Music therapy in infant education classroms
Authorship
A.A.G.
Bachelor's Degree in Early Childhood Education
A.A.G.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 10:30
07.18.2025 10:30
Summary
This final degree project aims to design a proposal for music therapy intervention in infant education classrooms. We begin with a literature review and examine the role of music in schools and the various fields of music therapy, focusing on education in developing our proposal, following the main theme. This project aims to foster awareness and interest in the influence music has on the emotional well-being of children, promoting self-awareness, identifying and expressing emotions, and developing the skills necessary for regulating them.
This final degree project aims to design a proposal for music therapy intervention in infant education classrooms. We begin with a literature review and examine the role of music in schools and the various fields of music therapy, focusing on education in developing our proposal, following the main theme. This project aims to foster awareness and interest in the influence music has on the emotional well-being of children, promoting self-awareness, identifying and expressing emotions, and developing the skills necessary for regulating them.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
GILLANDERS , CAROL JEAN (Student’s tutor)
GILLANDERS , CAROL JEAN (Student’s tutor)
Job placement of university graduates in Education: Challenges and opportunities in the current labor market.
Authorship
S.B.G.
Pedagogy Degree
S.B.G.
Pedagogy Degree
Defense date
07.17.2025 09:30
07.17.2025 09:30
Summary
The main objective of this work is to analyze the factors that determine the employability of university graduates in education degrees (Early Childhood and Primary Education Teacher, Social Education, and Pedagogy). To this end, a study was carried out through a review of the literature, consulting various academic sources related to this field. Information was collected, classified, and analyzed to produce a study that addresses the existing differences, both in terms of training and labor market integration, among the aforementioned degrees. Key factors influencing access to the professional market and the role of the university were identified, the current situation was analyzed using statistical data, and finally, the opportunities and barriers present in this process were gathered, along with some improvement proposals. The results obtained show certain differences depending on the degree in question, but also numerous recurring patterns that affect them jointly. The multitude of conditions they face, barriers and opportunities, the need for university support, the main professional pathways, among others, are some of the elements highlighted as conclusions in this study, which required great effort due to its complexity. In light of this, there is an urgent need to continue advancing in the study of this topic in order to contribute to improving the employability of graduates in education degrees.
The main objective of this work is to analyze the factors that determine the employability of university graduates in education degrees (Early Childhood and Primary Education Teacher, Social Education, and Pedagogy). To this end, a study was carried out through a review of the literature, consulting various academic sources related to this field. Information was collected, classified, and analyzed to produce a study that addresses the existing differences, both in terms of training and labor market integration, among the aforementioned degrees. Key factors influencing access to the professional market and the role of the university were identified, the current situation was analyzed using statistical data, and finally, the opportunities and barriers present in this process were gathered, along with some improvement proposals. The results obtained show certain differences depending on the degree in question, but also numerous recurring patterns that affect them jointly. The multitude of conditions they face, barriers and opportunities, the need for university support, the main professional pathways, among others, are some of the elements highlighted as conclusions in this study, which required great effort due to its complexity. In light of this, there is an urgent need to continue advancing in the study of this topic in order to contribute to improving the employability of graduates in education degrees.
Direction
GARCIA ALVAREZ, JESUS (Tutorships)
GARCIA ALVAREZ, JESUS (Tutorships)
Court
GARCIA ALVAREZ, JESUS (Student’s tutor)
GARCIA ALVAREZ, JESUS (Student’s tutor)
The autonomous migration of Moroccan foreign minors: challenges and socio-educational proposals.
Authorship
M.C.R.
Social Education Degree
M.C.R.
Social Education Degree
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
This paper analyses the phenomenon of unaccompanied foreign minors’ autonomous migration (MENAs) to Spain, focusing on the challenges and opportunities they face within the child protection system. Through a critical bibliographic review, the study identifies the structural, socioeconomic, and regulatory factors driving this mobility, emphasizing the enduring inequalities between Morocco and Europe, and the stigmatizing narratives in media and politics. The general objective is to analyse the main barriers to the effective inclusion and protection of these minors and to propose socio-educational strategies that support their holistic development. The methodology is based on documentary analysis and framed by theories such as segmented assimilation, which help interpret the minors’ migration trajectories in relation to their reception contexts. Findings highlight systemic failures in Spain’s approach, including fragmented policies, regional disparities, and a lack of recognition of the minors' agency and resilience. The study concludes by offering inclusive educational practices and institutional reforms to promote their rights and cultural identity, advocating for an integrated legal, social, and educational response.
This paper analyses the phenomenon of unaccompanied foreign minors’ autonomous migration (MENAs) to Spain, focusing on the challenges and opportunities they face within the child protection system. Through a critical bibliographic review, the study identifies the structural, socioeconomic, and regulatory factors driving this mobility, emphasizing the enduring inequalities between Morocco and Europe, and the stigmatizing narratives in media and politics. The general objective is to analyse the main barriers to the effective inclusion and protection of these minors and to propose socio-educational strategies that support their holistic development. The methodology is based on documentary analysis and framed by theories such as segmented assimilation, which help interpret the minors’ migration trajectories in relation to their reception contexts. Findings highlight systemic failures in Spain’s approach, including fragmented policies, regional disparities, and a lack of recognition of the minors' agency and resilience. The study concludes by offering inclusive educational practices and institutional reforms to promote their rights and cultural identity, advocating for an integrated legal, social, and educational response.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Inclusion of students with hearing disabilities in the musical proposals of the Early Childhood Education classroom
Authorship
P.D.S.
Bachelor's Degree in Early Childhood Education
P.D.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 11:00
07.18.2025 11:00
Summary
This thesis focuses on the development and design of a teaching proposal that promotes the inclusion of students with any degree of hearing impairment in the general classroom of Early Childhood Education, more specifically in the musical proposals developed within this classroom. The main objective is to develop guidelines and strategies that allow for full participation of this type of student in musical proposals, taking into account, therefore, their specific needs. To do this, it is necessary to identify the needs of students with hearing disabilities in order to promote real and effective inclusion. Additionally, the goal will be to create a conception that moves away from the audiocentrism of music, exploring other senses and methods that allow for a musical experience that is accessible to everyone, in this case focusing on students with hearing disabilities. The methodology for the development of this final degree project will be based on a documentary and theoretical review that includes the analysis of projects, academic journal articles, legislation, and relevant teaching materials. An analysis will then be conducted, which will serve as the basis for creating a practical teaching proposal adaptable to the different realities of the Early Childhood Education classroom.
This thesis focuses on the development and design of a teaching proposal that promotes the inclusion of students with any degree of hearing impairment in the general classroom of Early Childhood Education, more specifically in the musical proposals developed within this classroom. The main objective is to develop guidelines and strategies that allow for full participation of this type of student in musical proposals, taking into account, therefore, their specific needs. To do this, it is necessary to identify the needs of students with hearing disabilities in order to promote real and effective inclusion. Additionally, the goal will be to create a conception that moves away from the audiocentrism of music, exploring other senses and methods that allow for a musical experience that is accessible to everyone, in this case focusing on students with hearing disabilities. The methodology for the development of this final degree project will be based on a documentary and theoretical review that includes the analysis of projects, academic journal articles, legislation, and relevant teaching materials. An analysis will then be conducted, which will serve as the basis for creating a practical teaching proposal adaptable to the different realities of the Early Childhood Education classroom.
Direction
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Student’s tutor)
LERANOZ IGLESIAS, MARTIN MANUEL (Student’s tutor)
Development of emotional skills through Physical Education in Primary Education
Authorship
A.D.S.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.D.S.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
This project addresses emotional education as a key component for the comprehensive development of primary school students. In a context where emotional well-being is increasingly relevant, the need to systematically integrate it into formal education is highlighted. To this end, a teaching proposal is designed around Physical Education, aimed at third-grade primary school students, which combines emotional and athletic performance in a playful way through games and activities. The objective is for students to work on their emotions in physical education lessons, using play, movement, and cooperative dynamics as key tools, taking advantage of the opportunities, this subject offers for emotional development. This work begins with a theoretical foundation that highlights the importance of emotional education and its connection with physical education. The components of the didactic unit are detailed below: contextualization, justification, methodology, and curricular elements, such as objectives, content, key competencies, and assessment criteria. Finally, the evaluation system of the teaching-learning process is presented, enabling students to discover, understand, manage, and work with their emotions in a conscious and meaningful way.
This project addresses emotional education as a key component for the comprehensive development of primary school students. In a context where emotional well-being is increasingly relevant, the need to systematically integrate it into formal education is highlighted. To this end, a teaching proposal is designed around Physical Education, aimed at third-grade primary school students, which combines emotional and athletic performance in a playful way through games and activities. The objective is for students to work on their emotions in physical education lessons, using play, movement, and cooperative dynamics as key tools, taking advantage of the opportunities, this subject offers for emotional development. This work begins with a theoretical foundation that highlights the importance of emotional education and its connection with physical education. The components of the didactic unit are detailed below: contextualization, justification, methodology, and curricular elements, such as objectives, content, key competencies, and assessment criteria. Finally, the evaluation system of the teaching-learning process is presented, enabling students to discover, understand, manage, and work with their emotions in a conscious and meaningful way.
Direction
Eirín Nemiña, Raúl (Tutorships)
Eirín Nemiña, Raúl (Tutorships)
Court
Eirín Nemiña, Raúl (Student’s tutor)
Eirín Nemiña, Raúl (Student’s tutor)
Disney princesses: from stereotypes to equality and their possible influence on children in early childhood education.
Authorship
P.F.B.
Bachelor's Degree in Early Childhood Education
P.F.B.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 10:00
07.18.2025 10:00
Summary
It’s necessary to apply critical thinking to Disney films in terms of the gender models offered to boys and girls in the Early Childhood Education stage, considering the importance of these ages for laying the foundations of their way of seeing and understanding the world around them. This study reflects on gender stereotypes and roles and how these affect and are transmitted in society. How cartoon films can have so many components capable of marking children's behaviour This work assesses the extent to which films, specifically Disney films, perpetuate or transform female representation and gender roles throughout the generations. A film from each of Disney's stages (classic stage, Disney renaissance and second renaissance) has been analyzed to observe their evolution over the years and how they have tried to adapt to social evolutions, gender freedom and the autonomy and independence of the female figure in today's society.
It’s necessary to apply critical thinking to Disney films in terms of the gender models offered to boys and girls in the Early Childhood Education stage, considering the importance of these ages for laying the foundations of their way of seeing and understanding the world around them. This study reflects on gender stereotypes and roles and how these affect and are transmitted in society. How cartoon films can have so many components capable of marking children's behaviour This work assesses the extent to which films, specifically Disney films, perpetuate or transform female representation and gender roles throughout the generations. A film from each of Disney's stages (classic stage, Disney renaissance and second renaissance) has been analyzed to observe their evolution over the years and how they have tried to adapt to social evolutions, gender freedom and the autonomy and independence of the female figure in today's society.
Direction
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
FRANCO VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
The adaptation period in the second cycle of early childhood education. Designing an innovation proposal based on artistic-musical activities.
Authorship
M.F.F.
Bachelor's Degree in Early Childhood Education
M.F.F.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 11:30
07.18.2025 11:30
Summary
This Final Degree Project analyzes the adaptation period in the Second Cycle of Early Childhood Education, a complex process that requires three-year-old studens to leave their reference environment and emotional stability to enter a school setting that is unfamiliar to them. A theoretical framework and a practical intervention are presented with the aim of improving a transition that can be stressful for children, by analyzing various factors that influence the process, such as families, teacher training, school intervention, and prior schooling in the first cycle. The innovation proposal focuses on musical tools as a pedagogical resource to foster a calm atmosphere of emotional stability while also promoting expression, routine structuring, and the development of emotional bonds. The designed proposal is aligned with the curriculum, presenting a flexible and inclusive methodology through the application of planned musical activities that respect individual rhythms and are centered on the comprehensive development of students. The main conclusions revolve around the need to reflect on, reconsider, and improve the adaptation period given its importance.
This Final Degree Project analyzes the adaptation period in the Second Cycle of Early Childhood Education, a complex process that requires three-year-old studens to leave their reference environment and emotional stability to enter a school setting that is unfamiliar to them. A theoretical framework and a practical intervention are presented with the aim of improving a transition that can be stressful for children, by analyzing various factors that influence the process, such as families, teacher training, school intervention, and prior schooling in the first cycle. The innovation proposal focuses on musical tools as a pedagogical resource to foster a calm atmosphere of emotional stability while also promoting expression, routine structuring, and the development of emotional bonds. The designed proposal is aligned with the curriculum, presenting a flexible and inclusive methodology through the application of planned musical activities that respect individual rhythms and are centered on the comprehensive development of students. The main conclusions revolve around the need to reflect on, reconsider, and improve the adaptation period given its importance.
Direction
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
LERANOZ IGLESIAS, MARTIN MANUEL (Tutorships)
Court
LERANOZ IGLESIAS, MARTIN MANUEL (Student’s tutor)
LERANOZ IGLESIAS, MARTIN MANUEL (Student’s tutor)
School and community in the face of cultural diversity: an innovative proposal from learning communities.
Authorship
U.F.S.
Bachelor's Degree in Early Childhood Education
U.F.S.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
We live in an increasingly diverse and globalized society, which means that schools face the challenge of addressing a culturally heterogeneous student body. This final degree project analyzes the model of learning communities as an educational response to cultural diversity in early childhood education. Through a theoretical review grounded in dialogic learning, critical pedagogy, and sociocultural theory, it reflects on the need to transform educational centers into more inclusive, participatory, and democratic spaces. As an intervention proposal, this work presents the creation of a digital application prototype called hola mundo, aimed at promoting cultural diversity and family participation from early ages, aligned with the principles of learning communities. This educational tool seeks to act as a bridge between school and families, fostering respect for different cultures through the pedagogical use of technology. A methodology based on design thinking is adopted, allowing for the development of innovative solutions through empathy, collaboration, and inclusion.
We live in an increasingly diverse and globalized society, which means that schools face the challenge of addressing a culturally heterogeneous student body. This final degree project analyzes the model of learning communities as an educational response to cultural diversity in early childhood education. Through a theoretical review grounded in dialogic learning, critical pedagogy, and sociocultural theory, it reflects on the need to transform educational centers into more inclusive, participatory, and democratic spaces. As an intervention proposal, this work presents the creation of a digital application prototype called hola mundo, aimed at promoting cultural diversity and family participation from early ages, aligned with the principles of learning communities. This educational tool seeks to act as a bridge between school and families, fostering respect for different cultures through the pedagogical use of technology. A methodology based on design thinking is adopted, allowing for the development of innovative solutions through empathy, collaboration, and inclusion.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
GARCIA MARIN, JORGE (Student’s tutor)
GARCIA MARIN, JORGE (Student’s tutor)
The loss of Galician as a language for children's socialization: the role of the school
Authorship
F.G.V.
Bachelor's Degree in Early Childhood Education
F.G.V.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 19:15
07.18.2025 19:15
Summary
This Final Degree Project addresses the concern about the decrease in the use of Galician as a common language among children. The purpose is to analyze how Galician is used, both within the school environment and in moments of social interaction outside the classroom, and to propose measures to promote its daily use. Galician, as an essential part of the cultural identity of Galicia, needs to be preserved through the new generations to ensure its continuity over time. Currently, Spanish has become the predominant language, even in rural areas where Galician was traditionally spoken, which highlights the need to develop new initiatives to strengthen the Galician language. For this purpose, this research will carry out observations and interviews with teachers, families and children from different social contexts, in order to identify the causes that are provoking this linguistic change and, based on them, to design proposals that contribute to reverse this situation.
This Final Degree Project addresses the concern about the decrease in the use of Galician as a common language among children. The purpose is to analyze how Galician is used, both within the school environment and in moments of social interaction outside the classroom, and to propose measures to promote its daily use. Galician, as an essential part of the cultural identity of Galicia, needs to be preserved through the new generations to ensure its continuity over time. Currently, Spanish has become the predominant language, even in rural areas where Galician was traditionally spoken, which highlights the need to develop new initiatives to strengthen the Galician language. For this purpose, this research will carry out observations and interviews with teachers, families and children from different social contexts, in order to identify the causes that are provoking this linguistic change and, based on them, to design proposals that contribute to reverse this situation.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
Judo in Early Childhood Education: A Proposal for Psychomotor and Emotional Development
Authorship
J.I.R.
Bachelor's Degree in Early Childhood Education
J.I.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
This Final Degree Project presents a theoretical intervention proposal for the Early Childhood Education stage based on judo as an educational tool. The proposal consists of eight structured sessions aimed at fostering the psychomotor, emotional, and social development of children in the last two years of preschool. Through playful dynamics, basic judo techniques, and cooperative games, the aim is to enhance body control, emotional self-regulation, and social skills. The intervention is adapted to student diversity and includes principles of inclusion and emotional education.
This Final Degree Project presents a theoretical intervention proposal for the Early Childhood Education stage based on judo as an educational tool. The proposal consists of eight structured sessions aimed at fostering the psychomotor, emotional, and social development of children in the last two years of preschool. Through playful dynamics, basic judo techniques, and cooperative games, the aim is to enhance body control, emotional self-regulation, and social skills. The intervention is adapted to student diversity and includes principles of inclusion and emotional education.
Direction
MAREQUE LEON, FRANCISCO (Tutorships)
MAREQUE LEON, FRANCISCO (Tutorships)
Court
MAREQUE LEON, FRANCISCO (Student’s tutor)
MAREQUE LEON, FRANCISCO (Student’s tutor)
Workshop for families: motivating adolescents in times of demotivation.
Authorship
M.L.P.
Pedagogy Degree
M.L.P.
Pedagogy Degree
Defense date
07.17.2025 16:00
07.17.2025 16:00
Summary
This Final Degree Thesis is presented as a socio-educational intervention proposal aimed at families with adolescent sons and daughters who are unmotivated at school. The main objective is to promote family involvement as a preventive factor against low academic performance, through a six-session workshop. The proposal approaches motivation from a pedagogical, emotional and communicative perspective, combining practical dynamics, moments of reflection and tools applicable at home. It is structured in five main activities: initial diagnosis, practical training on study habits, improvement of affective communication, strengthening of the link with the school and final evaluation. Differentiated roles are established for the professional profiles involved and the coordination and follow-up mechanisms, both internal and institutional, are described. The intervention is designed to be replicable in educational centers or municipal services and seeks to improve the relationship between family, school and adolescence.
This Final Degree Thesis is presented as a socio-educational intervention proposal aimed at families with adolescent sons and daughters who are unmotivated at school. The main objective is to promote family involvement as a preventive factor against low academic performance, through a six-session workshop. The proposal approaches motivation from a pedagogical, emotional and communicative perspective, combining practical dynamics, moments of reflection and tools applicable at home. It is structured in five main activities: initial diagnosis, practical training on study habits, improvement of affective communication, strengthening of the link with the school and final evaluation. Differentiated roles are established for the professional profiles involved and the coordination and follow-up mechanisms, both internal and institutional, are described. The intervention is designed to be replicable in educational centers or municipal services and seeks to improve the relationship between family, school and adolescence.
Direction
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
REGUEIRO FERNANDEZ, BIBIANA (Tutorships)
Court
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
REGUEIRO FERNANDEZ, BIBIANA (Student’s tutor)
Activities with small living beings in the Early Childhood Education classroom.
Authorship
N.L.L.
Bachelor's Degree in Early Childhood Education
N.L.L.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
The main objective of this Final Degree Project is to design and apply a didactic proposal about small living beings, epecifically earthworms, in order to determine to what extent the students of Early Childhood Education are able to build a precursor model of living beings, as well as to get involved in scientific practices, all this following a qualitative method. In this research, we will compare and analyze the productions and verbalizations, collected through audio recordings and field notes, of the subjects present during the two weeks of the proposal. The participants were nine students from both the second cycle of Infant Education and the first cycle of Primary Education, belonging to a Rural Grouped Center located in the interior of Galicia. The results obtained show how the children´s models change after the scientific research, consisting of the sequence observation-prediction-checking-discussion, and constructor of scientific knowledge.
The main objective of this Final Degree Project is to design and apply a didactic proposal about small living beings, epecifically earthworms, in order to determine to what extent the students of Early Childhood Education are able to build a precursor model of living beings, as well as to get involved in scientific practices, all this following a qualitative method. In this research, we will compare and analyze the productions and verbalizations, collected through audio recordings and field notes, of the subjects present during the two weeks of the proposal. The participants were nine students from both the second cycle of Infant Education and the first cycle of Primary Education, belonging to a Rural Grouped Center located in the interior of Galicia. The results obtained show how the children´s models change after the scientific research, consisting of the sequence observation-prediction-checking-discussion, and constructor of scientific knowledge.
Direction
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
GARCIA-RODEJA GAYOSO, ISABEL (Tutorships)
Court
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
GARCIA-RODEJA GAYOSO, ISABEL (Student’s tutor)
Photography as narrative, fiction and document
Authorship
P.M.R.
Bachelor's Degree in Early Childhood Education
P.M.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 11:00
07.17.2025 11:00
Summary
This Final Year Project consists of the design of a proposal for pedagogical innovation centred on the creation of an illustrated album based on images collected by the pupils themselves in Infant Education. This was partially applied in a real classroom in a Galician urban school, with children aged 4 and 5. The activities that were carried out met objectives such as promoting pupils' autonomy, developing their creativity, acquiring skills in both narrative and photographic fields and strengthening their critical thinking. This experience integrates active methodologies from a constructivist approach. In addition, ICTs are worked on, contributing to current pedagogical standards, performing technological aspects and developing competences of this nature in the pupils.
This Final Year Project consists of the design of a proposal for pedagogical innovation centred on the creation of an illustrated album based on images collected by the pupils themselves in Infant Education. This was partially applied in a real classroom in a Galician urban school, with children aged 4 and 5. The activities that were carried out met objectives such as promoting pupils' autonomy, developing their creativity, acquiring skills in both narrative and photographic fields and strengthening their critical thinking. This experience integrates active methodologies from a constructivist approach. In addition, ICTs are worked on, contributing to current pedagogical standards, performing technological aspects and developing competences of this nature in the pupils.
Direction
CORTIZAS VARELA, OLALLA (Tutorships)
DIAZ SEOANE, ANGELES (Co-tutorships)
CORTIZAS VARELA, OLALLA (Tutorships)
DIAZ SEOANE, ANGELES (Co-tutorships)
Court
CORTIZAS VARELA, OLALLA (Student’s tutor)
DIAZ SEOANE, ANGELES (Student’s tutor)
CORTIZAS VARELA, OLALLA (Student’s tutor)
DIAZ SEOANE, ANGELES (Student’s tutor)
Analysis of language use in Early Childhood Education in urban contexts: the role of the school in the preservation and intergenerational transmission of the native language.
Authorship
M.E.M.L.
Bachelor's Degree in Early Childhood Education
M.E.M.L.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 20:00
07.18.2025 20:00
Summary
This paper analyzes the linguistic use of Galician in early Chilhood Education in an urban school in Galicia, aiming to assess the school’s role as an agento f intergenerational language trasmissión. Using a qualitative methodology base don direct observation and theacher questionnaires, the study reveals a clear dominance of Spanish in students daily interactions, even in contexts where Galcician is used as the instructional lenguage. The causes behind this tren incluede socialpressure, lack os resources, limited family involvement, and testrictive interpretations of current legislation. The conclusions stress the need of more ambitiious languag policies, teacher training, adapted aducational materials, and early inmersión strategies. The study also offers practical proposals to transform schools into effective spaces for the normalization of the Galician language from the earliest years os schooling.
This paper analyzes the linguistic use of Galician in early Chilhood Education in an urban school in Galicia, aiming to assess the school’s role as an agento f intergenerational language trasmissión. Using a qualitative methodology base don direct observation and theacher questionnaires, the study reveals a clear dominance of Spanish in students daily interactions, even in contexts where Galcician is used as the instructional lenguage. The causes behind this tren incluede socialpressure, lack os resources, limited family involvement, and testrictive interpretations of current legislation. The conclusions stress the need of more ambitiious languag policies, teacher training, adapted aducational materials, and early inmersión strategies. The study also offers practical proposals to transform schools into effective spaces for the normalization of the Galician language from the earliest years os schooling.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
LOPEZ SANDEZ, MARIA (Student’s tutor)
LOPEZ SANDEZ, MARIA (Student’s tutor)
Outdoor development in Early Childhood Education: Benefits for the child’s holistic growth
Authorship
J.M.R.
Bachelor's Degree in Early Childhood Education
J.M.R.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 09:00
07.17.2025 09:00
Summary
This Final Degree Project aims to highlight the benefits of contact with nature in the holistic development of Early Childhood Education students. As a future teacher, I am concerned about the current lifestyle of children, characterized by excessive screen use, sedentary habits, and limited time spent outdoors. From a theoretical and experiental approach, it is argued that outdoor play promotes motor, cognitive, emotional, and social development, while also enhancing autonomy, creativity, and overall well-being. To this end, a theoretical review has been conducted on the role of nature in education and its connection with active pedagogy. The role of the teacher as a mediator and facilitator of meaningful learning in outdoor environments is also examined. The study emphasizes the need to rethink school settings and educational practices to integrate nature as a regular and valuable resource, in alignment with the principles of the LOMLOE and the recommendations of international organizations such as the WHO and UNESCO.
This Final Degree Project aims to highlight the benefits of contact with nature in the holistic development of Early Childhood Education students. As a future teacher, I am concerned about the current lifestyle of children, characterized by excessive screen use, sedentary habits, and limited time spent outdoors. From a theoretical and experiental approach, it is argued that outdoor play promotes motor, cognitive, emotional, and social development, while also enhancing autonomy, creativity, and overall well-being. To this end, a theoretical review has been conducted on the role of nature in education and its connection with active pedagogy. The role of the teacher as a mediator and facilitator of meaningful learning in outdoor environments is also examined. The study emphasizes the need to rethink school settings and educational practices to integrate nature as a regular and valuable resource, in alignment with the principles of the LOMLOE and the recommendations of international organizations such as the WHO and UNESCO.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Evaluation of a practical teaching method of the school meteorology.
Authorship
A.O.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.O.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
This final degree project presents a reflection as an introduction to research on an experimental proposal aimed at improving learning in the Primary Education classroom thought the study of meteorology. The main objective is to analyse a specific intervention based on the basic concepts of meteorology, which promotes the development of observation skills, data recording, critical and analytical thinking through the daily interpretation and observation of meteorological data. Basic theorical concepts of meteorology and the use of measuring instruments in the context of school science were addressed, starting from the students’ prior mental representations, thus bringing a practical and contextualized proposal into the classroom. To evaluate the effectiveness of the proposal, both qualitative and quantitative assessments were used, comparing the results of the initial and final evaluations. The results reflected the achievement of the proposed objectives, with a notable improvement in the final evaluation outcomes.
This final degree project presents a reflection as an introduction to research on an experimental proposal aimed at improving learning in the Primary Education classroom thought the study of meteorology. The main objective is to analyse a specific intervention based on the basic concepts of meteorology, which promotes the development of observation skills, data recording, critical and analytical thinking through the daily interpretation and observation of meteorological data. Basic theorical concepts of meteorology and the use of measuring instruments in the context of school science were addressed, starting from the students’ prior mental representations, thus bringing a practical and contextualized proposal into the classroom. To evaluate the effectiveness of the proposal, both qualitative and quantitative assessments were used, comparing the results of the initial and final evaluations. The results reflected the achievement of the proposed objectives, with a notable improvement in the final evaluation outcomes.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Emotional education in hospital classrooms through childrendn´s literature
Authorship
L.O.F.
Bachelor's Degree in Early Childhood Education
L.O.F.
Bachelor's Degree in Early Childhood Education
Defense date
07.17.2025 17:00
07.17.2025 17:00
Summary
This paper focuses on the reality of hospitalized children, a group that goes unnoticed even among education professionals. The document proposes a design of a socio-educational intervention and innovation project through a constructivist methodology defined as playful, participatory and global. Since education is a fundamental right of the child, it is essential to know the procedures and resources necessary to ensure quality teaching in hospital settings. In addition, the importance of emotional education in this environment is highlighted, and, through this methodology and using the tool of children's literature as a way of working, we will be able to identify and manage emotions, develop empathy and develop essential values, as well as tools to manage everyday situations, while stimulating cognitive skills such as memory, attention, creativity and sensitivity. Thus, the project proposes literature as an effective means to work on the emotional environment in hospital classrooms. After this research and design, it can be concluded that emotional education is fundamental, and that hospital classrooms should not only teach, but also accompany and care.
This paper focuses on the reality of hospitalized children, a group that goes unnoticed even among education professionals. The document proposes a design of a socio-educational intervention and innovation project through a constructivist methodology defined as playful, participatory and global. Since education is a fundamental right of the child, it is essential to know the procedures and resources necessary to ensure quality teaching in hospital settings. In addition, the importance of emotional education in this environment is highlighted, and, through this methodology and using the tool of children's literature as a way of working, we will be able to identify and manage emotions, develop empathy and develop essential values, as well as tools to manage everyday situations, while stimulating cognitive skills such as memory, attention, creativity and sensitivity. Thus, the project proposes literature as an effective means to work on the emotional environment in hospital classrooms. After this research and design, it can be concluded that emotional education is fundamental, and that hospital classrooms should not only teach, but also accompany and care.
Direction
GARCIA DOCAMPO, LAURA (Tutorships)
GARCIA DOCAMPO, LAURA (Tutorships)
Court
GARCIA DOCAMPO, LAURA (Student’s tutor)
GARCIA DOCAMPO, LAURA (Student’s tutor)
Artificial intelligence as a tool to optimize job interviews in human resources
Authorship
O.P.F.
Pedagogy Degree
O.P.F.
Pedagogy Degree
Defense date
07.18.2025 11:00
07.18.2025 11:00
Summary
This project focuses on analyzing the use of Artificial Intelligence (AI) and Generative Artificial Intelligence (GAI) in hiring processes, from a pedagogical perspective. It is structured in three main sections: first, a theoretical framework that explores current research on the relationship between Labor Pedagogy and the use of AI/GAI in Human Resources; second, a qualitative study based on interviews with professionals in recruitment, aimed at understanding their experiences, perceptions, and real use of these technologies; and third, a proposal for improvement through a pedagogical and ethical approach to using AI/GAI in career guidance and job training. The main objective is to reflect on how these tools can enhance hiring processes without losing their human and educational dimension, and to propose ways for their responsible integration into education and training systems.
This project focuses on analyzing the use of Artificial Intelligence (AI) and Generative Artificial Intelligence (GAI) in hiring processes, from a pedagogical perspective. It is structured in three main sections: first, a theoretical framework that explores current research on the relationship between Labor Pedagogy and the use of AI/GAI in Human Resources; second, a qualitative study based on interviews with professionals in recruitment, aimed at understanding their experiences, perceptions, and real use of these technologies; and third, a proposal for improvement through a pedagogical and ethical approach to using AI/GAI in career guidance and job training. The main objective is to reflect on how these tools can enhance hiring processes without losing their human and educational dimension, and to propose ways for their responsible integration into education and training systems.
Direction
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
DANS ALVAREZ DE SOTOMAYOR, MARIA ISABEL (Tutorships)
Court
VAZQUEZ RODRIGUEZ, ANA (Coordinator)
VAZQUEZ RODRIGUEZ, ANA (Coordinator)
Enhancing motivation for learning: teaching English in Primary Education through gamification
Authorship
R.M.P.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
R.M.P.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.17.2025 12:30
07.17.2025 12:30
Summary
This Final Degree Project presents a pedagogical innovation proposal aimed at the teaching of English as a second foreign language in Primary Education classrooms. The focus of the study lies in the exploration and integration of gamified dynamics that bring students closer to a form of learning driven by intrinsic motivation and the desire to learn. Accordingly, this research approaches gamification as a playful strategy with transformative potential, whose effectiveness is to be assessed through the implementation of an intervention in a third-grade primary classroom. In this way, the study explores the pedagogical advantages offered by gamification and objectively evaluates the results in relation to the development and acquisition of linguistic competences, as well as the engagement of the students. Ultimately, this study demonstrates that gamification is an effective approach to fostering a positive attitude toward learning. It also enables the creation of a participatory learning environment and is consolidated as a practical approach with high pedagogical potential capable of transforming the traditional classroom.
This Final Degree Project presents a pedagogical innovation proposal aimed at the teaching of English as a second foreign language in Primary Education classrooms. The focus of the study lies in the exploration and integration of gamified dynamics that bring students closer to a form of learning driven by intrinsic motivation and the desire to learn. Accordingly, this research approaches gamification as a playful strategy with transformative potential, whose effectiveness is to be assessed through the implementation of an intervention in a third-grade primary classroom. In this way, the study explores the pedagogical advantages offered by gamification and objectively evaluates the results in relation to the development and acquisition of linguistic competences, as well as the engagement of the students. Ultimately, this study demonstrates that gamification is an effective approach to fostering a positive attitude toward learning. It also enables the creation of a participatory learning environment and is consolidated as a practical approach with high pedagogical potential capable of transforming the traditional classroom.
Direction
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
RODRIGUEZ ABRUÑEIRAS, PAULA (Tutorships)
Court
RODRIGUEZ ABRUÑEIRAS, PAULA (Student’s tutor)
RODRIGUEZ ABRUÑEIRAS, PAULA (Student’s tutor)
Impact of Social Media on the Socioemotional and Academic Development of Primary School Students
Authorship
L.P.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.P.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.18.2025 13:00
07.18.2025 13:00
Summary
This Bachelor Thesis (BA Thesis) deals with the impact of social networks on the academic and socioemotional field of 6th-grade Primary Education students in an educational centre in Galicia. The main objective is identifying patterns of ICT use, specially, in social networks, and analysing students' perceptions of their emotional wellbeing, academic performance, and social relationships in the digital context. To this end, a questionnaire was designed, structured into three thematic blocks: emotional, academic and social. The results show a frequent and uncritical exposure to social networks, as well as signs of low self-esteem, school distraction, and difficulties in emotional management. Based on this analysis, the central focus of the research is the development of a pedagogical intervention proposal titled We connect from the responsibility, aimed at students, teachers, and families. This proposal is centred on a preventive, emotional, and collaborative approach to promote a responsible and empathetic digital citizenship. The study concludes with the need to reinforce digital and emotional literacy from an early age, consolidating the school as a fundamental space for ethical development and support in the use of technologies. The proposal stands out because of its practical applicability and comprehensive nature, involving the entire educational community.
This Bachelor Thesis (BA Thesis) deals with the impact of social networks on the academic and socioemotional field of 6th-grade Primary Education students in an educational centre in Galicia. The main objective is identifying patterns of ICT use, specially, in social networks, and analysing students' perceptions of their emotional wellbeing, academic performance, and social relationships in the digital context. To this end, a questionnaire was designed, structured into three thematic blocks: emotional, academic and social. The results show a frequent and uncritical exposure to social networks, as well as signs of low self-esteem, school distraction, and difficulties in emotional management. Based on this analysis, the central focus of the research is the development of a pedagogical intervention proposal titled We connect from the responsibility, aimed at students, teachers, and families. This proposal is centred on a preventive, emotional, and collaborative approach to promote a responsible and empathetic digital citizenship. The study concludes with the need to reinforce digital and emotional literacy from an early age, consolidating the school as a fundamental space for ethical development and support in the use of technologies. The proposal stands out because of its practical applicability and comprehensive nature, involving the entire educational community.
Direction
GARCIA MURIAS, REBECA (Tutorships)
GARCIA MURIAS, REBECA (Tutorships)
Court
GARCIA MURIAS, REBECA (Student’s tutor)
GARCIA MURIAS, REBECA (Student’s tutor)
Rómulo De Carvalho / António Gedeão and Pedagogy: History, Literature and Science
Authorship
V.R.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
V.R.D.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.16.2025 17:00
07.16.2025 17:00
Summary
This Final Degree Thesis (TFG) aims to address the work of António Gedeão, literary pseudonym of the Portuguese scientist and pedagogue Rómulo de Carvalho (1906 to 1997), in whose bibliography studies such as the following stand out: História do Ensino em Portugal (1986), in which the author reviews the education systems throughout various historical periods; As origens de Portugal: historia contada a uma criança (1998), in which he presents the history of the Portuguese nationality through didactic strategies that aim to capture the attention of the children's public; several volumes of scientific dissemination published between 1952 and 1962 in the collection Ciência para gente nova; and books of verse as an educational tool of science. From these sources of information we will analyze, contextually and comparatively, the contributions of figure in the field of educational history and, as well, of pedagogical innovation in the school reality of his time. Based on the aforementioned texts and other auxiliaries, we will make a justified report on the precursor character of the work of Romulus de Carvalho / António Gedeão in the promotion of an interdisciplinary training that brings together history, literature and science. As we will try to demonstrate, some of his poems can be effectively integrated into the classroom as a model of the educational potential of the literary text for initiation to scientific learning.
This Final Degree Thesis (TFG) aims to address the work of António Gedeão, literary pseudonym of the Portuguese scientist and pedagogue Rómulo de Carvalho (1906 to 1997), in whose bibliography studies such as the following stand out: História do Ensino em Portugal (1986), in which the author reviews the education systems throughout various historical periods; As origens de Portugal: historia contada a uma criança (1998), in which he presents the history of the Portuguese nationality through didactic strategies that aim to capture the attention of the children's public; several volumes of scientific dissemination published between 1952 and 1962 in the collection Ciência para gente nova; and books of verse as an educational tool of science. From these sources of information we will analyze, contextually and comparatively, the contributions of figure in the field of educational history and, as well, of pedagogical innovation in the school reality of his time. Based on the aforementioned texts and other auxiliaries, we will make a justified report on the precursor character of the work of Romulus de Carvalho / António Gedeão in the promotion of an interdisciplinary training that brings together history, literature and science. As we will try to demonstrate, some of his poems can be effectively integrated into the classroom as a model of the educational potential of the literary text for initiation to scientific learning.
Direction
MORAN CABANAS, MARIA ISABEL (Tutorships)
MORAN CABANAS, MARIA ISABEL (Tutorships)
Court
MORAN CABANAS, MARIA ISABEL (Student’s tutor)
MORAN CABANAS, MARIA ISABEL (Student’s tutor)
Qualitative Methodology of case study research in action: Matter and its properties
Authorship
P.R.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
P.R.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.17.2025 12:00
07.17.2025 12:00
Summary
his Final Degree Project (TFG), of a research nature, aims to analyse the conceptions that students in the 3rd course of Primary Education have about the concept of matter and its properties, through a qualitative approach based on individual interviews. For this purpose, a series of contextualized didactic activities were designed, allowing us to collect and evaluate mental representations, combining participatory dynamics, practical experimentation, and evaluation through specific assessments like rubrics. The research was carried out during a traineeship at an educational center in Santiago de Compostela and structured around a single case design. The analysis of the responses obtained was accomplished by inductive categorization and application of a performance rubric. The results obtained show that the use of close-up examples and manipulative materials facilitates the understanding of the concept of the subject and promotes more meaningful learning. This experience also highlights the importance of qualitative evaluation in detecting misconceptions, adjusting and improving the practices of teaching.
his Final Degree Project (TFG), of a research nature, aims to analyse the conceptions that students in the 3rd course of Primary Education have about the concept of matter and its properties, through a qualitative approach based on individual interviews. For this purpose, a series of contextualized didactic activities were designed, allowing us to collect and evaluate mental representations, combining participatory dynamics, practical experimentation, and evaluation through specific assessments like rubrics. The research was carried out during a traineeship at an educational center in Santiago de Compostela and structured around a single case design. The analysis of the responses obtained was accomplished by inductive categorization and application of a performance rubric. The results obtained show that the use of close-up examples and manipulative materials facilitates the understanding of the concept of the subject and promotes more meaningful learning. This experience also highlights the importance of qualitative evaluation in detecting misconceptions, adjusting and improving the practices of teaching.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Environmental Education and Culture of Sustainability in Academic Training within the Spanish University System
Authorship
M.S.L.
Pedagogy Degree
M.S.L.
Pedagogy Degree
Defense date
07.17.2025 10:00
07.17.2025 10:00
Summary
The thematic line in which this Bachelor's Thesis (TFG) is framed takes Environmental Education and the Culture of Sustainability as its reference. It highlights the need for university-level pedagogical training of education professionals, particularly in the field of Pedagogy, with an emphasis on finding alternatives to the problems (pollution) that drive the environmental crisis (climate change, excessive waste, greenhouse gas emissions, plastics, etc.). This study underscores the importance of equipping future pedagogy professionals with theoretical and practical tools to address the main current environmental challenges through EACS. Furthermore, it aims to make visible the role of pedagogy as a mediating science between scientific knowledge and social transformation, fostering a critical and committed citizenship. The methodology follows an introductory approach to documentary research. The literature review reveals that the implementation of EACS in the Pedagogy Degree at Spanish public universities is highly uneven and, generally, not included in the curriculum.
The thematic line in which this Bachelor's Thesis (TFG) is framed takes Environmental Education and the Culture of Sustainability as its reference. It highlights the need for university-level pedagogical training of education professionals, particularly in the field of Pedagogy, with an emphasis on finding alternatives to the problems (pollution) that drive the environmental crisis (climate change, excessive waste, greenhouse gas emissions, plastics, etc.). This study underscores the importance of equipping future pedagogy professionals with theoretical and practical tools to address the main current environmental challenges through EACS. Furthermore, it aims to make visible the role of pedagogy as a mediating science between scientific knowledge and social transformation, fostering a critical and committed citizenship. The methodology follows an introductory approach to documentary research. The literature review reveals that the implementation of EACS in the Pedagogy Degree at Spanish public universities is highly uneven and, generally, not included in the curriculum.
Direction
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
CARIDE GOMEZ, JOSE ANTONIO (Tutorships)
Court
CARIDE GOMEZ, JOSE ANTONIO (Student’s tutor)
CARIDE GOMEZ, JOSE ANTONIO (Student’s tutor)
Monte Pindo
Authorship
L.S.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.S.R.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
07.17.2025 17:00
07.17.2025 17:00
Summary
Monte Pindo is a granite massif located in the province of A Coruña, more specifically in the Costa da Morte area. The wide variety of flora and fauna, and especially the presence of endemic and endangered species, make this area unique, which is why it was included in the Red Natura 2000 program in 2014. Monte Pindo is also notable for its rich geomorphological heritage, being the site in Galicia with the largest number of anthropomorphic stones. In 2013, a large fire affected this area, causing severe biodiversity loss and irreparable damage to the terrain, which is still visible today. All this information will be used to help students acquire skills on this topic through activities and visits to Monte Pindo. The activities will consist of creating an encyclopedia of the species observed during the visit, modeling soil erosion, analyzing the growth of two different tree species, and finally, identifying a timeline of images of Monte Pindo.
Monte Pindo is a granite massif located in the province of A Coruña, more specifically in the Costa da Morte area. The wide variety of flora and fauna, and especially the presence of endemic and endangered species, make this area unique, which is why it was included in the Red Natura 2000 program in 2014. Monte Pindo is also notable for its rich geomorphological heritage, being the site in Galicia with the largest number of anthropomorphic stones. In 2013, a large fire affected this area, causing severe biodiversity loss and irreparable damage to the terrain, which is still visible today. All this information will be used to help students acquire skills on this topic through activities and visits to Monte Pindo. The activities will consist of creating an encyclopedia of the species observed during the visit, modeling soil erosion, analyzing the growth of two different tree species, and finally, identifying a timeline of images of Monte Pindo.
Direction
SÓÑORA LUNA, FRANCISCO (Tutorships)
SÓÑORA LUNA, FRANCISCO (Tutorships)
Court
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
SÓÑORA LUNA, FRANCISCO (Student’s tutor)
Traditional and Progressive Education: Two Approaches to Early Childhood Learning
Authorship
L.T.B.
Bachelor's Degree in Early Childhood Education
L.T.B.
Bachelor's Degree in Early Childhood Education
Defense date
07.18.2025 10:00
07.18.2025 10:00
Summary
The main objective of this final work is to analyse and compare the different educational models currently used, in order to understand their fundamental characteristics and methodological approaches. Based on this theoretical analysis, a proposal for pedagogical intervention is designed aimed at the stage of Early Childhood Education, selecting the educational model that best suits the needs and characteristics of the students, in this case, the Montessori methodology.
The main objective of this final work is to analyse and compare the different educational models currently used, in order to understand their fundamental characteristics and methodological approaches. Based on this theoretical analysis, a proposal for pedagogical intervention is designed aimed at the stage of Early Childhood Education, selecting the educational model that best suits the needs and characteristics of the students, in this case, the Montessori methodology.
Direction
VARELA PORTELA, CRISTINA (Tutorships)
VARELA PORTELA, CRISTINA (Tutorships)
Court
VARELA PORTELA, CRISTINA (Student’s tutor)
VARELA PORTELA, CRISTINA (Student’s tutor)