrated Treatment of Languages) from a theoretical, normative and practical perspective, with special attention to its development in the Galician context. After reviewing the pedagogical foundations and the legal framework, it examines the concrete implementation of this methodology in the IES Félix Muriel de Rianxo, a pioneering centre in its application. The analysis is complemented by a critical reflection based on the author's personal experience, which allows us to visualise both the achievements and challenges of the approach. The study aims to contribute to the understanding and valorisation of TIL as a key tool for multilingual education and the standardisation of Galician.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
Innovative activity in the teaching of sciences in Basic Vocational Training
Authorship
J.C.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.C.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 09:00
07.10.2025 09:00
Summary
This Master's Thesis analyses the performance of Basic Vocational Training students in the implementation of a didactic unit for learning about the states of matter. The topic was chosen primarily due to its relevance in understanding the fundamental processes that occur in nature and in everyday life. The proposal is enclosed inside the Didactic Unit Shapes of matter corresponding to the Applied Sciences I module of Basic Vocational Training. The proposal aims to encourage a more positive attitude of students towards science by carrying out a more contextualised learning, encouraging scientific learning, as well as establishing relationships between Science, Technology, Society and Environment. For the development of this didactic proposal, an enquiry methodology is proposed as an active and collaborative learning strategy based on the constructivist model, with the aim of making learning more significant. Likewise, students will be involved in their own teaching-learning process. To this end, a series of problem-solving strategies, scientific argumentation and active and collaborative work will be used, pursuing to get students to collect data and information from the formulation of problems close to their environment, to analyse them and, subsequently, to get conclusions.
This Master's Thesis analyses the performance of Basic Vocational Training students in the implementation of a didactic unit for learning about the states of matter. The topic was chosen primarily due to its relevance in understanding the fundamental processes that occur in nature and in everyday life. The proposal is enclosed inside the Didactic Unit Shapes of matter corresponding to the Applied Sciences I module of Basic Vocational Training. The proposal aims to encourage a more positive attitude of students towards science by carrying out a more contextualised learning, encouraging scientific learning, as well as establishing relationships between Science, Technology, Society and Environment. For the development of this didactic proposal, an enquiry methodology is proposed as an active and collaborative learning strategy based on the constructivist model, with the aim of making learning more significant. Likewise, students will be involved in their own teaching-learning process. To this end, a series of problem-solving strategies, scientific argumentation and active and collaborative work will be used, pursuing to get students to collect data and information from the formulation of problems close to their environment, to analyse them and, subsequently, to get conclusions.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
The Sustainable Development Goals Through Cooperative Work in the English Classroom of 1st Year of Bacharelato
Authorship
P.C.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
P.C.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.11.2025 09:00
07.11.2025 09:00
Summary
In an international context increasingly marked by inequality and injustice, the need to make progress towards the Sustainable Development Goals (SDGs) grows more urgent. In this scenario, education becomes a humble tool for making small changes with significant impact. In the learning situation presented in this study, students become agents of change and develop their competences and soft skills to promote progress on gender equality around the world in the context of a simulated United Nations assembly. Six UN member countries will present their vision on the current status of SDG 5: gender equality and propose policies to ensure the building of an equal society. In addition, Pedagogical Interpreting is introduced as an educational resource to improve confidence in oral production in English. In short, this approach fosters the development of students' competences, not only in terms of confidence when speaking a foreign language as well as social awareness, which is essential to understand the challenges we face as a society today.
In an international context increasingly marked by inequality and injustice, the need to make progress towards the Sustainable Development Goals (SDGs) grows more urgent. In this scenario, education becomes a humble tool for making small changes with significant impact. In the learning situation presented in this study, students become agents of change and develop their competences and soft skills to promote progress on gender equality around the world in the context of a simulated United Nations assembly. Six UN member countries will present their vision on the current status of SDG 5: gender equality and propose policies to ensure the building of an equal society. In addition, Pedagogical Interpreting is introduced as an educational resource to improve confidence in oral production in English. In short, this approach fosters the development of students' competences, not only in terms of confidence when speaking a foreign language as well as social awareness, which is essential to understand the challenges we face as a society today.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Epigenetics to tackle social problems
Authorship
M.D.L.A.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.D.L.A.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
Epigenetics refers to the mechanisms that regulate gene expression without modifying their sequence. This perspective is key to the comprehensive understanding of health problems and to overcome deterministic views of human nature. Despite its relevance, there is little research that addresses this approach in the context of school science. This work is situated in this emerging line of research in science didactics, on socio-scientific issues related to the influence of the environment on health. The participants are students of 3 of ESO (N=12) from a public school. The research questions are: 1) What knowledge and possible beliefs do the students show about genetics and the epigenetic model; 2) How are the epigenetic models that they elaborate to explain the expression of genes in living beings. The analysis of the research questions shows that most of the participants present inadequate conceptions described in the literature and difficulties in the scientific practice of modelling. However, the introduction of the epigenetic approach contributed to the improvement of the understanding of the influence of the environment on phenotypic characteristics. Relevant educational implications derived from the qualitative analysis point to the need to incorporate epigenetics in teaching, favouring an integrated understanding of health and the environment.
Epigenetics refers to the mechanisms that regulate gene expression without modifying their sequence. This perspective is key to the comprehensive understanding of health problems and to overcome deterministic views of human nature. Despite its relevance, there is little research that addresses this approach in the context of school science. This work is situated in this emerging line of research in science didactics, on socio-scientific issues related to the influence of the environment on health. The participants are students of 3 of ESO (N=12) from a public school. The research questions are: 1) What knowledge and possible beliefs do the students show about genetics and the epigenetic model; 2) How are the epigenetic models that they elaborate to explain the expression of genes in living beings. The analysis of the research questions shows that most of the participants present inadequate conceptions described in the literature and difficulties in the scientific practice of modelling. However, the introduction of the epigenetic approach contributed to the improvement of the understanding of the influence of the environment on phenotypic characteristics. Relevant educational implications derived from the qualitative analysis point to the need to incorporate epigenetics in teaching, favouring an integrated understanding of health and the environment.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
The Greek lexicon, the basis of competence in different languages: a didactic approach
Authorship
E.D.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.D.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
Our work will consist of a proposal for an educational intervention to be applied in the second year of Baccalaureate in the subject of Greek II, and responds to an issue included in the objectives, skills and assessment criteria of the subject: the acquisition of a lexical repertoire and the use of this to promote competence in their own and foreign languages. Thus, we propose to explain in depth to students the processes of word formation in the Greek language, as well as to provide them with techniques to build up their basic Greek vocabulary, so that they can achieve a much higher level of comprehension of texts and a greater analytical capacity in the aforementioned languages. For this purpose, we will make use of various didactic tools, always using the texts selected by the CIUG for the PAU tests, but without ruling out the introduction of vocabulary present in other texts that may contribute to the lexical repertoire that we wish to build up in the students. The expected results will be, in general, a higher level of reading and writing comprehension in Greek, but also a higher competence in the languages of the different linguistic repertoires of the students.
Our work will consist of a proposal for an educational intervention to be applied in the second year of Baccalaureate in the subject of Greek II, and responds to an issue included in the objectives, skills and assessment criteria of the subject: the acquisition of a lexical repertoire and the use of this to promote competence in their own and foreign languages. Thus, we propose to explain in depth to students the processes of word formation in the Greek language, as well as to provide them with techniques to build up their basic Greek vocabulary, so that they can achieve a much higher level of comprehension of texts and a greater analytical capacity in the aforementioned languages. For this purpose, we will make use of various didactic tools, always using the texts selected by the CIUG for the PAU tests, but without ruling out the introduction of vocabulary present in other texts that may contribute to the lexical repertoire that we wish to build up in the students. The expected results will be, in general, a higher level of reading and writing comprehension in Greek, but also a higher competence in the languages of the different linguistic repertoires of the students.
Direction
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
The potential of incorporating non-Eurocentric content into the secondary school curriculum: a case study
Authorship
L.D.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
L.D.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 12:30
07.08.2025 12:30
Summary
Currently, there is a notable Eurocentric bias in the secondary school social science curriculum, this being understood as a total fixation on the historical contexts and subjects of Europe and the West. This has led to the exclusion, deliberate or not, of multiple regions from a supposedly universal history and has created a series of biases and false narratives that actively harm students' ability to acquire truly historical knowledge and skills. We believe that the exclusion of these non-Western contexts is not only negative and must be corrected, but that in putting an end to it, it can be used to work on the development of vital skills for students, such as developing a critical perspective, using empathy as a tool for historical learning, and working with sources. Through a practical application of this theory, we aim to determine whether students possess not only the capacity, but also the interest, to work with these alternative contents in an effort to encourage deeper research into their possible inclusion in the curriculum or, at the very least, as complementary experiences to it.
Currently, there is a notable Eurocentric bias in the secondary school social science curriculum, this being understood as a total fixation on the historical contexts and subjects of Europe and the West. This has led to the exclusion, deliberate or not, of multiple regions from a supposedly universal history and has created a series of biases and false narratives that actively harm students' ability to acquire truly historical knowledge and skills. We believe that the exclusion of these non-Western contexts is not only negative and must be corrected, but that in putting an end to it, it can be used to work on the development of vital skills for students, such as developing a critical perspective, using empathy as a tool for historical learning, and working with sources. Through a practical application of this theory, we aim to determine whether students possess not only the capacity, but also the interest, to work with these alternative contents in an effort to encourage deeper research into their possible inclusion in the curriculum or, at the very least, as complementary experiences to it.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Inquiry in the laboratory context for teaching Chemistry in Secondary Education
Authorship
R.F.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
R.F.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 10:00
07.11.2025 10:00
Summary
In the present study, the performances of secondary school students were analysed during the implementation of a guided inquiry-based laboratory activity designed to solve a criminology scenario. This scenario required the identification of various unknown substances through the use of their chemical properties and reactivity. The aim of the study was to examine how secondary students designed experiments to identify the unknown samples, and how did they formulate justifications for their identifications. The participants in the study were a group of 4th grade of ESO students enrolled in the Physics and Chemistry course, who worked in small groups. Data were collected through the students' written responses produced at two of the stages of the intervention. The results indicate that students encountered difficulties mainly in the design of experimental procedures, and in interpretating chemical reactivity. Nonetheless, despite areas for improvement, the implementation of this type of practice proves effective in motivating students and promoting active and meaningful learning of the content and competencies associated with the Physics and Chemistry curriculum.
In the present study, the performances of secondary school students were analysed during the implementation of a guided inquiry-based laboratory activity designed to solve a criminology scenario. This scenario required the identification of various unknown substances through the use of their chemical properties and reactivity. The aim of the study was to examine how secondary students designed experiments to identify the unknown samples, and how did they formulate justifications for their identifications. The participants in the study were a group of 4th grade of ESO students enrolled in the Physics and Chemistry course, who worked in small groups. Data were collected through the students' written responses produced at two of the stages of the intervention. The results indicate that students encountered difficulties mainly in the design of experimental procedures, and in interpretating chemical reactivity. Nonetheless, despite areas for improvement, the implementation of this type of practice proves effective in motivating students and promoting active and meaningful learning of the content and competencies associated with the Physics and Chemistry curriculum.
Direction
CASAS QUIROGA, LUCIA (Tutorships)
CASAS QUIROGA, LUCIA (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
Use of generative Artificial Intelligence tools as assistants for secondary education teachers.
Authorship
A.F.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.F.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
This Master's Thesis investigates the potential of Generative Artificial Intelligence (GenAI) tools as assistants for secondary education teachers. An analysis of generative AI tool families (LLMs, image generators, audio, etc.) is conducted, evaluating their applicability to various teaching tasks through a structured matrix. Specific practical case studies are developed, such as generating didactic material for mathematics, creating multiple-choice assessments, and designing interactive learning reinforcement resources, demonstrating their viability and efficiency. Finally, a web-based guide for teachers is developed to facilitate the adoption of these technologies. The study concludes that generative AI is not just a tool but a catalyst for change that can transform the teaching role, empower students, and reconfigure assessment, emphasizing the importance of ethical and critical integration within the context of educational digital transformation.
This Master's Thesis investigates the potential of Generative Artificial Intelligence (GenAI) tools as assistants for secondary education teachers. An analysis of generative AI tool families (LLMs, image generators, audio, etc.) is conducted, evaluating their applicability to various teaching tasks through a structured matrix. Specific practical case studies are developed, such as generating didactic material for mathematics, creating multiple-choice assessments, and designing interactive learning reinforcement resources, demonstrating their viability and efficiency. Finally, a web-based guide for teachers is developed to facilitate the adoption of these technologies. The study concludes that generative AI is not just a tool but a catalyst for change that can transform the teaching role, empower students, and reconfigure assessment, emphasizing the importance of ethical and critical integration within the context of educational digital transformation.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
An alternative history to tell in the classroom: the education of deaf individuals in the early modern period
Authorship
N.F.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
N.F.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 13:30
07.07.2025 13:30
Summary
This paper proposes a didactic intervention for the subject of Geography and History in the second year of Compulsory Secondary Education (ESO), focused on the History of the education of deaf and mute individuals during the Early Modern period (15th-18th centuries). It approaches this topic in a contextualized manner, taking into account all the social, political, religious and economic factors involved in the historical process. The main aim is to challenge the hegemonic narrative that teaches a fixed and linear version of history by incorporating a marginalized social group whose story and role in society have only recently begun to receive attention- having been historically viewed as the other or even as belonging to a foreign culture. Furthermore, through this historical perspective, which is connected to the present-day context, the use of active methodologies enables the development of a range of key competencies, going beyond those defined by current educational legislation, which are essential for students’ daily lives, such as critical, reflective, plural, and diverse thinking.
This paper proposes a didactic intervention for the subject of Geography and History in the second year of Compulsory Secondary Education (ESO), focused on the History of the education of deaf and mute individuals during the Early Modern period (15th-18th centuries). It approaches this topic in a contextualized manner, taking into account all the social, political, religious and economic factors involved in the historical process. The main aim is to challenge the hegemonic narrative that teaches a fixed and linear version of history by incorporating a marginalized social group whose story and role in society have only recently begun to receive attention- having been historically viewed as the other or even as belonging to a foreign culture. Furthermore, through this historical perspective, which is connected to the present-day context, the use of active methodologies enables the development of a range of key competencies, going beyond those defined by current educational legislation, which are essential for students’ daily lives, such as critical, reflective, plural, and diverse thinking.
Direction
MIGUES RODRIGUEZ, VITOR MANUEL (Tutorships)
MIGUES RODRIGUEZ, VITOR MANUEL (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
Teaching and Research Proposal on the Impact of Traditional Games as Representatives of Intangible Cultural Heritage on Upper Secondary Education
Authorship
A.F.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.F.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 09:00
07.08.2025 09:00
Summary
This Master's Dissertation (TFM) presents the design and implementation of an educational intervention proposal aimed at the subject History of the Contemporary World for first-year students in upper secondary education, within the context of a Secondary Education Institute in the Autonomous Community of Galicia. The proposed content focuses on intangible cultural heritage, with the aim of promoting its preservation and enhancement in the context of a glob-alised world. Heritage is regarded as a didactic resource that contributes to the development of students' social and civic competences, while also fostering awareness of the legacy they inherit. Specifically, within the scope of intangible cultural heritage, the content centres on the value of traditional games as an example of the transmission of a territory’s identity from generation to generation over time. The proposal seeks to raise awareness among students at this educational stage of the importance of preserving intangible cultural heritage, particularly traditional games, due to their social, cultural, and identity-forming significance. The results obtained following the implemen-tation of the proposal highlight the importance of integrating intangible cultural heritage as a key component in shaping students’ identity. Furthermore, the students’ engagement and interest in exploring traditional games within the framework of the History of the Contemporary World subject are clearly evidenced.
This Master's Dissertation (TFM) presents the design and implementation of an educational intervention proposal aimed at the subject History of the Contemporary World for first-year students in upper secondary education, within the context of a Secondary Education Institute in the Autonomous Community of Galicia. The proposed content focuses on intangible cultural heritage, with the aim of promoting its preservation and enhancement in the context of a glob-alised world. Heritage is regarded as a didactic resource that contributes to the development of students' social and civic competences, while also fostering awareness of the legacy they inherit. Specifically, within the scope of intangible cultural heritage, the content centres on the value of traditional games as an example of the transmission of a territory’s identity from generation to generation over time. The proposal seeks to raise awareness among students at this educational stage of the importance of preserving intangible cultural heritage, particularly traditional games, due to their social, cultural, and identity-forming significance. The results obtained following the implemen-tation of the proposal highlight the importance of integrating intangible cultural heritage as a key component in shaping students’ identity. Furthermore, the students’ engagement and interest in exploring traditional games within the framework of the History of the Contemporary World subject are clearly evidenced.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
Court
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
The Portuguese Revolution in the development of civic and democratic values in the classroom
Authorship
J.R.F.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.R.F.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 19:00
07.08.2025 19:00
Summary
This work conducts a educative research based on a descriptive case study in a 11th Grade high school classroom, in which within the subject of World Contemporary History, the issue of the civic and democratic values defense is tackled through the historical context of the Portuguese Revolution. The didactic performance was methodologically oriented towards a conception of the students as active learning agents, using a variety of sources and promoting participation and group activities. The results analysis is based on a mixed investigation methodology (qualitative and quantitative). Some of the main results to highlight are: the development of democratic awareness, critical thinking and the positive recognition of the innovative methodologies used.
This work conducts a educative research based on a descriptive case study in a 11th Grade high school classroom, in which within the subject of World Contemporary History, the issue of the civic and democratic values defense is tackled through the historical context of the Portuguese Revolution. The didactic performance was methodologically oriented towards a conception of the students as active learning agents, using a variety of sources and promoting participation and group activities. The results analysis is based on a mixed investigation methodology (qualitative and quantitative). Some of the main results to highlight are: the development of democratic awareness, critical thinking and the positive recognition of the innovative methodologies used.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Deconstructing the Rational Subject: Care and Interdependence in the Philosophy Classroom
Authorship
M.M.F.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.M.F.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 09:30
07.07.2025 09:30
Summary
In a context marked by an ecosocial crisis and the fragility of human connections, this Master's Thesis offers a critical revision of the autonomous subject within the philosophical tradition, from a feminist perspective grounded in the ethics of care. It defends the need to place care at the center of the educational project. To this end, it presents a learning situation titled The (R)evolution of Care, designed for the subject of Philosophy in the first year of Spanish upper secondary education (Bachillerato), which claims interdependence as an existential condition that invites us to collectively rethink the epistemological and relational foundations of our existence.
In a context marked by an ecosocial crisis and the fragility of human connections, this Master's Thesis offers a critical revision of the autonomous subject within the philosophical tradition, from a feminist perspective grounded in the ethics of care. It defends the need to place care at the center of the educational project. To this end, it presents a learning situation titled The (R)evolution of Care, designed for the subject of Philosophy in the first year of Spanish upper secondary education (Bachillerato), which claims interdependence as an existential condition that invites us to collectively rethink the epistemological and relational foundations of our existence.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
In favor of a more eco-language. Revisiting the curriculum of secondary education from an eco-linguistics perspective.
Authorship
A.F.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.F.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 10:00
07.08.2025 10:00
Summary
The main goal of this Trabajo de Fin de Máster (TFM) is to conduct a review of the curriculum of the Spanish Language and Literature subject at the final level of the Secondary Education (4ºESO). We will mainly examine the Bloque 1, known as “Languages and their speakers”, as we consider it the most adecquate to conduct our study. In order to do so, we will review the objectives, contents and criteria of assessment and we will propose some new ones adapted to the purpose of our study. In this way, we will assist in the creation of an eco-linguistic conscience among the students, which is vital in our globalized world, where the international and prestigious languages endanger the ones with less power, status and speakers.
The main goal of this Trabajo de Fin de Máster (TFM) is to conduct a review of the curriculum of the Spanish Language and Literature subject at the final level of the Secondary Education (4ºESO). We will mainly examine the Bloque 1, known as “Languages and their speakers”, as we consider it the most adecquate to conduct our study. In order to do so, we will review the objectives, contents and criteria of assessment and we will propose some new ones adapted to the purpose of our study. In this way, we will assist in the creation of an eco-linguistic conscience among the students, which is vital in our globalized world, where the international and prestigious languages endanger the ones with less power, status and speakers.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
Criado Boado, Cecilia (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
RODRIGUEZ GROBA, ANA (Chairman)
Criado Boado, Cecilia (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Gallaecia Latina: a Latin Textbook for Galiza
Authorship
I.F.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.F.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 09:00
07.07.2025 09:00
Summary
This work develops a pedagogical proposal for a school textbook of introduction to Latin for Galizan students in secondary education or the first year of undergraduate studies. In the first part of the work various methodological approaches used to learn Latin are analyzed and the choice of the inductive-contextual method is justified. In the second part the need to develop a Latin textbook adapted to Galizan national reality. Is explained. Finally, the overall characteristics of the proposal are described, and a complementary idea is put forward based on the Free Voluntary Reading strategy, always within the framework of a self-centered educational system. The Appendix includes a pilot unit of the proposal.
This work develops a pedagogical proposal for a school textbook of introduction to Latin for Galizan students in secondary education or the first year of undergraduate studies. In the first part of the work various methodological approaches used to learn Latin are analyzed and the choice of the inductive-contextual method is justified. In the second part the need to develop a Latin textbook adapted to Galizan national reality. Is explained. Finally, the overall characteristics of the proposal are described, and a complementary idea is put forward based on the Free Voluntary Reading strategy, always within the framework of a self-centered educational system. The Appendix includes a pilot unit of the proposal.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
Training Project for the Acquisition of Competences Related to Crime Prevention in Rural Municipalities
Authorship
D.F.F.
Master in Education Processes
D.F.F.
Master in Education Processes
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
This Master’s Thesis presents a training project aimed at the senior officials of the Vilalba City Council. It seeks to equip them with basic criminological competences focused on crime prevention in rural municipalities. The project emerges in response to the rising local crime rates, the lack of specific data in rural settings, and the absence of criminological training among local decision-makers. Based on a contextual analysis and a needs assessment, the training intervention is structured in four phases: needs detection, design, implementation, and evaluation. The program is grounded in both classical and modern criminological frameworks, employs active and participatory methodologies, and delivers modular content covering environmental criminology, crime data analysis, and situational prevention. The initiative aims to strengthen the strategic role of local governments in security and contribute to the development of safer, more resilient and cohesive communities.
This Master’s Thesis presents a training project aimed at the senior officials of the Vilalba City Council. It seeks to equip them with basic criminological competences focused on crime prevention in rural municipalities. The project emerges in response to the rising local crime rates, the lack of specific data in rural settings, and the absence of criminological training among local decision-makers. Based on a contextual analysis and a needs assessment, the training intervention is structured in four phases: needs detection, design, implementation, and evaluation. The program is grounded in both classical and modern criminological frameworks, employs active and participatory methodologies, and delivers modular content covering environmental criminology, crime data analysis, and situational prevention. The initiative aims to strengthen the strategic role of local governments in security and contribute to the development of safer, more resilient and cohesive communities.
Direction
GARCIA MURIAS, REBECA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
GARCIA MURIAS, REBECA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Co-tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
Strengthening Bonds: A Family Education Proposal for High School
Authorship
A.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
A.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
This project proposes an educational initiative aimed at enhancing communication and cooperation between families and educational institutions to foster the holistic development of young people. The study outlines a theoretical fundamentation on the importance of positive parenting and family-school coordination, and develops the Conecta2 program, which is designed to equip families to improve their role in the academic and personal lives of their children or wards. The proposal is based on active methodologies, such as collaborative and experiential learning, using workshops, joint reflection activities, and role-playing games to strengthen parenting skills. This program is anticipated to promote a supportive environment in which adolescents, families, and teachers work together, reducing conflicts and enhancing students' performance and emotional well-being.
This project proposes an educational initiative aimed at enhancing communication and cooperation between families and educational institutions to foster the holistic development of young people. The study outlines a theoretical fundamentation on the importance of positive parenting and family-school coordination, and develops the Conecta2 program, which is designed to equip families to improve their role in the academic and personal lives of their children or wards. The proposal is based on active methodologies, such as collaborative and experiential learning, using workshops, joint reflection activities, and role-playing games to strengthen parenting skills. This program is anticipated to promote a supportive environment in which adolescents, families, and teachers work together, reducing conflicts and enhancing students' performance and emotional well-being.
Direction
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Performing And Visual Arts: An Interdisciplinary Proposal for Secondary Education Students
Authorship
R.G.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
R.G.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 09:00
07.11.2025 09:00
Summary
This document is a Master's thesis that arises from the need to transform secondary education by integrating performing arts into visual arts subjects, with the aim of achieving an interdisciplinary approach and fostering students' creativity and expressiveness. Through an active and experiential methodology, an intervention proposal is designed to overcome the limitations of the traditional curriculum, which makes the body invisible and relegates creativity to a secondary role. The intervention, carried out at IES Antonio Fraguas, aims to promote critical thinking, creativity, self-esteem, and the relationship with one's own body, as well as to build safe spaces within classrooms where students can express emotions and communicate in a horizontal manner. The methodology used includes documentary analysis, activity design, and practical implementation, with reflections and conclusions on the results obtained. These results demonstrate that integrating performing arts in the classroom is a key tool for building a more inclusive and transformative school, in line with the objectives of UNESCO's 2030 Agenda.
This document is a Master's thesis that arises from the need to transform secondary education by integrating performing arts into visual arts subjects, with the aim of achieving an interdisciplinary approach and fostering students' creativity and expressiveness. Through an active and experiential methodology, an intervention proposal is designed to overcome the limitations of the traditional curriculum, which makes the body invisible and relegates creativity to a secondary role. The intervention, carried out at IES Antonio Fraguas, aims to promote critical thinking, creativity, self-esteem, and the relationship with one's own body, as well as to build safe spaces within classrooms where students can express emotions and communicate in a horizontal manner. The methodology used includes documentary analysis, activity design, and practical implementation, with reflections and conclusions on the results obtained. These results demonstrate that integrating performing arts in the classroom is a key tool for building a more inclusive and transformative school, in line with the objectives of UNESCO's 2030 Agenda.
Direction
Trigo Martínez, Cristina (Tutorships)
Trigo Martínez, Cristina (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
The tale as a guiding thread of an educational intervention proposal
Authorship
A.G.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.G.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 13:30
07.09.2025 13:30
Summary
The presence of literary texts in the foreign language classroom is undoubtedly still very scarce. However, if these texts are correctly selected, they acquire the potential to be exploited in a very enriching way for the students. In this way, in addition to language, they also serve to introduce students to various topics included in their content, for instance, culture. For this reason, the aim of this work is to present a proposal for educational intervention in a foreign language classroom: more specifically, the English classroom. This proposal focuses on 2nd ESO students, with the aim of working on specific contents of this level (especially the simple past, the summary and the biography) by means of the short-story and its different varieties. To this end, different methodologies are proposed and didactic material is provided to accompany the different sessions into which it is divided. Finally, although this proposal could not be implemented, reflections are presented with a view to a devised context and other proposals that could be implemented are taken into account.
The presence of literary texts in the foreign language classroom is undoubtedly still very scarce. However, if these texts are correctly selected, they acquire the potential to be exploited in a very enriching way for the students. In this way, in addition to language, they also serve to introduce students to various topics included in their content, for instance, culture. For this reason, the aim of this work is to present a proposal for educational intervention in a foreign language classroom: more specifically, the English classroom. This proposal focuses on 2nd ESO students, with the aim of working on specific contents of this level (especially the simple past, the summary and the biography) by means of the short-story and its different varieties. To this end, different methodologies are proposed and didactic material is provided to accompany the different sessions into which it is divided. Finally, although this proposal could not be implemented, reflections are presented with a view to a devised context and other proposals that could be implemented are taken into account.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
Motives and influences on physical activity participation among students aged 10 to 12
Authorship
A.G.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.G.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.11.2025 10:00
07.11.2025 10:00
Summary
Physical activity (PA) is closely linked to health and quality of life. Since childhood is a key stage of development and adolescence sees an increase in the aban-donment of PA, this study analyzed the motives and influences that lead to practicing or not practicing it in 71 students aged between 10 and 12 from public schools in San-tiago de Compostela. Two validated questionnaires were used: the MPAM-R and an-other on influences on PA and health, both with Likert-type questions. The results showed a greater presence of intrinsic motives, such as enjoyment or personal compe-tence. Regarding external influences, friendship was the most prominent factor, fol-lowed by families. Teachers and physical education classes were perceived as less in-fluential. It is concluded that there is a need to strengthen positive influence models to reduce the abandonment of PA.
Physical activity (PA) is closely linked to health and quality of life. Since childhood is a key stage of development and adolescence sees an increase in the aban-donment of PA, this study analyzed the motives and influences that lead to practicing or not practicing it in 71 students aged between 10 and 12 from public schools in San-tiago de Compostela. Two validated questionnaires were used: the MPAM-R and an-other on influences on PA and health, both with Likert-type questions. The results showed a greater presence of intrinsic motives, such as enjoyment or personal compe-tence. Regarding external influences, friendship was the most prominent factor, fol-lowed by families. Teachers and physical education classes were perceived as less in-fluential. It is concluded that there is a need to strengthen positive influence models to reduce the abandonment of PA.
Direction
Rodríguez Fernández, José Eugenio (Tutorships)
Rodríguez Fernández, José Eugenio (Tutorships)
Court
Abelairas Gómez, Cristian (Chairman)
NUÑEZ GARCIA, CRISTINA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Abelairas Gómez, Cristian (Chairman)
NUÑEZ GARCIA, CRISTINA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Analysis os gender stereotypes in children´s fashion
Authorship
L.G.G.
Master in Equality, Gender and Education
L.G.G.
Master in Equality, Gender and Education
Defense date
06.27.2025 11:45
06.27.2025 11:45
Summary
Fashion and clothing are something present in people's lives from the moment they are born. Since the beginnings of what is known as fashion, there has been a differentiation between gender, social classes, age... Clothing has served as an element of differentiation for society, thus perpetuating patterns through which gender stereotypes are extended. The aim of this Master's Thesis is to identify gender stereotypes in Zara Kids clothing for 6 to 14 year olds. To do so, a total of 517 garments have been analysed taking into account their colour, message, tailoring and print. The aim was to detect the existence of gender stereotypes and to understand where they come from with a brief historical overview. The clothes analysed contain gender stereotypes linked to the variables investigated, showing a predilection for stylising clothes aimed at a female public and simplifying clothes aimed at a male public.
Fashion and clothing are something present in people's lives from the moment they are born. Since the beginnings of what is known as fashion, there has been a differentiation between gender, social classes, age... Clothing has served as an element of differentiation for society, thus perpetuating patterns through which gender stereotypes are extended. The aim of this Master's Thesis is to identify gender stereotypes in Zara Kids clothing for 6 to 14 year olds. To do so, a total of 517 garments have been analysed taking into account their colour, message, tailoring and print. The aim was to detect the existence of gender stereotypes and to understand where they come from with a brief historical overview. The clothes analysed contain gender stereotypes linked to the variables investigated, showing a predilection for stylising clothes aimed at a female public and simplifying clothes aimed at a male public.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
Innovative and innocuous educational proposal for Taller de Técnicas Serigráficas module
Authorship
S.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.G.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 12:30
07.11.2025 12:30
Summary
Art has always been in constant change, evolving thanks to experimentation and the diffusion of versatile ideas that feedback each others. Likewise, artistic education should follow this standard and allow students to experiment, promoting creativity and the use of tools and materials that are not common, teaching them to find creative solutions to artistic issues. The experience acquired during internships at an Arts and Design School has served as a starting point for this work. The screen printing techniques workshop is the main space where the module, that shares the same name, is developed. Here, the students, mostly minors, expose themselves to toxic products in order to learn the technique of Serigraphy. With these two points in mind, the design of the didactic proposal is based on the creation of inks made of food for the Taller de Técnicas Serigráficas module. In this way, the work ponders on the students understanding of the properties that an ink should have depending on the creative intention and its own creation processes.
Art has always been in constant change, evolving thanks to experimentation and the diffusion of versatile ideas that feedback each others. Likewise, artistic education should follow this standard and allow students to experiment, promoting creativity and the use of tools and materials that are not common, teaching them to find creative solutions to artistic issues. The experience acquired during internships at an Arts and Design School has served as a starting point for this work. The screen printing techniques workshop is the main space where the module, that shares the same name, is developed. Here, the students, mostly minors, expose themselves to toxic products in order to learn the technique of Serigraphy. With these two points in mind, the design of the didactic proposal is based on the creation of inks made of food for the Taller de Técnicas Serigráficas module. In this way, the work ponders on the students understanding of the properties that an ink should have depending on the creative intention and its own creation processes.
Direction
RODRIGUEZ NIETO, SANDRA (Tutorships)
RODRIGUEZ NIETO, SANDRA (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
Study on teacher training and motivation: analysis of the teaching staff profile and students' perception in higher Artistic Education at EASD Mestre Mateo.
Authorship
V.G.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
V.G.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 13:30
07.11.2025 13:30
Summary
This study analyses the relationship between teachers' academic background, their level of motivation, and students' perceptions within the context of Higher Artistic Education at the EASD Mestre Mateo in Santiago de Compostela. The main objectives are to identify which teacher profile shows the highest level of motivation and to examine whether their educational background influences that motivation. To this end, a quantitative research approach supported by qualitative data was employed, using questionnaires administered to both teachers and students at the institution. The results reveal statistically significant differences in teacher motivation depending on the subject area taught, job stability, and perceived recognition. Furthermore, training gaps are evident in key areas such as assessment and attention to diversity, particularly among more senior teachers. From the students’ perspective, motivated and approachable teachers are highly valued, highlighting the influence of teacher motivation on students’ own academic engagement. Based on these findings, several measures are proposed to improve educational quality in this context: strengthening continuous professional development in active methodologies, inclusion, and assessment; reducing bureaucratic burdens; promoting institutional recognition of teachers; and creating spaces for teacher collaboration. These actions aim to foster more motivating, effective, and responsive educational environments suited to the needs of contemporary higher artistic education.
This study analyses the relationship between teachers' academic background, their level of motivation, and students' perceptions within the context of Higher Artistic Education at the EASD Mestre Mateo in Santiago de Compostela. The main objectives are to identify which teacher profile shows the highest level of motivation and to examine whether their educational background influences that motivation. To this end, a quantitative research approach supported by qualitative data was employed, using questionnaires administered to both teachers and students at the institution. The results reveal statistically significant differences in teacher motivation depending on the subject area taught, job stability, and perceived recognition. Furthermore, training gaps are evident in key areas such as assessment and attention to diversity, particularly among more senior teachers. From the students’ perspective, motivated and approachable teachers are highly valued, highlighting the influence of teacher motivation on students’ own academic engagement. Based on these findings, several measures are proposed to improve educational quality in this context: strengthening continuous professional development in active methodologies, inclusion, and assessment; reducing bureaucratic burdens; promoting institutional recognition of teachers; and creating spaces for teacher collaboration. These actions aim to foster more motivating, effective, and responsive educational environments suited to the needs of contemporary higher artistic education.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
Conflict as the engine of change. Addressing political conflict in History classes
Authorship
F.G.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
F.G.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 09:00
07.09.2025 09:00
Summary
This study proposes a learning situation designed for the 4th year of ESO (Secondary Education) in the subject of Geography and History, through which the political conflict during the last years of the Franco dictatorship and the transition to liberal democracy is addressed. To this end, an approach is taken to the literature of the authors of the hidden curriculum who, from a clearly critical perspective on the influence of neoliberalism in education, analyze how conflict is often presented as a kind of historical exception lacking rationality, in which the interests and motives of the opposing parties are ignored. In order to achieve this objective, innovative methods that have demonstrated potential for fostering meaningful learning, the acquisition of transversal competencies, and the development of a critical perspective among students are employed. These methods include cooperative learning and metacognition, using tools such as role-playing or group research.
This study proposes a learning situation designed for the 4th year of ESO (Secondary Education) in the subject of Geography and History, through which the political conflict during the last years of the Franco dictatorship and the transition to liberal democracy is addressed. To this end, an approach is taken to the literature of the authors of the hidden curriculum who, from a clearly critical perspective on the influence of neoliberalism in education, analyze how conflict is often presented as a kind of historical exception lacking rationality, in which the interests and motives of the opposing parties are ignored. In order to achieve this objective, innovative methods that have demonstrated potential for fostering meaningful learning, the acquisition of transversal competencies, and the development of a critical perspective among students are employed. These methods include cooperative learning and metacognition, using tools such as role-playing or group research.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Interventions developed in the school context to promote physical activity in pupils aged 5 to 12 years: Systematic Review
Authorship
A.G.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.G.F.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.11.2025 11:00
07.11.2025 11:00
Summary
Despite the existence of multiple initiatives aimed at promoting physical activity in schoolchildren, levels of physical inactivity are still at worrying levels. In view of the persistent trend, this systematic review aims to analyse the characteristics of interventions developed in the school context to increase physical activity. Following the PRISMA guidelines, we analysed papers indexed in the Scopus, Web Of Science and SportDiscus databases, nine of which were included in this review. The findings obtained point to the incentive of physical activity in the school population. However, they confirm a methodological diversity that converges in the contemplation of psychosocial variables. At a structural level, the efficiency of holistic interventions stands out over more specific ones. This situation highlights the need to rethink intervention strategies towards a community approach, in order to encourage the maintenance of physical activity as a long-term habit.
Despite the existence of multiple initiatives aimed at promoting physical activity in schoolchildren, levels of physical inactivity are still at worrying levels. In view of the persistent trend, this systematic review aims to analyse the characteristics of interventions developed in the school context to increase physical activity. Following the PRISMA guidelines, we analysed papers indexed in the Scopus, Web Of Science and SportDiscus databases, nine of which were included in this review. The findings obtained point to the incentive of physical activity in the school population. However, they confirm a methodological diversity that converges in the contemplation of psychosocial variables. At a structural level, the efficiency of holistic interventions stands out over more specific ones. This situation highlights the need to rethink intervention strategies towards a community approach, in order to encourage the maintenance of physical activity as a long-term habit.
Direction
RICO DIAZ, JAVIER (Tutorships)
RICO DIAZ, JAVIER (Tutorships)
Court
Abelairas Gómez, Cristian (Chairman)
NUÑEZ GARCIA, CRISTINA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Abelairas Gómez, Cristian (Chairman)
NUÑEZ GARCIA, CRISTINA (Secretary)
FAYA CERQUEIRO, FATIMA MARIA (Member)
Analysis of a teachin proposal on Game- Based Learning to address the circulatory system and student perceptions in the 3rd year of ESO
Authorship
M.G.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.G.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 11:00
07.08.2025 11:00
Summary
This Master's Thesis focused on the design and implementation of a teaching proposal based on Game-Based Learning (GBL) for the study of the circulatory system in Secondary Education. The main objective was to assess its contribution to understanding and applying the content and the students' perception of the methodology used. The proposal was carried out over four sessions with a group of 25 students in the 3rd year of ESO. After implementing the proposal, the results showed progress in the students' understanding of the content, as well as a greater ability to apply it in practical contexts. However, high levels of performance were not achieved in all activities, and difficulties were identified in argumentation and conceptual reworking. Despite this, the students’ assessment was highly positive, highlighting that the games fostered their interest and learning. In conclusion, GBL proved to be an effective tool for motivating students and encouraging their active participation. In addition, the results suggest that, although it does not guarantee a comprehensive improvement in student performance on its own, it could be highly valuable in combination with other methodologies.
This Master's Thesis focused on the design and implementation of a teaching proposal based on Game-Based Learning (GBL) for the study of the circulatory system in Secondary Education. The main objective was to assess its contribution to understanding and applying the content and the students' perception of the methodology used. The proposal was carried out over four sessions with a group of 25 students in the 3rd year of ESO. After implementing the proposal, the results showed progress in the students' understanding of the content, as well as a greater ability to apply it in practical contexts. However, high levels of performance were not achieved in all activities, and difficulties were identified in argumentation and conceptual reworking. Despite this, the students’ assessment was highly positive, highlighting that the games fostered their interest and learning. In conclusion, GBL proved to be an effective tool for motivating students and encouraging their active participation. In addition, the results suggest that, although it does not guarantee a comprehensive improvement in student performance on its own, it could be highly valuable in combination with other methodologies.
Direction
FERRADAS RIAL, YOLANDA (Tutorships)
FERRADAS RIAL, YOLANDA (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Community-building among immigrant women: a perspective from peripheral feminism
Authorship
K.D.G.F.
Master in Equality, Gender and Education
K.D.G.F.
Master in Equality, Gender and Education
Defense date
06.27.2025 10:35
06.27.2025 10:35
Summary
This work seeks to identify the processes of community building of the immigrant population, in relation to other migrants and to the place of reception. For this, we had the collaboration of the Association of Migrants of Galicia (AMIGA), who kindly allowed the taking of interviews, review of memories and even more important, the participation in their sewing workshop Enlázate between February and May 2025. As for the analysis, concepts such as community and peripheral feminism were taken as theoretical references. For the purposes of this work, periphery is understood as the place of enunciation of the reflections presented, beyond their place of birth, sex, sexual orientation and even open enunciation from feminism. The results showed positive effects for both locals and migrants, this is attributed to the intention and openness to communication, through an intercultural dialogue, which should be thought and executed by professionals, cultural mediators who do not only focus on language barriers, taking into account the different variables. Showing the urgency of a migratory policy that not only rewards labor insertion, but also places equal value on welfare and intercultural dialogue. This research provides a specific vision of a certain profile of immigrants, which opens the door to the study of other cultural groups, such as Asians, Muslims, Ukrainians, Senegalese, among others. Of different ages and characteristics that are and will be part of Santiago de Compostela.
This work seeks to identify the processes of community building of the immigrant population, in relation to other migrants and to the place of reception. For this, we had the collaboration of the Association of Migrants of Galicia (AMIGA), who kindly allowed the taking of interviews, review of memories and even more important, the participation in their sewing workshop Enlázate between February and May 2025. As for the analysis, concepts such as community and peripheral feminism were taken as theoretical references. For the purposes of this work, periphery is understood as the place of enunciation of the reflections presented, beyond their place of birth, sex, sexual orientation and even open enunciation from feminism. The results showed positive effects for both locals and migrants, this is attributed to the intention and openness to communication, through an intercultural dialogue, which should be thought and executed by professionals, cultural mediators who do not only focus on language barriers, taking into account the different variables. Showing the urgency of a migratory policy that not only rewards labor insertion, but also places equal value on welfare and intercultural dialogue. This research provides a specific vision of a certain profile of immigrants, which opens the door to the study of other cultural groups, such as Asians, Muslims, Ukrainians, Senegalese, among others. Of different ages and characteristics that are and will be part of Santiago de Compostela.
Direction
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
Climate laboratory: an experimental approach to learning about marine climate change in the classroom
Authorship
A.G.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
A.G.C.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
This paper focuses on analysing the influence that laboratory practices have on the learning of marine climate change in 5th grade primary school students. By means of a didactic sequence in which five experiments, such as the albedo effect or thermal stratification, are highlighted, the aim is to promote active and meaningful learning. The methodology used is qualitative, based on the analysis of the previous ideas and hypotheses formulated by the children before the experiments, complemented with individual interviews after the experiments. The results show a restructuring of the previous ideas, evolving their conceptions about the subject matter and using appropriate language. It is concluded that the laboratory practices help conceptual learning, and are the basis for developing a critical attitude towards a situation such as climate change.
This paper focuses on analysing the influence that laboratory practices have on the learning of marine climate change in 5th grade primary school students. By means of a didactic sequence in which five experiments, such as the albedo effect or thermal stratification, are highlighted, the aim is to promote active and meaningful learning. The methodology used is qualitative, based on the analysis of the previous ideas and hypotheses formulated by the children before the experiments, complemented with individual interviews after the experiments. The results show a restructuring of the previous ideas, evolving their conceptions about the subject matter and using appropriate language. It is concluded that the laboratory practices help conceptual learning, and are the basis for developing a critical attitude towards a situation such as climate change.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Storytelling robots
Authorship
V.G.A.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
V.G.A.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
This Master's Thesis aims to design and implement interdisciplinary proposals based on the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) in a Primary and Infant Education School (CEIP) integrated into the E-Dixgal Plan. The initiative focuses on sixth-grade students and promotes the use of educational technologies to foster their motivation towards mathematics and digital resources. The activities developed center on the use of robotics to create stories and/or theatrical scripts, combining creativity with hands-on learning. The project addresses digital competence (robot programming, 3D design and printing), linguistic competence (story and script writing), and mathematical competence (geometry and measurement). To assess students’ emotions and perceptions, Gómez-Chacón’s (2010) Mood Map will be applied. The study seeks to highlight the potential of the STEAM approach to transform pedagogical practices in digital educational environments, fostering meaningful learning and increasing students’ interest in technology and mathematics.
This Master's Thesis aims to design and implement interdisciplinary proposals based on the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) in a Primary and Infant Education School (CEIP) integrated into the E-Dixgal Plan. The initiative focuses on sixth-grade students and promotes the use of educational technologies to foster their motivation towards mathematics and digital resources. The activities developed center on the use of robotics to create stories and/or theatrical scripts, combining creativity with hands-on learning. The project addresses digital competence (robot programming, 3D design and printing), linguistic competence (story and script writing), and mathematical competence (geometry and measurement). To assess students’ emotions and perceptions, Gómez-Chacón’s (2010) Mood Map will be applied. The study seeks to highlight the potential of the STEAM approach to transform pedagogical practices in digital educational environments, fostering meaningful learning and increasing students’ interest in technology and mathematics.
Direction
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Classroom climate and its impact on academic performance
Authorship
E.G.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.G.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 09:00
07.07.2025 09:00
Summary
In the educational context, the emotional and social atmosphere of the classroom (“classroom climate”) plays a fundamental role in the teaching-learning process, as it can affect, both positively and negatively, students' academic performance. The general objective of the present paper, framed in the field research modality, is to describe how a good classroom climate fosters good academic performance. The paper is divided into two parts. The first part establishes the theoretical framework, in which different questions are answered, including: what is classroom climate and why is it important; and how does classroom climate impact on academic performance. Next, we analyse the data obtained from the research carried out, in which 297 students from different educational levels from two public schools in Galicia were involved. An ad hoc questionnaire was used for data collection, consisting of different standardised instruments for the Spanish population. Among the data obtained, the relationship between a positive classroom climate and better academic performance is confirmed, although the existence of other educational elements to be considered when trying to improve academic performance should not be ignored.
In the educational context, the emotional and social atmosphere of the classroom (“classroom climate”) plays a fundamental role in the teaching-learning process, as it can affect, both positively and negatively, students' academic performance. The general objective of the present paper, framed in the field research modality, is to describe how a good classroom climate fosters good academic performance. The paper is divided into two parts. The first part establishes the theoretical framework, in which different questions are answered, including: what is classroom climate and why is it important; and how does classroom climate impact on academic performance. Next, we analyse the data obtained from the research carried out, in which 297 students from different educational levels from two public schools in Galicia were involved. An ad hoc questionnaire was used for data collection, consisting of different standardised instruments for the Spanish population. Among the data obtained, the relationship between a positive classroom climate and better academic performance is confirmed, although the existence of other educational elements to be considered when trying to improve academic performance should not be ignored.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
The Sound Heritage of the Carnival of the Central Massif of Ourense
Authorship
L.G.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
L.G.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 18:00
07.11.2025 18:00
Summary
This work delves into the educational value of the sound heritage of the Carnival of the Massif Central of Ourense, based on the need to connect teaching with the cultural context closest to the students. The research arises from the intention to value sound as an identity element and to explore its pedagogical potential in the classroom. To this end, a theoretical framework was developed focusing on the sound and symbolic aspects of Carnival, paying special attention to the concept of soundscape and the role of heritage education. Subsequently, an interdisciplinary didactic proposal was designed, aimed at students in the 3rd year of ESO, which integrates contents from the subjects of Music, Galician Language and Literature and Plastic, Visual and Audiovisual Education. The main objective is to promote meaningful learning through the creation of an interactive sound map, combining musical practice, research, digital editing and artistic expression, thus reinforcing the students' cultural awareness. The final discussion highlights the role of the school as an active agent in the conservation of intangible heritage and emphasizes the value of sound as a pedagogical tool, as well as the teacher's commitment to innovation and the territory.
This work delves into the educational value of the sound heritage of the Carnival of the Massif Central of Ourense, based on the need to connect teaching with the cultural context closest to the students. The research arises from the intention to value sound as an identity element and to explore its pedagogical potential in the classroom. To this end, a theoretical framework was developed focusing on the sound and symbolic aspects of Carnival, paying special attention to the concept of soundscape and the role of heritage education. Subsequently, an interdisciplinary didactic proposal was designed, aimed at students in the 3rd year of ESO, which integrates contents from the subjects of Music, Galician Language and Literature and Plastic, Visual and Audiovisual Education. The main objective is to promote meaningful learning through the creation of an interactive sound map, combining musical practice, research, digital editing and artistic expression, thus reinforcing the students' cultural awareness. The final discussion highlights the role of the school as an active agent in the conservation of intangible heritage and emphasizes the value of sound as a pedagogical tool, as well as the teacher's commitment to innovation and the territory.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
Exploring Teaching Competencies Through Literary Works
Authorship
A.G.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.G.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 11:00
07.07.2025 11:00
Summary
The main goal of this paper is to gain a deeper understanding of teaching competencies. To achieve this, a form of vicarious learning is used (learning through observation) by analyzing how these competencies, especially those related to attitudes and values, are portrayed in literary narratives. The selected novels take place between the final years of the Spanish Second Republic and the beginning of the Francoist dictatorship. Each work is first justified for its relevance. The texts analyzed are: Entre visillos (1957) by Carmen Martín Gaite, Cinco panes de cebada (1981) by Lucía Baquedano, Historia de una maestra (1990) by Josefina Aldecoa, and El mar será (2018) by Sebastian Gertrudix and Sergi Bernal.
The main goal of this paper is to gain a deeper understanding of teaching competencies. To achieve this, a form of vicarious learning is used (learning through observation) by analyzing how these competencies, especially those related to attitudes and values, are portrayed in literary narratives. The selected novels take place between the final years of the Spanish Second Republic and the beginning of the Francoist dictatorship. Each work is first justified for its relevance. The texts analyzed are: Entre visillos (1957) by Carmen Martín Gaite, Cinco panes de cebada (1981) by Lucía Baquedano, Historia de una maestra (1990) by Josefina Aldecoa, and El mar será (2018) by Sebastian Gertrudix and Sergi Bernal.
Direction
TRILLO ALONSO, JOSE FELIPE (Tutorships)
TRILLO ALONSO, JOSE FELIPE (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
Systemic review of interventions carried out by teachers for the treatment of school bullying cases
Authorship
M.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 16:00
02.11.2025 16:00
Summary
School bullying is a reality that a lot of students live with, which has a lot of pernicious consequences for the students. Because of this, knowing its causes, who causes it and who suffers from it is important to prevent this type of situations. The teacher’s role is fundamental, as this group of people is charged with the physical and mental integrity of the students. For this reason, in this master’s thesis the goal is to tackle the concept of bullying and its surrounding factors, to examine the role of the teacher via documentary research, which showed data about teacher’s training about bullying and the practices and programs aimed to prevent and solve these situations. This investigation shows the existence of a lack of training given to the teachers about bullying and that many programs have limited effectiveness due to lack of resources or time.
School bullying is a reality that a lot of students live with, which has a lot of pernicious consequences for the students. Because of this, knowing its causes, who causes it and who suffers from it is important to prevent this type of situations. The teacher’s role is fundamental, as this group of people is charged with the physical and mental integrity of the students. For this reason, in this master’s thesis the goal is to tackle the concept of bullying and its surrounding factors, to examine the role of the teacher via documentary research, which showed data about teacher’s training about bullying and the practices and programs aimed to prevent and solve these situations. This investigation shows the existence of a lack of training given to the teachers about bullying and that many programs have limited effectiveness due to lack of resources or time.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
Restorative Justice in cases of gender-based violence in the state of Bahia in 2024
Authorship
E.F.G.D.J.C.
Master in Equality, Gender and Education
E.F.G.D.J.C.
Master in Equality, Gender and Education
Defense date
06.27.2025 11:00
06.27.2025 11:00
Summary
This study analyzes the application of Restorative Justice (RJ) in cases of gender-based violence in the state of Bahia (Brazil), in the year 2024. Based on a qualitative research approach using in-depth interviews with nine facilitators working in Judicial Centers for Conflict Resolution and Citizenship (CEJUSCs) and specialized courts, the study explores perceptions, experiences, challenges, and potentialities of this approach. The results are organized into five thematic axes: conceptions of RJ, application in contexts of gender violence, evaluation of impacts, institutional challenges, and recommendations. The findings indicate that, while RJ presents itself as a sensitive and transformative alternative to the traditional punitive model, its implementation still faces significant structural obstacles, such as lack of institutional recognition, limited resources, and the need for training with a gender perspective. Nevertheless, the reported experiences highlight its potential to foster accountability, active listening, and subjective empowerment for both aggressors and victims. The study concludes that, when applied with ethical and methodological rigor, RJ can contribute to breaking cycles of violence and strengthening gender equity within the justice system.
This study analyzes the application of Restorative Justice (RJ) in cases of gender-based violence in the state of Bahia (Brazil), in the year 2024. Based on a qualitative research approach using in-depth interviews with nine facilitators working in Judicial Centers for Conflict Resolution and Citizenship (CEJUSCs) and specialized courts, the study explores perceptions, experiences, challenges, and potentialities of this approach. The results are organized into five thematic axes: conceptions of RJ, application in contexts of gender violence, evaluation of impacts, institutional challenges, and recommendations. The findings indicate that, while RJ presents itself as a sensitive and transformative alternative to the traditional punitive model, its implementation still faces significant structural obstacles, such as lack of institutional recognition, limited resources, and the need for training with a gender perspective. Nevertheless, the reported experiences highlight its potential to foster accountability, active listening, and subjective empowerment for both aggressors and victims. The study concludes that, when applied with ethical and methodological rigor, RJ can contribute to breaking cycles of violence and strengthening gender equity within the justice system.
Direction
LABORA GONZALEZ, JUAN JOSE (Tutorships)
LABORA GONZALEZ, JUAN JOSE (Tutorships)
Court
GARCIA RUBIO, MARIA PAZ (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Member)
GARCIA RUBIO, MARIA PAZ (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Member)
Values Education in the teaching of the Second Foreign Language. A proposal through literature and art.
Authorship
C.G.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.G.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
This dissertation explores the role of teaching Second Foreign Language, especially English, as a tool to promote Values Education. Through the use of literature and art as didactic tools, research is carried out on how ethical and cultural contents can be fostered, promoting students’ critical reflection, motivation and comprehensive development. In order to develop these objectives, a theoretical framework is conducted through a review of academic literature. Thus, various aspects are covered, such as the definition and importance of a Second Foreign Language, as well as its connection to Values Education. Moreover, it will also highlight the potential of the use of literature and art in teaching. Subsequently, a didactic proposal of own elaboration is presented, in which the key elements of the work are combined and exemplified. Likewise, a critical reflection is conducted on the feasibility of implementing this proposal, as well as the expected results or possible challenges. Finally, conclusions are drawn on the presence of values, literature and art within the subject of Second Foreign Language in the current educational context.
This dissertation explores the role of teaching Second Foreign Language, especially English, as a tool to promote Values Education. Through the use of literature and art as didactic tools, research is carried out on how ethical and cultural contents can be fostered, promoting students’ critical reflection, motivation and comprehensive development. In order to develop these objectives, a theoretical framework is conducted through a review of academic literature. Thus, various aspects are covered, such as the definition and importance of a Second Foreign Language, as well as its connection to Values Education. Moreover, it will also highlight the potential of the use of literature and art in teaching. Subsequently, a didactic proposal of own elaboration is presented, in which the key elements of the work are combined and exemplified. Likewise, a critical reflection is conducted on the feasibility of implementing this proposal, as well as the expected results or possible challenges. Finally, conclusions are drawn on the presence of values, literature and art within the subject of Second Foreign Language in the current educational context.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
Shadow education in Galicia: The teachers' perspective
Authorship
F.J.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
F.J.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 11:00
07.11.2025 11:00
Summary
Shadow education, defined as supplementary academic support outside formal schooling, remains understudied in Spain despite its prominence in international literature. While existing research emphasizes sociological and economic dimensions, pedagogical and psychological perspectives are often overlooked. This Master’s Thesis addresses this gap by examining secondary school teachers’ perceptions of private tutoring in Galicia through semi-structured interviews. Findings reveal that teachers view private tutoring as a response to academic performance pressures, evolving family expectations, insufficient individualized attention, and structural deficiencies in the education system. Although acknowledging its benefits for some students, they highlight its role in exacerbating educational inequalities. The study concludes that shadow education reflects systemic failures to accommodate student diversity in learning rhythms, styles, and needs, ultimately outsourcing solutions rather than addressing institutional shortcomings. These results underscore the need for policy reforms to mitigate inequities and realign formal education with student heterogeneity.
Shadow education, defined as supplementary academic support outside formal schooling, remains understudied in Spain despite its prominence in international literature. While existing research emphasizes sociological and economic dimensions, pedagogical and psychological perspectives are often overlooked. This Master’s Thesis addresses this gap by examining secondary school teachers’ perceptions of private tutoring in Galicia through semi-structured interviews. Findings reveal that teachers view private tutoring as a response to academic performance pressures, evolving family expectations, insufficient individualized attention, and structural deficiencies in the education system. Although acknowledging its benefits for some students, they highlight its role in exacerbating educational inequalities. The study concludes that shadow education reflects systemic failures to accommodate student diversity in learning rhythms, styles, and needs, ultimately outsourcing solutions rather than addressing institutional shortcomings. These results underscore the need for policy reforms to mitigate inequities and realign formal education with student heterogeneity.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
Assessing the Role of the North American Language and Culture Assistants in English Classrooms in Galicia
Authorship
A.M.H.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.M.H.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 09:00
07.09.2025 09:00
Summary
Each year, the Education Office of the Embassy of Spain puts forth a call for applicants from the United States and Canada to join the North American Language and Culture Assistants Program (NALCAP) to promote public diplomacy, cultural exchange, and language instruction in English classrooms throughout Spain. This Master’s Thesis (TFM) focuses on assessing the role of the North American Language and Culture Assistants in high schools and official language schools in Galicia, Spain. The thesis is research-driven, using data drawn from questionnaires distributed both to assistants and to the teachers who supervise them. The goal of the questionnaires is to assess the distinct types of cultural information that the language ambassadors exchange with students in the classroom. Through the theoretical lens of intercultural competence, the thesis analyzes to what extent the North American Culture and Language Ambassadors are shifting teaching methodologies from traditional, grammar-based approaches toward communicative and intercultural approaches. This TFM refers to the Common European Framework of Reference for Languages (CEFR) standards on intercultural communication and the official curriculum established by the Autonomous Community of Galicia. Ultimately, the aim of my TFM is to offer ways to improve pedagogical methods, teacher training, and the development of NALCAP.
Each year, the Education Office of the Embassy of Spain puts forth a call for applicants from the United States and Canada to join the North American Language and Culture Assistants Program (NALCAP) to promote public diplomacy, cultural exchange, and language instruction in English classrooms throughout Spain. This Master’s Thesis (TFM) focuses on assessing the role of the North American Language and Culture Assistants in high schools and official language schools in Galicia, Spain. The thesis is research-driven, using data drawn from questionnaires distributed both to assistants and to the teachers who supervise them. The goal of the questionnaires is to assess the distinct types of cultural information that the language ambassadors exchange with students in the classroom. Through the theoretical lens of intercultural competence, the thesis analyzes to what extent the North American Culture and Language Ambassadors are shifting teaching methodologies from traditional, grammar-based approaches toward communicative and intercultural approaches. This TFM refers to the Common European Framework of Reference for Languages (CEFR) standards on intercultural communication and the official curriculum established by the Autonomous Community of Galicia. Ultimately, the aim of my TFM is to offer ways to improve pedagogical methods, teacher training, and the development of NALCAP.
Direction
FERNANDEZ FERNANDEZ, MARTIN (Tutorships)
FERNANDEZ FERNANDEZ, MARTIN (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
Visiting Teachers in the USA and Canada Program, impact and repercussion on teacher practice
Authorship
I.C.H.L.
Master in Research in Education, Cultural Diversity and Community Development
I.C.H.L.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.10.2025 09:00
02.10.2025 09:00
Summary
Teachers face growing and changing social demands that require constant updating of professional skills. The improvement of teaching is not only necessary, but also an obligation that involves a profound transformation in the thinking, attitudes and behaviors of teachers. This paradigm shift is essential to adapt to the dynamic demands of contemporary education and provide students with the necessary tools to thrive in a constantly changing world. In this sense, the Visiting Teachers in the USA and Canada Program is conceived as an international mobility experience for teachers, but fundamentally as a unique opportunity for teaching professional development that brings undeniable benefits to the training of participating teachers when they return to Spanish classrooms. The aim was to examine the impact and repercussion of the program in the return school. The selected research methodology corresponds to a descriptive study with quantitative methodology. A questionnaire is carried out with a sample of 15 Primary Education teachers who participated in the period 2011-2018. It is concluded that the experience of a visiting teacher increases social, linguistic and/or cultural skills, increases knowledge about the educational systems of other countries, contributes to improving classroom management, student behavior, communication and dealings with families, and helps to learn about the necessary improvements in the general education system of our country. Visiting teachers benefit from learning good practices and acquiring knowledge for their professional development. However, it states that it has not received recognition as a formative activity, nor the perception of the specific supplement or certification by the relevant educational administration.
Teachers face growing and changing social demands that require constant updating of professional skills. The improvement of teaching is not only necessary, but also an obligation that involves a profound transformation in the thinking, attitudes and behaviors of teachers. This paradigm shift is essential to adapt to the dynamic demands of contemporary education and provide students with the necessary tools to thrive in a constantly changing world. In this sense, the Visiting Teachers in the USA and Canada Program is conceived as an international mobility experience for teachers, but fundamentally as a unique opportunity for teaching professional development that brings undeniable benefits to the training of participating teachers when they return to Spanish classrooms. The aim was to examine the impact and repercussion of the program in the return school. The selected research methodology corresponds to a descriptive study with quantitative methodology. A questionnaire is carried out with a sample of 15 Primary Education teachers who participated in the period 2011-2018. It is concluded that the experience of a visiting teacher increases social, linguistic and/or cultural skills, increases knowledge about the educational systems of other countries, contributes to improving classroom management, student behavior, communication and dealings with families, and helps to learn about the necessary improvements in the general education system of our country. Visiting teachers benefit from learning good practices and acquiring knowledge for their professional development. However, it states that it has not received recognition as a formative activity, nor the perception of the specific supplement or certification by the relevant educational administration.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
Adolescence and pornography: humanized sexual education as an alternative
Authorship
R.I.G.
Master in Equality, Gender and Education
R.I.G.
Master in Equality, Gender and Education
Defense date
06.27.2025 11:40
06.27.2025 11:40
Summary
The Master´s Final Project proposed below analyzes the binomial pornography and adolescence, insofar as both phenomena are strongly related. How this stage of the vital cycle marked by an active and deep process of social and affective construction is affected by the new pornography. We analyze what are the defining characteristics of pornography consumption by adolescents, the influence of this consumption at both psychological and sociological levels and what is the role of humanized integral education as an alternative. For this purpose, we develop an intervention proposal in a secondary school for students in the 4th year of ESO (15-16 years old). The project is divided into three fundamental parts, a first one in which we work on the distortion of reality in pornography, pornography vs reality. A second part in which we face a greater emphasis on the influence of pornography in the different areas of individual and social construction of adolescents, more specifically in the distortion of the look at the bodies, desex, consent and how this will condition their own identity. To finish with a more prospective vision, through the search for alternatives and possible proposals for improvement in the current situation, giving special prominence to humanized sexual education.
The Master´s Final Project proposed below analyzes the binomial pornography and adolescence, insofar as both phenomena are strongly related. How this stage of the vital cycle marked by an active and deep process of social and affective construction is affected by the new pornography. We analyze what are the defining characteristics of pornography consumption by adolescents, the influence of this consumption at both psychological and sociological levels and what is the role of humanized integral education as an alternative. For this purpose, we develop an intervention proposal in a secondary school for students in the 4th year of ESO (15-16 years old). The project is divided into three fundamental parts, a first one in which we work on the distortion of reality in pornography, pornography vs reality. A second part in which we face a greater emphasis on the influence of pornography in the different areas of individual and social construction of adolescents, more specifically in the distortion of the look at the bodies, desex, consent and how this will condition their own identity. To finish with a more prospective vision, through the search for alternatives and possible proposals for improvement in the current situation, giving special prominence to humanized sexual education.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
GARCIA RUBIO, MARIA PAZ (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Member)
GARCIA RUBIO, MARIA PAZ (Chairman)
MOSTEIRO GARCIA, MARIA JOSEFA (Secretary)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Member)
San Simon's island in literature
Authorship
S.I.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
S.I.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 11:00
07.08.2025 11:00
Summary
This work focuses on the study of literary works in which the island of San Simón appears as a literary setting, with the aim of working on them with students from the surrounding area (due to their proximity, so they can learn about and better appreciate this small island full of history), and also to help students in general become aware of this place. Starting with Mendinho and his cantiga de amigo, we will trace a path leading to more contemporary authors, such as Agustín Fernández Paz, who chose to pay tribute to this place through their literary works. This selection of texts can be used in various ways: as required readings, as proposals for the reading club, as excerpts to work on in the classroom, or as theatrical adaptations of the works. In addition, activities such as visits to the islands will be proposed, giving a more tangible dimension to the literature and the history they hold. The main objective, ultimately, is to ensure that the history of the islands of San Simón and Santo Antón is not forgotten and is valued by students, using it primarily to explore literary content, but also historical, cultural, and social aspects.
This work focuses on the study of literary works in which the island of San Simón appears as a literary setting, with the aim of working on them with students from the surrounding area (due to their proximity, so they can learn about and better appreciate this small island full of history), and also to help students in general become aware of this place. Starting with Mendinho and his cantiga de amigo, we will trace a path leading to more contemporary authors, such as Agustín Fernández Paz, who chose to pay tribute to this place through their literary works. This selection of texts can be used in various ways: as required readings, as proposals for the reading club, as excerpts to work on in the classroom, or as theatrical adaptations of the works. In addition, activities such as visits to the islands will be proposed, giving a more tangible dimension to the literature and the history they hold. The main objective, ultimately, is to ensure that the history of the islands of San Simón and Santo Antón is not forgotten and is valued by students, using it primarily to explore literary content, but also historical, cultural, and social aspects.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Gender violence 2.0. Challenges and strategies in the digital age
Authorship
S.J.
Master in Equality, Gender and Education
S.J.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
In the digital age, gender-based violence has spread from traditional to online forms and has evolved into gender-based violence 2.0, which encompasses new forms of digital violence such as online harassment, deepfakes and revenge pornography. These behaviours not only pose a threat to the mental health, social life and professional development of victims, but also pose a serious challenge to gender equality in society as a whole. In this master's thesis we approach gender-based violence 2.0 through a documentary review of the issue. The purpose of this research is to contribute to raising awareness of the responsibility of social media platforms, public awareness of gender equality and digital literacy in order to promote effective curbs on gender-based violence 2.0. Collaborative multi-stakeholder response is the key to reducing and preventing gender-based violence 2.0, and it is hoped that this study can provide reference and support for future prevention and control of gender-based violence in the digital context.
In the digital age, gender-based violence has spread from traditional to online forms and has evolved into gender-based violence 2.0, which encompasses new forms of digital violence such as online harassment, deepfakes and revenge pornography. These behaviours not only pose a threat to the mental health, social life and professional development of victims, but also pose a serious challenge to gender equality in society as a whole. In this master's thesis we approach gender-based violence 2.0 through a documentary review of the issue. The purpose of this research is to contribute to raising awareness of the responsibility of social media platforms, public awareness of gender equality and digital literacy in order to promote effective curbs on gender-based violence 2.0. Collaborative multi-stakeholder response is the key to reducing and preventing gender-based violence 2.0, and it is hoped that this study can provide reference and support for future prevention and control of gender-based violence in the digital context.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Teaching microbiota from a One Health perspective
Authorship
C.L.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
C.L.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 12:30
07.08.2025 12:30
Summary
The microbiota is a key biological concept for understanding the relationships between living organisms and their environment, as well as the role of microorganisms in maintaining balance and health at different scales. Teaching microorganisms from a “One Health” perspective allows a systemic approach to be introduce in the science classroom, integrating the human, animal and environmental dimensions of complex health issues. This TFM is a part of the line of research in science didactics on socio scientific issues that integrate this systemic vision. The research questions guiding this study are: 1) What is the ability of a group of students to identify environments where microorganisms linking microbiota and health? 2) How do students represent the distribution of microbiota in the human body? and 3) To what extent do students construct explanations of microbiota using an OH approach? The proposal designed adapts a previous design on microbiota developed by González Costa et al. (2024) and was developed with 49 students in the 3rd year of ESO of a public school on the west coast of Galicia, without previous training in the One Health framework. The methodology, of a qualitative nature, was based on the analysis of the written responses, the representations elaborated and the oral interventions of the students during the development of the activities of the proposal. The results show that students were generally able to identify various environments inhabited by microorganisms and to recognise the relationship between microbiota and health. They were also able to represent the distribution of microbiota in the human body, although they showed some difficulties in differentiating beneficial microorganisms from pathogens. Although these students had no previous specific training in the subject of microbiota, they were able to construct coherent OH models, identifying factors of the three OH spheres and relationships between them.
The microbiota is a key biological concept for understanding the relationships between living organisms and their environment, as well as the role of microorganisms in maintaining balance and health at different scales. Teaching microorganisms from a “One Health” perspective allows a systemic approach to be introduce in the science classroom, integrating the human, animal and environmental dimensions of complex health issues. This TFM is a part of the line of research in science didactics on socio scientific issues that integrate this systemic vision. The research questions guiding this study are: 1) What is the ability of a group of students to identify environments where microorganisms linking microbiota and health? 2) How do students represent the distribution of microbiota in the human body? and 3) To what extent do students construct explanations of microbiota using an OH approach? The proposal designed adapts a previous design on microbiota developed by González Costa et al. (2024) and was developed with 49 students in the 3rd year of ESO of a public school on the west coast of Galicia, without previous training in the One Health framework. The methodology, of a qualitative nature, was based on the analysis of the written responses, the representations elaborated and the oral interventions of the students during the development of the activities of the proposal. The results show that students were generally able to identify various environments inhabited by microorganisms and to recognise the relationship between microbiota and health. They were also able to represent the distribution of microbiota in the human body, although they showed some difficulties in differentiating beneficial microorganisms from pathogens. Although these students had no previous specific training in the subject of microbiota, they were able to construct coherent OH models, identifying factors of the three OH spheres and relationships between them.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
An approach to gender discrimination in the philosophy class: from thought to reality
Authorship
S.L.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
S.L.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 10:30
07.07.2025 10:30
Summary
This dissertation presents a didactic proposal framed within the subject of Philosophy in the 1st year of baccalaureate. It deals with the construction and historical formulation of gender inequalities in the field of philosophy based on the male-female dichotomy, and how these conceptual oppositions that are played out in the field of thought influence the way in which we construct and understand reality. This proposal has a competence-based approach that intends to integrate the gender perspective in the academic and philosophical work as well as in the students’ individual awareness in their relationship with their environment and with other people. Throughout this paper we will present both the context and the normative framework in which this proposal is framed, and which supports its objectives and contents, as well as the development of the learning situation and possible difficulties at the time of its application.
This dissertation presents a didactic proposal framed within the subject of Philosophy in the 1st year of baccalaureate. It deals with the construction and historical formulation of gender inequalities in the field of philosophy based on the male-female dichotomy, and how these conceptual oppositions that are played out in the field of thought influence the way in which we construct and understand reality. This proposal has a competence-based approach that intends to integrate the gender perspective in the academic and philosophical work as well as in the students’ individual awareness in their relationship with their environment and with other people. Throughout this paper we will present both the context and the normative framework in which this proposal is framed, and which supports its objectives and contents, as well as the development of the learning situation and possible difficulties at the time of its application.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
O mar era azul e agora é negro: an educational proposal around ecoliterature
Authorship
A.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 17:00
07.08.2025 17:00
Summary
In this work, we designed an educational proposal that seeks, through literature, to develop the ecological awareness of Galician students in fourth year of Spanish compulsory secondary education. The current environmental crisis makes it necessary for us, as a society, to focus on preserving the natural environment and deconstruct the hierarchical opposition between humans, on the one hand, and the earth and non-human animals, on the other. In this regard, as ecocriticism studies, literature has demonstrated its potential to promote social change and imagine new ways of interact with nature. We conceive ecoliterature as any literary expression that transcends the anthropocentric framework and consciously adopts an ecocentric stance. The proposal, therefore, is to work with the students on various texts from Galician ecopoetry, which cover topics like environmental disasters (such as Prestige), industrial pollution and rural abandonment. Finally, we use in class active methodologies based on collective action and reflection, literary constellations and practical work with literary texts.
In this work, we designed an educational proposal that seeks, through literature, to develop the ecological awareness of Galician students in fourth year of Spanish compulsory secondary education. The current environmental crisis makes it necessary for us, as a society, to focus on preserving the natural environment and deconstruct the hierarchical opposition between humans, on the one hand, and the earth and non-human animals, on the other. In this regard, as ecocriticism studies, literature has demonstrated its potential to promote social change and imagine new ways of interact with nature. We conceive ecoliterature as any literary expression that transcends the anthropocentric framework and consciously adopts an ecocentric stance. The proposal, therefore, is to work with the students on various texts from Galician ecopoetry, which cover topics like environmental disasters (such as Prestige), industrial pollution and rural abandonment. Finally, we use in class active methodologies based on collective action and reflection, literary constellations and practical work with literary texts.
Direction
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
NOGUEIRA PEREIRA, MARIA XESUS (Tutorships)
Court
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The training of the higher-level technician in early childhood education and the use of dance as an educational element
Authorship
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 11:00
02.12.2025 11:00
Summary
This master’s thesis addresses the relevance of dance within the field of early childhood education, primarily focused on the professional aspect of the higher vocational training cycle leading to the title of Higher Technician in Early Childhood Education. After reflecting on the role of dance at the curricular level in this educational field, a content analysis is conducted on the presence of dance in the curricular decree corresponding to the studied training program. 3 Subsequently, a literature review and analysis on dance and child development is carried out using the PRISMA methodology. The thesis highlights the value of dance as a pedagogical tool in the comprehensive development of early childhood education students, emphasizing the importance of the role of the early childhood educator and concluding on the lack and need for dance in classrooms. Finally, a set of future intervention strategies is outlined to enhance the use of dance in the training of higher technicians.
This master’s thesis addresses the relevance of dance within the field of early childhood education, primarily focused on the professional aspect of the higher vocational training cycle leading to the title of Higher Technician in Early Childhood Education. After reflecting on the role of dance at the curricular level in this educational field, a content analysis is conducted on the presence of dance in the curricular decree corresponding to the studied training program. 3 Subsequently, a literature review and analysis on dance and child development is carried out using the PRISMA methodology. The thesis highlights the value of dance as a pedagogical tool in the comprehensive development of early childhood education students, emphasizing the importance of the role of the early childhood educator and concluding on the lack and need for dance in classrooms. Finally, a set of future intervention strategies is outlined to enhance the use of dance in the training of higher technicians.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
Performance of students in the first year of secondary school in classifying and identifying animals
Authorship
A.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 13:30
07.08.2025 13:30
Summary
This study aims to analyse students’ performance in the identification and classification of vertebrate animals through five activities. The participants are 1st-year secondary education students attending Biology and Geology lessons at a rural high school in the province of Lugo. Throughout the sequence, students put into practice scientific skills such as observation, identification and species classification, developed their own tools for classifying living beings and interpreted and discussed ecological events like the consequences of invasive species. Data collection involves participants’ group written productions, which are examined through qualitative content analysis, from which final rubrics were generated. The main results highlighted some difficulties in identifying and classifying certain species from the reptile and amphibian classes, as these were commonly confused by the students, as well as inadequate performances in the use of data to construct arguments. The results suggest the need to carry out these practical activities on a regular basis in the Biology and Geology lessons in order to achieve better performance, as well to develop a more sophisticated scientific understanding of living beings.
This study aims to analyse students’ performance in the identification and classification of vertebrate animals through five activities. The participants are 1st-year secondary education students attending Biology and Geology lessons at a rural high school in the province of Lugo. Throughout the sequence, students put into practice scientific skills such as observation, identification and species classification, developed their own tools for classifying living beings and interpreted and discussed ecological events like the consequences of invasive species. Data collection involves participants’ group written productions, which are examined through qualitative content analysis, from which final rubrics were generated. The main results highlighted some difficulties in identifying and classifying certain species from the reptile and amphibian classes, as these were commonly confused by the students, as well as inadequate performances in the use of data to construct arguments. The results suggest the need to carry out these practical activities on a regular basis in the Biology and Geology lessons in order to achieve better performance, as well to develop a more sophisticated scientific understanding of living beings.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Blanco Anaya, Paloma (Chairman)
SANMARTIN SANCHEZ, PATRICIA (Secretary)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Member)
Promotion of the Galician language in the field of Vocational Training and Early Childhood Education through song as a teaching resource
Authorship
M.L.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.L.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 12:00
02.12.2025 12:00
Summary
Generally, in situations of contact between two languages, the phenomena of maintenance or shift between them throughout a person’s life are due to multiple reasons such as a contextual change like that of the educational centre, the perception of the lesser utility of the minoritized language regarding social advancement or to prejudices of different sorts (Monteagudo, Loredo y Vázquez-Grandío, 2024). That is why, together with the scarcity of resources in Galician language observed in the internship period of the Master in the area of the Higher Level of Early Childhood Education, the Galician children’s song becomes a necessity in the training and practice of the future technicians to preserve the identity of the Galician people. The children’s song is a didactic resource that integrates music into diverse educational contexts, fostering the integral development of children while bringing to light the importance of the conservation of the intangible cultural heritage. In this way, through a literature review focused on the search for similar projects, curriculum content, and supporting data, this work undertakes a proposal for intervention in Higher Level of Early Childhood having the Galician song as a vehicular axis.
Generally, in situations of contact between two languages, the phenomena of maintenance or shift between them throughout a person’s life are due to multiple reasons such as a contextual change like that of the educational centre, the perception of the lesser utility of the minoritized language regarding social advancement or to prejudices of different sorts (Monteagudo, Loredo y Vázquez-Grandío, 2024). That is why, together with the scarcity of resources in Galician language observed in the internship period of the Master in the area of the Higher Level of Early Childhood Education, the Galician children’s song becomes a necessity in the training and practice of the future technicians to preserve the identity of the Galician people. The children’s song is a didactic resource that integrates music into diverse educational contexts, fostering the integral development of children while bringing to light the importance of the conservation of the intangible cultural heritage. In this way, through a literature review focused on the search for similar projects, curriculum content, and supporting data, this work undertakes a proposal for intervention in Higher Level of Early Childhood having the Galician song as a vehicular axis.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
Perceptions of teachers and students about active methodologies in the vocacional education cycle Atención a persoas en situación de dependencia
Authorship
L.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
L.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 10:00
07.07.2025 10:00
Summary
The application of active methodologies in vocational training encourages student participation in the classroom, as well as enhancing their overall development, improving their attitude, motivation, and, consequently, their academic performance. Furthermore, it allows for an approximation and simulation of the future workplace, seeking functional and meaningful learning. In this sense, the objective of this Master's Thesis is to analyze the main active methodologies applied in Vocational Training, exploring their characteristics, benefits, and challenges in the educational context, as well as their impact on student learning and their approach to the labor market. For this purpose, a quantitative, cross-sectional, non-experimental, descriptive and correlational-causal study was carried out, for which two ad hoc questionnaires were developed, one addressed to teachers and another to students of the vocacional education cycle Atención a persoas en situación de dependencia, in the IES Marco do Camballón and in the CIFP Compostela. The results showed that the aforementioned cycle uses various active methodologies that improve students' attitude, motivation, and academic performance, as well as preparing them for future employment.
The application of active methodologies in vocational training encourages student participation in the classroom, as well as enhancing their overall development, improving their attitude, motivation, and, consequently, their academic performance. Furthermore, it allows for an approximation and simulation of the future workplace, seeking functional and meaningful learning. In this sense, the objective of this Master's Thesis is to analyze the main active methodologies applied in Vocational Training, exploring their characteristics, benefits, and challenges in the educational context, as well as their impact on student learning and their approach to the labor market. For this purpose, a quantitative, cross-sectional, non-experimental, descriptive and correlational-causal study was carried out, for which two ad hoc questionnaires were developed, one addressed to teachers and another to students of the vocacional education cycle Atención a persoas en situación de dependencia, in the IES Marco do Camballón and in the CIFP Compostela. The results showed that the aforementioned cycle uses various active methodologies that improve students' attitude, motivation, and academic performance, as well as preparing them for future employment.
Direction
VARELA PORTELA, CRISTINA (Tutorships)
VARELA PORTELA, CRISTINA (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Proposal for educational intervention for the inclusion of students with ASD in Compulsory Secondary Education
Authorship
N.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
N.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
02.14.2025 11:00
02.14.2025 11:00
Summary
In recent years, there has been an increase in the number of people with Autism Spectrum Disorder (ASD). This phenomenon, added to the search for an inclusive education, which has been a constant objective in our educational system, means that the number of students with ASD in Compulsory Secondary Education (ESO) has also increased. With the purpose of making the passage of these students through this stage as positive and inclusive as possible, an intervention proposal has been designed for the inclusion of students with ASD in this group. The aforementioned proposal is organized in three parts. The first part presents the theoretical foundation that covers the conceptualization, characterization, etiology and prevalence of ASD; the positive aspects of regular schooling of students with ASD; the evolution of inclusion in our educational system; the educational reality and socialization of students with ASD. The second part details the proposal itself, including the contextualization, the objectives to be achieved, the activities proposed and its evaluation. Finally, the last part includes the expected results and future lines of research.
In recent years, there has been an increase in the number of people with Autism Spectrum Disorder (ASD). This phenomenon, added to the search for an inclusive education, which has been a constant objective in our educational system, means that the number of students with ASD in Compulsory Secondary Education (ESO) has also increased. With the purpose of making the passage of these students through this stage as positive and inclusive as possible, an intervention proposal has been designed for the inclusion of students with ASD in this group. The aforementioned proposal is organized in three parts. The first part presents the theoretical foundation that covers the conceptualization, characterization, etiology and prevalence of ASD; the positive aspects of regular schooling of students with ASD; the evolution of inclusion in our educational system; the educational reality and socialization of students with ASD. The second part details the proposal itself, including the contextualization, the objectives to be achieved, the activities proposed and its evaluation. Finally, the last part includes the expected results and future lines of research.
Direction
NIETO VIEITES, ANA (Tutorships)
NIETO VIEITES, ANA (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Working with the SDGs in a rural school
Authorship
M.D.L.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
M.D.L.S.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
Sustainability is identified as one of the key elements in the Primary Education curriculum, which emphasizes the importance of fostering critical awareness about environmental impact. Within this context, this Master's Thesis presents an introductory Action Research project aimed at promoting the use of the Sustainable Development Goals (SDGs) to address Climate Change in upper primary classrooms in a rural educational setting. The results highlight the transformations in students' knowledge following the implementation of the proposal. In light of these promising outcomes, the study concludes that further research is needed to advance environmental literacy in education, beginning with the strengthening of teacher training.
Sustainability is identified as one of the key elements in the Primary Education curriculum, which emphasizes the importance of fostering critical awareness about environmental impact. Within this context, this Master's Thesis presents an introductory Action Research project aimed at promoting the use of the Sustainable Development Goals (SDGs) to address Climate Change in upper primary classrooms in a rural educational setting. The results highlight the transformations in students' knowledge following the implementation of the proposal. In light of these promising outcomes, the study concludes that further research is needed to advance environmental literacy in education, beginning with the strengthening of teacher training.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Blanco Anaya, Paloma (Chairman)
ALBELLA MARTINEZ, JORGE (Secretary)
SALGADO SOMOZA, MARIA (Member)
Exploring biodiversity in the schoolyard: A scientific inquiry proposal in first year of secondary education
Authorship
V.L.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
V.L.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.07.2025 10:00
07.07.2025 10:00
Summary
The loss of biodiversity is one of the major environmental challenges of our time, and learning about local biodiversity is a key step toward raising awareness about its conservation. This Master’s Thesis focuses on the design and implementation of a teaching sequence aimed at 1st-year secondary school students, with the objective of improving their understanding of ecosystems and the importance of biological diversity. The proposal combined practical activities, inquiry-based learning, and a fieldwork session in the schoolyard to investigate nearby biodiversity. A total of 64 students from a public school on the outskirts of Santiago de Compostela participated, with a significant presence of students with Special Educational Needs. The data analysis, based on questionnaires, rubrics, reports, and a final survey, revealed an improvement in students’ knowledge and skills, as well as a high level of satisfaction with the experience.
The loss of biodiversity is one of the major environmental challenges of our time, and learning about local biodiversity is a key step toward raising awareness about its conservation. This Master’s Thesis focuses on the design and implementation of a teaching sequence aimed at 1st-year secondary school students, with the objective of improving their understanding of ecosystems and the importance of biological diversity. The proposal combined practical activities, inquiry-based learning, and a fieldwork session in the schoolyard to investigate nearby biodiversity. A total of 64 students from a public school on the outskirts of Santiago de Compostela participated, with a significant presence of students with Special Educational Needs. The data analysis, based on questionnaires, rubrics, reports, and a final survey, revealed an improvement in students’ knowledge and skills, as well as a high level of satisfaction with the experience.
Direction
RODRIGUEZ GACIO, MARIA DEL CARMEN (Tutorships)
RODRIGUEZ GACIO, MARIA DEL CARMEN (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
memories of the end of the USSR. The use of memory for learning about the end of the Cold War. A proposal for a didactic unit in 4th grade
Authorship
C.D.L.U.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
C.D.L.U.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 18:00
07.08.2025 18:00
Summary
This essay consists of a proposal for a didactic unit for the subject of Geography and History in the fourth year of secondary education. Certain scholars put an end to History with the end of the Cold War. However, time has turned the engines of this discipline back on, and many are rethinking the recent past. In this context, interest in the period of the confrontation between the capitalist and socialist blocs is once again of interest to society. It is here that the present proposal is framed. The didactic unit developed here links the factor of memory and individual emotions with the subject of the dissolution of the Soviet Union, allowing students not only to approach one of the roots of the current geopolitical situation, but also to be able to humanise history and understand its emotional and individual dimension. The geographical and cultural distance for the students with respect to the space to be dealt with is not an impediment, but one of the advantages of the proposal itself, as this distance allows the students to see that the past has many faces and perspectives.
This essay consists of a proposal for a didactic unit for the subject of Geography and History in the fourth year of secondary education. Certain scholars put an end to History with the end of the Cold War. However, time has turned the engines of this discipline back on, and many are rethinking the recent past. In this context, interest in the period of the confrontation between the capitalist and socialist blocs is once again of interest to society. It is here that the present proposal is framed. The didactic unit developed here links the factor of memory and individual emotions with the subject of the dissolution of the Soviet Union, allowing students not only to approach one of the roots of the current geopolitical situation, but also to be able to humanise history and understand its emotional and individual dimension. The geographical and cultural distance for the students with respect to the space to be dealt with is not an impediment, but one of the advantages of the proposal itself, as this distance allows the students to see that the past has many faces and perspectives.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Breaking the Silence of the Oppressed: A Proposal for Intervention for Women Victims of Gender-Based Violence Based on the Theater of the Oppressed
Authorship
I.L.R.
Master in Equality, Gender and Education
I.L.R.
Master in Equality, Gender and Education
Defense date
02.14.2025 12:15
02.14.2025 12:15
Summary
This intervention proposal arises from the need to support women victims of gender-based violence, a group that faces severe physical, psychological, and social consequences derived from structural inequalities. The intervention proposal, “Breaking the Silence of the Oppressed”, aims to facilitate and promote the process of empowerment and recovery of these women through the use of the Theatre of the Oppressed as a tool for visibility and overcoming challenges. The intervention is directed at women over 18 years old from Ourense who have been victims of gender-based violence. Through a participatory methodology, a series of sessions have been designed employing theatrical techniques, including those from the Theatre of the Oppressed, to address topics such as power, violence, emotional management, self-esteem, strategies for overcoming challenges, and empowerment. These activities allow participants to explore these themes through body expression, reflect on their experiences, and build collective bonds. The process culminates with the design and representation of a collective performance that symbolizes the breaking of silence and female empowerment. Through this intervention, the aim is to make the participants' experiences visible, promote the creation of a support network, and contribute to their integral recovery. In this way, theater becomes a medium for denunciation and social transformation, capable of generating an impact both on the participants and on society.
This intervention proposal arises from the need to support women victims of gender-based violence, a group that faces severe physical, psychological, and social consequences derived from structural inequalities. The intervention proposal, “Breaking the Silence of the Oppressed”, aims to facilitate and promote the process of empowerment and recovery of these women through the use of the Theatre of the Oppressed as a tool for visibility and overcoming challenges. The intervention is directed at women over 18 years old from Ourense who have been victims of gender-based violence. Through a participatory methodology, a series of sessions have been designed employing theatrical techniques, including those from the Theatre of the Oppressed, to address topics such as power, violence, emotional management, self-esteem, strategies for overcoming challenges, and empowerment. These activities allow participants to explore these themes through body expression, reflect on their experiences, and build collective bonds. The process culminates with the design and representation of a collective performance that symbolizes the breaking of silence and female empowerment. Through this intervention, the aim is to make the participants' experiences visible, promote the creation of a support network, and contribute to their integral recovery. In this way, theater becomes a medium for denunciation and social transformation, capable of generating an impact both on the participants and on society.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Autism and education: Evolution from its definition to the present day
Authorship
M.L.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.L.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 09:00
07.08.2025 09:00
Summary
Autism is a pathology that affects social skills, communication and the way in which people with it see the world. For this reason, in education, it is an important issue to take into account, since the ways of teaching students must adapt to their needs. The objective of this work will be to study the history of autism in the educational system, since its discovery, at the beginning of the 20th century, to the present day. Several theories that have been established about this pathology and the possible treatments that have been considered to be able to treat people affected in education and the main researchers will be presented. The legislative measures regarding this issue will also be explained, with a special focus on the education of students of Secondary School Education. However, the results obtained through a theoretical review of purely academic bibliography allow us to conclude that currently, despite the existing difficulties, a large part of students with autism spectrum disorder can access the educational training that corresponds to them, as long as they are offered the necessary resources and support.
Autism is a pathology that affects social skills, communication and the way in which people with it see the world. For this reason, in education, it is an important issue to take into account, since the ways of teaching students must adapt to their needs. The objective of this work will be to study the history of autism in the educational system, since its discovery, at the beginning of the 20th century, to the present day. Several theories that have been established about this pathology and the possible treatments that have been considered to be able to treat people affected in education and the main researchers will be presented. The legislative measures regarding this issue will also be explained, with a special focus on the education of students of Secondary School Education. However, the results obtained through a theoretical review of purely academic bibliography allow us to conclude that currently, despite the existing difficulties, a large part of students with autism spectrum disorder can access the educational training that corresponds to them, as long as they are offered the necessary resources and support.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
Criado Boado, Cecilia (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
RODRIGUEZ GROBA, ANA (Chairman)
Criado Boado, Cecilia (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Evolution and Representation: Analysis of the Female Image in Contemporary Chinese Cinema (2000-2024)
Authorship
P.L.
Master in Equality, Gender and Education
P.L.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
Film is an important tool to express consciousness, and the study of women's image in film has theoretical reference value for the creation of future films and the shaping of women's image. The presentation of women's images projects the values of Chinese cinema and reflects the development trajectory of Chinese society from one side. By analyzing the typical female roles in some Chinese films from 2000 to 2024, the author summarizes the characteristics of the female image in Chinese films in the past 25 years: the evolution of the female image within the family, the identity and expression of women as individuals, and the social roles and relationships of women. The evolution and shaping of the female image in Chinese films during the past 25 years are analyzed from three aspects: family, individual, and society.
Film is an important tool to express consciousness, and the study of women's image in film has theoretical reference value for the creation of future films and the shaping of women's image. The presentation of women's images projects the values of Chinese cinema and reflects the development trajectory of Chinese society from one side. By analyzing the typical female roles in some Chinese films from 2000 to 2024, the author summarizes the characteristics of the female image in Chinese films in the past 25 years: the evolution of the female image within the family, the identity and expression of women as individuals, and the social roles and relationships of women. The evolution and shaping of the female image in Chinese films during the past 25 years are analyzed from three aspects: family, individual, and society.
Direction
Sampedro Vizcaya, María José (Tutorships)
Sampedro Vizcaya, María José (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Religious myhts in the legitimisation of Francoism: traumatic pasts to encourage critical thinking
Authorship
J.M.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.M.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 17:00
07.09.2025 17:00
Summary
The aim of this study is to design, implement and analyse the results of a learning situation that addresses Spain’s traumatic past -the Civil War and Francoism- through religion as a unifying element. The teaching proposal, designed for the subject of Spanish History in the second year of upper secondary school, seeks to encourage critical thinking through the treatment of controversial topics such as religion, violence and repression, using religious myths as a common thread to connect these issues and link them to the everyday reality of the students. To this end, active methodologies based on the creation of effective thinking, cooperative work and meaningful learning are introduced. The results obtained show that this approach stimulates students’ interests, allows them to value historical knowledge and enhances their ability to analyse the present.
The aim of this study is to design, implement and analyse the results of a learning situation that addresses Spain’s traumatic past -the Civil War and Francoism- through religion as a unifying element. The teaching proposal, designed for the subject of Spanish History in the second year of upper secondary school, seeks to encourage critical thinking through the treatment of controversial topics such as religion, violence and repression, using religious myths as a common thread to connect these issues and link them to the everyday reality of the students. To this end, active methodologies based on the creation of effective thinking, cooperative work and meaningful learning are introduced. The results obtained show that this approach stimulates students’ interests, allows them to value historical knowledge and enhances their ability to analyse the present.
Direction
SOUTO BLANCO, MARIA JESUS (Tutorships)
SOUTO BLANCO, MARIA JESUS (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Rethinking the classroom: design and transformation of educational spaces through the theory of the third teacher
Authorship
L.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
L.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 20:00
07.11.2025 20:00
Summary
This Master’s Thesis explores the role of space as an active and fundamental pedagogical tool in teaching and learning processes, from the perspective of the “third educator”. Through a multidisciplinary approach that combines pedagogy, design, and architecture, it examines the factors that influence students’ well-being and academic performance, while advocating for the transformation of the traditional school into a more innovative, open, and functional learning environment. The project is structured around an educational intervention with 1st-year secondary school students in the subject of Visual and Audiovisual Arts Education. Using methodologies such as Design Thinking and Project-Based Learning (PBL), the aim is to encourage students to reflect on their classroom space, fostering creativity, teamwork, and active participation in the transformation of their learning environment. The proposal, approved by the Ethics Committee of the University of Santiago de Compostela (USC), defends students’ right to inhabit more humane and inclusive spaces, aligned with a 21st-century approach to education.
This Master’s Thesis explores the role of space as an active and fundamental pedagogical tool in teaching and learning processes, from the perspective of the “third educator”. Through a multidisciplinary approach that combines pedagogy, design, and architecture, it examines the factors that influence students’ well-being and academic performance, while advocating for the transformation of the traditional school into a more innovative, open, and functional learning environment. The project is structured around an educational intervention with 1st-year secondary school students in the subject of Visual and Audiovisual Arts Education. Using methodologies such as Design Thinking and Project-Based Learning (PBL), the aim is to encourage students to reflect on their classroom space, fostering creativity, teamwork, and active participation in the transformation of their learning environment. The proposal, approved by the Ethics Committee of the University of Santiago de Compostela (USC), defends students’ right to inhabit more humane and inclusive spaces, aligned with a 21st-century approach to education.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
DIAZ SEOANE, ANGELES (Co-tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
DIAZ SEOANE, ANGELES (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
Gustavo Adolfo Bécquer and Rosalía de Castro’s Curricular Treatment in E-Dixgal Didactic Proposals for Spanish Language and Literature
Authorship
M.M.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.M.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 19:00
07.10.2025 19:00
Summary
This work relies on the essential link between Literature Didactics and its epistemological basis, as well as the consideration of authorial figures’ curricular treatment as a literary past’s memorialization strategy, in order to make an approach to this discipline’s direction in the 21st century that takes into consideration its trajectory from the 19th century literary historiography. To achieve this, this work provides an analysis of the curricular treatment of two main figures of the Spanish Romanticism, Gustavo Adolfo Bécquer and Rosalía de Castro, in the didactic projects considered by E-Dixgal, the digital teaching option promoted by the government of Galicia that is currently in the centre of literary education debates in this region.
This work relies on the essential link between Literature Didactics and its epistemological basis, as well as the consideration of authorial figures’ curricular treatment as a literary past’s memorialization strategy, in order to make an approach to this discipline’s direction in the 21st century that takes into consideration its trajectory from the 19th century literary historiography. To achieve this, this work provides an analysis of the curricular treatment of two main figures of the Spanish Romanticism, Gustavo Adolfo Bécquer and Rosalía de Castro, in the didactic projects considered by E-Dixgal, the digital teaching option promoted by the government of Galicia that is currently in the centre of literary education debates in this region.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Art Theory: The pedagogical potential of art to learn from historical and social contexts
Authorship
A.M.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
A.M.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 10:00
07.11.2025 10:00
Summary
The following paper explores the potential of art as a pedagogical tool teaching historical and social contexts from various points of view. It analyses how Art Theory provides a deeper and more critical understanding of reality, fostering autonomous thinking and the student reflection. The use of art in the classroom, through a more in-depth investigation, contributes to the formation of a conscious, engaged, and diversity-respectful citizenship, making education a process more meaningful and transformative.
The following paper explores the potential of art as a pedagogical tool teaching historical and social contexts from various points of view. It analyses how Art Theory provides a deeper and more critical understanding of reality, fostering autonomous thinking and the student reflection. The use of art in the classroom, through a more in-depth investigation, contributes to the formation of a conscious, engaged, and diversity-respectful citizenship, making education a process more meaningful and transformative.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
CABO VILLAVERDE, FRANCISCO JAVIER (Chairman)
DIAZ SEOANE, ANGELES (Secretary)
CAPELAN FERNANDEZ, MONTSERRAT (Member)
Prostitution in the City: A Sociological Analysis Through the Case of Vigo
Authorship
A.M.C.
Master in Equality, Gender and Education
A.M.C.
Master in Equality, Gender and Education
Defense date
06.27.2025 10:00
06.27.2025 10:00
Summary
This paper presents a sociological analysis of prostitution in the city, specifically focusing on the case of Vigo. Prostitution is approached as a structural system shaped by patriarchy and neoliberalism from a spatial perspective. The main objective is to analyze the evolution of prostitution spaces across three key periods: the predominance of street prostitution (from 1963 to 1994), the rise of clubs following the 1995 legal reform (from 1995 to 2018), and the progressive digitalization and delocalization of the phenomenon after the COVID-19 pandemic (from 2019 to present). The methodology is based on the use of various sources of information and the creation of maps from these sources. The results reveal a process of invisibilization, spatial fragmentation, and transformation of prostitution dynamics in relation to urban phenomena such as gentrification and the criminalization of public space. It is concluded that the current model of prostitution, increasingly privatized and digitalized, hinders its detection and institutional intervention, while reinforcing power inequalities between men and women, which allows prostitution to continue to play a significant role in the social configuration of the city.
This paper presents a sociological analysis of prostitution in the city, specifically focusing on the case of Vigo. Prostitution is approached as a structural system shaped by patriarchy and neoliberalism from a spatial perspective. The main objective is to analyze the evolution of prostitution spaces across three key periods: the predominance of street prostitution (from 1963 to 1994), the rise of clubs following the 1995 legal reform (from 1995 to 2018), and the progressive digitalization and delocalization of the phenomenon after the COVID-19 pandemic (from 2019 to present). The methodology is based on the use of various sources of information and the creation of maps from these sources. The results reveal a process of invisibilization, spatial fragmentation, and transformation of prostitution dynamics in relation to urban phenomena such as gentrification and the criminalization of public space. It is concluded that the current model of prostitution, increasingly privatized and digitalized, hinders its detection and institutional intervention, while reinforcing power inequalities between men and women, which allows prostitution to continue to play a significant role in the social configuration of the city.
Direction
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
Socio-historical analysis of the representation of women in video games throughout the 21st century
Authorship
C.M.F.
Master in Equality, Gender and Education
C.M.F.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
In this Master's Thesis (TFM) a bibliographic review of academic articles will be carried out on the representation of women in video games published in the 21st century, so that it will be possible to find similarities between the characters created and study the trends and stereotypes that appear in them, as well as the realism when designing the characters. In the same way, the articles will be divided by decades when carrying out the analysis, because in this way it will be possible to study the historical evolution in a critical way, comparing the common and discordant points between several authors, as well as analysing the key ideas of the works selected for each decade.
In this Master's Thesis (TFM) a bibliographic review of academic articles will be carried out on the representation of women in video games published in the 21st century, so that it will be possible to find similarities between the characters created and study the trends and stereotypes that appear in them, as well as the realism when designing the characters. In the same way, the articles will be divided by decades when carrying out the analysis, because in this way it will be possible to study the historical evolution in a critical way, comparing the common and discordant points between several authors, as well as analysing the key ideas of the works selected for each decade.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
An analysis of the teaching figure through two children’s sagas: Diary of a Wimpy Kid and Dork Diaries
Authorship
I.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
I.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 19:00
07.08.2025 19:00
Summary
The aim of this work is to study the professional teaching competencies through the analysis of the teaching figure in two children’s sagas: Diary of a Wimpy Kid and Dork Diaries. This selection is justified by the importance of the school environment in both works, and because it allows to access experiences through first narrators’ protagonists which implies a closer approach to said experiences. These protagonists are going through their high school years which is closely related to the formation provided in the Teacher Master’s Degree. The analysis of these figures will be guided by the teaching competencies that appear in both the referential proposed by Perrenoud (2004) and in the Informe Final con la Propuesta de Marco de Competencias Profesionales Docentes (2023). Thus, it is intended to make an inquiry from literature to learn about the teaching practices and the demands that exist on it, learning from both the success and the mistakes.
The aim of this work is to study the professional teaching competencies through the analysis of the teaching figure in two children’s sagas: Diary of a Wimpy Kid and Dork Diaries. This selection is justified by the importance of the school environment in both works, and because it allows to access experiences through first narrators’ protagonists which implies a closer approach to said experiences. These protagonists are going through their high school years which is closely related to the formation provided in the Teacher Master’s Degree. The analysis of these figures will be guided by the teaching competencies that appear in both the referential proposed by Perrenoud (2004) and in the Informe Final con la Propuesta de Marco de Competencias Profesionales Docentes (2023). Thus, it is intended to make an inquiry from literature to learn about the teaching practices and the demands that exist on it, learning from both the success and the mistakes.
Direction
TRILLO ALONSO, JOSE FELIPE (Tutorships)
TRILLO ALONSO, JOSE FELIPE (Tutorships)
Court
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Save the drama for your mama? Drama Techniques and their Didactic Use in the Teaching of English as a Foreign Language (EFL)
Authorship
N.M.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
N.M.O.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 13:30
07.07.2025 13:30
Summary
The use of drama in the teaching of English as a Foreign Language (EFL) can be particularly useful, especially in Secondary Education. Through drama techniques, students improve their motivation and fluency, reinforce their self-esteem and stimulate their creativity. By using dramatisation, we develop learners’ oral skills and integrate linguistic and communicative competences in a natural way, while encouraging students' active participation. In this paper, the definition of dramatisation will be analysed in depth, and the use of dramatic play in the classroom will be contextualised through a review of the Compulsory Secondary Education (ESO) curriculum and the Common European Framework of Reference for Languages (CEFR). Finally, we will propose a number of original-design dramatic-educational activities based on the communicative approach. These will be addressed to each of the different ESO courses and will strive to place the students at the heart of the teaching-learning process. thereby favouring an integral education.
The use of drama in the teaching of English as a Foreign Language (EFL) can be particularly useful, especially in Secondary Education. Through drama techniques, students improve their motivation and fluency, reinforce their self-esteem and stimulate their creativity. By using dramatisation, we develop learners’ oral skills and integrate linguistic and communicative competences in a natural way, while encouraging students' active participation. In this paper, the definition of dramatisation will be analysed in depth, and the use of dramatic play in the classroom will be contextualised through a review of the Compulsory Secondary Education (ESO) curriculum and the Common European Framework of Reference for Languages (CEFR). Finally, we will propose a number of original-design dramatic-educational activities based on the communicative approach. These will be addressed to each of the different ESO courses and will strive to place the students at the heart of the teaching-learning process. thereby favouring an integral education.
Direction
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
Application of a game-based learning proposal on Ocean Literacy in a science classroom.
Authorship
S.M.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.M.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 12:30
07.11.2025 12:30
Summary
This Master’s Thesis (TFM) presents a case study conducted in two adult high school classrooms where a game-based learning proposal was developed to promote Ocean Literacy (OL). The research questions are: 1. What is the students’ ability to define and apply criteria for classifying marine species in a card game? 2. What kind of arguments do students select to defend a role in a socio scientific debate related to OL and to what extent do they demostrate critical thinking in their choice? 3. What is the students’ ability to identify interactions between humans and the ocean in a card game? The methodology used is qualitative and involved analyzing the content of reports, posters, and written arguments, as well as constructing rubrics in interaction with the data. The results show that students have difficulties applying scientific criteria to classify marine organisms. The selected arguments lack critical thinking and are not always consistent with the role. Finally, students identify more negative than positive interactions between humans and the ocean
This Master’s Thesis (TFM) presents a case study conducted in two adult high school classrooms where a game-based learning proposal was developed to promote Ocean Literacy (OL). The research questions are: 1. What is the students’ ability to define and apply criteria for classifying marine species in a card game? 2. What kind of arguments do students select to defend a role in a socio scientific debate related to OL and to what extent do they demostrate critical thinking in their choice? 3. What is the students’ ability to identify interactions between humans and the ocean in a card game? The methodology used is qualitative and involved analyzing the content of reports, posters, and written arguments, as well as constructing rubrics in interaction with the data. The results show that students have difficulties applying scientific criteria to classify marine organisms. The selected arguments lack critical thinking and are not always consistent with the role. Finally, students identify more negative than positive interactions between humans and the ocean
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
Democratic transition and historical memory: design and evaluation of a learning situation
Authorship
Z.M.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Z.M.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 18:00
07.09.2025 18:00
Summary
The following work presents the design, development, partial application and evaluation of results of a learning situation focused on the Spanish transition and the recovery of the historical memory about this period as well. After research on the main historiographical currents of interpretation, a proposal is devised based on the shortcomings and needs observed in the didactic literature and in educational legislation, with a local approach, with an active methodology and focused on social history, with the aim that students perceive the present as a problematic derivative of a past that is also conflictive. It is also found that transition and memory are relevant contents in the high school classroom, with enriching potential in their practical application to contribute to the critical understanding of past and present phenomena and to the education in democratic citizenship.
The following work presents the design, development, partial application and evaluation of results of a learning situation focused on the Spanish transition and the recovery of the historical memory about this period as well. After research on the main historiographical currents of interpretation, a proposal is devised based on the shortcomings and needs observed in the didactic literature and in educational legislation, with a local approach, with an active methodology and focused on social history, with the aim that students perceive the present as a problematic derivative of a past that is also conflictive. It is also found that transition and memory are relevant contents in the high school classroom, with enriching potential in their practical application to contribute to the critical understanding of past and present phenomena and to the education in democratic citizenship.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
UDL in Primary Education classrooms: the teachers' perspective.
Authorship
A.M.R.
Master in Education Processes
A.M.R.
Master in Education Processes
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
The main objective of this Master's Thesis is to analyse the perception of Primary Education teachers about Universal Design for Learning (UDL), as well as their level of knowledge, training and degree of application. The research is based on the interest in knowing to what extent this inclusive approach, present in educational legislation, is really being incorporated in the classroom. To this end, a quantitative methodology of a descriptive-comparative type was used. A previously validated questionnaire was used for data collection, aimed at active teachers, collecting information on personal and professional variables, knowledge and training in UDL, as well as on its practical implementation. The sample is made up of 181 teachers from different Galician provinces. The results reveal that, although there is general knowledge about the UDL, its practical application is not fully consolidated. In addition, significant differences were identified in the perception and practice of UDL based on variables such as training received, prior knowledge and years of experience. These findings highlight the need to strengthen teacher training in inclusive approaches that ensure an effective educational response to student diversity.
The main objective of this Master's Thesis is to analyse the perception of Primary Education teachers about Universal Design for Learning (UDL), as well as their level of knowledge, training and degree of application. The research is based on the interest in knowing to what extent this inclusive approach, present in educational legislation, is really being incorporated in the classroom. To this end, a quantitative methodology of a descriptive-comparative type was used. A previously validated questionnaire was used for data collection, aimed at active teachers, collecting information on personal and professional variables, knowledge and training in UDL, as well as on its practical implementation. The sample is made up of 181 teachers from different Galician provinces. The results reveal that, although there is general knowledge about the UDL, its practical application is not fully consolidated. In addition, significant differences were identified in the perception and practice of UDL based on variables such as training received, prior knowledge and years of experience. These findings highlight the need to strengthen teacher training in inclusive approaches that ensure an effective educational response to student diversity.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
FERNANDEZ REY, ELENA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
FRANCO LOPEZ, JOSE PABLO (Member)
Master Dissertation: Educational project from critical pedagogies: learning-service and participatory action research in the cycle of Sociocultural and Tourism Animation
Authorship
I.M.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
I.M.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
This Master's Thesis focuses on the design of an educational innovation project within the framework of the Cultural Animation and Management module of the Advanced Cycle in Sociocultural and Tourism Animation, through a proposal that combines service-learning and participatory action research. The intervention seeks to revalue Galician intangible cultural heritage from a critical and feminist perspective, through collaboration with the women of a rural women's association. The methodology is based on critical pedagogies and seeks to develop professional, ethical, and social competencies in students, in line with the Sustainable Development Goals. The structure of the project combines a theoretical, regulatory, and pedagogical framework with a practical and contextualized intervention design, promoting situated education, critical thinking, and social engagement. The project joins the initiatives that seek to demonstrate the transformative potential of education in Vocational Training and offers a concrete response to integrate the defense of cultural heritage and gender equality into teaching and learning processes.
This Master's Thesis focuses on the design of an educational innovation project within the framework of the Cultural Animation and Management module of the Advanced Cycle in Sociocultural and Tourism Animation, through a proposal that combines service-learning and participatory action research. The intervention seeks to revalue Galician intangible cultural heritage from a critical and feminist perspective, through collaboration with the women of a rural women's association. The methodology is based on critical pedagogies and seeks to develop professional, ethical, and social competencies in students, in line with the Sustainable Development Goals. The structure of the project combines a theoretical, regulatory, and pedagogical framework with a practical and contextualized intervention design, promoting situated education, critical thinking, and social engagement. The project joins the initiatives that seek to demonstrate the transformative potential of education in Vocational Training and offers a concrete response to integrate the defense of cultural heritage and gender equality into teaching and learning processes.
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
Project-based learning and use of ICT as a proafective tools in Mathematics
Authorship
M.N.J.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.N.J.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
The purpose of this work is to present a didactic proposal for the 4th year of Secondary Education treating mathematical contents by using PBL, TIC, specifically R, and a proaffective vision. This proposal consists of a teaching unit that primarily covers the Stochastic Meaning block and also the Socio-Affective Meaning block. This unit aims to help students understand the stages of a statistical study, preparing them to do it themselves by reasoning, communicating appropriately and using critical thinking. First, a theoretical framework will be presented to position the existing difficulties encountered in the teaching os mathematics, the management of the affective domain, and various active methodologies used to reduce these difficulties, specially the use of TIC and PBL. The development of the designed unit will then be presented, and finally, its success will be assessed based on the results obtained from different methods of avaliation and student surveys.
The purpose of this work is to present a didactic proposal for the 4th year of Secondary Education treating mathematical contents by using PBL, TIC, specifically R, and a proaffective vision. This proposal consists of a teaching unit that primarily covers the Stochastic Meaning block and also the Socio-Affective Meaning block. This unit aims to help students understand the stages of a statistical study, preparing them to do it themselves by reasoning, communicating appropriately and using critical thinking. First, a theoretical framework will be presented to position the existing difficulties encountered in the teaching os mathematics, the management of the affective domain, and various active methodologies used to reduce these difficulties, specially the use of TIC and PBL. The development of the designed unit will then be presented, and finally, its success will be assessed based on the results obtained from different methods of avaliation and student surveys.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Hablamos diferente: the Spanish of Galicia in Galician educational curriculum
Authorship
A.N.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.N.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 09:00
07.10.2025 09:00
Summary
This study aims to analyse, from a documentary perspective, the linguistic discrimination faced by the syntopic variety of Spanish or Castilian in Galicia within the educational curriculum, specifically in terms of content, linguistic correction, and assessment in the subject of Spanish Language and Literature throughout Compulsory Secondary Education and the Baccalaureate. Thus, this research seeks to explore the descriptive and sociolinguistic delimitation of the Spanish of Galicia as a syntopic variety, as well as its status as a discriminated variety in formal written registers, disregarding its functionality as an autonomous linguistic system. To this aim, the Galician educational curriculum is reviewed to analyse not only the situation of the Spanish of Galicia but also the treatment of linguistic diversity. Additionally, attention is given to the assessment criteria within the curriculum itself and in the PAU (2025), as well as to the consequences of this situation on speakers’ linguistic awareness.
This study aims to analyse, from a documentary perspective, the linguistic discrimination faced by the syntopic variety of Spanish or Castilian in Galicia within the educational curriculum, specifically in terms of content, linguistic correction, and assessment in the subject of Spanish Language and Literature throughout Compulsory Secondary Education and the Baccalaureate. Thus, this research seeks to explore the descriptive and sociolinguistic delimitation of the Spanish of Galicia as a syntopic variety, as well as its status as a discriminated variety in formal written registers, disregarding its functionality as an autonomous linguistic system. To this aim, the Galician educational curriculum is reviewed to analyse not only the situation of the Spanish of Galicia but also the treatment of linguistic diversity. Additionally, attention is given to the assessment criteria within the curriculum itself and in the PAU (2025), as well as to the consequences of this situation on speakers’ linguistic awareness.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Gender, historical memory, and francoism: a didactic proposal for democratic restoration in secondary education
Authorship
M.N.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
M.N.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 19:00
07.09.2025 19:00
Summary
This paper addresses the design, development, implementation, and evaluation of a didactic proposal aimed at students in the 4th year of secondary education. That focuses on the democratic memory of women during Franco's regime, with special attention given to the Women’s Protection Board as a key repressive institution. Through cooperative learning, project-based learning, debate, and the analysis of historical sources, the intention is to foster the acquisition of democratic values and gender equality awareness among students, thereby contributing to the development of critical thinking.
This paper addresses the design, development, implementation, and evaluation of a didactic proposal aimed at students in the 4th year of secondary education. That focuses on the democratic memory of women during Franco's regime, with special attention given to the Women’s Protection Board as a key repressive institution. Through cooperative learning, project-based learning, debate, and the analysis of historical sources, the intention is to foster the acquisition of democratic values and gender equality awareness among students, thereby contributing to the development of critical thinking.
Direction
ARMAS CASTRO, JOSE ANGEL (Tutorships)
ARMAS CASTRO, JOSE ANGEL (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Present and future through the figure of the cyborg
Authorship
L.O.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
L.O.V.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 11:30
07.07.2025 11:30
Summary
The ecological crisis cannot and should not be taken solely as an issue specific to the natural sciences: there are ecological politics, economics, literature and philosophy, among others, to the extent that its very name (oikos logy, the study of the home) derives all the breadth that shapes it. Ecology considers how we inhabit the earth, how we relate to each other and to the rest of the agents with whom we share it, and how we take advantage of the resources it provides us. Along the same lines, the viability of our practices, the responsibility of our actions or the links that sustain us. Philosophy is linked to it as a tool that first questions and then transforms. From this powerful link is born this proposal, which aims to constitute a support for the formation of a vision of the earth and our life on it. Its core will be the development of a final project that attempts to respond to the optimistic possibility of a habitable future.
The ecological crisis cannot and should not be taken solely as an issue specific to the natural sciences: there are ecological politics, economics, literature and philosophy, among others, to the extent that its very name (oikos logy, the study of the home) derives all the breadth that shapes it. Ecology considers how we inhabit the earth, how we relate to each other and to the rest of the agents with whom we share it, and how we take advantage of the resources it provides us. Along the same lines, the viability of our practices, the responsibility of our actions or the links that sustain us. Philosophy is linked to it as a tool that first questions and then transforms. From this powerful link is born this proposal, which aims to constitute a support for the formation of a vision of the earth and our life on it. Its core will be the development of a final project that attempts to respond to the optimistic possibility of a habitable future.
Direction
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
PASTORIZA ROZAS, JOSE LUIS (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
SÓÑORA LUNA, FRANCISCO (Secretary)
GARCIA SOTO, LUIS MODESTO (Member)
Drama practice as a tool in language and literature education
Authorship
E.O.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.O.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 18:00
07.10.2025 18:00
Summary
This Master’s dissertation explores the educational potential of Drama Education within the context of formal education in Galicia. Starting from a theoretical framework that presents the different conceptions of drama in education, its historical evolution in the Galician educational system and its presence in the current curriculum, the study seeks to justify the integration of drama into the classroom as an effective pedagogical tool for the holistic development of students. Likewise, the dissertation also introduces a didactic proposal designed for the 1st year of ESO (Compulsary Secondary Education), which incorporates dramatic and theatrical expression as part of Lingua Galega e Literatura. This proposal aims to improve communication competence, foster reading and literacy creation, and it also engages with students’ social context and promotes inclusive and cooperative methodologies. In addition, the work reflects on the viability of implementig such proposals within the current Galician educational context.
This Master’s dissertation explores the educational potential of Drama Education within the context of formal education in Galicia. Starting from a theoretical framework that presents the different conceptions of drama in education, its historical evolution in the Galician educational system and its presence in the current curriculum, the study seeks to justify the integration of drama into the classroom as an effective pedagogical tool for the holistic development of students. Likewise, the dissertation also introduces a didactic proposal designed for the 1st year of ESO (Compulsary Secondary Education), which incorporates dramatic and theatrical expression as part of Lingua Galega e Literatura. This proposal aims to improve communication competence, foster reading and literacy creation, and it also engages with students’ social context and promotes inclusive and cooperative methodologies. In addition, the work reflects on the viability of implementig such proposals within the current Galician educational context.
Direction
REQUEIXO CUBA, ARMANDO (Tutorships)
REQUEIXO CUBA, ARMANDO (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
Intervention programme to promote equality and prevent gender-based violence in schools.
Authorship
A.O.P.
Master in Education Processes
A.O.P.
Master in Education Processes
Defense date
02.14.2025 12:00
02.14.2025 12:00
Summary
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Emotional education and career guidance: an intervention focused on values clarification and committed action.
Authorship
S.O.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.O.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 16:00
07.08.2025 16:00
Summary
This Master's Thesis responds to the structure of a guidance intervention proposal addressed to third year students of Compulsory Secondary Education, focused on conscious decision making, through the work of self-discovery, self-esteem and values clarification, under the framework of Acceptance and Commitment Therapy (or ACT). The general objective of this proposal is to promote the construction of a coherent ethical identity, as well as the planning of life objectives linked to it, through dynamics that promote reflection, emotional acceptance, cognitive defusion or committed action. The intervention is structured around four sessions, articulated on the basis of active and experiential methodologies, such as role-playing, gamification, dramatization or digital creation (vision board). Moreover, despite its potential adaptability, it is designed around the context and specific needs of a group of third year ESO class of the IES Lauro Olmo (O Barco de Valdeorras).
This Master's Thesis responds to the structure of a guidance intervention proposal addressed to third year students of Compulsory Secondary Education, focused on conscious decision making, through the work of self-discovery, self-esteem and values clarification, under the framework of Acceptance and Commitment Therapy (or ACT). The general objective of this proposal is to promote the construction of a coherent ethical identity, as well as the planning of life objectives linked to it, through dynamics that promote reflection, emotional acceptance, cognitive defusion or committed action. The intervention is structured around four sessions, articulated on the basis of active and experiential methodologies, such as role-playing, gamification, dramatization or digital creation (vision board). Moreover, despite its potential adaptability, it is designed around the context and specific needs of a group of third year ESO class of the IES Lauro Olmo (O Barco de Valdeorras).
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
Media literacy in Compulsory Secondary Education: ‘Information influencers’, a didactic proposal
Authorship
L.O.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.O.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 16:00
07.08.2025 16:00
Summary
Contemporary society has, for several decades, been situated within an eminently digital environment. In light of the risks associated with the use of the internet and new technologies, most notably the overabundance of information, misinformation, and manipulation, the principal European institutions call upon member states to foster the development of media literacy among their citizens. In this context, the educational system must assume a pivotal role in the formation of younger students, who are, moreover, frequent users of social media. The LOMLOE and Decree 156/2022 incorporate digital competences into the secondary education curriculum; however, media education has traditionally been neglected in the curricular planning of Galician secondary schools. Against this backdrop, the present master’s dissertation sets forth a didactic proposal aimed at promoting media literacy among secondary school pupils, with particuar focus on the first year of compulsory secondary education, in order to address this competence from the earliest stages. Through a teaching unit embedded within the Galician Language and Literature syllabus, students will be equipped with the necessary tools to navigate the digital environment safely and to cultivate critical sense skills. In doing so, this initiative seeks to respond both to a gap in the educational curriculum and to the demands of contemporary society.
Contemporary society has, for several decades, been situated within an eminently digital environment. In light of the risks associated with the use of the internet and new technologies, most notably the overabundance of information, misinformation, and manipulation, the principal European institutions call upon member states to foster the development of media literacy among their citizens. In this context, the educational system must assume a pivotal role in the formation of younger students, who are, moreover, frequent users of social media. The LOMLOE and Decree 156/2022 incorporate digital competences into the secondary education curriculum; however, media education has traditionally been neglected in the curricular planning of Galician secondary schools. Against this backdrop, the present master’s dissertation sets forth a didactic proposal aimed at promoting media literacy among secondary school pupils, with particuar focus on the first year of compulsory secondary education, in order to address this competence from the earliest stages. Through a teaching unit embedded within the Galician Language and Literature syllabus, students will be equipped with the necessary tools to navigate the digital environment safely and to cultivate critical sense skills. In doing so, this initiative seeks to respond both to a gap in the educational curriculum and to the demands of contemporary society.
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
REQUEIXO CUBA, ARMANDO (Chairman)
HERMIDA GULÍAS, MARÍA DO CARME (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Geometries that are felt: origami as a tool for mathematical inclusion.
Authorship
A.O.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.O.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 17:00
07.08.2025 17:00
Summary
This Master's Thesis presents a didactic proposal for the subject of Mathematics aimed at secondary school students with visual impairments. This set of activities is focused toward learning geometry through gamification and, more specifically, the use of origami as an inclusive methodological tool. The objective of its design and development is to introduce new didactical resources and, at the same time, to encourage the development of mathematical skills related to geometry, such as spatial visualization, problem-solving and the representation and construction of mathematical concepts. All of this with special emphasis on those skills that are influenced by the characteristics of the participating students. Concurrently, it seeks to strengthen motivation and a positive attitude to mathematics, integrating the socio-affective component into the proposal. Finally, the results obtained from the implementation with students in 2nd and 3rd year of Secondary Education, including those with visual impairments, serve to analyze the (academic and affective) differences in the teaching-learning process according to student characteristics. Through the difficulties encountered in the implementation, we conclude with proposals for future implementations.
This Master's Thesis presents a didactic proposal for the subject of Mathematics aimed at secondary school students with visual impairments. This set of activities is focused toward learning geometry through gamification and, more specifically, the use of origami as an inclusive methodological tool. The objective of its design and development is to introduce new didactical resources and, at the same time, to encourage the development of mathematical skills related to geometry, such as spatial visualization, problem-solving and the representation and construction of mathematical concepts. All of this with special emphasis on those skills that are influenced by the characteristics of the participating students. Concurrently, it seeks to strengthen motivation and a positive attitude to mathematics, integrating the socio-affective component into the proposal. Finally, the results obtained from the implementation with students in 2nd and 3rd year of Secondary Education, including those with visual impairments, serve to analyze the (academic and affective) differences in the teaching-learning process according to student characteristics. Through the difficulties encountered in the implementation, we conclude with proposals for future implementations.
Direction
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
Scientific-Technological Vocabulary from the Perspective of Morphology and Lexicography: A Didactic Proposal
Authorship
R.P.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.P.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 11:00
02.11.2025 11:00
Summary
This end of master’s degree project arises from the usual lack of interest that Spanish scientific-technological Bachillerato students show towards the study of the humanities and, more specifically, towards the language as a subject. In response to this issue, the development of a didactic sequence which addresses morphological and lexicographical contents is proposed. It shall also demonstrate to first-grade Bachillerato students who chose the scientific-technological path that acknowledging the words’ structure and formation, together with the handling of dictionaries, is useful for understanding the scientific and technological fields’ terminology. Thus, the paper begins with an analysis of the now-in-force curriculum which explores the role of morphology and lexicography within the educational system, as well as the notion of transversality which underpins the LOMLOE. Subsequently, a review of some academic literature on the benefits of language teaching towards the learning of scientific disciplines will be the basis for presenting a didactic proposal of our own creation in which we will pay special attention to the planning of sessions and activities, without forgetting the need to reflect the worked-on contents, the followed methodology and the evaluation mechanisms, always thinking about their optimal implementation in future educational contexts.
This end of master’s degree project arises from the usual lack of interest that Spanish scientific-technological Bachillerato students show towards the study of the humanities and, more specifically, towards the language as a subject. In response to this issue, the development of a didactic sequence which addresses morphological and lexicographical contents is proposed. It shall also demonstrate to first-grade Bachillerato students who chose the scientific-technological path that acknowledging the words’ structure and formation, together with the handling of dictionaries, is useful for understanding the scientific and technological fields’ terminology. Thus, the paper begins with an analysis of the now-in-force curriculum which explores the role of morphology and lexicography within the educational system, as well as the notion of transversality which underpins the LOMLOE. Subsequently, a review of some academic literature on the benefits of language teaching towards the learning of scientific disciplines will be the basis for presenting a didactic proposal of our own creation in which we will pay special attention to the planning of sessions and activities, without forgetting the need to reflect the worked-on contents, the followed methodology and the evaluation mechanisms, always thinking about their optimal implementation in future educational contexts.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Community Wind Bands: History, Instrumentation, and Repertoire. Design of an Educational Intervention for the Third Year of Secondary Education.
Authorship
V.P.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
V.P.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
07.11.2025 19:00
07.11.2025 19:00
Summary
This Master's Thesis explores the importance of wind bands as educational and cultural agents and proposes their integration into secondary school music classrooms through the design of a didactic proposal. To support this proposal, a theoretical framework was developed addressing the history, organology, repertoire, and pedagogical role of wind bands, along with the methodologies and regulations that justify their inclusion in the school environment. The aim of the proposal is to help students discover the culture of wind bands and experience it through listening and performance. The methodology includes both theoretical and practical sessions and combines principles from the Orff and Dalcroze pedagogies with project-based learning. The set of activities aims to foster an understanding of these ensembles and encourage their appreciation as part of Galician cultural and educational heritage.
This Master's Thesis explores the importance of wind bands as educational and cultural agents and proposes their integration into secondary school music classrooms through the design of a didactic proposal. To support this proposal, a theoretical framework was developed addressing the history, organology, repertoire, and pedagogical role of wind bands, along with the methodologies and regulations that justify their inclusion in the school environment. The aim of the proposal is to help students discover the culture of wind bands and experience it through listening and performance. The methodology includes both theoretical and practical sessions and combines principles from the Orff and Dalcroze pedagogies with project-based learning. The set of activities aims to foster an understanding of these ensembles and encourage their appreciation as part of Galician cultural and educational heritage.
Direction
LOPEZ FERNANDEZ, CARME (Tutorships)
LOPEZ FERNANDEZ, CARME (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
GILLANDERS , CAROL JEAN (Chairman)
Clavero Ibañez de Garayo, Sergio (Secretary)
Trigo Martínez, Cristina (Member)
English teaching as a Second Language. Intervention proposal to improve the teaching learning process of students with Autism Spectrum Disorder (ASD)
Authorship
C.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 18:00
07.09.2025 18:00
Summary
Autism Spectrum Disorder (ASD) is considered a neurodevelopmental disorder, characterised by the presence of: restrictive and repetitive patterns of behaviour and/or restricted interests or activities; and persistent deficiencies in communication and social interaction, in various contexts (DSM-V; APA, 2013). Given the usual difficulties in the area of language, one of the first areas to be removed from academic programs in the case of ADS students is foreign languages. To give visibility to this problem, the present Master’s Thesis is formulated in order to develop an educational proposal addressed to students with ADS of Higher Education (Baccalaureate) with the aim of improving their teaching-learning process in English as a Second Language. The Thesis will be divided in two parts: a first part, in which the theoretical framework of the work will be established, describing, among others, the basic concepts related to ADS; and a second part, in which the educational proposal will be developed.
Autism Spectrum Disorder (ASD) is considered a neurodevelopmental disorder, characterised by the presence of: restrictive and repetitive patterns of behaviour and/or restricted interests or activities; and persistent deficiencies in communication and social interaction, in various contexts (DSM-V; APA, 2013). Given the usual difficulties in the area of language, one of the first areas to be removed from academic programs in the case of ADS students is foreign languages. To give visibility to this problem, the present Master’s Thesis is formulated in order to develop an educational proposal addressed to students with ADS of Higher Education (Baccalaureate) with the aim of improving their teaching-learning process in English as a Second Language. The Thesis will be divided in two parts: a first part, in which the theoretical framework of the work will be established, describing, among others, the basic concepts related to ADS; and a second part, in which the educational proposal will be developed.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
Effectiveness and affectivity of probability from experimentation in 4th grade of ESO
Authorship
A.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 17:00
02.11.2025 17:00
Summary
The aim of this work is to develop a didactic proposal for the teaching of probability in the 4th grade of ESO. The project seeks the teaching of concepts and the acquisition of skills associated with probability from a more experimental perspective, in which the use of manipulative and interactive materials to perform experiments and simulations in the classroom will be of particular importance. Firstly, a review of the literature on the teaching of probability in secondary education will be conducted, with special emphasis on the main difficulties already pointed out by other authors and on the importance of the students' affective domain. This is followed by a didactic proposal that aims to mitigate these difficulties in an enjoyable and interactive manner that motivates students, while showing the connection between probability and the real world. Finally, thanks to questionnaires that students will complete before and after the proposal, its success and effectiveness will be analysed both academically and in the affective domain.
The aim of this work is to develop a didactic proposal for the teaching of probability in the 4th grade of ESO. The project seeks the teaching of concepts and the acquisition of skills associated with probability from a more experimental perspective, in which the use of manipulative and interactive materials to perform experiments and simulations in the classroom will be of particular importance. Firstly, a review of the literature on the teaching of probability in secondary education will be conducted, with special emphasis on the main difficulties already pointed out by other authors and on the importance of the students' affective domain. This is followed by a didactic proposal that aims to mitigate these difficulties in an enjoyable and interactive manner that motivates students, while showing the connection between probability and the real world. Finally, thanks to questionnaires that students will complete before and after the proposal, its success and effectiveness will be analysed both academically and in the affective domain.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
(Re)presented: art and LGTBIQA+ dissidence (1950-1980). A didactic proposal for reflecting on sexual and gender diversity in the Bachelor of Arts
Authorship
E.P.T.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
E.P.T.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 13:30
07.09.2025 13:30
Summary
This Master's thesis addresses, from the social sciences, dissident identities and corporealities. Through a historiographical review, it seeks to highlight the resistance to the presence of these identities and corporealities. In response, a didactic proposal is designed and applied to reverse these exclusions, recognising the importance of these identities in history and their contribution to social and cultural practices. This proposal has been carried out in a high school in the city of Pontevedra with students in the 2nd year of the Artistic Baccalaureate, as a pilot test aimed at promoting a more inclusive education that respects diversity.
This Master's thesis addresses, from the social sciences, dissident identities and corporealities. Through a historiographical review, it seeks to highlight the resistance to the presence of these identities and corporealities. In response, a didactic proposal is designed and applied to reverse these exclusions, recognising the importance of these identities in history and their contribution to social and cultural practices. This proposal has been carried out in a high school in the city of Pontevedra with students in the 2nd year of the Artistic Baccalaureate, as a pilot test aimed at promoting a more inclusive education that respects diversity.
Direction
PERMUY MARTINEZ, AIXA (Tutorships)
PERMUY MARTINEZ, AIXA (Tutorships)
Court
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Proposal for educational inclusion: Easy reading for students with reading comprehension difficulties in Compulsory Secondary Education
Authorship
C.P.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.P.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 12:00
02.11.2025 12:00
Summary
Easy reading is a method in which a set of guidelines are collected to use in written texts, to be able to adapt them and achieve the understanding of their content in people with specific support needs, with intellectual disability or developmental disorders. Therefore, one of the requirements established by the UNE standard to be able to accredit a document as 'text adapted easy reading' is to be validated by the users themselves. In turn, it is necessary to investigate other secondary aspects: to analyze whether current barriers in reading comprehension may be linked to school failure and to reflect on whether the current policy landscape is designed to guarantee the rights of people with specific support needs to receive equal education; conditions than the rest of society. The present proposal for educational inclusion will set out a variety of reasons that confirm the possibility of introducing easy reading in the pool of resources and methodologies of common teaching with the aim of offering inclusive teaching adapted to the needs of students with reading difficulties. Therefore, the main task will be to investigate the literature to know the different positions on the most effective methods of application among students with reading difficulties and, at the same time, all the necessary information about easy reading and its benefits is collected; then, an intervention proposal will be made to integrate this resource in the schools of compulsory secondary education. Therefore, it will be necessary to have an analysis in which the real possibility of implementing easy reading in teaching in one academic year is evaluated, as well as to establish possible immediate activation alternatives that fulfill a similar function, such as simple writing.
Easy reading is a method in which a set of guidelines are collected to use in written texts, to be able to adapt them and achieve the understanding of their content in people with specific support needs, with intellectual disability or developmental disorders. Therefore, one of the requirements established by the UNE standard to be able to accredit a document as 'text adapted easy reading' is to be validated by the users themselves. In turn, it is necessary to investigate other secondary aspects: to analyze whether current barriers in reading comprehension may be linked to school failure and to reflect on whether the current policy landscape is designed to guarantee the rights of people with specific support needs to receive equal education; conditions than the rest of society. The present proposal for educational inclusion will set out a variety of reasons that confirm the possibility of introducing easy reading in the pool of resources and methodologies of common teaching with the aim of offering inclusive teaching adapted to the needs of students with reading difficulties. Therefore, the main task will be to investigate the literature to know the different positions on the most effective methods of application among students with reading difficulties and, at the same time, all the necessary information about easy reading and its benefits is collected; then, an intervention proposal will be made to integrate this resource in the schools of compulsory secondary education. Therefore, it will be necessary to have an analysis in which the real possibility of implementing easy reading in teaching in one academic year is evaluated, as well as to establish possible immediate activation alternatives that fulfill a similar function, such as simple writing.
Direction
NIETO VIEITES, ANA (Tutorships)
NIETO VIEITES, ANA (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Women of the Sea: Transmission of Knowledge in Shellfishing Gathering on Foot. The Case of the San Telmo Guild of Pontevedra.
Authorship
T.P.N.
Master in Equality, Gender and Education
T.P.N.
Master in Equality, Gender and Education
Defense date
06.27.2025 11:10
06.27.2025 11:10
Summary
The present research focuses on the San Telmo Guild of Pontevedra, in order to examine the role of the feminization of shellfishing on foot in the intergenerational transmission of traditional knowledge, taking into account the influence that the professionalization of the sector, that lasted until the early 2000s and the changes derived from this, such as the progressive incorporation of men, may have had. This arises from the need to understand how women shellfish gatherers, traditionally linked to this trade, have contributed to the preservation of ancestral knowledge and the configuration of a unique professional and cultural identity. Through interviews, surveys, a discussion group and documentary reviews, the relationship between gender, tradition, modernization and sustainability in shellfishing on foot is explored, based on a bibliographic context and the perspectives of the workers in this field. In this way, this work aims to contribute to the visibility of the role of women in the maritime sector, as well as to offer a perspective that allows rethinking the future of shellfishing on foot, integrating tradition and innovation from a critical and committed perspective with coastal communities.
The present research focuses on the San Telmo Guild of Pontevedra, in order to examine the role of the feminization of shellfishing on foot in the intergenerational transmission of traditional knowledge, taking into account the influence that the professionalization of the sector, that lasted until the early 2000s and the changes derived from this, such as the progressive incorporation of men, may have had. This arises from the need to understand how women shellfish gatherers, traditionally linked to this trade, have contributed to the preservation of ancestral knowledge and the configuration of a unique professional and cultural identity. Through interviews, surveys, a discussion group and documentary reviews, the relationship between gender, tradition, modernization and sustainability in shellfishing on foot is explored, based on a bibliographic context and the perspectives of the workers in this field. In this way, this work aims to contribute to the visibility of the role of women in the maritime sector, as well as to offer a perspective that allows rethinking the future of shellfishing on foot, integrating tradition and innovation from a critical and committed perspective with coastal communities.
Direction
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
PIÑEIRO ANTELO, MARIA DE LOS ANGELES (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
LABORA GONZALEZ, JUAN JOSE (Secretary)
Sampedro Vizcaya, María José (Member)
Gender Perspective as a Challenge in History Education
Authorship
A.D.P.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.D.P.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 19:00
07.07.2025 19:00
Summary
This paper critically analyzes the teaching of Geography and History in High School, paying special attention to the incorporation of gender perspectives and other social perspectives typically absent from the subject. The traditional approach to the subject is reviewed to address history from an inclusive, interdisciplinary perspective committed to social justice, coeducation, and Sustainable Development Education, considering teacher training and the teaching materials used. In this way, the discipline materialized as a social science, promoting a teaching of knowledge that develops active, reflective citizens who are aware of the plurality of voices that construct the historical narrative.
This paper critically analyzes the teaching of Geography and History in High School, paying special attention to the incorporation of gender perspectives and other social perspectives typically absent from the subject. The traditional approach to the subject is reviewed to address history from an inclusive, interdisciplinary perspective committed to social justice, coeducation, and Sustainable Development Education, considering teacher training and the teaching materials used. In this way, the discipline materialized as a social science, promoting a teaching of knowledge that develops active, reflective citizens who are aware of the plurality of voices that construct the historical narrative.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
The study of the formation of Galician estuaries in geology classrooms
Authorship
U.P.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
U.P.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 11:00
07.10.2025 11:00
Summary
In this Master's Thesis (TFM) a didactic proposal is presented within the framework of the subject “Geology and Environmental Sciences” of the second year of high school, taking the study of the Galician estuaries as the central axis. Based on the premise that geology is a discipline that is not very attractive to students, which is reflected (among other aspects) in the low enrollment of this subject in the University Entrance Exams (PAU), we propose a learning approach located, taking advantage of elements close to the students such as the coastal environment. The proposal seeks to develop three of the eight key competencies: mathematical competence and competence in science, technology and engineering (STEM), competence in linguistic communication (CCL), and digital competence (CD). This is done through activities of exploration, introduction of new points of view, structuring, and application (i.e., from the most concrete and simple to the most abstract and complex). In addition, the Galician estuaries are compared with Norwegian fjords, since both are very characteristic geological formations. This comparison allows to establish parallels between a close learning and a more known one. In addition, a proposal is made for the design of a web page using Google Sites. Although it could not be implemented, that is to say, taken to the classroom, during the Practicum carried out at IES A Basella, this proposal has the potential of being able to be used in the classroom.
In this Master's Thesis (TFM) a didactic proposal is presented within the framework of the subject “Geology and Environmental Sciences” of the second year of high school, taking the study of the Galician estuaries as the central axis. Based on the premise that geology is a discipline that is not very attractive to students, which is reflected (among other aspects) in the low enrollment of this subject in the University Entrance Exams (PAU), we propose a learning approach located, taking advantage of elements close to the students such as the coastal environment. The proposal seeks to develop three of the eight key competencies: mathematical competence and competence in science, technology and engineering (STEM), competence in linguistic communication (CCL), and digital competence (CD). This is done through activities of exploration, introduction of new points of view, structuring, and application (i.e., from the most concrete and simple to the most abstract and complex). In addition, the Galician estuaries are compared with Norwegian fjords, since both are very characteristic geological formations. This comparison allows to establish parallels between a close learning and a more known one. In addition, a proposal is made for the design of a web page using Google Sites. Although it could not be implemented, that is to say, taken to the classroom, during the Practicum carried out at IES A Basella, this proposal has the potential of being able to be used in the classroom.
Direction
SANMARTIN SANCHEZ, PATRICIA (Tutorships)
SANMARTIN SANCHEZ, PATRICIA (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
The Influence of Social Media on Adolescent Identity Formation: A Proposal for Intervention.
Authorship
I.P.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
I.P.S.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 12:30
07.09.2025 12:30
Summary
The main objective of this paper is to contribute to the design of an educational intervention proposal aimed at analyzing the influence of social media on the construction of adolescent identity and proposing an educational response through tutorial action to mitigate its effects. To this end, the work is structured into two clearly differentiated parts. The first focuses on a literature review that provides the theoretical foundation for the topic addressed. The second part involves an analysis and diagnosis of the context of an educational center, which serves as the basis for designing the intervention, taking into account the needs identified in the school. Specifically, the proposed intervention focuses on the development of emotional self-regulation and the strengthening of self-esteem and self-concept, with the aim of promoting a respectful use of social media aligned with students’ identities. It is concluded that tutorial intervention can be an effective tool to support adolescents in building their identity in digital environments, thus enhancing their emotional well-being and personal development.
The main objective of this paper is to contribute to the design of an educational intervention proposal aimed at analyzing the influence of social media on the construction of adolescent identity and proposing an educational response through tutorial action to mitigate its effects. To this end, the work is structured into two clearly differentiated parts. The first focuses on a literature review that provides the theoretical foundation for the topic addressed. The second part involves an analysis and diagnosis of the context of an educational center, which serves as the basis for designing the intervention, taking into account the needs identified in the school. Specifically, the proposed intervention focuses on the development of emotional self-regulation and the strengthening of self-esteem and self-concept, with the aim of promoting a respectful use of social media aligned with students’ identities. It is concluded that tutorial intervention can be an effective tool to support adolescents in building their identity in digital environments, thus enhancing their emotional well-being and personal development.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Weaving the Transformations of Contemporaneity: Women in Spain in the 20th-21st Centuries
Authorship
D.P.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
D.P.G.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
The traditional treatment that history has offered to women, as historical subjects with their own relevance, has been defined by structural discrimination at all levels. Thus, the history of half of the population would be flooded and subordinated to the dominant, eminently androcentric narratives, motivating an unappealable historiographical winter that has hardly been mitigated in recent decades. At the same time, this vector of subordination of the history of women and the feminine, in the face of men and the masculine, translates into a strong silencing within schools and secondary education classrooms; inherited and entrenched, but incoherent in the enterprise of constructing/teaching a story of true value. The present paper, therefore, aims to confront this situation by presenting a brief theoretical overview of the advances and limitations of gender equality, both historiographically and didactically, in relation to history with a gender perspective and the situation of Spanish women since the 20th century. Thus, the last objective refers to the description of a teaching proposal situated in the subject of Spanish History in the 2nd year of Baccalaureate, put into practice in three groups of secondary education in Galicia during four sessions. Concepts such as social advances, the role of women in history or the contributions of women's history to teaching will be combined with three methodological strategies: the treatment of written sources, the study of images-iconographies and classroom debate. Finally, the results will be evaluated by analysing the various materials produced by the students.
The traditional treatment that history has offered to women, as historical subjects with their own relevance, has been defined by structural discrimination at all levels. Thus, the history of half of the population would be flooded and subordinated to the dominant, eminently androcentric narratives, motivating an unappealable historiographical winter that has hardly been mitigated in recent decades. At the same time, this vector of subordination of the history of women and the feminine, in the face of men and the masculine, translates into a strong silencing within schools and secondary education classrooms; inherited and entrenched, but incoherent in the enterprise of constructing/teaching a story of true value. The present paper, therefore, aims to confront this situation by presenting a brief theoretical overview of the advances and limitations of gender equality, both historiographically and didactically, in relation to history with a gender perspective and the situation of Spanish women since the 20th century. Thus, the last objective refers to the description of a teaching proposal situated in the subject of Spanish History in the 2nd year of Baccalaureate, put into practice in three groups of secondary education in Galicia during four sessions. Concepts such as social advances, the role of women in history or the contributions of women's history to teaching will be combined with three methodological strategies: the treatment of written sources, the study of images-iconographies and classroom debate. Finally, the results will be evaluated by analysing the various materials produced by the students.
Direction
ARMAS CASTRO, JOSE ANGEL (Tutorships)
ARMAS CASTRO, JOSE ANGEL (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
The Ninth Art in Galician Language Classrrooms: A proposal for 3rd Year of Secondary Education
Authorship
P.P.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
P.P.D.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 16:00
07.10.2025 16:00
Summary
In today’s educational context, the integration of innovative resources is essential to renew traditional methodologies and support the comprehensive development of students’ competencies. This Master’s Thesis (TFM) aims to demonstrate the didactic potential of graphic literature, particularly comics and poetic comics, while also advocating for its status as a legitimate literary genre and its usefulness in language teaching. To this end, the thesis includes an analysis of the development of this genre within Galician literature, as well as its evolution as a means of artistic expression and educational tool. This theoretical framework supports the design of a teaching unit intended for 3rd year of Secondary Education, aimed at engaging students and fostering both their communicative and artistic skills. In addition, it seeks to illustrate a practical and contextualized application of the curricular content taught in the classroom.
In today’s educational context, the integration of innovative resources is essential to renew traditional methodologies and support the comprehensive development of students’ competencies. This Master’s Thesis (TFM) aims to demonstrate the didactic potential of graphic literature, particularly comics and poetic comics, while also advocating for its status as a legitimate literary genre and its usefulness in language teaching. To this end, the thesis includes an analysis of the development of this genre within Galician literature, as well as its evolution as a means of artistic expression and educational tool. This theoretical framework supports the design of a teaching unit intended for 3rd year of Secondary Education, aimed at engaging students and fostering both their communicative and artistic skills. In addition, it seeks to illustrate a practical and contextualized application of the curricular content taught in the classroom.
Direction
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
The new narratives on social networks: a qualitative analysis of the discourses of the manosphere on instagram from a gender perspective.
Authorship
E.P.C.
Master in Equality, Gender and Education
E.P.C.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
The purpose of this work, which is framed in the qualitative research modality, is to study in depth the discourses promulgated by the groups belonging to the manosphere on the social network Instagram from a gender perspective. To do this, we have proceeded to analyze the productions with the highest number of views and likes, from six content creators who allude to gender issues in their speech. The results obtained show the need for interdisciplinary work to combat misogenic discourses and achieve an egalitarian and inclusive society for all people.
The purpose of this work, which is framed in the qualitative research modality, is to study in depth the discourses promulgated by the groups belonging to the manosphere on the social network Instagram from a gender perspective. To do this, we have proceeded to analyze the productions with the highest number of views and likes, from six content creators who allude to gender issues in their speech. The results obtained show the need for interdisciplinary work to combat misogenic discourses and achieve an egalitarian and inclusive society for all people.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
What History to Teach? Education during Francoism and the Study of History. Educational Intervention for 4th Level of Adult Secondary Education
Authorship
N.P.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
N.P.F.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 16:00
07.08.2025 16:00
Summary
This Master’s Final Project presents the design and implementation of a teaching proposal for Module 4 of Secondary Education for Adults, within the Social Studies domain. The main objective is to introduce students to a decisive period in Spanish history, Francoism, through the lens of public education at that time. This topic is particularly relevant due to its historical significance in understanding a recent past with profound implications for the construction of democratic memory. The educational intervention focuses on a critical analysis of history teaching as a mechanism of legitimation and social control by the Franco regime, using diverse historical sources and encouraging reflective classroom debate. The resulting educational intervention reveals a clear willingness among students to engage with challenging historical topics and a desire for a more critical and in-depth approach that captures the complexity of historical events without simplifications or polarized narratives. This promotes the development of historical thinking and strengthens democratic memory within adult education contexts.
This Master’s Final Project presents the design and implementation of a teaching proposal for Module 4 of Secondary Education for Adults, within the Social Studies domain. The main objective is to introduce students to a decisive period in Spanish history, Francoism, through the lens of public education at that time. This topic is particularly relevant due to its historical significance in understanding a recent past with profound implications for the construction of democratic memory. The educational intervention focuses on a critical analysis of history teaching as a mechanism of legitimation and social control by the Franco regime, using diverse historical sources and encouraging reflective classroom debate. The resulting educational intervention reveals a clear willingness among students to engage with challenging historical topics and a desire for a more critical and in-depth approach that captures the complexity of historical events without simplifications or polarized narratives. This promotes the development of historical thinking and strengthens democratic memory within adult education contexts.
Direction
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
IGLESIAS SOUTO, PATRICIA MARIA (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Diaspora and community in Meis: an educational proposal for the teaching of the migratory realities and rural challenges.
Authorship
N.P.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
N.P.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 17:00
07.08.2025 17:00
Summary
Migration has a strong presence in Contemporary Galician History, giving an opportunity to work on interculturality and migration in Geography and History discipline in secondary education for an democratic education. This study focuses on designing and applying a learning situation around migration, teaching and its echo in Meis. In this context, are notable the foundation of American schools, the migration to Europe, and community commitment in educational projects. The objectives of the study are to identify contents and possible strategies in teaching migration in secondary school; design and apply an educational proposal based on the local context and heritage; and develop critical thinking in students through active methodologies, group techniques in the classroom, and use of oral sources. Documentary research of educational and historiographic references is combined with field research. A mixed methodology is used: Collection and analysis of quantitative and qualitative data. The results show that students understood the main causes of migrations and community projects; developed empathy for the realities addressed; and recognized the weight of the collective support for the local environmental care and social integration.
Migration has a strong presence in Contemporary Galician History, giving an opportunity to work on interculturality and migration in Geography and History discipline in secondary education for an democratic education. This study focuses on designing and applying a learning situation around migration, teaching and its echo in Meis. In this context, are notable the foundation of American schools, the migration to Europe, and community commitment in educational projects. The objectives of the study are to identify contents and possible strategies in teaching migration in secondary school; design and apply an educational proposal based on the local context and heritage; and develop critical thinking in students through active methodologies, group techniques in the classroom, and use of oral sources. Documentary research of educational and historiographic references is combined with field research. A mixed methodology is used: Collection and analysis of quantitative and qualitative data. The results show that students understood the main causes of migrations and community projects; developed empathy for the realities addressed; and recognized the weight of the collective support for the local environmental care and social integration.
Direction
Castro Fernández, Belén María (Tutorships)
Castro Fernández, Belén María (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
GARCIA ANTELO, BEATRIZ (Chairman)
PIÑEIRA MANTIÑAN, MARIA JOSE (Secretary)
LOPEZ MONDEJAR, MARIA LETICIA (Member)
Booktok, the viral reading community on social media as a conditioning factor in literary choices during adolescence
Authorship
L.R.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.R.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 17:00
07.10.2025 17:00
Summary
The participation of influencers affects many dimensions of everyday life. Among these, it is worth highlighting how their opinions expressed on Booktok influence adolescent’s decisionmaking when it comes to choosing books. Booktok refers to content on the social media platform TikTok, a videosharing app related to books, where countless reading recommendations are made available to millions of users. This study, approached from a critical perspective, has the general objective of evaluating the impact of social media on reading habits during adolescence. The results indicate that the readings of adolescents are influenced by video reviews of these booktoker profiles, which are generally run by young women who recommend romance and fantasy genres. This suggests that current reading habits have gradually shifted, moving away from critical reading toward reading as a form of consumer activity, with an increased presence in digital formats. In this context, the role of the school becomes especially relevant, as it has the potential to integrate this method into de classroom in support of literature.
The participation of influencers affects many dimensions of everyday life. Among these, it is worth highlighting how their opinions expressed on Booktok influence adolescent’s decisionmaking when it comes to choosing books. Booktok refers to content on the social media platform TikTok, a videosharing app related to books, where countless reading recommendations are made available to millions of users. This study, approached from a critical perspective, has the general objective of evaluating the impact of social media on reading habits during adolescence. The results indicate that the readings of adolescents are influenced by video reviews of these booktoker profiles, which are generally run by young women who recommend romance and fantasy genres. This suggests that current reading habits have gradually shifted, moving away from critical reading toward reading as a form of consumer activity, with an increased presence in digital formats. In this context, the role of the school becomes especially relevant, as it has the potential to integrate this method into de classroom in support of literature.
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
Taboada Ares, Eva María (Co-tutorships)
PARDO PEREZ, JUAN CARLOS (Tutorships)
Taboada Ares, Eva María (Co-tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
GARBAYO MONTABES, FRANCISCO JAVIER (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
The Teaching of Conversational Discourse Markers in the Portuguese as a Foreign Language Classroom
Authorship
C.R.S.D.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.R.S.D.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.08.2025 12:30
07.08.2025 12:30
Summary
This paper describes a case study carried out during Practicum II as part of the University Master's Degree in Profesorado de Educación Secundaria Obrigatoria e Bacharelato, Formación Profesional e Ensinanzas de Idiomas. Especialidade Linguas e Literaturas. The research was conducted with adult learners of Portuguese at advanced proficiency level C2 and aimed to test the pedagogical potential of authentic informal conversation recordings in the acquisition of conversational discourse markers characteristic of informal register. Based on the State of the Art and the analysis of the teaching context, a didactic proposal was designed and implemented, using an authentic recording as the central resource for planning activities, with a final oral co-production task as the learning goal. Data collection and analysis were carried out in parallel. The results confirm the need to integrate the study of conversational discourse markers and other features of orality into teaching practice, as well as the relevance of using authentic informal conversation recordings for this purpose.
This paper describes a case study carried out during Practicum II as part of the University Master's Degree in Profesorado de Educación Secundaria Obrigatoria e Bacharelato, Formación Profesional e Ensinanzas de Idiomas. Especialidade Linguas e Literaturas. The research was conducted with adult learners of Portuguese at advanced proficiency level C2 and aimed to test the pedagogical potential of authentic informal conversation recordings in the acquisition of conversational discourse markers characteristic of informal register. Based on the State of the Art and the analysis of the teaching context, a didactic proposal was designed and implemented, using an authentic recording as the central resource for planning activities, with a final oral co-production task as the learning goal. Data collection and analysis were carried out in parallel. The results confirm the need to integrate the study of conversational discourse markers and other features of orality into teaching practice, as well as the relevance of using authentic informal conversation recordings for this purpose.
Direction
ZAS VARELA, MARIA LUZ (Tutorships)
ZAS VARELA, MARIA LUZ (Tutorships)
Court
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
LOPEZ PENA, ZOSIMO (Chairman)
RODRIGUEZ NIETO, SANDRA (Secretary)
NOGUEIRA PEREIRA, MARIA XESUS (Member)
From the Battlefield to the Classroom: An Educational Breakout on the Wars of the Roses in the ESL Classroom
Authorship
R.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.R.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.11.2025 10:00
07.11.2025 10:00
Summary
In secondary education, the use of games and history teaching are often relegated to a secondary role, despite the fact that games have great pedagogical potential and history is a fundamental subject for students. This MA thesis aims to demonstrate how games can be a highly useful tool in the teaching-learning process. To this end, an educational breakout was implemented in two first-year ESO groups (one in analogue format and the other in digital format) with the Wars of the Roses (1455-1487) as its central theme. This is an innovative resource that focuses on students and seeks to spark their motivation, active participation and cooperation. The results obtained after implementing the breakout demonstrated that this tool not only helped motivate the students and reinforce certain curricular contents but also enabled them to learn about the Wars of the Roses.
In secondary education, the use of games and history teaching are often relegated to a secondary role, despite the fact that games have great pedagogical potential and history is a fundamental subject for students. This MA thesis aims to demonstrate how games can be a highly useful tool in the teaching-learning process. To this end, an educational breakout was implemented in two first-year ESO groups (one in analogue format and the other in digital format) with the Wars of the Roses (1455-1487) as its central theme. This is an innovative resource that focuses on students and seeks to spark their motivation, active participation and cooperation. The results obtained after implementing the breakout demonstrated that this tool not only helped motivate the students and reinforce certain curricular contents but also enabled them to learn about the Wars of the Roses.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Linguistic corpora as an educational tool for discourse markers teaching in Spanish as a foreign language: a didactic proposal for the Official Language School
Authorship
L.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
The addition of new technologies in language teaching provides educators the access to a wide range of written and oral resources. Furthermore, it allows the design of pedagogical materials and activities that respond to the learning needs of the target language. In recent years, Linguistic Corpora have become remarkably useful teaching resources. Originally, they were mostly used as a research instrument. However, corpora have turned into to a valuable teaching tool. The present proposal aims to introduce its use in the teaching of Spanish as a foreign language at advanced levels in the context of an Official Language School. The proposal includes the background and the state of the art on referencecorpora for teaching Spanish, possibilities of use and the relevance for both teachers and learners in the context above. On that ground, there will be a learning proposal based on the use of Corpus de Referencia del Español Actual (CREA) to work on discourse markers. This proposal intents to improve the learning of aspects related to students' communicative competence, as well as to incorporate the use of digital tools in the language classroom and to address the possible methodological challenges that may arise.
The addition of new technologies in language teaching provides educators the access to a wide range of written and oral resources. Furthermore, it allows the design of pedagogical materials and activities that respond to the learning needs of the target language. In recent years, Linguistic Corpora have become remarkably useful teaching resources. Originally, they were mostly used as a research instrument. However, corpora have turned into to a valuable teaching tool. The present proposal aims to introduce its use in the teaching of Spanish as a foreign language at advanced levels in the context of an Official Language School. The proposal includes the background and the state of the art on referencecorpora for teaching Spanish, possibilities of use and the relevance for both teachers and learners in the context above. On that ground, there will be a learning proposal based on the use of Corpus de Referencia del Español Actual (CREA) to work on discourse markers. This proposal intents to improve the learning of aspects related to students' communicative competence, as well as to incorporate the use of digital tools in the language classroom and to address the possible methodological challenges that may arise.
Direction
RODRIGUEZ NIETO, SANDRA (Tutorships)
RODRIGUEZ NIETO, SANDRA (Tutorships)
Court
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
TRILLO ALONSO, JOSE FELIPE (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ FERNANDEZ, MARTIN (Member)
Violence during World War II: Developing historical empathy through an innovative teaching experience in a 4th of ESO classroom
Authorship
D.R.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
D.R.C.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
World War II was one of the major events from the XX century that inducted social, political, economic and mentality changes, with implications that can still be identified today. The extreme violence of this conflict and the total degradation of the human condition that occurred during it make it a “difficult story”, highlighting the need to approach it from an innovative perspective that facilitates the development of civic and social values. In this regard, the current study collects both quantitative and qualitative evidence from a didactic experience in which through active methodologies and a critical historical perspective, students from 4th year of ESO were able to develop among other historical thinking concepts, empathy with unknown people who experienced the war. These observed concepts are not limited to a cognitive level but also take into account the emotional factor and its relevance in teaching and learning about the past through its civic and social dimensions.
World War II was one of the major events from the XX century that inducted social, political, economic and mentality changes, with implications that can still be identified today. The extreme violence of this conflict and the total degradation of the human condition that occurred during it make it a “difficult story”, highlighting the need to approach it from an innovative perspective that facilitates the development of civic and social values. In this regard, the current study collects both quantitative and qualitative evidence from a didactic experience in which through active methodologies and a critical historical perspective, students from 4th year of ESO were able to develop among other historical thinking concepts, empathy with unknown people who experienced the war. These observed concepts are not limited to a cognitive level but also take into account the emotional factor and its relevance in teaching and learning about the past through its civic and social dimensions.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Proposal for educational intervention for students with autism spectrum disorder (ASD)in the Art History classroom
Authorship
L.R.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
L.R.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
This Master's Thesis proposes an inclusive educational intervention in the subject of Geography and History for students in the 2nd year of Compulsory Secondary Education (ESO) who have Autism Spectrum Disorder (ASD). The proposal is based on an innovative methodological approach that combines the development of emotional intelligence with adapted teaching strategies such as the use of pictograms, role-playing, and the minuet dance. Grounded in a solid theoretical framework on ASD, emotional intelligence, and current educational legislation, the work outlines a sequence of activities that enables students with ASD to actively participate in the teaching-learning process, fostering cognitive, emotional, and social skills. The intervention revolves around the study of Baroque Europe and aims to promote understanding of the historical and social context of the period, while also encouraging the genuine inclusion of students with specific educational support needs. Adapted continuous assessment strategies are included, and the positive impact of art and body expression is highlighted as a tool for students’ holistic development. This proposal reflects a commitment to equitable and high-quality education for all.
This Master's Thesis proposes an inclusive educational intervention in the subject of Geography and History for students in the 2nd year of Compulsory Secondary Education (ESO) who have Autism Spectrum Disorder (ASD). The proposal is based on an innovative methodological approach that combines the development of emotional intelligence with adapted teaching strategies such as the use of pictograms, role-playing, and the minuet dance. Grounded in a solid theoretical framework on ASD, emotional intelligence, and current educational legislation, the work outlines a sequence of activities that enables students with ASD to actively participate in the teaching-learning process, fostering cognitive, emotional, and social skills. The intervention revolves around the study of Baroque Europe and aims to promote understanding of the historical and social context of the period, while also encouraging the genuine inclusion of students with specific educational support needs. Adapted continuous assessment strategies are included, and the positive impact of art and body expression is highlighted as a tool for students’ holistic development. This proposal reflects a commitment to equitable and high-quality education for all.
Direction
MAYO PAIS, MARIA EMMA (Tutorships)
MAYO PAIS, MARIA EMMA (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Unveiling the Manosphere: Intervention project to combat gender-based violence promoted by the manosphere among 10th-grade students.
Authorship
L.R.M.
Master in Equality, Gender and Education
L.R.M.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
This master's thesis proposes an educational intervention initiative focused on students in the 4th year of ESO, with the aim of preventing and combating gender violence among young people, focusing especially on the influence of the manosphere. This digital community refers to the set of subcultures that spread anti-feminist and misogynist discourses, promoting a vision of masculinity based on male victimization and the rejection of the principles of equality and democracy. These groups present in social networks have gained influence among the adolescent public, capturing their attention through striking narratives and relatable language.Digital natives (born after 2010) are in a decisive stage of identity and values formation due to their high exposure to social networks, which makes them more susceptible to misinformation and hate speech. Therefore, it is essential to promote digital literacy in schools, providing them with tools to develop critical thinking and responsible use of the Internet. In short, this project is based on the socializing power of the classroom, using a participatory pedagogical approach that includes seven sessions with audiovisual materials, debates and group activities. In it, the subcultures of the manosphere will be analyzed along with the rise of post-machismo and its implications, promoting an educational.
This master's thesis proposes an educational intervention initiative focused on students in the 4th year of ESO, with the aim of preventing and combating gender violence among young people, focusing especially on the influence of the manosphere. This digital community refers to the set of subcultures that spread anti-feminist and misogynist discourses, promoting a vision of masculinity based on male victimization and the rejection of the principles of equality and democracy. These groups present in social networks have gained influence among the adolescent public, capturing their attention through striking narratives and relatable language.Digital natives (born after 2010) are in a decisive stage of identity and values formation due to their high exposure to social networks, which makes them more susceptible to misinformation and hate speech. Therefore, it is essential to promote digital literacy in schools, providing them with tools to develop critical thinking and responsible use of the Internet. In short, this project is based on the socializing power of the classroom, using a participatory pedagogical approach that includes seven sessions with audiovisual materials, debates and group activities. In it, the subcultures of the manosphere will be analyzed along with the rise of post-machismo and its implications, promoting an educational.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Enhancing Reading Habits Through Experimental Science Education
Authorship
L.R.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.R.N.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 14:30
07.11.2025 14:30
Summary
Although many studies, as well as the current curriculum in Galicia, advocate for the need to incorporate reading into science education, the reality is that this is not a common practice in schools. This Master's Thesis presents a didactic proposal based on the integration of reading and science, aiming to identify potential changes in students’ interest in both reading and science, as well as to explore the use of texts as a teaching tool in the science classroom. This proposal was implemented in three second grade classes of Secondary Education in Spain (2º ESO), following a qualitative research methodology. The results indicate that the proposal led to a positive shift in students’ attitudes toward both reading and science. Students showed increased interest in reading, particularly in reading science-related materials. Furthermore, it was found that reading can serve as an effective tool for learning science. Therefore, this proposal supports incorporating the use of reading as an enriching tool for teaching science.
Although many studies, as well as the current curriculum in Galicia, advocate for the need to incorporate reading into science education, the reality is that this is not a common practice in schools. This Master's Thesis presents a didactic proposal based on the integration of reading and science, aiming to identify potential changes in students’ interest in both reading and science, as well as to explore the use of texts as a teaching tool in the science classroom. This proposal was implemented in three second grade classes of Secondary Education in Spain (2º ESO), following a qualitative research methodology. The results indicate that the proposal led to a positive shift in students’ attitudes toward both reading and science. Students showed increased interest in reading, particularly in reading science-related materials. Furthermore, it was found that reading can serve as an effective tool for learning science. Therefore, this proposal supports incorporating the use of reading as an enriching tool for teaching science.
Direction
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
The feminizatión of care: A perspectrive from the voacational training Cicle of Care For People in a Situación of Dependencia in Galicia.
Authorship
E.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.R.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 11:00
07.07.2025 11:00
Summary
The prevailing sociocultural constructions mean that women are mostly considered to be the most qualified to perform work related to care. Currently, in the field of family and reproductive spaces, women are also the first protagonists in the exercise of well-being and care tasks. Related to the above, the feminization of care has a relevant influence on decisions to use formal resources and, therefore, must be observed from the field of education.Therefore, the objective of this TFM, which is framed in modality B, is to outline, from the framework of the Intermediate Cycle of Vocational Training in Care for People in a Situation of Dependency, what issues and aspects continue to maintain, in the 21st century, feminized this technical profile in our Autonomous Community: Galicia. It will be developed through the use of a mixed methodology: quantitative and qualitative. Based on the results found, we will try to develop proposals for improvement and didactic interventions that allow us to modify this stereotyped training and professional reality, from a gender and equity perspective.
The prevailing sociocultural constructions mean that women are mostly considered to be the most qualified to perform work related to care. Currently, in the field of family and reproductive spaces, women are also the first protagonists in the exercise of well-being and care tasks. Related to the above, the feminization of care has a relevant influence on decisions to use formal resources and, therefore, must be observed from the field of education.Therefore, the objective of this TFM, which is framed in modality B, is to outline, from the framework of the Intermediate Cycle of Vocational Training in Care for People in a Situation of Dependency, what issues and aspects continue to maintain, in the 21st century, feminized this technical profile in our Autonomous Community: Galicia. It will be developed through the use of a mixed methodology: quantitative and qualitative. Based on the results found, we will try to develop proposals for improvement and didactic interventions that allow us to modify this stereotyped training and professional reality, from a gender and equity perspective.
Direction
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
MARIÑO FERNANDEZ, RAQUEL (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Proposed Learning Situation: The Classical Conception versus the Modern Conception of Temporality
Authorship
A.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.R.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 16:00
07.07.2025 16:00
Summary
This paper presents a proposed learning situation (SA) for the subject of Philosophy in the first year of Upper Secondary Education (1º de Bachillerato), focused on the problem of historical-temporal conceptions. The core of the proposal lies in addressing a fundamental metaphysical issue (the problem of time) from a practical, cooperative, and cross-disciplinary perspective, with an ethical and social outlook aimed at engaging with current issues. Starting with the definition of the theoretical framework in which the proposal is situated, the paper then moves on to a detailed description of the methodologies, sequencing, and assessment strategies used in the activities. Later, the focus shifts to the implementation of the proposal in a real educational context, where the results are analyzed and discussed, highlighting limitations and suggesting possible revisions.
This paper presents a proposed learning situation (SA) for the subject of Philosophy in the first year of Upper Secondary Education (1º de Bachillerato), focused on the problem of historical-temporal conceptions. The core of the proposal lies in addressing a fundamental metaphysical issue (the problem of time) from a practical, cooperative, and cross-disciplinary perspective, with an ethical and social outlook aimed at engaging with current issues. Starting with the definition of the theoretical framework in which the proposal is situated, the paper then moves on to a detailed description of the methodologies, sequencing, and assessment strategies used in the activities. Later, the focus shifts to the implementation of the proposal in a real educational context, where the results are analyzed and discussed, highlighting limitations and suggesting possible revisions.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
Didactic proposal for the introduction of the Sustainable Development Goals (SDG) of the 2030 Agenda in the subject of Biology and Geology in 4th year of ESO
Authorship
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 18:00
02.11.2025 18:00
Summary
In this Master's Thesis, a didactic proposal is proposed regarding climate change and, specifically, a determining factor in it: sustainable development. The aim is to bring students basic concepts and knowledge about what sustainable development is within the framework of the Sustainable Development Goals (SDGs), which are included in the UN 2030 Agenda, through a series of interactive activities in the classroom as part of the Biology and Geology subject for the 4th year of ESO. In this way, the aim is to raise awareness among students about a current problem of great socio-scientific relevance that they will have to face in the future as citizens through a teaching-learning process with which students can also obtain resources, skills and competencies that serve to make responsible decisions as part of citizenship while promoting a critical spirit and debate.
In this Master's Thesis, a didactic proposal is proposed regarding climate change and, specifically, a determining factor in it: sustainable development. The aim is to bring students basic concepts and knowledge about what sustainable development is within the framework of the Sustainable Development Goals (SDGs), which are included in the UN 2030 Agenda, through a series of interactive activities in the classroom as part of the Biology and Geology subject for the 4th year of ESO. In this way, the aim is to raise awareness among students about a current problem of great socio-scientific relevance that they will have to face in the future as citizens through a teaching-learning process with which students can also obtain resources, skills and competencies that serve to make responsible decisions as part of citizenship while promoting a critical spirit and debate.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
Virtual Reality as an didactic resource in vocational education and training: a systematic review
Authorship
A.R.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
A.R.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 12:00
07.07.2025 12:00
Summary
The purpose of this Master's Thesis (TFM) is to analyze the available scientific evidence on the use of Virtual Reality (VR) as a teaching resource in Vocational Education and Training (VET). For this purpose, a systematic review was carried out in the databases Web of Science, ERIC, Scopus and Dialnet Plus, following the PRISMA statement. Empirical, qualitative, quantitative or mixed research were included; whether cross-sectional or longitudinal, published in scientific journals and conferences from 2015 to 2024, available in English, Spanish, French or Portuguese. A total of 29 articles were selected and analyzed, showing a positive impact of VR on learning, improving knowledge, skills and attitudes compared to traditional methodologies. The immersive version shows better results, although with limited evidence, and both teachers and students value positively this tool for teaching and evaluation, despite certain technical challenges. After this TFM it is concluded that VR favors a more meaningful and motivating learning. Its characteristics and the positive perception of students and teachers make it a complementary teaching resource to traditional training in VET.
The purpose of this Master's Thesis (TFM) is to analyze the available scientific evidence on the use of Virtual Reality (VR) as a teaching resource in Vocational Education and Training (VET). For this purpose, a systematic review was carried out in the databases Web of Science, ERIC, Scopus and Dialnet Plus, following the PRISMA statement. Empirical, qualitative, quantitative or mixed research were included; whether cross-sectional or longitudinal, published in scientific journals and conferences from 2015 to 2024, available in English, Spanish, French or Portuguese. A total of 29 articles were selected and analyzed, showing a positive impact of VR on learning, improving knowledge, skills and attitudes compared to traditional methodologies. The immersive version shows better results, although with limited evidence, and both teachers and students value positively this tool for teaching and evaluation, despite certain technical challenges. After this TFM it is concluded that VR favors a more meaningful and motivating learning. Its characteristics and the positive perception of students and teachers make it a complementary teaching resource to traditional training in VET.
Direction
LOPEZ GOMEZ, SILVIA (Tutorships)
LOPEZ GOMEZ, SILVIA (Tutorships)
Court
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
GARCIA MURIAS, REBECA (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Robotics and Graphs
Authorship
M.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 13:30
07.10.2025 13:30
Summary
This Master's Thesis presents an innovative didactic proposal for the subject of Mathematics B in the 4th year of ESO (Compulsory Secondary Education). Over nine structured sessions, various fundamental concepts of graph theory are worked on through meaningful activities that incorporate the practical use of the programmable educational robot mBot2. This device acts as an effective resource to materialize the obtained results, allowing the contextualization, visualization, and verification of mathematical solutions in a tangible environment. The proposal intentionally combines graph theory and educational robotics with the aim of enabling students to comprehensively develop computational thinking, as well as abstraction and generalization skills inherent to advanced logical-mathematical reasoning. This is achieved thanks to a carefully designed sequence of activities, where the difficulty and complexity of the tasks progressively increase, constituting a continuous and coherent challenge that maintains student motivation throughout the learning process. Thus, abstract mathematics are connected with tangible applications, training students in key skills to tackle complex real-world problems in an increasingly technological society.
This Master's Thesis presents an innovative didactic proposal for the subject of Mathematics B in the 4th year of ESO (Compulsory Secondary Education). Over nine structured sessions, various fundamental concepts of graph theory are worked on through meaningful activities that incorporate the practical use of the programmable educational robot mBot2. This device acts as an effective resource to materialize the obtained results, allowing the contextualization, visualization, and verification of mathematical solutions in a tangible environment. The proposal intentionally combines graph theory and educational robotics with the aim of enabling students to comprehensively develop computational thinking, as well as abstraction and generalization skills inherent to advanced logical-mathematical reasoning. This is achieved thanks to a carefully designed sequence of activities, where the difficulty and complexity of the tasks progressively increase, constituting a continuous and coherent challenge that maintains student motivation throughout the learning process. Thus, abstract mathematics are connected with tangible applications, training students in key skills to tackle complex real-world problems in an increasingly technological society.
Direction
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
FERNANDEZ BLANCO, MARIA TERESA (Tutorships)
Court
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
This sentence is false: An interdisciplinary approach to computational thinking through logic
Authorship
A.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 11:00
07.10.2025 11:00
Summary
This Master’s Thesis takes the form of a teaching-intervention proposal aimed at first-year students in the Science and Technology track of Bachillerato (upper-secondary school). It focuses on developing computational thinking and rigorous argumentation through propositional logic within the subject Mathematics I, while forging strong interdisciplinary links with Philosophy, Technology and ICTs. Its core goal is to equip students to analyse, formalise and verify both mathematical and everyday reasoning. To that end, it integrates a critical perspective that seeks to counter scientism in the classroom and promote the transfer of logical, argumentative and computational-thinking strategies to a range of relevant contexts. The intervention is organised into eleven sessions grouped into four phases: semantic trees, mathematical argumentation, computational logic and a paradox festival. It draws on active methodologies such as problem-based learning, cooperation, visual thinking and debating.
This Master’s Thesis takes the form of a teaching-intervention proposal aimed at first-year students in the Science and Technology track of Bachillerato (upper-secondary school). It focuses on developing computational thinking and rigorous argumentation through propositional logic within the subject Mathematics I, while forging strong interdisciplinary links with Philosophy, Technology and ICTs. Its core goal is to equip students to analyse, formalise and verify both mathematical and everyday reasoning. To that end, it integrates a critical perspective that seeks to counter scientism in the classroom and promote the transfer of logical, argumentative and computational-thinking strategies to a range of relevant contexts. The intervention is organised into eleven sessions grouped into four phases: semantic trees, mathematical argumentation, computational logic and a paradox festival. It draws on active methodologies such as problem-based learning, cooperation, visual thinking and debating.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Diz Pita, Érika (Coordinator)
ALONSO TARRIO, LEOVIGILDO (Chairman)
CORTIZAS VARELA, OLALLA (Member)
Critical Ignoring vs Scientific Misinformation in Science Teaching and Learning
Authorship
L.S.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.S.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.11.2025 13:30
07.11.2025 13:30
Summary
To combat scientific misinformation, this Master’s Thesis designs and analyses a didactic proposal that allows to investigate the interaction between cognition and emotion in learning. The intervention, aimed at 60 1st year secondary school students, is centred on a new tool that merges the model of Osborne et al. (2022) and Wineburg and Caulfield (2024), applied to the case of the DANA flood in Valencia. The results demonstrate that the tool improves students’ ability to apply Critical Thinking strategies, although source verification was the main challenge. Revealingly, the study finds that the most rigorous analyses were associated with the manifestation of emotions such as confusion and surprise, which acted as triggers for deeper processing. It is concluded that effective interventions must integrate emotional management alongside the teaching of explicit tools, offering a holistic approach to critical education in the digital age.
To combat scientific misinformation, this Master’s Thesis designs and analyses a didactic proposal that allows to investigate the interaction between cognition and emotion in learning. The intervention, aimed at 60 1st year secondary school students, is centred on a new tool that merges the model of Osborne et al. (2022) and Wineburg and Caulfield (2024), applied to the case of the DANA flood in Valencia. The results demonstrate that the tool improves students’ ability to apply Critical Thinking strategies, although source verification was the main challenge. Revealingly, the study finds that the most rigorous analyses were associated with the manifestation of emotions such as confusion and surprise, which acted as triggers for deeper processing. It is concluded that effective interventions must integrate emotional management alongside the teaching of explicit tools, offering a holistic approach to critical education in the digital age.
Direction
PUIG MAURIZ, BLANCA (Tutorships)
PUIG MAURIZ, BLANCA (Tutorships)
Court
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
TORRON CASAL, CAROLINA (Chairman)
Couce Santalla, Ana Isabel (Secretary)
Crujeiras Pérez, Beatriz (Member)
Coffee ToGo: performance of students in the design of a selfheating system
Authorship
L.P.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
L.P.S.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.07.2025 11:00
07.07.2025 11:00
Summary
In the following work, the performances of a group of students of the 2º ESO course in the development of a sequence of inquiry activities, from the design thinking approach, for the elaboration of a self-heating system are collected. The didactic intervention was carried out with a group of 29 students studying Physics and Chemistry in 2º ESO. This activity is part of the learning situation developed and taught during the Practicum II on the units of 'chemical changes in matter' and 'heat and temperature'. The methodology followed in this study, which allowed us to answer the research questions formulated, consisted in the implementation of the sequence of activities during three 50-minute sessions, and subsequent analysis of the written documents prepared during these sessions in class by the students. The results show that the students present more difficulties in the elaboration of school research procedures than in the design and prototyping of functional devices for the resolution of a given problem situation. Likewise, many problems were evident in the elaboration of evidence based explanations. All these results corroborate the need to continue working on the teaching-learning approach through scientific practices from the earliest ages.
In the following work, the performances of a group of students of the 2º ESO course in the development of a sequence of inquiry activities, from the design thinking approach, for the elaboration of a self-heating system are collected. The didactic intervention was carried out with a group of 29 students studying Physics and Chemistry in 2º ESO. This activity is part of the learning situation developed and taught during the Practicum II on the units of 'chemical changes in matter' and 'heat and temperature'. The methodology followed in this study, which allowed us to answer the research questions formulated, consisted in the implementation of the sequence of activities during three 50-minute sessions, and subsequent analysis of the written documents prepared during these sessions in class by the students. The results show that the students present more difficulties in the elaboration of school research procedures than in the design and prototyping of functional devices for the resolution of a given problem situation. Likewise, many problems were evident in the elaboration of evidence based explanations. All these results corroborate the need to continue working on the teaching-learning approach through scientific practices from the earliest ages.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
Gamification as a stratergy for content consolidation in Biology: a didactic proposal on the musculoskeletal system in 3rd of Secondary Education.
Authorship
M.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.07.2025 12:30
07.07.2025 12:30
Summary
Lecture-based teaching is a methodology that, despite its limitations, remains the most widely used today. In contrast to this more traditional didactic strategy, recent years have seen the rise of more active methodologies, which aim to increase student motivation by encouraging greater participation in the classroom. Among these is gamification, which seeks meaningful learning using game-based dynamics. This study proposes combining both methodologies to analyse whether gamification is effective as a strategy for consolidating content previously taught through lecture-based teaching. To this end, a didactic proposal on the locomotor system was designed and implemented in two classes of 3rd of Secondary Education. The results show an improvement in student performance, especially in the contents that are reinforced more frequently through gamified activities. Therefore, a positive relationship is observed between the presence of playful elements and the effective consolidation learning.
Lecture-based teaching is a methodology that, despite its limitations, remains the most widely used today. In contrast to this more traditional didactic strategy, recent years have seen the rise of more active methodologies, which aim to increase student motivation by encouraging greater participation in the classroom. Among these is gamification, which seeks meaningful learning using game-based dynamics. This study proposes combining both methodologies to analyse whether gamification is effective as a strategy for consolidating content previously taught through lecture-based teaching. To this end, a didactic proposal on the locomotor system was designed and implemented in two classes of 3rd of Secondary Education. The results show an improvement in student performance, especially in the contents that are reinforced more frequently through gamified activities. Therefore, a positive relationship is observed between the presence of playful elements and the effective consolidation learning.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
On the didactic frontier between art and science: an environmental approach
Authorship
S.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.S.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.07.2025 13:30
07.07.2025 13:30
Summary
This work aims to contribute to the consolidation of an ecological awareness that ensures the preservation of the environment. In this regard, the proposed objectives are to explore the concept of waste through the 3Rs Rule, particularly through Reduce and Reuse; the analysis of the evolution of the students’ perception of the One Health approach and the acquisition of an active commitment to environmental crisis, understanding that everyday life depends on the natural environment. Thus, it is put into practice an innovative didactic discipline called ‘Eco-Art’, an artistic movement with a strong ethical basis for the transmission of values related to responsible consumption and sustainable development. This investigation is a case study where a learning situation is conducted. The participants were 79 students in the 1st year of Compulsory Secondary Education in an urban school in Galicia. Results indicated that students define waste based on the raw material that it is made of, recognise the 3R Rule in a theoretical way and despite knowing the One Health approach, the human sphere is underrepresented and conceived as the cause of environmental problems but not as a victim, which makes it difficult for them to acquire an active role.
This work aims to contribute to the consolidation of an ecological awareness that ensures the preservation of the environment. In this regard, the proposed objectives are to explore the concept of waste through the 3Rs Rule, particularly through Reduce and Reuse; the analysis of the evolution of the students’ perception of the One Health approach and the acquisition of an active commitment to environmental crisis, understanding that everyday life depends on the natural environment. Thus, it is put into practice an innovative didactic discipline called ‘Eco-Art’, an artistic movement with a strong ethical basis for the transmission of values related to responsible consumption and sustainable development. This investigation is a case study where a learning situation is conducted. The participants were 79 students in the 1st year of Compulsory Secondary Education in an urban school in Galicia. Results indicated that students define waste based on the raw material that it is made of, recognise the 3R Rule in a theoretical way and despite knowing the One Health approach, the human sphere is underrepresented and conceived as the cause of environmental problems but not as a victim, which makes it difficult for them to acquire an active role.
Direction
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Blanco Anaya, Paloma (Tutorships)
VILLAR LOPEZ, MARIA (Co-tutorships)
Court
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
PUIG MAURIZ, BLANCA (Chairman)
GARCIA ANTELO, BEATRIZ (Secretary)
FERRADAS RIAL, YOLANDA (Member)
Thinking History with Walter Benjamin
Authorship
A.S.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
A.S.L.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
The aim of this Master's Thesis is to provide 1st year students with the tools necessary to develop a critical view of history, culture and society through the philosophy of Walter Benjamin. Taking the Theses on the concept of history as a starting point, a SA is proposed that seeks to question the idea of linear progress, to value the memory of the oppressed and to foster an ethical and political awareness among students. To achieve this objective, the work designs a didactic proposal based on active methodologies (such as problem-based learning, projects and cooperative dynamics) that place the students at the centre of the educational process. Through direct contact with philosophical texts and contextualised activities, the aim is for students to interpret reality from a critical, plural and transformative perspective.
The aim of this Master's Thesis is to provide 1st year students with the tools necessary to develop a critical view of history, culture and society through the philosophy of Walter Benjamin. Taking the Theses on the concept of history as a starting point, a SA is proposed that seeks to question the idea of linear progress, to value the memory of the oppressed and to foster an ethical and political awareness among students. To achieve this objective, the work designs a didactic proposal based on active methodologies (such as problem-based learning, projects and cooperative dynamics) that place the students at the centre of the educational process. Through direct contact with philosophical texts and contextualised activities, the aim is for students to interpret reality from a critical, plural and transformative perspective.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
ARMAS QUINTA, FRANCISCO JOSE (Chairman)
SOUTO BLANCO, MARIA JESUS (Secretary)
PASTORIZA ROZAS, JOSE LUIS (Member)
Sexual Violence and Trauma in Cinema: An Analysis of Straw Dogs, The Accused, and Promising Young Woman
Authorship
A.S.A.
Master in Equality, Gender and Education
A.S.A.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
In the proposed project, an analysis will be conducted of the different representations of sexual violence in cinema to examine to what extent these narratives contribute to perpetuating or challenging the myths of rape culture. The initial corpus consists of: Straw Dogs (Sam Peckinpah, 1971), The Accused (Jonathan Kaplan, 1988), and Promising Young Woman (Emerald Fennell, 2020). From a methodological standpoint, the analysis will be based on feminist theory and gender studies, with a special focus on rape-revenge narratives. From a critical perspective, various factors will be considered, such as the historical and sociocultural context in which the works were produced and received, and how these contexts influence their content and reception. Special attention will also be given to elements such as the male gaze, the sexualization of characters, and the implications these representations have on the viewer’s perception of the reality of sexual assaults, among other aspects.
In the proposed project, an analysis will be conducted of the different representations of sexual violence in cinema to examine to what extent these narratives contribute to perpetuating or challenging the myths of rape culture. The initial corpus consists of: Straw Dogs (Sam Peckinpah, 1971), The Accused (Jonathan Kaplan, 1988), and Promising Young Woman (Emerald Fennell, 2020). From a methodological standpoint, the analysis will be based on feminist theory and gender studies, with a special focus on rape-revenge narratives. From a critical perspective, various factors will be considered, such as the historical and sociocultural context in which the works were produced and received, and how these contexts influence their content and reception. Special attention will also be given to elements such as the male gaze, the sexualization of characters, and the implications these representations have on the viewer’s perception of the reality of sexual assaults, among other aspects.
Direction
PEREZ PEREIRO, MARTA (Tutorships)
PEREZ PEREIRO, MARTA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Didactic Proposal on Mathematical Functions and an Analysis of Learning Difficulties.
Authorship
J.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
J.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 19:00
07.08.2025 19:00
Summary
Mathematical functions are an essential tool for understanding the world around us, and particularly for developing theories across all fields of science. This work aims to address the difficulties that ESO students face in learning about functions. To this end, a didactic proposal was developed based on a set of anticipated difficulties, supported by a theoretical framework, and designed around the conceptual dimension, from which other formal understandings of functions taught at this educational level emerge. The didactic proposal was implemented in a secondary school, and the results obtained from the evaluation are also analyzed in this study. Based on this analysis, the partial effectiveness of the proposal is concluded.
Mathematical functions are an essential tool for understanding the world around us, and particularly for developing theories across all fields of science. This work aims to address the difficulties that ESO students face in learning about functions. To this end, a didactic proposal was developed based on a set of anticipated difficulties, supported by a theoretical framework, and designed around the conceptual dimension, from which other formal understandings of functions taught at this educational level emerge. The didactic proposal was implemented in a secondary school, and the results obtained from the evaluation are also analyzed in this study. Based on this analysis, the partial effectiveness of the proposal is concluded.
Direction
ALONSO TARRIO, LEOVIGILDO (Tutorships)
ALONSO TARRIO, LEOVIGILDO (Tutorships)
Court
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
Design of a multidisciplinary STEAM educational intervention for training spatial skills through aerial acrobatics with a gender perspective
Authorship
I.S.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
I.S.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.08.2025 18:00
07.08.2025 18:00
Summary
Spatial skills, math anxiety, and performance in this subject form a closely interconnected triad according to scientific literature, with a clear gap in average scores based on sex. It has been proven that spatial skills can be trained, and that their improvement can have a positive impact on mathematical performance. In this Master's Thesis, a multidisciplinary STEAM project has been designed for students in the first year of the Science and Technology (according to LOMLOE) track of Spanish upper secondary education (1º de Bachillerato), in the Autonomous Community of Galicia. The proposal consists of a six-week intervention program based on the practice of aerial acrobatics in the context of circus arts as a means of training spatial skills. Additionally, sessions from the Mathematics I and Physics and Chemistry courses will be used to analyze practical cases and solve problems contextualized in circus practice. Students will be assessed before and after the intervention using specific instruments to measure spatial skills, math anxiety, and mathematical performance, with the aim of evaluating the potential of aerial acrobatics as an integrative pedagogical tool, both cognitively and emotionally.
Spatial skills, math anxiety, and performance in this subject form a closely interconnected triad according to scientific literature, with a clear gap in average scores based on sex. It has been proven that spatial skills can be trained, and that their improvement can have a positive impact on mathematical performance. In this Master's Thesis, a multidisciplinary STEAM project has been designed for students in the first year of the Science and Technology (according to LOMLOE) track of Spanish upper secondary education (1º de Bachillerato), in the Autonomous Community of Galicia. The proposal consists of a six-week intervention program based on the practice of aerial acrobatics in the context of circus arts as a means of training spatial skills. Additionally, sessions from the Mathematics I and Physics and Chemistry courses will be used to analyze practical cases and solve problems contextualized in circus practice. Students will be assessed before and after the intervention using specific instruments to measure spatial skills, math anxiety, and mathematical performance, with the aim of evaluating the potential of aerial acrobatics as an integrative pedagogical tool, both cognitively and emotionally.
Direction
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
RODRIGUEZ RAPOSO, ANA BELEN (Tutorships)
Court
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
SALGADO SOMOZA, MARIA (Chairman)
RIVERO SALGADO, OSCAR (Secretary)
Rodríguez Vivero, Dolores (Member)
The awareness of Spanish Language and Literature teachers about the transversal nature of environmental education in a secondary school in Galicia
Authorship
A.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.S.M.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 11:00
07.10.2025 11:00
Summary
This Master's thesis analyses the degree of knowledge and awareness of teachers of Spanish Language and Literature in Secondary Education in Galicia with respect to the cross-disciplinary treatment of environmental education, as established by the LOMLOE (Organic Law 3/2020) and Decree 156/2022 of the Xunta de Galicia. Using a qualitative approach, interviews were conducted with four teachers from a public school located in a semi-urban area in the province of A Coruña. The research is structured around three areas: the environmental awareness of teachers, the regulatory knowledge on sustainability in the curriculum and the teaching practices developed in the classroom. The results show a significant gap between the legislative framework and its actual implementation. Although teachers recognise the importance of addressing environmental challenges, their knowledge of current legislation is limited, as is their involvement in institutional projects related to sustainability. Moreover, the incorporation of environmental content into teaching practice is ad hoc and lacks systematic planning in most cases. Nevertheless, the study highlights the multiple possibilities offered by the subject of Spanish Language and Literature to work on environmental education, especially through the creation of thematic reading itineraries, the use of ecocriticism as a pedagogical tool and the integration of active and interdisciplinary methodologies. The study concludes with a proposal for different action plans to strengthen teacher training, foster cooperation between departments and consolidate sustainability as the backbone of the school's educational project.
This Master's thesis analyses the degree of knowledge and awareness of teachers of Spanish Language and Literature in Secondary Education in Galicia with respect to the cross-disciplinary treatment of environmental education, as established by the LOMLOE (Organic Law 3/2020) and Decree 156/2022 of the Xunta de Galicia. Using a qualitative approach, interviews were conducted with four teachers from a public school located in a semi-urban area in the province of A Coruña. The research is structured around three areas: the environmental awareness of teachers, the regulatory knowledge on sustainability in the curriculum and the teaching practices developed in the classroom. The results show a significant gap between the legislative framework and its actual implementation. Although teachers recognise the importance of addressing environmental challenges, their knowledge of current legislation is limited, as is their involvement in institutional projects related to sustainability. Moreover, the incorporation of environmental content into teaching practice is ad hoc and lacks systematic planning in most cases. Nevertheless, the study highlights the multiple possibilities offered by the subject of Spanish Language and Literature to work on environmental education, especially through the creation of thematic reading itineraries, the use of ecocriticism as a pedagogical tool and the integration of active and interdisciplinary methodologies. The study concludes with a proposal for different action plans to strengthen teacher training, foster cooperation between departments and consolidate sustainability as the backbone of the school's educational project.
Direction
VARGAS CALLEJAS, GERMAN (Tutorships)
VARGAS CALLEJAS, GERMAN (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Alternatives for Bringing Historical Processes Closer to Secondary Students: The End of the Ancien Régime in Santiago de Compostela Through a Microhistorical Lens
Authorship
U.T.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
U.T.R.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 12:00
07.09.2025 12:00
Summary
This work explores the use of microhistory and local history as didactic approaches for teaching the society of the Ancien Régime and the Enlightenment in secondary education. It analyzes the historiographical and pedagogical foundations of both perspectives and examines the specific case of Santiago de Compostela as a study framework. The proposal includes the design of a teaching intervention carried out in a 9th grade classroom, using primary sources, images, and local context elements to foster historical understanding and critical thinking.
This work explores the use of microhistory and local history as didactic approaches for teaching the society of the Ancien Régime and the Enlightenment in secondary education. It analyzes the historiographical and pedagogical foundations of both perspectives and examines the specific case of Santiago de Compostela as a study framework. The proposal includes the design of a teaching intervention carried out in a 9th grade classroom, using primary sources, images, and local context elements to foster historical understanding and critical thinking.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
DOMINGUEZ ALMANSA, ANDRES (Chairman)
CEINOS SANZ, MARIA CRISTINA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Toronto’s Melting Pot: Cartography as a Means to Teach English in Official Schools of Language
Authorship
R.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.T.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.11.2025 11:00
07.11.2025 11:00
Summary
This practice-based master’s thesis explores the pedagogical potential of cartography in the teaching of English as a foreign language (EFL) in Official Schools of Languages (EOIs). While the use of maps is well established in literary and humanities education, their application in language teaching remains underexplored. The dissertation is centred on the design of a thematic map of Toronto’s ethnic neighbourhoods which will be used as a didactic tool for C1.1 level English lessons. The map, structured as a triptych, serves both spatial and sociocultural functions, encouraging learners to critically engage with concepts of pluriculturalism and interculturality. Accompanying this map is a set of classroom activities aligned with Decree 81/2018, promoting an action-oriented, task-based methodology that fosters learner autonomy and meaningful learning. The dissertation demonstrates how cartography can be a valuable resource not only in literary analysis but also in fostering intercultural awareness and advanced language competences in EFL classrooms.
This practice-based master’s thesis explores the pedagogical potential of cartography in the teaching of English as a foreign language (EFL) in Official Schools of Languages (EOIs). While the use of maps is well established in literary and humanities education, their application in language teaching remains underexplored. The dissertation is centred on the design of a thematic map of Toronto’s ethnic neighbourhoods which will be used as a didactic tool for C1.1 level English lessons. The map, structured as a triptych, serves both spatial and sociocultural functions, encouraging learners to critically engage with concepts of pluriculturalism and interculturality. Accompanying this map is a set of classroom activities aligned with Decree 81/2018, promoting an action-oriented, task-based methodology that fosters learner autonomy and meaningful learning. The dissertation demonstrates how cartography can be a valuable resource not only in literary analysis but also in fostering intercultural awareness and advanced language competences in EFL classrooms.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
Inclusive education training for biology teachers, reality or myth?
Authorship
C.T.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
C.T.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 12:30
07.10.2025 12:30
Summary
Ensuring inclusive and equitable education requires a critical approach to initial teacher training on diversity, as this is the basis for providing an adequate response in a setting such as the secondary school classroom, especially in a context that aims to support inclusive education. This paper aims to investigate the training on attention to diversity in the classroom and educational inclusion received by secondary school teachers in the subject of Biology and Geology. For this purpose, teaching guides for undergraduate and postgraduate studies were analysed in search of mentions within this educational field. The analysis, carried out in the Galician University System and the University of Castilla-La Mancha, reveals not only a clear shortage of content, but also differences in their curricular distribution. In order to improve this situation, measures such as an agreement between centres belonging to the same university district to unify and reinforce the contents related to attention to diversity and specific educational support needs are proposed.
Ensuring inclusive and equitable education requires a critical approach to initial teacher training on diversity, as this is the basis for providing an adequate response in a setting such as the secondary school classroom, especially in a context that aims to support inclusive education. This paper aims to investigate the training on attention to diversity in the classroom and educational inclusion received by secondary school teachers in the subject of Biology and Geology. For this purpose, teaching guides for undergraduate and postgraduate studies were analysed in search of mentions within this educational field. The analysis, carried out in the Galician University System and the University of Castilla-La Mancha, reveals not only a clear shortage of content, but also differences in their curricular distribution. In order to improve this situation, measures such as an agreement between centres belonging to the same university district to unify and reinforce the contents related to attention to diversity and specific educational support needs are proposed.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
“Protective” labor legislation for women in Spain during the transition from the 19th to the 20th century
Authorship
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
07.07.2025 18:00
07.07.2025 18:00
Summary
This master's thesis explores the so-called “protective” labor legislation for women in Spain during the transition from the 19th to the 20th century. It critically examines whether these laws truly advanced women’s emancipation or rather served as instruments of social control under a patriarchal system. By reviewing historical literature and analyzing public policies of the period, the study focuses on key legal measures such as the Law of the Chair and restrictions on women’s night work. The thesis includes a didactic unit designed for the Vocational Training program in Gender Equality Promotion, using active methodologies like Project-Based Learning and gamification. The educational objective is to foster critical thinking, gender perspective, and commitment to social justice among vocational students. The study concludes that many of the so-called protective measures reflected moral and ideological concerns, reinforcing gender stereotypes. It also advocates the use of historical inquiry as a pedagogical tool to better understand both past progress and current challenges in achieving workplace equality.
This master's thesis explores the so-called “protective” labor legislation for women in Spain during the transition from the 19th to the 20th century. It critically examines whether these laws truly advanced women’s emancipation or rather served as instruments of social control under a patriarchal system. By reviewing historical literature and analyzing public policies of the period, the study focuses on key legal measures such as the Law of the Chair and restrictions on women’s night work. The thesis includes a didactic unit designed for the Vocational Training program in Gender Equality Promotion, using active methodologies like Project-Based Learning and gamification. The educational objective is to foster critical thinking, gender perspective, and commitment to social justice among vocational students. The study concludes that many of the so-called protective measures reflected moral and ideological concerns, reinforcing gender stereotypes. It also advocates the use of historical inquiry as a pedagogical tool to better understand both past progress and current challenges in achieving workplace equality.
Direction
SOUTO BLANCO, MARIA JESUS (Tutorships)
SOUTO BLANCO, MARIA JESUS (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
VARELA PORTELA, CRISTINA (Chairman)
NIETO VIEITES, ANA (Secretary)
MARIÑO FERNANDEZ, RAQUEL (Member)
Design and Implementation of a Classroom Educational intervention on Hooke´s Law: Teaching Strategies and Impact Evolution
Authorship
S.T.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
S.T.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
07.10.2025 13:30
07.10.2025 13:30
Summary
This work analyzes a didactic intervention aimed at 2nd-year secondary education students, focused on the understanding of Hooke’s Law. The proposal combines the use of virtual simulators, questionnaires, and practical activities with the objective of addressing curricular content while fostering the development of scientific and digital competencies. The impact of the intervention was assessed through a questionnaire administered before and after the sequence, allowing for the identification of students’ prior conceptions and the evaluation of their conceptual progression throughout the process. Furthermore, the main learning difficulties were examined, including confusion regarding physical terminology and difficulties linking laws to their correct meanings. The results show a positive progression in the understanding of relationships such as the direct proportionality between force and elongation, as well as an improvement in data interpretation and representation using tables and graphs. These outcomes highlight the value of active methodologies based on guided experimentation and the use of digital resources.
This work analyzes a didactic intervention aimed at 2nd-year secondary education students, focused on the understanding of Hooke’s Law. The proposal combines the use of virtual simulators, questionnaires, and practical activities with the objective of addressing curricular content while fostering the development of scientific and digital competencies. The impact of the intervention was assessed through a questionnaire administered before and after the sequence, allowing for the identification of students’ prior conceptions and the evaluation of their conceptual progression throughout the process. Furthermore, the main learning difficulties were examined, including confusion regarding physical terminology and difficulties linking laws to their correct meanings. The results show a positive progression in the understanding of relationships such as the direct proportionality between force and elongation, as well as an improvement in data interpretation and representation using tables and graphs. These outcomes highlight the value of active methodologies based on guided experimentation and the use of digital resources.
Direction
TORRON CASAL, CAROLINA (Tutorships)
TORRON CASAL, CAROLINA (Tutorships)
Court
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
BROCOS MOSQUERA, PABLO (Chairman)
Couce Santalla, Ana Isabel (Secretary)
CASAS QUIROGA, LUCIA (Member)
Greco Latin nominal morphology from comparative linguistics: study and possibilities of application in Baccalaureate
Authorship
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.T.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 10:00
07.07.2025 10:00
Summary
The purpose of this Master's Thesis is to propose a teaching proposal for the subject Latin I (and transversally Greek I) in the 1st year of Baccalaureate. Taking as a reference Decree 157/2022, which establishes the organization and curriculum of the Baccalaureate in the Autonomous Community of Galicia, a teaching unit is presented that tries to bring students closer to Indo-European linguistics based on the comparative study of the nominal morphology of Greek and Latin, with particular emphasis on the reconstruction of the casual system. When appropriate, examples from other Indo-European languages will be provided to support this reconstruction. The work comprises three sections. First, an introduction is made to the relationship between Latin and Greek, as well as the history, methodology and possibilities of application of Indo-European linguistics in the Baccalaureate curriculum. The second section presents the contents to be worked on in the teaching unit: the structure and typology of the Indo-European word, as well as the reconstruction of the causal system. Finally, a teaching unit is presented on the issues addressed in the previous section. Its application will be attempted in a classroom of first year of Baccalaureate, reporting on the results in the conclusion. Keywords: morphology, comparative linguistics, Greek, Latin, Indo-European.
The purpose of this Master's Thesis is to propose a teaching proposal for the subject Latin I (and transversally Greek I) in the 1st year of Baccalaureate. Taking as a reference Decree 157/2022, which establishes the organization and curriculum of the Baccalaureate in the Autonomous Community of Galicia, a teaching unit is presented that tries to bring students closer to Indo-European linguistics based on the comparative study of the nominal morphology of Greek and Latin, with particular emphasis on the reconstruction of the casual system. When appropriate, examples from other Indo-European languages will be provided to support this reconstruction. The work comprises three sections. First, an introduction is made to the relationship between Latin and Greek, as well as the history, methodology and possibilities of application of Indo-European linguistics in the Baccalaureate curriculum. The second section presents the contents to be worked on in the teaching unit: the structure and typology of the Indo-European word, as well as the reconstruction of the causal system. Finally, a teaching unit is presented on the issues addressed in the previous section. Its application will be attempted in a classroom of first year of Baccalaureate, reporting on the results in the conclusion. Keywords: morphology, comparative linguistics, Greek, Latin, Indo-European.
Direction
Criado Boado, Cecilia (Tutorships)
Criado Boado, Cecilia (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
GARCIA DOCAMPO, LAURA (Secretary)
AMADO RODRIGUEZ, MARIA TERESA (Member)
Disassembling Rome: An experience of didactic innovation from social and environmental
Authorship
D.V.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
D.V.A.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.08.2025 13:30
07.08.2025 13:30
Summary
The history of Ancient Rome presents an excellent opportunity to work from a critical perspective, establishing connections between the past and the present with the aim of dismantling a mythologized history. This educational research, derived from a teaching activity carried out in three first-year secondary school groups at a school in the Deza region, focuses on two highly topical issues: slavery and climate change. Through a methodology based on the use of active strategies such as working with sources, ongoing dialogue and reflection, and cooperative work, a critical and grounded historical perspective is promoted in students. The results show a break with traditional discourse, a greater awareness of the structural injustice of Roman society, and an understanding of climate as a historical agent, as well as the ability to establish connections with the present and formulate ethical reflections.
The history of Ancient Rome presents an excellent opportunity to work from a critical perspective, establishing connections between the past and the present with the aim of dismantling a mythologized history. This educational research, derived from a teaching activity carried out in three first-year secondary school groups at a school in the Deza region, focuses on two highly topical issues: slavery and climate change. Through a methodology based on the use of active strategies such as working with sources, ongoing dialogue and reflection, and cooperative work, a critical and grounded historical perspective is promoted in students. The results show a break with traditional discourse, a greater awareness of the structural injustice of Roman society, and an understanding of climate as a historical agent, as well as the ability to establish connections with the present and formulate ethical reflections.
Direction
PIÑEIRA MANTIÑAN, MARIA JOSE (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
PIÑEIRA MANTIÑAN, MARIA JOSE (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Co-tutorships)
Court
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Castro Fernández, Belén María (Chairman)
VARGAS CALLEJAS, GERMAN (Secretary)
Lopez , Lucrezia (Member)
Educating against war: Audiovisual media and the reconstruction of narratives, memories and war imaginaries as platforms for peace education
Authorship
J.L.V.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.L.V.P.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 11:00
07.09.2025 11:00
Summary
This study presents an educational investigation focused on analyzing the potentialities that the study of contemporary warfare offers, at various scales (academic, didactic, and civic), within values education. The central hypothesis revolves around the contributions that adopting war as a thematic focus makes to shaping a more transversal, current, and useful History education that fosters the strengthening of core values. The research also includes a classroom intervention (curriculum-aligned with the subjects of Geography and History for 4th year of ESO and Contemporary World History for 1st year of Bach.). This intervention served to validate the main theses by analyzing activities, materials, and other methodological choices. The data obtained confirm that a didactic approach to values education, combined with a thematic selection centered on warfare, not only allows for a more applied, engaged, and meaningful education, but also fosters the development of relevant knowledge and competencies. Highlights include historical and critical thinking, source handling, historical memory, and the defense of values such as peace, democracy, and human rights. In addition, this approach contributes significantly to a more participatory teaching environment by utilizing sources (mainly audiovisual and primary sources) and promoting a more emotional and cultural understanding of History.
This study presents an educational investigation focused on analyzing the potentialities that the study of contemporary warfare offers, at various scales (academic, didactic, and civic), within values education. The central hypothesis revolves around the contributions that adopting war as a thematic focus makes to shaping a more transversal, current, and useful History education that fosters the strengthening of core values. The research also includes a classroom intervention (curriculum-aligned with the subjects of Geography and History for 4th year of ESO and Contemporary World History for 1st year of Bach.). This intervention served to validate the main theses by analyzing activities, materials, and other methodological choices. The data obtained confirm that a didactic approach to values education, combined with a thematic selection centered on warfare, not only allows for a more applied, engaged, and meaningful education, but also fosters the development of relevant knowledge and competencies. Highlights include historical and critical thinking, source handling, historical memory, and the defense of values such as peace, democracy, and human rights. In addition, this approach contributes significantly to a more participatory teaching environment by utilizing sources (mainly audiovisual and primary sources) and promoting a more emotional and cultural understanding of History.
Direction
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
DOMINGUEZ ALMANSA, ANDRES (Tutorships)
Court
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Castro Fernández, Belén María (Coordinator)
MIGUES RODRIGUEZ, VITOR MANUEL (Secretary)
SANJUAN ROCA, MARIA DEL MAR (Member)
Literature and Gender Perspective in the English as a Foreign Language Classroom in Secondary Education
Authorship
E.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
E.V.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.11.2025 12:30
07.11.2025 12:30
Summary
Nowadays, the teaching of foreign languages is regarded as a tool that contributes to border elimination and fosters the development of intercultural awareness, thereby broadening students’ perspectives and expectations. However, literature, being it an essential part of culture, seems to be relegated to a secondary role within the Foreign Language (English) curriculum in Compulsory Secondary Education. This study aims to highlight the value of literature by exploring various techniques and its potential as an educational tool that contributes to the enrichment and expansion of students’ knowledge of the foreign language under study. Moreover, recent educational legislation has adopted an increasingly feminist perspective in favour of effective gender equality, which constitutes a key objective in the current educational context. This research project analyzes the role that literature has played in traditional pedagogical strategies and aims to determine the status that it is given in current legislative frameworks, while also exploring educational legislation in support of feminism and gender equality. Thus, the study serves as a proposal for the English classroom in secondary education that integrates both of the aforementioned aspects: literature is explored as a pedagogical instrument through the use of literary excerpts by feminist authors in order to incorporate a gender perspective, encouraging students to develop a critical view in response to present-day demands while improving their English language skills.
Nowadays, the teaching of foreign languages is regarded as a tool that contributes to border elimination and fosters the development of intercultural awareness, thereby broadening students’ perspectives and expectations. However, literature, being it an essential part of culture, seems to be relegated to a secondary role within the Foreign Language (English) curriculum in Compulsory Secondary Education. This study aims to highlight the value of literature by exploring various techniques and its potential as an educational tool that contributes to the enrichment and expansion of students’ knowledge of the foreign language under study. Moreover, recent educational legislation has adopted an increasingly feminist perspective in favour of effective gender equality, which constitutes a key objective in the current educational context. This research project analyzes the role that literature has played in traditional pedagogical strategies and aims to determine the status that it is given in current legislative frameworks, while also exploring educational legislation in support of feminism and gender equality. Thus, the study serves as a proposal for the English classroom in secondary education that integrates both of the aforementioned aspects: literature is explored as a pedagogical instrument through the use of literary excerpts by feminist authors in order to incorporate a gender perspective, encouraging students to develop a critical view in response to present-day demands while improving their English language skills.
Direction
FERNANDEZ FERNANDEZ, MARTIN (Tutorships)
FERNANDEZ FERNANDEZ, MARTIN (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
ZAS VARELA, MARIA LUZ (Chairman)
PEREIRA ROMASANTA, RAQUEL (Secretary)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Member)
The Emigrant Schools in Galicia
Authorship
N.V.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
N.V.M.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
07.09.2025 16:00
07.09.2025 16:00
Summary
During the first third of the 20th century, the Galician emigrant community in the Americas played a crucial role in boosting education in rural Galicia, funding the construction of more than 300 primary schools in villages across the four provinces where the state education network was still severely lacking. This was made possible thanks to the strong associational spirit of the emigrants and their coordination with the agrarian movement that was simultaneously developing at the parish level and spreading throughout the region. This exceptional behavior, unique to an emigrant community, has been widely researched and documented by historians. However, knowledge of these experiences rarely reaches the classrooms of secondary education. This creates a certain paradox: while in the field of historiography there is abundant evidence to highlight the positive contributions of the late 19th and early 20th century population exodus to Galicia, in everyday narratives, the focus tends to remain on the negative consequences of migration. At the same time, in a Galicia with an aging population, it is the arrival of immigrants that sustains a positive demographic balance. Many of these new residents now share secondary school classrooms with the native population, something clearly reflected in the Social Studies IV classroom of the Adult Secondary School at IES Xelmírez I in Santiago de Compostela, where we carried out a learning experience designed around this topic. Based on active learning methodologies, we drew on the heritage knowledge of the Escola de Tallós in Dodro to recover these collective experiences from recent history, which served as a means to address social problems. By exploring a migratory past, we aim to uncover insights for understanding present day issues and to build new community ties in a population where immigration is increasingly significant.
During the first third of the 20th century, the Galician emigrant community in the Americas played a crucial role in boosting education in rural Galicia, funding the construction of more than 300 primary schools in villages across the four provinces where the state education network was still severely lacking. This was made possible thanks to the strong associational spirit of the emigrants and their coordination with the agrarian movement that was simultaneously developing at the parish level and spreading throughout the region. This exceptional behavior, unique to an emigrant community, has been widely researched and documented by historians. However, knowledge of these experiences rarely reaches the classrooms of secondary education. This creates a certain paradox: while in the field of historiography there is abundant evidence to highlight the positive contributions of the late 19th and early 20th century population exodus to Galicia, in everyday narratives, the focus tends to remain on the negative consequences of migration. At the same time, in a Galicia with an aging population, it is the arrival of immigrants that sustains a positive demographic balance. Many of these new residents now share secondary school classrooms with the native population, something clearly reflected in the Social Studies IV classroom of the Adult Secondary School at IES Xelmírez I in Santiago de Compostela, where we carried out a learning experience designed around this topic. Based on active learning methodologies, we drew on the heritage knowledge of the Escola de Tallós in Dodro to recover these collective experiences from recent history, which served as a means to address social problems. By exploring a migratory past, we aim to uncover insights for understanding present day issues and to build new community ties in a population where immigration is increasingly significant.
Direction
SOUTO BLANCO, MARIA JESUS (Tutorships)
SOUTO BLANCO, MARIA JESUS (Tutorships)
Court
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Nogueira Pérez, Miguel Ángel (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
DOMINGUEZ ALMANSA, ANDRES (Member)
Roald Dahl’s Everlasting Pedagogical Worlds: Transmediality in Secondary Education.
Authorship
C.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.V.Q.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.09.2025 10:00
07.09.2025 10:00
Summary
This paper will explore the pedagogical value of Roald Dahl's work for the teaching of the English language in Compulsory Secondary Education. The analysis will focus not only on the best known novels of the British author and his film adaptations, but also on some short stories, not so well known, that would provide the teacher with a wider range of selection when dealing with different topics in the classroom. The use of these works will serve not only to promote the learning of English as a foreign language, but also to address the themes that Dahl suggests or criticizes in them, and which are of great relevance at this educational stage. Given the timeless (and popular from generation to generation) nature of Dahl's literary work and the various artistic adaptations that have been made over time, a multitude of didactic exploitations of this literary universe are possible and some very interesting proposals for teaching English in today's secondary school classrooms. In addition to serving as a basis for a series of discussions or as a point of reflection on different pedagogical strategies, the added value of introducing Dahl's work into the English language curriculum and transmediality instead of reading adaptations of classics will be explored.
This paper will explore the pedagogical value of Roald Dahl's work for the teaching of the English language in Compulsory Secondary Education. The analysis will focus not only on the best known novels of the British author and his film adaptations, but also on some short stories, not so well known, that would provide the teacher with a wider range of selection when dealing with different topics in the classroom. The use of these works will serve not only to promote the learning of English as a foreign language, but also to address the themes that Dahl suggests or criticizes in them, and which are of great relevance at this educational stage. Given the timeless (and popular from generation to generation) nature of Dahl's literary work and the various artistic adaptations that have been made over time, a multitude of didactic exploitations of this literary universe are possible and some very interesting proposals for teaching English in today's secondary school classrooms. In addition to serving as a basis for a series of discussions or as a point of reflection on different pedagogical strategies, the added value of introducing Dahl's work into the English language curriculum and transmediality instead of reading adaptations of classics will be explored.
Direction
RODRIGUEZ NIETO, SANDRA (Tutorships)
RODRIGUEZ NIETO, SANDRA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
LOPEZ SANDEZ, MARIA (Coordinator)
Fuentes Ríos, Aránzazu (Secretary)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Member)
Development of critical reading and reading literacy in secondary education
Authorship
A.V.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.V.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.10.2025 10:00
07.10.2025 10:00
Summary
This research’s aim is to evaluate the performance and development of reading literacy and critical competence as a reference. The methodology is based on qualitative research, particularly on case studies. The participants are 15 10th grade high school students who are having Spanish Language and Literature. The research will take part during the second Practicum, and data capturing will include a test confectioned specifically for this evaluation. Data will be examined by way of the strategy of content analysis, and rubrics which will allow the correct evolution of the research. It’s important to say that this investigation, due to external motivation, had to be modified. So that, instead of having an intervention in class to verify if there are any changes after, the research will evaluate, as a diagnosis, how these competences are in the last course of compulsory education.
This research’s aim is to evaluate the performance and development of reading literacy and critical competence as a reference. The methodology is based on qualitative research, particularly on case studies. The participants are 15 10th grade high school students who are having Spanish Language and Literature. The research will take part during the second Practicum, and data capturing will include a test confectioned specifically for this evaluation. Data will be examined by way of the strategy of content analysis, and rubrics which will allow the correct evolution of the research. It’s important to say that this investigation, due to external motivation, had to be modified. So that, instead of having an intervention in class to verify if there are any changes after, the research will evaluate, as a diagnosis, how these competences are in the last course of compulsory education.
Direction
Crujeiras Pérez, Beatriz (Tutorships)
Crujeiras Pérez, Beatriz (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
RODRIGUEZ ABRUÑEIRAS, PAULA (Chairman)
BOURGOIN VERGONDY, EMMANUEL CLAUDE (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Deconstruction of feminine stereotypes through Greek literature: a proposal for didactic intervention
Authorship
L.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
L.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
07.07.2025 17:00
07.07.2025 17:00
Summary
Gender stereotypes are sociocultural constructs that gain influence and become more rigid during adolescence. If perpetuated, they can serve as a direct basis for sexist attitudes and violence against women. The need to incorporate teaching approaches that critically address these stereotypes is evident; and Greco-Latin literature is a highly productive area for this. Therefore, this work will develop a didactic unit for Greek II that will allow students to familiarize themselves with the essential characteristics of the main archaic and classical Greek literary genres based on relevant and illuminating passages, using female characters and the stereotypes that surround them as a guiding thread. With the reading and critical commentary of the texts as a central element, this unit will also incorporate activities and dynamics based on diverse methodological approaches to ensure that they are rewarding and meaningful for the students. A constant feature of the unit will be the establishment of connections with current realities and those close to the students' social and cultural world, as well as the incorporation of elements from classical tradition.
Gender stereotypes are sociocultural constructs that gain influence and become more rigid during adolescence. If perpetuated, they can serve as a direct basis for sexist attitudes and violence against women. The need to incorporate teaching approaches that critically address these stereotypes is evident; and Greco-Latin literature is a highly productive area for this. Therefore, this work will develop a didactic unit for Greek II that will allow students to familiarize themselves with the essential characteristics of the main archaic and classical Greek literary genres based on relevant and illuminating passages, using female characters and the stereotypes that surround them as a guiding thread. With the reading and critical commentary of the texts as a central element, this unit will also incorporate activities and dynamics based on diverse methodological approaches to ensure that they are rewarding and meaningful for the students. A constant feature of the unit will be the establishment of connections with current realities and those close to the students' social and cultural world, as well as the incorporation of elements from classical tradition.
Direction
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
AMADO RODRIGUEZ, MARIA TERESA (Tutorships)
Court
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
ZAS VARELA, MARIA LUZ (Chairman)
VIDAL ESTEVEZ, BENJAMIN (Secretary)
Criado Boado, Cecilia (Member)
The impact of gender norms in animated films on girls' gender identity and expectations
Authorship
Q.W.
Master in Equality, Gender and Education
Q.W.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
This Master's Thesis aims to analyze gender norms in early Disney animated films, specifically how these norms affect the constitution of girls' gender identity, their motivation to achieve, and their career choices. Through the analysis of classic Disney princess films, we can clearly see that animated films influence girls' personality and behavior. The female characters in these films often present the traditional ladylike image, emphasizing qualities such as meekness, obedience, and dependence on men. This gender stereotype is reinforced through the plot and defined roles, affecting girls' identity as they grow up and their choice of future careers.
This Master's Thesis aims to analyze gender norms in early Disney animated films, specifically how these norms affect the constitution of girls' gender identity, their motivation to achieve, and their career choices. Through the analysis of classic Disney princess films, we can clearly see that animated films influence girls' personality and behavior. The female characters in these films often present the traditional ladylike image, emphasizing qualities such as meekness, obedience, and dependence on men. This gender stereotype is reinforced through the plot and defined roles, affecting girls' identity as they grow up and their choice of future careers.
Direction
Sampedro Vizcaya, María José (Tutorships)
Sampedro Vizcaya, María José (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)