The Use of Cultural and Artistic Expressions as Tools for Teaching Portuguese as a Foreign Language.
Authorship
M.J.D.A.M.
Specialization in Language and Literature: Foreign Languages
M.J.D.A.M.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 10:00
09.12.2025 10:00
Summary
The cultural and geographical proximity between Galicia and Portugal makes the teaching of Portuguese as a foreign language one of the most popular choices within the public education system. This creates a virtually unique context for foreign language teaching, where the use of didactic materials that build on this proximity is especially encouraged. This paper aims to reflect on the use of cultural and artistic resources as teaching tools in the classroom, exploring the various ways they can contribute to the teaching of PLE.
The cultural and geographical proximity between Galicia and Portugal makes the teaching of Portuguese as a foreign language one of the most popular choices within the public education system. This creates a virtually unique context for foreign language teaching, where the use of didactic materials that build on this proximity is especially encouraged. This paper aims to reflect on the use of cultural and artistic resources as teaching tools in the classroom, exploring the various ways they can contribute to the teaching of PLE.
Direction
LOPEZ QUINTANS, JAVIER (Tutorships)
LOPEZ QUINTANS, JAVIER (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Analysis of the gender perspectivein the Wood, Furniture and Cork Vocational Family in the provision of Vocational Training.
Authorship
J.B.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.B.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 16:00
09.16.2025 16:00
Summary
The current education system should promote gender equality by implementing strategies in Vocational Education and Training (VET) that advance equal opportunities and participation. The gender perspective is a fundamental conceptual tool for understanding differences between men and women across cultural contexts. This study examines gender equality in VET, focusing on the Wood, Furniture, and Cork sector (at IES Melide, A Coruña, Galicia, Spain) a traditionally male dominated field with only 6.8% female students in Galicia. Following a theoretical review of gender and technical-vocational education, the research analyzes the educational institution's reality, considering its socioeconomic and cultural context. Objectives include identifying discriminatory factors, challenging current conditions, and proposing equity-driven changes. Through quantitative-analysis questionnaires administered to faculty and students, results provide a diagnostic assessment of existing inequalities, reflections, and improvement proposals for more inclusive professional education. This work aims to expose gender biases in this training program and promote practices fostering equitable participation in a sector dominated by gender stereotypes
The current education system should promote gender equality by implementing strategies in Vocational Education and Training (VET) that advance equal opportunities and participation. The gender perspective is a fundamental conceptual tool for understanding differences between men and women across cultural contexts. This study examines gender equality in VET, focusing on the Wood, Furniture, and Cork sector (at IES Melide, A Coruña, Galicia, Spain) a traditionally male dominated field with only 6.8% female students in Galicia. Following a theoretical review of gender and technical-vocational education, the research analyzes the educational institution's reality, considering its socioeconomic and cultural context. Objectives include identifying discriminatory factors, challenging current conditions, and proposing equity-driven changes. Through quantitative-analysis questionnaires administered to faculty and students, results provide a diagnostic assessment of existing inequalities, reflections, and improvement proposals for more inclusive professional education. This work aims to expose gender biases in this training program and promote practices fostering equitable participation in a sector dominated by gender stereotypes
Direction
DIAZ BALADO, ALICIA (Tutorships)
DIAZ BALADO, ALICIA (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Active learning for Physics and Chemistry in 4th year of Compulsory Secondary Education
Authorship
J.L.C.T.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.L.C.T.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 17:00
09.16.2025 17:00
Summary
This work presents the design of a didactic proposal based on the active learning methodology, aimed at the subject of Physics and Chemistry in the fourth year of compulsory secondary education (ESO). The motivation arises from the limited effectiveness of recent legislative reforms in improving student interest and performance in STEM disciplines (Science, Technology, Engineering, and Mathematics), as noted by Eurydice (2015) and INE (2024). In contrast, active learning has proven to be an effective strategy in other contexts, particularly in U.S. universities, where its implementation has enhanced student engagement and comprehension (Freeman et al., 2014). The proposal adapts the SCALE-UP model through contextualized experimental activities that promote teamwork, critical thinking, and active participation. In addition, formative assessment mechanisms are included to support its practical implementation. The conclusions emphasize the feasibility and relevance of incorporating this methodology into secondary education, as a means to foster a more dynamic, motivating, and meaningful learning experience.
This work presents the design of a didactic proposal based on the active learning methodology, aimed at the subject of Physics and Chemistry in the fourth year of compulsory secondary education (ESO). The motivation arises from the limited effectiveness of recent legislative reforms in improving student interest and performance in STEM disciplines (Science, Technology, Engineering, and Mathematics), as noted by Eurydice (2015) and INE (2024). In contrast, active learning has proven to be an effective strategy in other contexts, particularly in U.S. universities, where its implementation has enhanced student engagement and comprehension (Freeman et al., 2014). The proposal adapts the SCALE-UP model through contextualized experimental activities that promote teamwork, critical thinking, and active participation. In addition, formative assessment mechanisms are included to support its practical implementation. The conclusions emphasize the feasibility and relevance of incorporating this methodology into secondary education, as a means to foster a more dynamic, motivating, and meaningful learning experience.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Experimental educational farm: a proposal for non-formal environmental education based on nature education.
Authorship
R.C.M.P.
Master in Management of Educational Nature Activities
R.C.M.P.
Master in Management of Educational Nature Activities
Defense date
09.10.2025 16:30
09.10.2025 16:30
Summary
This paper addresses the need to rediscover the potential of environmental education through pedagogical approaches that engage critical thinking, are contextualized, and experiential. In contrast to a teaching model disconnected from the environment and focused on today's consumer society, we propose an experimental educational farm for students between the ages of 8 and 14. This farm is envisioned as a space for continuous learning, where children can explore natural cycles, cultivate sustainable habits, and reflect on their connection with nature and the environment. The paper is based on a theoretical review of several authors related to critical education, place pedagogy, and outdoor education, such as Louv, Hueso, and Higgins, among others. It also includes authors such as Freire and Morin, who approach education from a more social and political perspective. From this perspective, a proposal for activities is structured to support and reflect on the experiential, sensorial, and communal learning process itself. The methodology is primarily bibliographical and proactive, with a focus on the interrelationship between theory and practice. It is hoped that the proposal will contribute to a more ethically conscious education committed to sustainability, promoting critical thinking from an early age. Furthermore, this proposal is evaluated as a training opportunity for teachers and students, helping to bring the essential connection between human beings and nature closer to formal education.
This paper addresses the need to rediscover the potential of environmental education through pedagogical approaches that engage critical thinking, are contextualized, and experiential. In contrast to a teaching model disconnected from the environment and focused on today's consumer society, we propose an experimental educational farm for students between the ages of 8 and 14. This farm is envisioned as a space for continuous learning, where children can explore natural cycles, cultivate sustainable habits, and reflect on their connection with nature and the environment. The paper is based on a theoretical review of several authors related to critical education, place pedagogy, and outdoor education, such as Louv, Hueso, and Higgins, among others. It also includes authors such as Freire and Morin, who approach education from a more social and political perspective. From this perspective, a proposal for activities is structured to support and reflect on the experiential, sensorial, and communal learning process itself. The methodology is primarily bibliographical and proactive, with a focus on the interrelationship between theory and practice. It is hoped that the proposal will contribute to a more ethically conscious education committed to sustainability, promoting critical thinking from an early age. Furthermore, this proposal is evaluated as a training opportunity for teachers and students, helping to bring the essential connection between human beings and nature closer to formal education.
Direction
OTERO URTAZA, EUGENIO MANUEL (Tutorships)
OTERO URTAZA, EUGENIO MANUEL (Tutorships)
Court
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
Pedagogical recommendations for media and information literacy in secondary education: a systematic review
Authorship
A.C.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.C.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 16:00
09.12.2025 16:00
Summary
The growing volume of digital information, disinformation and the rise of hate speech make it necessary for citizens Media and Information Literacy (MIL). This is relevant for different types of education: informal, non-formal and formal. Within the latter, secondary education is a key stage in which students acquire essential knowledge and skills for adult life. The research question guiding this Master's thesis is: What are the main recommendations for developing MIL competences in secondary school students? To answer this question, a systematic review of the scientific literature was carried out using the Web of Science and Scopus databases. The result of the search had a total of 70 articles, with 17 articles from nine countries in Europe and South America finally selected. Different educational interventions were documented both to obtain information on students' opinions and competences through questionnaires, interviews, skills tests, as well as educational experiences using audiovisual, professional tools and serious games that improved the AMI competences of most of the students. Although there is a horizon of research and work ahead, these results are promising for the daily performance of secondary school teachers.
The growing volume of digital information, disinformation and the rise of hate speech make it necessary for citizens Media and Information Literacy (MIL). This is relevant for different types of education: informal, non-formal and formal. Within the latter, secondary education is a key stage in which students acquire essential knowledge and skills for adult life. The research question guiding this Master's thesis is: What are the main recommendations for developing MIL competences in secondary school students? To answer this question, a systematic review of the scientific literature was carried out using the Web of Science and Scopus databases. The result of the search had a total of 70 articles, with 17 articles from nine countries in Europe and South America finally selected. Different educational interventions were documented both to obtain information on students' opinions and competences through questionnaires, interviews, skills tests, as well as educational experiences using audiovisual, professional tools and serious games that improved the AMI competences of most of the students. Although there is a horizon of research and work ahead, these results are promising for the daily performance of secondary school teachers.
Direction
ARTO BLANCO, MONICA (Tutorships)
ARTO BLANCO, MONICA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Social media education: the context of influencers on Instagram from a media literacy perspective
Authorship
N.C.C.
Specialization in Language and Literature: Foreign Languages
N.C.C.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 12:30
09.16.2025 12:30
Summary
Media literacy, so present in all levels of the Spanish educational community, does not really address the real challenges of new technologies and social networks in the classroom. The current context, now totally digitalised, requires teachers to make an effort to develop new didactic perspectives that introduce how to teach students to use social networks in secondary school classrooms. In order to better understand the universe of one of the platforms most used by the new generations, Instagram, we explore all its elements, including the phenomenon of influencers. Based on the knowledge of how these online actors work and what kind of risks young people can be exposed to, a guide of good practices is designed, which teachers can integrate into their classes to broaden the concept of media literacy they educate students about.
Media literacy, so present in all levels of the Spanish educational community, does not really address the real challenges of new technologies and social networks in the classroom. The current context, now totally digitalised, requires teachers to make an effort to develop new didactic perspectives that introduce how to teach students to use social networks in secondary school classrooms. In order to better understand the universe of one of the platforms most used by the new generations, Instagram, we explore all its elements, including the phenomenon of influencers. Based on the knowledge of how these online actors work and what kind of risks young people can be exposed to, a guide of good practices is designed, which teachers can integrate into their classes to broaden the concept of media literacy they educate students about.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
DOSIL DIAZ, CARLOS (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
DOSIL DIAZ, CARLOS (Member)
Workcamps in Galicia, a proposal for the recovery of the workcamps of Ons.
Authorship
E.C.R.
Master in Management of Educational Nature Activities
E.C.R.
Master in Management of Educational Nature Activities
Defense date
09.11.2025 11:30
09.11.2025 11:30
Summary
The document will present a theoretical investigation on volunteer camps, both at a historical level and regarding their current development. Volunteer camps are “a form of volunteering that consists of carrying out socially oriented work that benefits the community in which it takes place” (Youth Institute, 2023). For their participants, they become an opportunity to connect with other people, share experiences while acquiring new learning about the environment they are in. Normally, they are usually aimed at young people between 18 and 30 years old, who for a period of time work in specific places on heritage restoration, environmental issues, or social intervention. Volunteer camps are also places of learning. Through non-formal education, participants gain knowledge and skills related to the 2030 Agenda, as well as the transversal acquisition of competencies and values inherent to today’s society, which are also key in the Sustainable Development Goals. In Galicia, over the past year, around 40 volunteer camps have been carried out throughout the region, including the Cíes Islands, which belong to the Atlantic Islands of Galicia Maritime-Terrestrial National Park (Xunta de Galicia, 2024). However, in the case of Ons Island, despite being a space where such projects existed several decades ago, there is currently no volunteer camp. That is why a proposal will be made to recover the volunteer camp in Ons, taking into account the current framework and the characteristics of the area, with the aim of restoring this voluntary activity. After this review, a proposal for a volunteer camp on Ons Island will be made, using the existing ones as a reference.
The document will present a theoretical investigation on volunteer camps, both at a historical level and regarding their current development. Volunteer camps are “a form of volunteering that consists of carrying out socially oriented work that benefits the community in which it takes place” (Youth Institute, 2023). For their participants, they become an opportunity to connect with other people, share experiences while acquiring new learning about the environment they are in. Normally, they are usually aimed at young people between 18 and 30 years old, who for a period of time work in specific places on heritage restoration, environmental issues, or social intervention. Volunteer camps are also places of learning. Through non-formal education, participants gain knowledge and skills related to the 2030 Agenda, as well as the transversal acquisition of competencies and values inherent to today’s society, which are also key in the Sustainable Development Goals. In Galicia, over the past year, around 40 volunteer camps have been carried out throughout the region, including the Cíes Islands, which belong to the Atlantic Islands of Galicia Maritime-Terrestrial National Park (Xunta de Galicia, 2024). However, in the case of Ons Island, despite being a space where such projects existed several decades ago, there is currently no volunteer camp. That is why a proposal will be made to recover the volunteer camp in Ons, taking into account the current framework and the characteristics of the area, with the aim of restoring this voluntary activity. After this review, a proposal for a volunteer camp on Ons Island will be made, using the existing ones as a reference.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Integration of alternative pedagogies in Spain’s public schools
Authorship
C.C.G.
Specialization in Language and Literature: Foreign Languages
C.C.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 10:30
09.16.2025 10:30
Summary
Far from having the necessary material conditions to be in an ideal situation, public education in Spain faces various obstacles in offering students the service each of them needs from a traditional perspective. Given the difficulty of achieving structural change, this Master's Thesis focuses on the possibility of change within the more immediate reality of the classroom; navigating the potential integration of certain aspects of alternative pedagogies (such as the Montessori or Waldorf methods, Progressive Pedagogy, Democratic Schools, or Free Schools, among other) into what we would consider the ‘traditional classroom’. Thus, through a literature review, this paper will explore the nature of these pedagogies and their potential for integration. On the other hand, through a qualitative study involving various professionals from different public secondary schools, the real possibility of putting this proposal into practice will be assessed.
Far from having the necessary material conditions to be in an ideal situation, public education in Spain faces various obstacles in offering students the service each of them needs from a traditional perspective. Given the difficulty of achieving structural change, this Master's Thesis focuses on the possibility of change within the more immediate reality of the classroom; navigating the potential integration of certain aspects of alternative pedagogies (such as the Montessori or Waldorf methods, Progressive Pedagogy, Democratic Schools, or Free Schools, among other) into what we would consider the ‘traditional classroom’. Thus, through a literature review, this paper will explore the nature of these pedagogies and their potential for integration. On the other hand, through a qualitative study involving various professionals from different public secondary schools, the real possibility of putting this proposal into practice will be assessed.
Direction
Vázquez Regueiro, Teresa Susana (Tutorships)
Vázquez Regueiro, Teresa Susana (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
SANTAMARIA QUEIRUGA, OLAYA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
Barreira Cerqueiras, Eva María (Chairman)
SANTAMARIA QUEIRUGA, OLAYA (Secretary)
ESTEVEZ RIONEGRO, NOELIA (Member)
Using inquiry as an active methodology in teaching tree Micropropagation: a practical approach in the first course of the High Cycle of Forest Management and Natural Resources.
Authorship
B.C.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
B.C.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.16.2025 18:00
09.16.2025 18:00
Summary
Abstract The aim of this work was the design and evaluation of a teaching proposal to apply the scientific method through the methodology of Inquiry-Based Learning, in the teaching of Forest Micropropagation in the 1st year of the High Cycle of Forestry and Natural Environment Management. The aim is to evaluate the effectiveness of this methodology in the motivation and learning of the concepts of this subject compared to traditional methodologies and with respect to the students' previous knowledge. The proposal was contextualised in a real R+D+i project of a forest company close to the school, using natural resources from the area, and through the implementation of 4 activities proposed in line with the objectives of the company's project, and coinciding with the phases of the Forest MIcropropagation process. A previous knowledge questionnaire and a summative evaluation of the knowledge acquired after the implementation of the proposal were carried out, which seems to show an improvement in the adquisition of competences compared to the previous situation and compared to other pupils who studied the subject using the traditional method. Also, the students showed a high motivation and interest in applying this methodology and using local resources for learning the subject.
Abstract The aim of this work was the design and evaluation of a teaching proposal to apply the scientific method through the methodology of Inquiry-Based Learning, in the teaching of Forest Micropropagation in the 1st year of the High Cycle of Forestry and Natural Environment Management. The aim is to evaluate the effectiveness of this methodology in the motivation and learning of the concepts of this subject compared to traditional methodologies and with respect to the students' previous knowledge. The proposal was contextualised in a real R+D+i project of a forest company close to the school, using natural resources from the area, and through the implementation of 4 activities proposed in line with the objectives of the company's project, and coinciding with the phases of the Forest MIcropropagation process. A previous knowledge questionnaire and a summative evaluation of the knowledge acquired after the implementation of the proposal were carried out, which seems to show an improvement in the adquisition of competences compared to the previous situation and compared to other pupils who studied the subject using the traditional method. Also, the students showed a high motivation and interest in applying this methodology and using local resources for learning the subject.
Direction
VELOSO FREIRE, JAVIER (Tutorships)
VELOSO FREIRE, JAVIER (Tutorships)
Court
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
FERNANDEZ MONTEIRA, SABELA (Chairman)
PRIETO VIGO, NURIA (Secretary)
MOSQUERA BARGIELA, INES (Member)
Romasanta, history in movement: A journey between reality and myth.
Authorship
A.F.L.
Master in Management of Educational Nature Activities
A.F.L.
Master in Management of Educational Nature Activities
Defense date
09.10.2025 18:30
09.10.2025 18:30
Summary
This Final Master's Dissertation offers the design of a literary path aimed at an adult audience, in which history, nature and cultural heritage are combined. This proposal is based on the analysis of the enigmatic character of Manuel Blanco Romasanta, popularly known as the werewolf of Allariz, exploring both the natural spaces and historical facts as well as the mythification that surrounded his figure over time. The idea is that, during one day, participants visit the most emblematic places linked to the history and legend of Romasanta to deepen the literary and cultural aspects of both this case and the character. It should be noted that didactic activities in nature are proposed for each of the stops, enriching the teaching-learning process and building knowledge through experience. In this sense, one of the fundamental dimensions of the work is the analysis of the construction and evolution of the myth of Romasanta, exploring how real facts and fictional elements are intertwined to generate a complex narrative that endures over time. In this way, the importance of historical and literary reinterpretation as an instrument to understand the past and its influence on the present will be evidenced. Thus, the literary path is presented as an innovative leisure tool for the education of adults, being an immersive experience that links historical narrative with the heritage of Galicia, using the figure of Romasanta as a thread to explore the intersection between myth and reality.
This Final Master's Dissertation offers the design of a literary path aimed at an adult audience, in which history, nature and cultural heritage are combined. This proposal is based on the analysis of the enigmatic character of Manuel Blanco Romasanta, popularly known as the werewolf of Allariz, exploring both the natural spaces and historical facts as well as the mythification that surrounded his figure over time. The idea is that, during one day, participants visit the most emblematic places linked to the history and legend of Romasanta to deepen the literary and cultural aspects of both this case and the character. It should be noted that didactic activities in nature are proposed for each of the stops, enriching the teaching-learning process and building knowledge through experience. In this sense, one of the fundamental dimensions of the work is the analysis of the construction and evolution of the myth of Romasanta, exploring how real facts and fictional elements are intertwined to generate a complex narrative that endures over time. In this way, the importance of historical and literary reinterpretation as an instrument to understand the past and its influence on the present will be evidenced. Thus, the literary path is presented as an innovative leisure tool for the education of adults, being an immersive experience that links historical narrative with the heritage of Galicia, using the figure of Romasanta as a thread to explore the intersection between myth and reality.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
Learning Outside the Classroom in Europe: A Study on Good Practices in Outdoor Learning for Youth and Adults.
Authorship
U.G.R.
Master in Management of Educational Nature Activities
U.G.R.
Master in Management of Educational Nature Activities
Defense date
09.09.2025 10:30
09.09.2025 10:30
Summary
This Master’s Thesis examines Outdoor Learning as an educational methodology applied to young adults in Europe, focusing on innovative initiatives that integrate the natural environment as a space for meaningful learning. Grounded in solid theoretical foundations, the study explores the pedagogical value of this approach. Additionally, it addresses the existing research gap on its application beyond childhood, highlighting its impact on emotional, social, and cognitive development in individuals aged 18 to 30. To address these questions, an analysis of European best practices was conducted, showcasing seven benchmark projects implemented in countries such as Spain, Portugal, Germany, Finland, Scotland, Ireland, and Poland. Each project was evaluated based on its context, objectives, resources used, and outcomes achieved. This comparative study identifies common methodological patterns, innovative contributions, and shared challenges. Ultimately, this work not only highlights the transformative potential of Outdoor Learning for young adults but also proposes new avenues for research and educational action aimed at revaluing contact with nature as a catalyst for learning. In doing so, it paves the way for a more humanistic, context aware, and holistic approach to education one committed to the overall well-being of individuals.
This Master’s Thesis examines Outdoor Learning as an educational methodology applied to young adults in Europe, focusing on innovative initiatives that integrate the natural environment as a space for meaningful learning. Grounded in solid theoretical foundations, the study explores the pedagogical value of this approach. Additionally, it addresses the existing research gap on its application beyond childhood, highlighting its impact on emotional, social, and cognitive development in individuals aged 18 to 30. To address these questions, an analysis of European best practices was conducted, showcasing seven benchmark projects implemented in countries such as Spain, Portugal, Germany, Finland, Scotland, Ireland, and Poland. Each project was evaluated based on its context, objectives, resources used, and outcomes achieved. This comparative study identifies common methodological patterns, innovative contributions, and shared challenges. Ultimately, this work not only highlights the transformative potential of Outdoor Learning for young adults but also proposes new avenues for research and educational action aimed at revaluing contact with nature as a catalyst for learning. In doing so, it paves the way for a more humanistic, context aware, and holistic approach to education one committed to the overall well-being of individuals.
Direction
MECIAS CALVO, MARCOS (Tutorships)
NAVARRO PATON, RUBEN (Co-tutorships)
MECIAS CALVO, MARCOS (Tutorships)
NAVARRO PATON, RUBEN (Co-tutorships)
Court
RODRIGUEZ GUITIAN, MANUEL ANTONIO (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FEAS VAZQUEZ, JACOBO (Member)
RODRIGUEZ GUITIAN, MANUEL ANTONIO (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FEAS VAZQUEZ, JACOBO (Member)
Integrated Teaching of English and Galician in the Foreign Language Classroom using Audiovisual Translation
Authorship
A.G.F.
Specialization in Language and Literature: Foreign Languages
A.G.F.
Specialization in Language and Literature: Foreign Languages
Defense date
09.16.2025 11:30
09.16.2025 11:30
Summary
Taking into account the importance of digital competence in Secondary Education, the first objective of this dissertation will be to study the usage of ICT resources, specifically audiovisual translation, in the Second Language classroom. The second objective, no less significant than the first, will be to demonstrate the necessity of integrated teaching for the enhancement of the competences in two languages (English and Galician) and the development of plurilingual competence. As we will demonstrate in the theoretical framework of the dissertation, at present the usage of Galician among the youth is currently decreasing alarmingly, while Spanish dominates in every aspect of people’s daily lives. This way, being able to integrate Galician language to English in certain second language classroom tasks will increase the time dedicated to Galician and will also enhance our student’s competences in Galician language itself. In the implemented part of the dissertation, using the methodology of task-based approach, we will establish a didactic proposal focused on audiovisual translation from English to Galician. We will try to demonstrate that audiovisual translation is a motivational resource, facilitator of significant learning at the same that it improves the communicative and plurilingual competences of the Secondary Education students.
Taking into account the importance of digital competence in Secondary Education, the first objective of this dissertation will be to study the usage of ICT resources, specifically audiovisual translation, in the Second Language classroom. The second objective, no less significant than the first, will be to demonstrate the necessity of integrated teaching for the enhancement of the competences in two languages (English and Galician) and the development of plurilingual competence. As we will demonstrate in the theoretical framework of the dissertation, at present the usage of Galician among the youth is currently decreasing alarmingly, while Spanish dominates in every aspect of people’s daily lives. This way, being able to integrate Galician language to English in certain second language classroom tasks will increase the time dedicated to Galician and will also enhance our student’s competences in Galician language itself. In the implemented part of the dissertation, using the methodology of task-based approach, we will establish a didactic proposal focused on audiovisual translation from English to Galician. We will try to demonstrate that audiovisual translation is a motivational resource, facilitator of significant learning at the same that it improves the communicative and plurilingual competences of the Secondary Education students.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
Barreira Cerqueiras, Eva María (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
Barreira Cerqueiras, Eva María (Member)
Development of critical thinking in the classroom through the socio-scientific controversies of veganism
Authorship
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 17:00
09.12.2025 17:00
Summary
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established choice and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the ultimate goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established choice and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the ultimate goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Discourse, rationality, and identity: theoretical framework and didactic application in the critical analysis of the use and consumption of contemporary communication platforms.
Authorship
J.J.L.J.
Specialization in Language and Literature: Foreign Languages
J.J.L.J.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 11:00
09.12.2025 11:00
Summary
The aim of this work is to address some relevant issues within the theoretical framework of discourse analysis and communicative rationality in order to defend its relevance and application in the educational context. Specifically, it introduces the distinctive nature of discourse theory; examines the communicative-discursive basis of social order; advocates the relevance of addressing the political dimension of language and understanding dispute as a constituent element of democratic societies; analyses how the media and new digital platforms structure linguistic exchanges, rationalities, subjectivities and identities that underpin the social, political and cultural order; and finally, defines a practical model of guided debate in the classroom as an educational strategy for students to develop autonomy and critical understanding of how they constitute themselves as speakers and how their own process of argumentative reasoning operates. The overall objective of the work is, therefore, to provide theoretical and practical tools so that students become less vulnerable to the partial interests that are embedded in the discourses circulating in the media and have a more solid basis on which to resolve disputes through dialogue and reach normative agreements.
The aim of this work is to address some relevant issues within the theoretical framework of discourse analysis and communicative rationality in order to defend its relevance and application in the educational context. Specifically, it introduces the distinctive nature of discourse theory; examines the communicative-discursive basis of social order; advocates the relevance of addressing the political dimension of language and understanding dispute as a constituent element of democratic societies; analyses how the media and new digital platforms structure linguistic exchanges, rationalities, subjectivities and identities that underpin the social, political and cultural order; and finally, defines a practical model of guided debate in the classroom as an educational strategy for students to develop autonomy and critical understanding of how they constitute themselves as speakers and how their own process of argumentative reasoning operates. The overall objective of the work is, therefore, to provide theoretical and practical tools so that students become less vulnerable to the partial interests that are embedded in the discourses circulating in the media and have a more solid basis on which to resolve disputes through dialogue and reach normative agreements.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
DOSIL DIAZ, CARLOS (Member)
Analysis of Good practice in outdoor learning. The consortium.
Authorship
C.L.F.
Master in Management of Educational Nature Activities
C.L.F.
Master in Management of Educational Nature Activities
Defense date
09.11.2025 10:30
09.11.2025 10:30
Summary
This Master Dissertation addresses a significant gap in the pedagogical field: the educational potential of natural spaces for young adults within the context of non-formal education. The study stems from the recognition of contemporary society's growing disconnection from the natural environment, concept known as nature-deficit disorder (Louv, 2005), to analyze how these settings can enrich formative processes during this life stage. The relevance of this work rests on three central aspects: first, it addresses a research gap by focusing on young adults, a group frequently low used in studies on non-formal education; second, it explores the specific benefits of nature-based learning for this age group, complementing existing findings primarily focused on childhood; and third, it aligns with current discourse on reconnecting with the natural environment as a strategy to address the ecological crisis. As its theoretical foundation, the research draws upon the principles of experiential education, recognized for its ability to promote meaningful and transformative learning. These approaches provide the appropriate framework to examine educational dynamics in natural contexts and their impact on young adults' development.
This Master Dissertation addresses a significant gap in the pedagogical field: the educational potential of natural spaces for young adults within the context of non-formal education. The study stems from the recognition of contemporary society's growing disconnection from the natural environment, concept known as nature-deficit disorder (Louv, 2005), to analyze how these settings can enrich formative processes during this life stage. The relevance of this work rests on three central aspects: first, it addresses a research gap by focusing on young adults, a group frequently low used in studies on non-formal education; second, it explores the specific benefits of nature-based learning for this age group, complementing existing findings primarily focused on childhood; and third, it aligns with current discourse on reconnecting with the natural environment as a strategy to address the ecological crisis. As its theoretical foundation, the research draws upon the principles of experiential education, recognized for its ability to promote meaningful and transformative learning. These approaches provide the appropriate framework to examine educational dynamics in natural contexts and their impact on young adults' development.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Analysis of good outdoor learning practices in adults for the design of a methodological proposal. The path of research towards a proposal for outdoor learning in Galicia.
Authorship
A.M.S.
Master in Management of Educational Nature Activities
A.M.S.
Master in Management of Educational Nature Activities
Defense date
09.10.2025 17:30
09.10.2025 17:30
Summary
This project is a study of good practices in Outdoor Learning, to create a methodology for a project adapted to the Santiago-Portuguese Way. In the following project, research is carried out on Outdoor learning to learn about the origin and development of this methodology based on the article by Marta García Outdoor learning: historical review. Project Learning Outside the Classroom and the book Outdoor education. A form of meaningful learning by Laura Peris. Taking as a reference and theoretical basis the pedagogical principles of outdoor schools through the reflection of Rosa Sensant, a pioneer at national education, as a good practice. Likewise, thanks to theoretical fudamentation, an analysis of good practices in Outdoor Learning for young people and adults from 18 to 30 years old, carried out in Spain, will be carried out. In which different aspects will be analysed, such as the objectives of each one, the contribution of each good practice to innovation in the field of outdoor education or the elements that must be implemented for a good practice to be institutionally, socially, economically and environmentally sustainable, among others, in an analysis of approximately 20 good practices. In this way, the contributions of each good practice will form a methodology for an outdoor learning project in Galicia, adapting it to the Galician context and the needs and characteristics of the target group of the good practice to be carried out. Where the values and pedagogical principles of outdoor learning and nature schools will be present, such as respect and care for the environment and the human group, working on sustainability and education in values for coexistence.
This project is a study of good practices in Outdoor Learning, to create a methodology for a project adapted to the Santiago-Portuguese Way. In the following project, research is carried out on Outdoor learning to learn about the origin and development of this methodology based on the article by Marta García Outdoor learning: historical review. Project Learning Outside the Classroom and the book Outdoor education. A form of meaningful learning by Laura Peris. Taking as a reference and theoretical basis the pedagogical principles of outdoor schools through the reflection of Rosa Sensant, a pioneer at national education, as a good practice. Likewise, thanks to theoretical fudamentation, an analysis of good practices in Outdoor Learning for young people and adults from 18 to 30 years old, carried out in Spain, will be carried out. In which different aspects will be analysed, such as the objectives of each one, the contribution of each good practice to innovation in the field of outdoor education or the elements that must be implemented for a good practice to be institutionally, socially, economically and environmentally sustainable, among others, in an analysis of approximately 20 good practices. In this way, the contributions of each good practice will form a methodology for an outdoor learning project in Galicia, adapting it to the Galician context and the needs and characteristics of the target group of the good practice to be carried out. Where the values and pedagogical principles of outdoor learning and nature schools will be present, such as respect and care for the environment and the human group, working on sustainability and education in values for coexistence.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
RODRIGUEZ LESTEGAS, FRANCISCO (Chairman)
GARCIA PEDREIRA, MARIA DEL ROCIO (Secretary)
Ortiz Sanz, Juan Pedro (Member)
The Relevance of the Globalized World in the Study and Teaching of Languages: English as a Globalized Language
Authorship
P.M.L.
Specialization in Language and Literature: Foreign Languages
P.M.L.
Specialization in Language and Literature: Foreign Languages
Defense date
09.12.2025 12:00
09.12.2025 12:00
Summary
This paper analyzes, from a historical perspective, the position of English within a globalized and interconnected world. The main objective has been to demonstrate its role as a global lingua franca, how it has reached that point, and the implications this has for its teaching and learning. To support this analysis, the research has been based on a bibliographic review of relevant material. The findings confirm the unique status of English as a vehicle for international communication in a wide variety of fields, and explain how this position influences its perception, pedagogy, and expansion within educational systems. As a final critical reflection, the need is raised to adapt education and the role of the teacher to this new global context, with the aim of developing functional speakers of the language.
This paper analyzes, from a historical perspective, the position of English within a globalized and interconnected world. The main objective has been to demonstrate its role as a global lingua franca, how it has reached that point, and the implications this has for its teaching and learning. To support this analysis, the research has been based on a bibliographic review of relevant material. The findings confirm the unique status of English as a vehicle for international communication in a wide variety of fields, and explain how this position influences its perception, pedagogy, and expansion within educational systems. As a final critical reflection, the need is raised to adapt education and the role of the teacher to this new global context, with the aim of developing functional speakers of the language.
Direction
VARELA ZAPATA, JESUS (Tutorships)
VARELA ZAPATA, JESUS (Tutorships)
Court
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Anderson McGuire, JoDee (Chairman)
BLATT , PAULINE MAURICETTE CHRISTIANE (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Use of the Didactic Strategy of Gamification for the Teaching and Learning of Anatomy in Upper Secondary Education.
Authorship
M.O.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.O.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.11.2025 16:00
09.11.2025 16:00
Summary
This Master’s Thesis presents a gamified proposal titled Hormonas descontroladas (Uncontrolled Hormones), implemented in the subject of Applied Anatomy (1st year of Spanish Baccalaureate). Its main goal was to improve students' understanding of the endocrine system through an active, cooperative, and context-based learning experience. The intervention consisted of six sessions, combining clinical case resolution with the creation of a final concept map.To assess its impact, a pretest and postest were administered, along with qualitative self-assessments. The results showed a significant improvement in performance, especially in complex topics such as hormonal feedback mechanisms and regulatory axes. Furthermore, students reported high levels of motivation and engagement, which fostered cooperative learning and the development of key competences. This experience highlights the educational value of gamification in scientific subjects and its potential to enhance both student comprehension and classroom dynamics. Several improvements and possible adaptations are suggested for future implementations of the activity.
This Master’s Thesis presents a gamified proposal titled Hormonas descontroladas (Uncontrolled Hormones), implemented in the subject of Applied Anatomy (1st year of Spanish Baccalaureate). Its main goal was to improve students' understanding of the endocrine system through an active, cooperative, and context-based learning experience. The intervention consisted of six sessions, combining clinical case resolution with the creation of a final concept map.To assess its impact, a pretest and postest were administered, along with qualitative self-assessments. The results showed a significant improvement in performance, especially in complex topics such as hormonal feedback mechanisms and regulatory axes. Furthermore, students reported high levels of motivation and engagement, which fostered cooperative learning and the development of key competences. This experience highlights the educational value of gamification in scientific subjects and its potential to enhance both student comprehension and classroom dynamics. Several improvements and possible adaptations are suggested for future implementations of the activity.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Evaluation and improvement of occupational risk prevention in an educational center
Authorship
O.P.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
O.P.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.10.2025 15:30
09.10.2025 15:30
Summary
This Master's Thesis critically examines the occupational risk prevention documentation provided by the Divina Pastora Plurilingual School in O Barco de Valdeorras (Ourense), the same school where the author completed his teaching practice for the Master's Degree in Teacher Training. The study aims to go beyond a simple presentation of existing preventive measures to present an assessment of the current situation. It not only identifies the risks inherent to the educational environment but also evaluates the effectiveness of the preventive measures implemented. Furthermore, the thesis highlights key areas for improvement and proposes corrective measures to increase the safety of the entire community that forms part of the school. The ultimate objective is to promote an environment where teaching and learning can be achieved under optimal health and safety conditions.
This Master's Thesis critically examines the occupational risk prevention documentation provided by the Divina Pastora Plurilingual School in O Barco de Valdeorras (Ourense), the same school where the author completed his teaching practice for the Master's Degree in Teacher Training. The study aims to go beyond a simple presentation of existing preventive measures to present an assessment of the current situation. It not only identifies the risks inherent to the educational environment but also evaluates the effectiveness of the preventive measures implemented. Furthermore, the thesis highlights key areas for improvement and proposes corrective measures to increase the safety of the entire community that forms part of the school. The ultimate objective is to promote an environment where teaching and learning can be achieved under optimal health and safety conditions.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Didactic proposal for a job workshop
Authorship
N.R.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
N.R.V.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.15.2025 15:00
09.15.2025 15:00
Summary
This Master's Thesis presents an intervention proposal aimed at obtaining the SEAD0411 professional certification within the framework of a job workshop. The main objective is to contribute to the training and employment of unemployed individuals in the Galician forestry sector, especially in the field of wildfires. The proposal is based on a theoretical foundation rooted in project-based learning (PBL), with a curriculum tailored to the reality of a region in the Meira area. The work structures the intervention around the specific contents of one of the training units, proposing objectives, active methodologies, and contextualized evaluations. This initiative aims to address both the training needs of the population and the actual demand for professionals in this strategic sector for Galicia.
This Master's Thesis presents an intervention proposal aimed at obtaining the SEAD0411 professional certification within the framework of a job workshop. The main objective is to contribute to the training and employment of unemployed individuals in the Galician forestry sector, especially in the field of wildfires. The proposal is based on a theoretical foundation rooted in project-based learning (PBL), with a curriculum tailored to the reality of a region in the Meira area. The work structures the intervention around the specific contents of one of the training units, proposing objectives, active methodologies, and contextualized evaluations. This initiative aims to address both the training needs of the population and the actual demand for professionals in this strategic sector for Galicia.
Direction
Barreira Cerqueiras, Eva María (Tutorships)
Barreira Cerqueiras, Eva María (Tutorships)
Court
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
Development of critical thinking within the framework of new technologies and artificial intelligence
Authorship
L.R.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
L.R.D.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.11.2025 17:00
09.11.2025 17:00
Summary
The rise of new technologies, social media and artificial intelligence has led to the digitalization of students’ daily lives and their access to a large amount of information. Their integral development will depend on how they handle all this information. Promoting critical thinking becomes an essential part in education, so students go from being mere consumers of information to becoming interpreters of it. The aim of this work is to analyse from a theoretical point of view the importance of developing and fostering critical thinking in a secondary school student highly influenced by the use of new technologies and virtual spaces, and how this context affects his understanding and interpretation of scientific events.
The rise of new technologies, social media and artificial intelligence has led to the digitalization of students’ daily lives and their access to a large amount of information. Their integral development will depend on how they handle all this information. Promoting critical thinking becomes an essential part in education, so students go from being mere consumers of information to becoming interpreters of it. The aim of this work is to analyse from a theoretical point of view the importance of developing and fostering critical thinking in a secondary school student highly influenced by the use of new technologies and virtual spaces, and how this context affects his understanding and interpretation of scientific events.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Visibility of Gender in Secondary Education: Vocational Education and Training
Authorship
L.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
L.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.15.2025 16:00
09.15.2025 16:00
Summary
This master’s Thesis aims to conduct an analysis from a gender perspective in Vocational Education and Training (VET), focusing on the Mechanical Manufacturing sector in an educational centre in the province of Lugo. The low female presence in this field highlights the persistence of stereotypes and barriers that influence students’ educational choices and reproduce structural inequalities. The main objective is to identify the cultural, social, and educational factors that affect this low female participation, as well as to examine the role played by teaching materials and instructional practices in either perpetuating or overcoming these inequalities. The research is based on a theoretical framework that addresses the social construction of gender, horizontal segregation in VET, and the importance of promoting more equitable and inclusive education. A mixed methodology will be employed, using both quantitative and qualitative techniques, with a transversal gender approach. This study seeks to contribute to critical reflection on the educational reality in technical VET and to propose actions that foster greater equity and inclusion in traditionally male-dominated training environments.
This master’s Thesis aims to conduct an analysis from a gender perspective in Vocational Education and Training (VET), focusing on the Mechanical Manufacturing sector in an educational centre in the province of Lugo. The low female presence in this field highlights the persistence of stereotypes and barriers that influence students’ educational choices and reproduce structural inequalities. The main objective is to identify the cultural, social, and educational factors that affect this low female participation, as well as to examine the role played by teaching materials and instructional practices in either perpetuating or overcoming these inequalities. The research is based on a theoretical framework that addresses the social construction of gender, horizontal segregation in VET, and the importance of promoting more equitable and inclusive education. A mixed methodology will be employed, using both quantitative and qualitative techniques, with a transversal gender approach. This study seeks to contribute to critical reflection on the educational reality in technical VET and to propose actions that foster greater equity and inclusion in traditionally male-dominated training environments.
Direction
DIAZ BALADO, ALICIA (Tutorships)
DIAZ BALADO, ALICIA (Tutorships)
Court
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
GOMEZ GOMEZ, MARIA CARMEN (Chairman)
PRIETO VIGO, NURIA (Secretary)
SANTAMARIA QUEIRUGA, OLAYA (Member)
Chemistry in the kitchen: a didactic proposal for secondary school.
Authorship
P.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
P.R.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.10.2025 16:30
09.10.2025 16:30
Summary
The aim of this master's thesis is to design a teaching proposal for Physics and Chemistry in the 4th year of Compulsory Secondary Education based on the use of cooking as a contextualised resource for learning, following the design criteria collected in the documentary review on methodologies such as project-based learning (PBL), contextualised teaching and cooking as a teaching resource to motivate and bring science closer to the students. The proposal takes the form of a project in which students research, design and make an isotonic drink and a fermented energy snack, applying physico-chemical knowledge related to the concept of pH, solutions and fermentation. The activities are distributed in six sequenced sessions that combine research, experimental work, decision-making and scientific communication. The proposal has not been applied in the classroom, but is supported by the different sources of literature consulted, and a final reflection on its usefulness in promoting more meaningful and functional learning is offered at the end.
The aim of this master's thesis is to design a teaching proposal for Physics and Chemistry in the 4th year of Compulsory Secondary Education based on the use of cooking as a contextualised resource for learning, following the design criteria collected in the documentary review on methodologies such as project-based learning (PBL), contextualised teaching and cooking as a teaching resource to motivate and bring science closer to the students. The proposal takes the form of a project in which students research, design and make an isotonic drink and a fermented energy snack, applying physico-chemical knowledge related to the concept of pH, solutions and fermentation. The activities are distributed in six sequenced sessions that combine research, experimental work, decision-making and scientific communication. The proposal has not been applied in the classroom, but is supported by the different sources of literature consulted, and a final reflection on its usefulness in promoting more meaningful and functional learning is offered at the end.
Direction
AZNAR CUADRADO, VIRGINIA (Tutorships)
AZNAR CUADRADO, VIRGINIA (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Neurodivergence and school inclusion: an analysis of the current educational reality
Authorship
A.R.G.
Specialization in Language and Literature: Foreign Languages
A.R.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.15.2025 10:00
09.15.2025 10:00
Summary
This TFM aims to analyze whether the concept of inclusive school, in relation to neurodivergence, can be considered a reality in schools or whether, on the contrary, it remains a term that is merely recorded in official documents. The starting point, therefore, is the idea of school as a key space to combat the stigma associated with neurodivergence and in which we shall offer an education based on empathy, respect and attention to diversity. The study will be structured in several parts: a theoretical review of the concept of inclusion and neurodivergence, as well as an analysis of the current legal framework in Spain. Subsequently, an empirical study will be carried out to know the reality experienced by students and teachers in the classrooms, in order to evaluate the inclusive practices that are being carried out and to contrast the opinions of both groups. The results will allow us to identify possible challenges or limitations that are preventing the implementation of truly inclusive and equitable educational centers.
This TFM aims to analyze whether the concept of inclusive school, in relation to neurodivergence, can be considered a reality in schools or whether, on the contrary, it remains a term that is merely recorded in official documents. The starting point, therefore, is the idea of school as a key space to combat the stigma associated with neurodivergence and in which we shall offer an education based on empathy, respect and attention to diversity. The study will be structured in several parts: a theoretical review of the concept of inclusion and neurodivergence, as well as an analysis of the current legal framework in Spain. Subsequently, an empirical study will be carried out to know the reality experienced by students and teachers in the classrooms, in order to evaluate the inclusive practices that are being carried out and to contrast the opinions of both groups. The results will allow us to identify possible challenges or limitations that are preventing the implementation of truly inclusive and equitable educational centers.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Aligning expectations and perceptions in mentoring: a comparative view between students and teachers
Authorship
M.R.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.R.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.12.2025 18:00
09.12.2025 18:00
Summary
Mentoring is an inherent role for teachers and a key aspect for students’ comprehensive development. Effective mentoring requires a high level of involvement from tutors, together with the rest of the teaching staff and mentoring staff. Despite the solid theoretical framework on mentoring, the results obtained so far leave room for improvement, so students’ perspective, as the recipients of this action, can be key to more meaningful mentoring. In this study, a questionnaire was developed ad hoc to determine students' expectations of mentoring and their level of satisfaction with it in its different areas of intervention. This questionnaire was used to collect data in secondary education at a Galician high school. Results revealed high expectations and needs, but these do not fully align with the mentoring experience or the self-perception of the mentor teachers. It was also observed that the understanding of the role of mentoring, the effectiveness of academic and career guidance, and the importance placed on educational inclusion vary by gender. Finally, a series of recommendations are offered to achieve more meaningful and effective tutoring for students.
Mentoring is an inherent role for teachers and a key aspect for students’ comprehensive development. Effective mentoring requires a high level of involvement from tutors, together with the rest of the teaching staff and mentoring staff. Despite the solid theoretical framework on mentoring, the results obtained so far leave room for improvement, so students’ perspective, as the recipients of this action, can be key to more meaningful mentoring. In this study, a questionnaire was developed ad hoc to determine students' expectations of mentoring and their level of satisfaction with it in its different areas of intervention. This questionnaire was used to collect data in secondary education at a Galician high school. Results revealed high expectations and needs, but these do not fully align with the mentoring experience or the self-perception of the mentor teachers. It was also observed that the understanding of the role of mentoring, the effectiveness of academic and career guidance, and the importance placed on educational inclusion vary by gender. Finally, a series of recommendations are offered to achieve more meaningful and effective tutoring for students.
Direction
PRIETO VIGO, NURIA (Tutorships)
PRIETO VIGO, NURIA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Occupational Risk in the Teaching Sector
Authorship
J.S.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.S.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.10.2025 17:30
09.10.2025 17:30
Summary
This paper presents a bibliographic research focused on the identification and analysis of the main occupational risks in the teaching profession. Based on a review of academic and institutional sources, the risks are classified into four main categories: psychosocial, ergonomic, safety-related, and health-related. Each category is analyzed by examining its causes, associated symptoms, and proposed preventive strategies. Additionally, the study includes a basic review of the current legal framework on occupational risk prevention in the educational sector, in order to contextualize the analysis.
This paper presents a bibliographic research focused on the identification and analysis of the main occupational risks in the teaching profession. Based on a review of academic and institutional sources, the risks are classified into four main categories: psychosocial, ergonomic, safety-related, and health-related. Each category is analyzed by examining its causes, associated symptoms, and proposed preventive strategies. Additionally, the study includes a basic review of the current legal framework on occupational risk prevention in the educational sector, in order to contextualize the analysis.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Castro sites and heritage education: an interdisciplinary didactic approach
Authorship
R.T.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
R.T.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
09.11.2025 18:00
09.11.2025 18:00
Summary
Abstract This master's dissertation presents the design of an interdisciplinary teaching intervention aimed at students in the fourth year of Compulsory Secondary Education (ESO). The proposal integrates the subjects of Biology, Geology, and Geography and History within the curriculum. Its objective is to develop activities that enable students to explore the complex relationship between human activity and the environment from a holistic perspective, overcoming the disciplinary fragmentation that often separates natural and historical content. The topic was selected because of its relevance to current educational policies focused on Education for Sustainable Development. The theoretical framework draws on environmental archaeology and heritage education, incorporating research in earth sciences within archaeological contexts to create a contextualised teaching proposal that fosters meaningful learning experiences. The archaeological site of Castro de Baroña was chosen as a case study to explore identity and symbolism, while the study of soils was used as a pedagogical tool to promote scientific literacy. The results demonstrate the feasibility of designing an innovative and replicable teaching unit, with activities that effectively bridge research and classroom practice, and connect content from both the natural and social sciences.
Abstract This master's dissertation presents the design of an interdisciplinary teaching intervention aimed at students in the fourth year of Compulsory Secondary Education (ESO). The proposal integrates the subjects of Biology, Geology, and Geography and History within the curriculum. Its objective is to develop activities that enable students to explore the complex relationship between human activity and the environment from a holistic perspective, overcoming the disciplinary fragmentation that often separates natural and historical content. The topic was selected because of its relevance to current educational policies focused on Education for Sustainable Development. The theoretical framework draws on environmental archaeology and heritage education, incorporating research in earth sciences within archaeological contexts to create a contextualised teaching proposal that fosters meaningful learning experiences. The archaeological site of Castro de Baroña was chosen as a case study to explore identity and symbolism, while the study of soils was used as a pedagogical tool to promote scientific literacy. The results demonstrate the feasibility of designing an innovative and replicable teaching unit, with activities that effectively bridge research and classroom practice, and connect content from both the natural and social sciences.
Direction
OUTEIRO IGLESIAS, MARIO (Tutorships)
OUTEIRO IGLESIAS, MARIO (Tutorships)
Court
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
VELOSO FREIRE, JAVIER (Chairman)
MARCOS MARTINEZ, VERONICA (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Workcamps in Galicia, a proposal for the recovery of the workcamps of Ons.
Authorship
A.V.D.
Master in Management of Educational Nature Activities
A.V.D.
Master in Management of Educational Nature Activities
Defense date
09.11.2025 11:30
09.11.2025 11:30
Summary
The document will present a theoretical investigation on volunteer camps, both at a historical level and regarding their current development. Volunteer camps are “a form of volunteering that consists of carrying out socially oriented work that benefits the community in which it takes place” (Youth Institute, 2023). For their participants, they become an opportunity to connect with other people, share experiences while acquiring new learning about the environment they are in. Normally, they are usually aimed at young people between 18 and 30 years old, who for a period of time work in specific places on heritage restoration, environmental issues, or social intervention. Volunteer camps are also places of learning. Through non-formal education, participants gain knowledge and skills related to the 2030 Agenda, as well as the transversal acquisition of competencies and values inherent to today’s society, which are also key in the Sustainable Development Goals. In Galicia, over the past year, around 40 volunteer camps have been carried out throughout the region, including the Cíes Islands, which belong to the Atlantic Islands of Galicia Maritime-Terrestrial National Park (Xunta de Galicia, 2024). However, in the case of Ons Island, despite being a space where such projects existed several decades ago, there is currently no volunteer camp. That is why a proposal will be made to recover the volunteer camp in Ons, taking into account the current framework and the characteristics of the area, with the aim of restoring this voluntary activity. After this review, a proposal for a volunteer camp on Ons Island will be made, using the existing ones as a reference.
The document will present a theoretical investigation on volunteer camps, both at a historical level and regarding their current development. Volunteer camps are “a form of volunteering that consists of carrying out socially oriented work that benefits the community in which it takes place” (Youth Institute, 2023). For their participants, they become an opportunity to connect with other people, share experiences while acquiring new learning about the environment they are in. Normally, they are usually aimed at young people between 18 and 30 years old, who for a period of time work in specific places on heritage restoration, environmental issues, or social intervention. Volunteer camps are also places of learning. Through non-formal education, participants gain knowledge and skills related to the 2030 Agenda, as well as the transversal acquisition of competencies and values inherent to today’s society, which are also key in the Sustainable Development Goals. In Galicia, over the past year, around 40 volunteer camps have been carried out throughout the region, including the Cíes Islands, which belong to the Atlantic Islands of Galicia Maritime-Terrestrial National Park (Xunta de Galicia, 2024). However, in the case of Ons Island, despite being a space where such projects existed several decades ago, there is currently no volunteer camp. That is why a proposal will be made to recover the volunteer camp in Ons, taking into account the current framework and the characteristics of the area, with the aim of restoring this voluntary activity. After this review, a proposal for a volunteer camp on Ons Island will be made, using the existing ones as a reference.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
GARCIA ROMERO, DAVID (Secretary)
LOPEZ CASTRO, LETICIA (Member)
Level Up!: The Power of Video Games for Foreign Language Teaching.
Authorship
J.R.V.G.
Specialization in Language and Literature: Foreign Languages
J.R.V.G.
Specialization in Language and Literature: Foreign Languages
Defense date
09.15.2025 11:00
09.15.2025 11:00
Summary
This Master's final thesis aims to demonstrate how video games can be integrated into foreign language teaching in Secondary Education, giving video games a new role by combining entertainment and learning. With special attention to Decree 156/2022 and the Xunta de Galicia's E-Dixgal programme, the goal is to improve not only students' linguistic and plurilingual competence, but also their digital competence. The dissertation will consist of two parts: a theoretical section based on studies on the application of ICTs in the classroom and studies on video games and their versatility in the educational field. The second part will be a case study. To demonstrate the objectives of this work, a didactic proposal will be developed to showcase the potential of video games as a complement to traditional teaching methods in the classroom. If possible, it will be implemented during the Practicum period. To collect research results, questionnaires will be distributed to students, asking about their experience and opinions regarding their teachers' usual methods and the proposal
This Master's final thesis aims to demonstrate how video games can be integrated into foreign language teaching in Secondary Education, giving video games a new role by combining entertainment and learning. With special attention to Decree 156/2022 and the Xunta de Galicia's E-Dixgal programme, the goal is to improve not only students' linguistic and plurilingual competence, but also their digital competence. The dissertation will consist of two parts: a theoretical section based on studies on the application of ICTs in the classroom and studies on video games and their versatility in the educational field. The second part will be a case study. To demonstrate the objectives of this work, a didactic proposal will be developed to showcase the potential of video games as a complement to traditional teaching methods in the classroom. If possible, it will be implemented during the Practicum period. To collect research results, questionnaires will be distributed to students, asking about their experience and opinions regarding their teachers' usual methods and the proposal
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
SOUTO GOMEZ, MONTSERRAT (Member)
Equine therapy in the galician territory: a review of the training and professional offer.
Authorship
A.V.V.
Master in Management of Educational Nature Activities
A.V.V.
Master in Management of Educational Nature Activities
Defense date
09.09.2025 11:30
09.09.2025 11:30
Summary
Animal-Assisted Intervention is a structured and goal-oriented practice that intentionally includes animals in the fields of health, education, and social services, aiming to achieve therapeutic benefits for people (IAHAIO, 2014). Although there are many animal species involved in such interventions, this study focuses specifically on horses. Equine therapy, or horse-assisted therapy, is a methodology in which the animal acts as a co-therapist within a supportive process aimed at fostering the emotional, physical, and relational development of the participant (Baena, 2024). In addition, the horse’s three-dimensional movement, similar to human gait, stimulates the neuromuscular system, helping to improve balance, posture, and coordination. Interaction with the animal also provides psychosocial benefits such as increased self-esteem, attention, and social skills (Guzmán et al., 2023). This baseline study, conducted through a review of documents and an analysis of information available online, aims to identify Galician centres that carry out horse-assisted interventions and compile the training opportunities available in the region. The main findings show that these interventions have a limited and uneven presence in the different provinces, with scarce and poorly structured training, which highlights the need to raise awareness, professionalise and coordinate the sector at the regional level.
Animal-Assisted Intervention is a structured and goal-oriented practice that intentionally includes animals in the fields of health, education, and social services, aiming to achieve therapeutic benefits for people (IAHAIO, 2014). Although there are many animal species involved in such interventions, this study focuses specifically on horses. Equine therapy, or horse-assisted therapy, is a methodology in which the animal acts as a co-therapist within a supportive process aimed at fostering the emotional, physical, and relational development of the participant (Baena, 2024). In addition, the horse’s three-dimensional movement, similar to human gait, stimulates the neuromuscular system, helping to improve balance, posture, and coordination. Interaction with the animal also provides psychosocial benefits such as increased self-esteem, attention, and social skills (Guzmán et al., 2023). This baseline study, conducted through a review of documents and an analysis of information available online, aims to identify Galician centres that carry out horse-assisted interventions and compile the training opportunities available in the region. The main findings show that these interventions have a limited and uneven presence in the different provinces, with scarce and poorly structured training, which highlights the need to raise awareness, professionalise and coordinate the sector at the regional level.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
RODRIGUEZ GUITIAN, MANUEL ANTONIO (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FEAS VAZQUEZ, JACOBO (Member)
RODRIGUEZ GUITIAN, MANUEL ANTONIO (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FEAS VAZQUEZ, JACOBO (Member)