prevention of bullying through emotional education
Authorship
M.U.A.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.U.A.V.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 10:00
09.02.2025 10:00
Summary
This final degree project is centered on the prevention of school bullying through emotional education in the classroom. Based on the premise that schools are a key space for the holistic development of students, a proposal for intervention is presented, aimed at strengthening key emotional competencies such as emotional awareness, emotional regulation and personal autonomy. These skills are not only fundamental for the individual well-being of the student but also play a crucial role in improving school coexistence and preventing bullying behaviors. The intervention is framed within the subject of civic and ethical values education, wich allows for a coherent and meaningful curricular integration. Through practical and participatory sessions, children work on essential aspects such as identifying their own and others´ emotions, managing frustration, making responsible decisions, and building relationships based on respect and empathy. The design of the proposal takes into account the specific charcteristics of the group and the context of the school, and it is intended to be implemented by the class tutor, who was experience and training in emotional education. The work concludes that interventions like this are not only effective but also necessary for fostering a safer, more inclusive, and respectful school enviroment, reinforcing the importance of systematically incorporating emotional education into the school curriculum.
This final degree project is centered on the prevention of school bullying through emotional education in the classroom. Based on the premise that schools are a key space for the holistic development of students, a proposal for intervention is presented, aimed at strengthening key emotional competencies such as emotional awareness, emotional regulation and personal autonomy. These skills are not only fundamental for the individual well-being of the student but also play a crucial role in improving school coexistence and preventing bullying behaviors. The intervention is framed within the subject of civic and ethical values education, wich allows for a coherent and meaningful curricular integration. Through practical and participatory sessions, children work on essential aspects such as identifying their own and others´ emotions, managing frustration, making responsible decisions, and building relationships based on respect and empathy. The design of the proposal takes into account the specific charcteristics of the group and the context of the school, and it is intended to be implemented by the class tutor, who was experience and training in emotional education. The work concludes that interventions like this are not only effective but also necessary for fostering a safer, more inclusive, and respectful school enviroment, reinforcing the importance of systematically incorporating emotional education into the school curriculum.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
The treatment of the climate crisis in national and regional Environmental Education strategies in Spain from the perspective of Social Education (1999-2024).
Authorship
M.A.D.
Social Education Degree
M.A.D.
Social Education Degree
Defense date
09.03.2025 11:00
09.03.2025 11:00
Summary
The climate crisis constitutes the main global issue threatening all biophysical systems and, therefore, humanity. Its synergistic origin makes it for the solution to involve a transformation of the currently hegemonic models of production and consumption. This requires international coordination and collaboration, with expressions at the local level, where the design of public policies plays a fundamental role. Environmental Education strategies serve as a guide for the drafting of public policies and for ensuring that the actions of various educational agents are aligned with the goals of Environmental Education. Thus, the effective integration of the climate crisis into these strategic proposals is essential in order to harmonize efforts and engage citizens in mitigating the causes of the climate crisis and adapting to the impacts it is already causing.
The climate crisis constitutes the main global issue threatening all biophysical systems and, therefore, humanity. Its synergistic origin makes it for the solution to involve a transformation of the currently hegemonic models of production and consumption. This requires international coordination and collaboration, with expressions at the local level, where the design of public policies plays a fundamental role. Environmental Education strategies serve as a guide for the drafting of public policies and for ensuring that the actions of various educational agents are aligned with the goals of Environmental Education. Thus, the effective integration of the climate crisis into these strategic proposals is essential in order to harmonize efforts and engage citizens in mitigating the causes of the climate crisis and adapting to the impacts it is already causing.
Direction
MEIRA CARTEA, PABLO ANGEL (Tutorships)
MEIRA CARTEA, PABLO ANGEL (Tutorships)
Court
MEIRA CARTEA, PABLO ANGEL (Student’s tutor)
MEIRA CARTEA, PABLO ANGEL (Student’s tutor)
The use of digital educational resources in the teaching-learning process of students with Attention Deficit Hyperactivity Disorder (ADHD)
Authorship
N.A.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.A.P.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 10:00
09.02.2025 10:00
Summary
This final degree project has as its main theme the use of technological resources in the teaching-learning process of students with Attention Deficit Hyperactivity Disorder (ADHD). Its main objective is to assess the possible impact of the use of digital technologies on improving attention, academic performance, and behaviour of students with ADHD. In this work, under the modality of initiation to documentary research, a literature review will be conducted on the use of technologies for students with ADHD in the school context. For this purpose, an investigation will be carried out on the concept of ADHD and digital technologies, as well as a review of current legislation. Finally, technological proposals from various authors will be analysed to observe what possible benefits or drawbacks their implementation in the classroom could have for students with ADHD.
This final degree project has as its main theme the use of technological resources in the teaching-learning process of students with Attention Deficit Hyperactivity Disorder (ADHD). Its main objective is to assess the possible impact of the use of digital technologies on improving attention, academic performance, and behaviour of students with ADHD. In this work, under the modality of initiation to documentary research, a literature review will be conducted on the use of technologies for students with ADHD in the school context. For this purpose, an investigation will be carried out on the concept of ADHD and digital technologies, as well as a review of current legislation. Finally, technological proposals from various authors will be analysed to observe what possible benefits or drawbacks their implementation in the classroom could have for students with ADHD.
Direction
FRAGA VARELA, FERNANDO (Tutorships)
FRAGA VARELA, FERNANDO (Tutorships)
Court
FRAGA VARELA, FERNANDO (Student’s tutor)
FRAGA VARELA, FERNANDO (Student’s tutor)
Emotional well-being in early childhood education: Current situation in Galicia
Authorship
I.B.B.
Bachelor's Degree in Early Childhood Education
I.B.B.
Bachelor's Degree in Early Childhood Education
Defense date
09.03.2025 12:00
09.03.2025 12:00
Summary
This Final Degree Project examines emotional well-being in early childhood education, a fundamental aspect included in the 2030 Agenda as part of the Sustainable Development Goals. This study is based on documentary research with the aim of analyzing how emotional well-being is promoted in the Galician educational context. Given the impact this aspect has during the early years of life, the thesis explores the different intervention proposals that exist in our community and identifies strategies aimed at improving the emotional development of students (such as the Galician Strategy for School Coexistence and the Emotional Well-being Plan). This topic was chosen in response to the need for a comprehensive education within our educational system, one that also takes into account the emotional development of students. Although it focuses on the educational sphere, it also refers to the influence of other factors, such as the role played by families or the well-being of teachers themselves. It also proposes a series of measures that can be applied in schools to promote healthier and more emotionally positive environments.
This Final Degree Project examines emotional well-being in early childhood education, a fundamental aspect included in the 2030 Agenda as part of the Sustainable Development Goals. This study is based on documentary research with the aim of analyzing how emotional well-being is promoted in the Galician educational context. Given the impact this aspect has during the early years of life, the thesis explores the different intervention proposals that exist in our community and identifies strategies aimed at improving the emotional development of students (such as the Galician Strategy for School Coexistence and the Emotional Well-being Plan). This topic was chosen in response to the need for a comprehensive education within our educational system, one that also takes into account the emotional development of students. Although it focuses on the educational sphere, it also refers to the influence of other factors, such as the role played by families or the well-being of teachers themselves. It also proposes a series of measures that can be applied in schools to promote healthier and more emotionally positive environments.
Direction
FERNANDEZ TILVE, MARIA DOLORES (Tutorships)
FERNANDEZ TILVE, MARIA DOLORES (Tutorships)
Court
FERNANDEZ TILVE, MARIA DOLORES (Student’s tutor)
FERNANDEZ TILVE, MARIA DOLORES (Student’s tutor)
Socio-educational intervention with unaccompanied foreign minors in Spain: a systematized review from the perspective of Social Education.
Authorship
I.B.T.
Social Education Degree
I.B.T.
Social Education Degree
Defense date
09.03.2025 10:30
09.03.2025 10:30
Summary
The arrival of unaccompanied foreign minors in Spain constitutes a social and educational challenge that requires specific responses from the field of Social Education. Their vulnerable situation, marked by the absence of family references, legal instability, and difficulties in accessing their rights, calls for a socio-educational intervention that promotes their inclusion and comprehensive development. This Final Degree Project aims to analyse the socio-educational intervention directed at these minors within the Spanish context, through a systematised review of specialised literature published between 2015 and 2025. Based on this review, the main intervention models and strategies are identified, as well as their strengths, limitations, and the gaps present in the professional and academic fields. The findings allow for reflection on the current challenges of intervention and lead to the formulation of professional implications for Social Education, along with proposals for future improvement.
The arrival of unaccompanied foreign minors in Spain constitutes a social and educational challenge that requires specific responses from the field of Social Education. Their vulnerable situation, marked by the absence of family references, legal instability, and difficulties in accessing their rights, calls for a socio-educational intervention that promotes their inclusion and comprehensive development. This Final Degree Project aims to analyse the socio-educational intervention directed at these minors within the Spanish context, through a systematised review of specialised literature published between 2015 and 2025. Based on this review, the main intervention models and strategies are identified, as well as their strengths, limitations, and the gaps present in the professional and academic fields. The findings allow for reflection on the current challenges of intervention and lead to the formulation of professional implications for Social Education, along with proposals for future improvement.
Direction
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
MARTINEZ PIÑEIRO, MARIA ESTHER (Tutorships)
Court
MARTINEZ PIÑEIRO, MARIA ESTHER (Student’s tutor)
MARTINEZ PIÑEIRO, MARIA ESTHER (Student’s tutor)
The Theatre of the Oppressed as an educational tool in Primary Education
Authorship
O.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
O.C.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 10:30
09.03.2025 10:30
Summary
This final degree project presents a documentary review of the educational potential of Augusto Boal’s Theatre of the Oppressed (TO) in the context of Primary Education. Based on a corpus of twenty-six bibliographic sources, the study explores the theoretical foundations of TO, its alignment with Galician educational legislation, its contributions to inclusive education, and the challenges of its implementation in schools. The work also proposes strategic guidelines for the contextualised and critical use of TO as a pedagogical methodology. The study confirms the value of TO as a transformative educational tool committed to democratic, inclusive, and participatory schooling.
This final degree project presents a documentary review of the educational potential of Augusto Boal’s Theatre of the Oppressed (TO) in the context of Primary Education. Based on a corpus of twenty-six bibliographic sources, the study explores the theoretical foundations of TO, its alignment with Galician educational legislation, its contributions to inclusive education, and the challenges of its implementation in schools. The work also proposes strategic guidelines for the contextualised and critical use of TO as a pedagogical methodology. The study confirms the value of TO as a transformative educational tool committed to democratic, inclusive, and participatory schooling.
Direction
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
CAAMAÑO ROJO, MARIA JOSE (Tutorships)
Court
CAAMAÑO ROJO, MARIA JOSE (Student’s tutor)
CAAMAÑO ROJO, MARIA JOSE (Student’s tutor)
Reading Project for Primary Education: a journey through reading.
Authorship
S.M.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.M.C.M.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 10:00
09.02.2025 10:00
Summary
The following work presents a didactic proposal aimed at the third cycle of Primary Education (fifth and sixth grades), which seeks to demonstrate the importance of reading during the primary stage through the implementation of a School Reading Project. The work is divided into two parts: a theoretical part, which provides an overview of the concept of a reading project, and a second, more practical part, focused on the selection of 21 books to be included in the project. The main objective is to understand how a reading project really works within an educational center, as well as its proper use.
The following work presents a didactic proposal aimed at the third cycle of Primary Education (fifth and sixth grades), which seeks to demonstrate the importance of reading during the primary stage through the implementation of a School Reading Project. The work is divided into two parts: a theoretical part, which provides an overview of the concept of a reading project, and a second, more practical part, focused on the selection of 21 books to be included in the project. The main objective is to understand how a reading project really works within an educational center, as well as its proper use.
Direction
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
HERMIDA GULÍAS, MARÍA DO CARME (Tutorships)
Court
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
HERMIDA GULÍAS, MARÍA DO CARME (Student’s tutor)
From storke to word. A creative proposal for the development of literacy in Early Childhood Education
Authorship
M.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
M.C.F.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
09.02.2025 10:45
09.02.2025 10:45
Summary
Reading and writing are skills inherent to learning, serving as a gateway to knowledge. Although the Early Childhood Education curriculum does not set their full acquisition as a goal, it does emphasize the importance of an initial approach, highlighting the need to stimulate students and introduce them to the essential preliminary processes for their development. Within this framework, designing an interactive, creative, and motivating context is especially relevant in fostering meaningful learning. In this sense, art as an educational resource can serve as an integrative element, promoting artistic expression and enabling the creation of more effective teaching practices. Therefore, based on the initial hypothesis that art can act as a pedagogical tool capable of significantly and positively stimulate the development of literacy skills, the objective of this Final Degree Project is to explore the specific use of painting as a driving force for the development of both competencies. To this end, a qualitative research approach is proposed, grounded in a bibliographic review and the design of an innovative and creative intervention proposal. In this proposal, painting serves as a catalyst for the meaningful stimulation of the various skills necessary for students’ progress in reading and writing.
Reading and writing are skills inherent to learning, serving as a gateway to knowledge. Although the Early Childhood Education curriculum does not set their full acquisition as a goal, it does emphasize the importance of an initial approach, highlighting the need to stimulate students and introduce them to the essential preliminary processes for their development. Within this framework, designing an interactive, creative, and motivating context is especially relevant in fostering meaningful learning. In this sense, art as an educational resource can serve as an integrative element, promoting artistic expression and enabling the creation of more effective teaching practices. Therefore, based on the initial hypothesis that art can act as a pedagogical tool capable of significantly and positively stimulate the development of literacy skills, the objective of this Final Degree Project is to explore the specific use of painting as a driving force for the development of both competencies. To this end, a qualitative research approach is proposed, grounded in a bibliographic review and the design of an innovative and creative intervention proposal. In this proposal, painting serves as a catalyst for the meaningful stimulation of the various skills necessary for students’ progress in reading and writing.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
PENA PRESAS, MONSERRAT (Student’s tutor)
PENA PRESAS, MONSERRAT (Student’s tutor)
Stories about the loss and bereavement of family members
Authorship
M.D.S.I.
Bachelor's Degree in Early Childhood Education
M.D.S.I.
Bachelor's Degree in Early Childhood Education
Defense date
09.03.2025 11:00
09.03.2025 11:00
Summary
The loss of a loved one and the grieving process are situations that can occur in our daily lives and are complex to deal with, regardless of the stage of life we are in. These two topics are not usually dealt with normally in adult life, therefore, in early childhood education they are completely taboo. The purpose of this Final Year Project is to contribute to facilitating the assimilation and regulation of emotions that are linked to the loss of significant people within the children's family environment (parents, grandparents, siblings, etc.), through the use of children's stories and narratives. In the first part, a bibliographical review will be carried out to provide the necessary information to understand the grieving process, how it develops in early childhood, how teachers and families can help and the usefulness of stories as pedagogical tools. Subsequently, an intervention proposal will be presented to take to an early childhood education classroom, based on a reading selection of works elaborated by myself. Finally, conclusions will be drawn that highlight the relevance of incorporating these themes in the infant stage and encourage the use of stories as an effective tool for working on complex emotions.
The loss of a loved one and the grieving process are situations that can occur in our daily lives and are complex to deal with, regardless of the stage of life we are in. These two topics are not usually dealt with normally in adult life, therefore, in early childhood education they are completely taboo. The purpose of this Final Year Project is to contribute to facilitating the assimilation and regulation of emotions that are linked to the loss of significant people within the children's family environment (parents, grandparents, siblings, etc.), through the use of children's stories and narratives. In the first part, a bibliographical review will be carried out to provide the necessary information to understand the grieving process, how it develops in early childhood, how teachers and families can help and the usefulness of stories as pedagogical tools. Subsequently, an intervention proposal will be presented to take to an early childhood education classroom, based on a reading selection of works elaborated by myself. Finally, conclusions will be drawn that highlight the relevance of incorporating these themes in the infant stage and encourage the use of stories as an effective tool for working on complex emotions.
Direction
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
Court
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
Socio-educational intervention project: Early Care for children with functional diversity.
Authorship
A.F.T.
Social Education Degree
A.F.T.
Social Education Degree
Defense date
09.02.2025 10:30
09.02.2025 10:30
Summary
This Bachelor's Thesis focuses on Early Childhood Intervention for children with functional diversity, a group that, due to its specific characteristics, requires adapted interventions to promote their overall development and their social and educational inclusion. The work combines a theoretical framework addressing key concepts such as Early Intervention and Functional Diversity, as well as their implications for child development, with the design of a socio-educational intervention project contextualised in Espacio Casiopea, the centre where the internship was carried out. The proposal is based on multisensory stimulation and environmental exploration as strategies to enhance the well-being, autonomy and active participation of the children. The thesis also reflects on the role of Social Education in this field and presents improvement proposals concerning the need for resources, specialised training and community networking.
This Bachelor's Thesis focuses on Early Childhood Intervention for children with functional diversity, a group that, due to its specific characteristics, requires adapted interventions to promote their overall development and their social and educational inclusion. The work combines a theoretical framework addressing key concepts such as Early Intervention and Functional Diversity, as well as their implications for child development, with the design of a socio-educational intervention project contextualised in Espacio Casiopea, the centre where the internship was carried out. The proposal is based on multisensory stimulation and environmental exploration as strategies to enhance the well-being, autonomy and active participation of the children. The thesis also reflects on the role of Social Education in this field and presents improvement proposals concerning the need for resources, specialised training and community networking.
Direction
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
RODRIGUEZ MARTINEZ, ANTONIO (Tutorships)
Court
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
RODRIGUEZ MARTINEZ, ANTONIO (Student’s tutor)
From paper to screen, introduction to cinema through comics
Authorship
S.F.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
S.F.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 11:00
09.02.2025 11:00
Summary
This Bachelor’s Thesis focuses on an innovative didactic proposal for Primary Education classrooms, centered on the use of comics and films as educational resources. The theoretical section briefly analyzes the history of comics, their treatment in the classroom, and their main elements, while also introducing cinema by highlighting its narrative and expressive similarities and differences with comics. The aim of the didactic proposal is to introduce cinema as an educational resource in the classroom through the use of comics, employing active methodologies and an interdisciplinary approach. It promotes meaningful learning based on active participation and educational inclusion, while raising awareness of the potential and importance of visual and audiovisual resources in today's society.
This Bachelor’s Thesis focuses on an innovative didactic proposal for Primary Education classrooms, centered on the use of comics and films as educational resources. The theoretical section briefly analyzes the history of comics, their treatment in the classroom, and their main elements, while also introducing cinema by highlighting its narrative and expressive similarities and differences with comics. The aim of the didactic proposal is to introduce cinema as an educational resource in the classroom through the use of comics, employing active methodologies and an interdisciplinary approach. It promotes meaningful learning based on active participation and educational inclusion, while raising awareness of the potential and importance of visual and audiovisual resources in today's society.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
A resource to transform teaching practice: children’s literature as a tool to boost motivating educational projects
Authorship
M.F.N.
Bachelor's Degree in Early Childhood Education
M.F.N.
Bachelor's Degree in Early Childhood Education
Defense date
09.03.2025 12:00
09.03.2025 12:00
Summary
Early Childhood Education teachers face the constant challenge of maintaining their students’ motivation and interest. In a context where the easiest option is to resort to traditional methodologies often insufficient many educators feel the need to rethink their practice and regain their enthusiasm for teaching. However, workload pressure and certain student behaviors hinder the implementation of real methodological change. This Final Degree Project aims to address the lack of motivation affecting both students and teachers by offering a resource that facilitates the transition toward a constructivist methodology. The proposed tool is both engaging for children and easy for teachers to apply, combining children's literature and project-based learning. First, the value of children's literature as a cross-curricular tool will be analyzed. Then, the benefits of project-based learning will be explored in depth. Finally, an original proposal will be presented, which includes a picture book and a ready-to-use educational project. Through an appealing and meaningful narrative that serves as an emotional trigger, the story encourages active and constructivist methodologies. In addition, the project is clearly structured to save teachers preparation time while promoting child-centered, active, and emotionally rich learning experiences.
Early Childhood Education teachers face the constant challenge of maintaining their students’ motivation and interest. In a context where the easiest option is to resort to traditional methodologies often insufficient many educators feel the need to rethink their practice and regain their enthusiasm for teaching. However, workload pressure and certain student behaviors hinder the implementation of real methodological change. This Final Degree Project aims to address the lack of motivation affecting both students and teachers by offering a resource that facilitates the transition toward a constructivist methodology. The proposed tool is both engaging for children and easy for teachers to apply, combining children's literature and project-based learning. First, the value of children's literature as a cross-curricular tool will be analyzed. Then, the benefits of project-based learning will be explored in depth. Finally, an original proposal will be presented, which includes a picture book and a ready-to-use educational project. Through an appealing and meaningful narrative that serves as an emotional trigger, the story encourages active and constructivist methodologies. In addition, the project is clearly structured to save teachers preparation time while promoting child-centered, active, and emotionally rich learning experiences.
Direction
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Tutorships)
Court
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
FERNANDEZ VAZQUEZ, MARIA DEL MAR (Student’s tutor)
Documentary research on the use of art as a pedagogical tool to work on emotions in the primary school classroom
Authorship
N.F.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.F.N.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 13:00
09.02.2025 13:00
Summary
This work of end of degree has like purpose tackle the use of the art like pedagogical tool in the work of the emotions in the classroom of primary education, through a documentary investigation. Part of the need to promote the emotional education in the school field, defending the artistic education like indispensable instrument of expression of the same. The work has a theoretical frame in which they develop numerous appearances of the emotional education and contributions of the neuroeducation during this intervention. They carry out a lot of methodological proposals and the paper of the educational in this process is highlighted, as well as original projects that leave in evidence the existent reality in the classrooms. All the information extracts of skilled sources, referenced properly under the format APA 7, which served of big inspiration by his original and new ideas. It concludes with that the art favours, in every aspect of the daily reality, the coexistence between the students and constitutes the half of expression more important in the ages that to include the primary education.
This work of end of degree has like purpose tackle the use of the art like pedagogical tool in the work of the emotions in the classroom of primary education, through a documentary investigation. Part of the need to promote the emotional education in the school field, defending the artistic education like indispensable instrument of expression of the same. The work has a theoretical frame in which they develop numerous appearances of the emotional education and contributions of the neuroeducation during this intervention. They carry out a lot of methodological proposals and the paper of the educational in this process is highlighted, as well as original projects that leave in evidence the existent reality in the classrooms. All the information extracts of skilled sources, referenced properly under the format APA 7, which served of big inspiration by his original and new ideas. It concludes with that the art favours, in every aspect of the daily reality, the coexistence between the students and constitutes the half of expression more important in the ages that to include the primary education.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
The use of Galician Children´s and Young Adult Literature as a pedagogical resource to promote diversity and inclusion in the classroom.
Authorship
A.F.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.F.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 10:30
09.03.2025 10:30
Summary
This Final Degree Project, which falls under the category of introductory documentary research, focuses on the potential of Children's and Young Adult Literature (CYAL) as an educational resource. The main objective is to analyze how it can support inclusion and promote respect for diversity in all its forms within the context of Primary Education. Through a theoretical review and the analysis of educational proposals and experiences, the project examines the role of CYAL in the curriculum and its uses in fostering values such as empathy, solidarity, and tolerance. It also reflects on the presence of CYAL in Galician compared to Spanish in these types of initiatives, highlighting the need to expand the availability of inclusive materials in the regional language.
This Final Degree Project, which falls under the category of introductory documentary research, focuses on the potential of Children's and Young Adult Literature (CYAL) as an educational resource. The main objective is to analyze how it can support inclusion and promote respect for diversity in all its forms within the context of Primary Education. Through a theoretical review and the analysis of educational proposals and experiences, the project examines the role of CYAL in the curriculum and its uses in fostering values such as empathy, solidarity, and tolerance. It also reflects on the presence of CYAL in Galician compared to Spanish in these types of initiatives, highlighting the need to expand the availability of inclusive materials in the regional language.
Direction
NEIRA RODRIGUEZ, MARTA (Tutorships)
NEIRA RODRIGUEZ, MARTA (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
The foliada at school: an Integrated Didactic Unit proposal based on Galician traditional music.
Authorship
M.F.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.F.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 16:30
09.02.2025 16:30
Summary
This Final Degree Project (FDP) aims to demonstrate the didactic potential of Galician traditional music for developing the competence of cultural awareness and expression. This was achieved after an analysis that provided an overview of the current state of music in education and supported the development of an integrated didactic unit. The UDI was implemented in an educational center, allowing us to obtain results that confirm that traditional music is an effective tool for improving cultural awareness and expression competence (CAEC), connecting students with the culture of their environment.
This Final Degree Project (FDP) aims to demonstrate the didactic potential of Galician traditional music for developing the competence of cultural awareness and expression. This was achieved after an analysis that provided an overview of the current state of music in education and supported the development of an integrated didactic unit. The UDI was implemented in an educational center, allowing us to obtain results that confirm that traditional music is an effective tool for improving cultural awareness and expression competence (CAEC), connecting students with the culture of their environment.
Direction
DIZ OTERO, MARIO (Tutorships)
DIZ OTERO, MARIO (Tutorships)
Court
DIZ OTERO, MARIO (Student’s tutor)
DIZ OTERO, MARIO (Student’s tutor)
Rural Grouped Centers (CRAs) in Galicia. Schools with life. Schools with soul.
Authorship
M.G.L.
Bachelor's Degree in Early Childhood Education
M.G.L.
Bachelor's Degree in Early Childhood Education
Defense date
09.05.2025 12:30
09.05.2025 12:30
Summary
This Final Degree Project is about Grouped Rural Schools (CRAs). The main objective of this FDP is to analyze, understand and reflect on the evolution of rural schools from the old unitary schools to the present day. To do this, mention was made of all the aspects that refer to CRA, from their origin and regulations to be applied to their structure and organization, making clear their concept and all the characteristics they present, as well as the steps to follow to constitute a CRA. The potential, limitations and methodological, organizational, training and relational needs of this type of center were also analyzed, emphasizing their strengths and current needs and highlighting the value of CRAs' rural schools and education in rural areas. This FDP is part of the documentary research modality and throughout it an in-depth bibliographical analysis was carried out on the CRA, claiming the importance that these centers have in the education of students in rural areas taking into account their work and pedagogical value, as well as making reference to the role they play, therefore these centers act as dynamizers of the environment.
This Final Degree Project is about Grouped Rural Schools (CRAs). The main objective of this FDP is to analyze, understand and reflect on the evolution of rural schools from the old unitary schools to the present day. To do this, mention was made of all the aspects that refer to CRA, from their origin and regulations to be applied to their structure and organization, making clear their concept and all the characteristics they present, as well as the steps to follow to constitute a CRA. The potential, limitations and methodological, organizational, training and relational needs of this type of center were also analyzed, emphasizing their strengths and current needs and highlighting the value of CRAs' rural schools and education in rural areas. This FDP is part of the documentary research modality and throughout it an in-depth bibliographical analysis was carried out on the CRA, claiming the importance that these centers have in the education of students in rural areas taking into account their work and pedagogical value, as well as making reference to the role they play, therefore these centers act as dynamizers of the environment.
Direction
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Tutorships)
ABAL ALONSO, NURIA (Co-tutorships)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Tutorships)
ABAL ALONSO, NURIA (Co-tutorships)
Court
ABAL ALONSO, NURIA (Student’s tutor)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Student’s tutor)
ABAL ALONSO, NURIA (Student’s tutor)
FERNANDEZ DE LA IGLESIA, JOSEFA DEL CARMEN (Student’s tutor)
I am the boss of my emotions! Proposal for an educational intervention to improve emotional regulation in children with ADHD.
Authorship
C.H.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.H.S.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 10:30
09.02.2025 10:30
Summary
Today, in classrooms, we find that one in ten children has Attention Deficit Hyperactivity Disorder (ADHD). This disorder affects these children's ability to concentrate and seriously impedes their emotional regulation. This lack of emotional control negatively impacts their emotional and social development and limits their integration in the classroom. Given this situation, emotional education plays a fundamental role, providing these children with the necessary tools to recognize, understand, and manage their emotions effectively. This final degree project presents a proposal for educational intervention to improve emotional awareness and regulation skills in children with ADHD, which will facilitate their effective inclusion and well-being in the school environment.
Today, in classrooms, we find that one in ten children has Attention Deficit Hyperactivity Disorder (ADHD). This disorder affects these children's ability to concentrate and seriously impedes their emotional regulation. This lack of emotional control negatively impacts their emotional and social development and limits their integration in the classroom. Given this situation, emotional education plays a fundamental role, providing these children with the necessary tools to recognize, understand, and manage their emotions effectively. This final degree project presents a proposal for educational intervention to improve emotional awareness and regulation skills in children with ADHD, which will facilitate their effective inclusion and well-being in the school environment.
Direction
Martínez López, Zeltia (Tutorships)
Martínez López, Zeltia (Tutorships)
Court
Martínez López, Zeltia (Student’s tutor)
Martínez López, Zeltia (Student’s tutor)
Child sexual abuse prevention programme through literature: an educational proposal using the picture book as a key resource
Authorship
L.I.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.I.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 12:00
09.03.2025 12:00
Summary
Child sexual abuse (CSA) is one of the most serious forms of violence against children that still persist in today's society. Its prevalence, impact, invisibility, and the existence of social and institutional barriers clearly demonstrate the need for effective educational responses. In this context, an educational proposal was developed, aimed at the primary prevention of CSA within the school environment. The programme consists mainly of seven sessions designed for pupils in the first cycle of Primary Education and involves the active participation of the school and family community. Due to its educational value, children's literature, specifically picture books, was used as the central pedagogical resource, thanks to its visual and symbolic language, which allows complex issues to be addressed in an accessible and age-appropriate way. The main objective was to promote the design of this type of preventive educational proposal within schools, as well as to highlight the potential of picture books in the prevention of CSA. It is concluded that affective-sexual education from an early age, the appropriate selection of resources, and the involvement of the educational community are essential for contributing to the protection of children against sexual abuse.
Child sexual abuse (CSA) is one of the most serious forms of violence against children that still persist in today's society. Its prevalence, impact, invisibility, and the existence of social and institutional barriers clearly demonstrate the need for effective educational responses. In this context, an educational proposal was developed, aimed at the primary prevention of CSA within the school environment. The programme consists mainly of seven sessions designed for pupils in the first cycle of Primary Education and involves the active participation of the school and family community. Due to its educational value, children's literature, specifically picture books, was used as the central pedagogical resource, thanks to its visual and symbolic language, which allows complex issues to be addressed in an accessible and age-appropriate way. The main objective was to promote the design of this type of preventive educational proposal within schools, as well as to highlight the potential of picture books in the prevention of CSA. It is concluded that affective-sexual education from an early age, the appropriate selection of resources, and the involvement of the educational community are essential for contributing to the protection of children against sexual abuse.
Direction
FERNANDEZ LOPEZ, ISABEL (Tutorships)
FERNANDEZ LOPEZ, ISABEL (Tutorships)
Court
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
FERNANDEZ LOPEZ, ISABEL (Student’s tutor)
Discovering the history of our city
Authorship
A.L.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
A.L.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 10:30
09.03.2025 10:30
Summary
This work focuses on introducing students to the history of A Coruña and its historical heritage, teaching them to value it and recognize its importance for today's society. The objectives include improving skills aimed at designing work proposals for heritage education and place-based education, delving into the most recent studies developed in both lines of research. From a methodological perspective, a literature review will be conducted, based on which a teaching proposal for primary school will be designed. This approach employs active learning methods, promoting cooperative and collaborative work, project-based learning, and dialogic learning. Likewise, attention will be paid to diversity (to those students with lower levels of performance), making appropriate adaptations to methodologies and assessment processes. The proposal will be implemented in the practicum, subsequently analyzing the results and conducting an overall assessment. Throughout this proposal, we will work with some of the key heritage sites in the city's history (Tower of Hercules, archaeological parks, etc.).
This work focuses on introducing students to the history of A Coruña and its historical heritage, teaching them to value it and recognize its importance for today's society. The objectives include improving skills aimed at designing work proposals for heritage education and place-based education, delving into the most recent studies developed in both lines of research. From a methodological perspective, a literature review will be conducted, based on which a teaching proposal for primary school will be designed. This approach employs active learning methods, promoting cooperative and collaborative work, project-based learning, and dialogic learning. Likewise, attention will be paid to diversity (to those students with lower levels of performance), making appropriate adaptations to methodologies and assessment processes. The proposal will be implemented in the practicum, subsequently analyzing the results and conducting an overall assessment. Throughout this proposal, we will work with some of the key heritage sites in the city's history (Tower of Hercules, archaeological parks, etc.).
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
Analysis of the possibilities of informal technological resources for the teaching and learning of English as a foreign language.
Authorship
L.M.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.M.L.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 11:00
09.02.2025 11:00
Summary
The use of ICT has significantly transformed the way students access knowledge, this is why this aim’s Final Degree Project is to analyze the possibilities offered by informal technological resources, such as social networks and video games, in the process of teaching and learning English as a foreign language among Primary Education students. To address this a documentary research methodology was used, through the review and analysis of various sources and articles, for this, the differences between the different types of learning, the pedagogical currents that integrate ICT, the role of video games and social networks in learning will be considered... Also including a specific analysis of TikTok, Instagram, YouTube and video games, attending to their relationship with education, their benefits, and the perception of teachers. The results of this research show that this type of resources complement English learning, increasing motivation, the exposure to the language and autonomous learning. However, it requires proper teacher training and critical pedagogical reflection to take advantage of its potential.
The use of ICT has significantly transformed the way students access knowledge, this is why this aim’s Final Degree Project is to analyze the possibilities offered by informal technological resources, such as social networks and video games, in the process of teaching and learning English as a foreign language among Primary Education students. To address this a documentary research methodology was used, through the review and analysis of various sources and articles, for this, the differences between the different types of learning, the pedagogical currents that integrate ICT, the role of video games and social networks in learning will be considered... Also including a specific analysis of TikTok, Instagram, YouTube and video games, attending to their relationship with education, their benefits, and the perception of teachers. The results of this research show that this type of resources complement English learning, increasing motivation, the exposure to the language and autonomous learning. However, it requires proper teacher training and critical pedagogical reflection to take advantage of its potential.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
Gender Equality in the Curricula of Social Education: A Review of Galician Universities
Authorship
D.M.M.
Social Education Degree
D.M.M.
Social Education Degree
Defense date
09.02.2025 11:00
09.02.2025 11:00
Summary
In recent years, feminism has led us to question many of the ways we relate to one another, ways that have often perpetuated discrimination between men and women and reinforced power dynamics. This movement has placed particular emphasis on education, considering it a key space for the transmission of values and gender stereotypes. As social educators, we represent a professional profile centered on education, with one of our main characteristics being our ability to adapt to the needs of the population, analyzing and intervening in situations that generate inequality. From our position, we are uniquely placed to work on issues related to this field, such as equality, violence, gender roles, and more. To carry out good professional practice that allows us to effectively address gender equality, we need institutions and curricula that prepare professionals committed to equality by equipping them with the necessary tools and resources. This is the focus of the present undergraduate thesis, which aims to analyze to what extent the curriculum of the Bachelor’s Degree in Social Education at the three universities of Galicia includes objectives...
In recent years, feminism has led us to question many of the ways we relate to one another, ways that have often perpetuated discrimination between men and women and reinforced power dynamics. This movement has placed particular emphasis on education, considering it a key space for the transmission of values and gender stereotypes. As social educators, we represent a professional profile centered on education, with one of our main characteristics being our ability to adapt to the needs of the population, analyzing and intervening in situations that generate inequality. From our position, we are uniquely placed to work on issues related to this field, such as equality, violence, gender roles, and more. To carry out good professional practice that allows us to effectively address gender equality, we need institutions and curricula that prepare professionals committed to equality by equipping them with the necessary tools and resources. This is the focus of the present undergraduate thesis, which aims to analyze to what extent the curriculum of the Bachelor’s Degree in Social Education at the three universities of Galicia includes objectives...
Direction
GARCIA ANTELO, BEATRIZ (Tutorships)
GARCIA ANTELO, BEATRIZ (Tutorships)
Court
GARCIA ANTELO, BEATRIZ (Student’s tutor)
GARCIA ANTELO, BEATRIZ (Student’s tutor)
Video games as educational resources in the Social Sciences area of Primary Education
Authorship
J.J.M.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
J.J.M.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 11:20
09.02.2025 11:20
Summary
This Final Degree Project, which adopts the introduction to documentary research modality, explores the potential of video games as educational tools in the area of Social Sciences at the Primary Education level. Based on a theoretical review of media education, historical thinking, and key competencies, the study highlights the relevance of integrating digital and playful proposals into the teaching-learning process. It includes a comparative analysis of educational and commercial video games, assessing their use in school contexts according to criteria such as curricular relevance, accessibility, interactivity, and competence development. Examples like Minecraft Education Edition, CivilizationsEDU, and Assassin’s Creed Origins illustrate different ways of using these tools with pedagogical intention. The study concludes that, provided there is adequate planning and critical teacher mediation, video games can support meaningful learning, foster critical thinking, and motivate students in understanding social and historical content. Finally, didactic reflections are offered to promote a conscious integration of video games into educational practice.
This Final Degree Project, which adopts the introduction to documentary research modality, explores the potential of video games as educational tools in the area of Social Sciences at the Primary Education level. Based on a theoretical review of media education, historical thinking, and key competencies, the study highlights the relevance of integrating digital and playful proposals into the teaching-learning process. It includes a comparative analysis of educational and commercial video games, assessing their use in school contexts according to criteria such as curricular relevance, accessibility, interactivity, and competence development. Examples like Minecraft Education Edition, CivilizationsEDU, and Assassin’s Creed Origins illustrate different ways of using these tools with pedagogical intention. The study concludes that, provided there is adequate planning and critical teacher mediation, video games can support meaningful learning, foster critical thinking, and motivate students in understanding social and historical content. Finally, didactic reflections are offered to promote a conscious integration of video games into educational practice.
Direction
PERNAS MORADO, EULOGIO (Tutorships)
PERNAS MORADO, EULOGIO (Tutorships)
Court
PERNAS MORADO, EULOGIO (Student’s tutor)
PERNAS MORADO, EULOGIO (Student’s tutor)
SOS Children's Villages. The case of Galicia
Authorship
C.M.M.
Social Education Degree
C.M.M.
Social Education Degree
Defense date
09.02.2025 11:00
09.02.2025 11:00
Summary
The chosen methodology for this Final Degree Project is documentary review and case analysis. The main objective of this study is to analyze the intervention model of SOS Children’s Villages in Galicia from a pedagogical perspective, assessing its role in the care of children and adolescents in situations of vulnerability. Child protection and the safeguarding of rights are achievements that must be upheld in any context, especially in those where structural, family and social difficulties demand sustained and coordinated educational responses. In this regard, SOS Children’s Villages offers an approach that goes beyond basic needs coverage and welfare assistance, focusing its intervention on the creation of affective environments, individualized support and the promotion of holistic development through preventive and protective actions. Throughout this work, a theoretical, historical and legal contextualization of the organization’s model is provided, its main programs are described, and its pedagogical foundations are analyzed, based on principles such as education in everyday life, the pedagogy of care and a rights-based approach. Finally, conclusions and improvement proposals are presented as a reflection on the research conducted.
The chosen methodology for this Final Degree Project is documentary review and case analysis. The main objective of this study is to analyze the intervention model of SOS Children’s Villages in Galicia from a pedagogical perspective, assessing its role in the care of children and adolescents in situations of vulnerability. Child protection and the safeguarding of rights are achievements that must be upheld in any context, especially in those where structural, family and social difficulties demand sustained and coordinated educational responses. In this regard, SOS Children’s Villages offers an approach that goes beyond basic needs coverage and welfare assistance, focusing its intervention on the creation of affective environments, individualized support and the promotion of holistic development through preventive and protective actions. Throughout this work, a theoretical, historical and legal contextualization of the organization’s model is provided, its main programs are described, and its pedagogical foundations are analyzed, based on principles such as education in everyday life, the pedagogy of care and a rights-based approach. Finally, conclusions and improvement proposals are presented as a reflection on the research conducted.
Direction
DIZ LOPEZ, MARIA JULIA (Tutorships)
DIZ LOPEZ, MARIA JULIA (Tutorships)
Court
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
DIZ LOPEZ, MARIA JULIA (Student’s tutor)
Training on Attention Deficit and/or Hyperactivity Disorder in the Bachelor's Degree in Primary Education: Students' Perception
Authorship
M.P.M.P.
Pedagogy Degree
M.P.M.P.
Pedagogy Degree
Defense date
09.02.2025 09:30
09.02.2025 09:30
Summary
This Final Degree Project (TDP) aims to analyze the training of future Primary Education professionals in relation to attention to diversity, with a particular focus on students diagnosed with Attention Deficit and/or Hyperactivity Disorder (ADHD). The main objective is to study the professional competencies acquired during initial teacher training to work with students with ADHD, and to compare these with the competencies required to provide high-quality intervention that promotes learning opportunities for these students. This research focuses on the analysis of the specific training received by students enrolled in the Primary Education Degree at the University of Santiago de Compostela, specifically on the Santiago Campus. Thus, a descriptive study is carried out, investigating the importance of teacher training in ensuring quality attention to students with ADHD. The study includes a documentary analysis of the degree’s curriculum at the university, as well as data collection on university students’ perceptions of their training regarding the aforementioned disorder.
This Final Degree Project (TDP) aims to analyze the training of future Primary Education professionals in relation to attention to diversity, with a particular focus on students diagnosed with Attention Deficit and/or Hyperactivity Disorder (ADHD). The main objective is to study the professional competencies acquired during initial teacher training to work with students with ADHD, and to compare these with the competencies required to provide high-quality intervention that promotes learning opportunities for these students. This research focuses on the analysis of the specific training received by students enrolled in the Primary Education Degree at the University of Santiago de Compostela, specifically on the Santiago Campus. Thus, a descriptive study is carried out, investigating the importance of teacher training in ensuring quality attention to students with ADHD. The study includes a documentary analysis of the degree’s curriculum at the university, as well as data collection on university students’ perceptions of their training regarding the aforementioned disorder.
Direction
FERNANDEZ REY, ELENA (Tutorships)
FERNANDEZ REY, ELENA (Tutorships)
Court
FERNANDEZ REY, ELENA (Student’s tutor)
FERNANDEZ REY, ELENA (Student’s tutor)
Methods and strategies to teach basic life support to schoolchildren: a pedagogical and practical approach.
Authorship
S.M.I.
Double bachelor degree in Early Childhood Education and Primary Education
S.M.I.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
09.02.2025 10:00
09.02.2025 10:00
Summary
Objective: to develop a scoping review on the different interventions for teaching basic life support maneuvers in primary school children. Methodology: a bibliographic review was carried out based on different studies dealing with the training of children between 0 and 12 years of age in BLS. In order to be included in the study, an intervention had to be carried out. A PCC model was followed: considering primary school children as the population, the concept of BLS training and schools as the context (Peters et al., 2024). The search was carried out in Medline/Pubmed, Web of Science and CINHAL. Results: Based on the results obtained from the 77 documents finally selected, from a total of 3,624, only 28.7% of the studies actually adapted the teaching processes to the characteristics of the students. The results of the articles showed that schoolchildren are capable of learning BLS, although sometimes anthropometric factors and the strategies or methodologies employed are influential. On the other hand, it also became clear that, with the passage of time, the skills and the memory of the sequence of action are diminished. Conclusions: primary school students are capable of learning and correctly performing the BLS sequence. Therefore, incorporating this training in the school environment should be a reality that allows students to act with confidence in different emergency situations.
Objective: to develop a scoping review on the different interventions for teaching basic life support maneuvers in primary school children. Methodology: a bibliographic review was carried out based on different studies dealing with the training of children between 0 and 12 years of age in BLS. In order to be included in the study, an intervention had to be carried out. A PCC model was followed: considering primary school children as the population, the concept of BLS training and schools as the context (Peters et al., 2024). The search was carried out in Medline/Pubmed, Web of Science and CINHAL. Results: Based on the results obtained from the 77 documents finally selected, from a total of 3,624, only 28.7% of the studies actually adapted the teaching processes to the characteristics of the students. The results of the articles showed that schoolchildren are capable of learning BLS, although sometimes anthropometric factors and the strategies or methodologies employed are influential. On the other hand, it also became clear that, with the passage of time, the skills and the memory of the sequence of action are diminished. Conclusions: primary school students are capable of learning and correctly performing the BLS sequence. Therefore, incorporating this training in the school environment should be a reality that allows students to act with confidence in different emergency situations.
Direction
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Court
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Comics as a teaching resource in primary education
Authorship
I.N.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
I.N.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 12:00
09.03.2025 12:00
Summary
This Final Degree Project consists of an educational intervention whose objective is to promote creativity and artistic competence through the comic genre. On the one hand, we warn about the use of comics as a resource of great value to achieve satisfactory learning in this subject, since through it different skills are developed that help their formation while prosocial values are encouraged contributing to their personal development. On the other hand, we will take into account our main factor, the comic. The use of this material and the teaching process through it allows for a multitude of learning situations that are not only limited to the strictly curricular, but also address those that approach education in values such as respect, companionship or empathy. Through this work we will be able to learn about the most important aspects of comics and understand the educational value that it can have in the classroom through a didactic intervention valid for the last cycle of the Primary Education stage.
This Final Degree Project consists of an educational intervention whose objective is to promote creativity and artistic competence through the comic genre. On the one hand, we warn about the use of comics as a resource of great value to achieve satisfactory learning in this subject, since through it different skills are developed that help their formation while prosocial values are encouraged contributing to their personal development. On the other hand, we will take into account our main factor, the comic. The use of this material and the teaching process through it allows for a multitude of learning situations that are not only limited to the strictly curricular, but also address those that approach education in values such as respect, companionship or empathy. Through this work we will be able to learn about the most important aspects of comics and understand the educational value that it can have in the classroom through a didactic intervention valid for the last cycle of the Primary Education stage.
Direction
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
CABO VILLAVERDE, FRANCISCO JAVIER (Tutorships)
Court
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
CABO VILLAVERDE, FRANCISCO JAVIER (Student’s tutor)
Not everyone is equal in the face of racism and xenophobia: an analysis of its intersectionality. When the origin, the status and the economy shape racism.
Authorship
M.P.
Social Education Degree
M.P.
Social Education Degree
Defense date
09.03.2025 11:30
09.03.2025 11:30
Summary
Throughout this Social Education Graduation Work of the thematic line of migratory movements, we are going to analyze the concept of racism from its most integral perspective. This will be achieved through an intersectional approach, which refers to how there are factors that interact with racism (with the possibility of interacting also with each other, if two or more) and how this changes the type of discrimination, the day-to-day life of the victim and society’s perception of it. In this way, a complete picture of the phenomenon is obtained, responding to the representative reality of the entire population. It also highlights the social commitment, not only of educators, but also of all citizens to create a community based on coexistence and respect.
Throughout this Social Education Graduation Work of the thematic line of migratory movements, we are going to analyze the concept of racism from its most integral perspective. This will be achieved through an intersectional approach, which refers to how there are factors that interact with racism (with the possibility of interacting also with each other, if two or more) and how this changes the type of discrimination, the day-to-day life of the victim and society’s perception of it. In this way, a complete picture of the phenomenon is obtained, responding to the representative reality of the entire population. It also highlights the social commitment, not only of educators, but also of all citizens to create a community based on coexistence and respect.
Direction
González Blanco, María (Tutorships)
González Blanco, María (Tutorships)
Court
González Blanco, María (Student’s tutor)
González Blanco, María (Student’s tutor)
Romani Women and Human Rights: A Socio-educational and Feminist Approach to the Tensions Between Tradition and Emancipation.
Authorship
A.P.L.
Social Education Degree
A.P.L.
Social Education Degree
Defense date
09.03.2025 11:00
09.03.2025 11:00
Summary
This study analyzes the tensions between cultural tradition and human rights in the experience of Roma women in Spain from a socio-educational and feminist perspective. Through a systematic documentary review, it examines how intersectional discrimination, combining gender, ethnicity, and social class creates specific barriers to these women's emancipation. The study identifies obstacles both internal to the Roma community; traditional gender roles, control of female sexuality, pressure for early marriage, and external; structural antigypsyism, stereotypes, school segregation. Data reveals that only 17% of Roma women complete secondary education and 63.7% drop out before age 16. The research challenges the false dichotomy between maintaining Roma cultural identity and promoting gender equality, showing how Roma women themselves are leading processes of cultural transformation from within. Socio-educational strategies are proposed that respect cultural diversity while promoting human rights, emphasizing the majority society's responsibility in overcoming structural racism. The study concludes that social education must develop anti-racist competencies and work collaboratively with Roma women's organizations to build a more just society. This research contributes to understanding how intersectional approaches can address complex situations of exclusion while respecting cultural identity and promoting transformative processes led by affected communities themselves.
This study analyzes the tensions between cultural tradition and human rights in the experience of Roma women in Spain from a socio-educational and feminist perspective. Through a systematic documentary review, it examines how intersectional discrimination, combining gender, ethnicity, and social class creates specific barriers to these women's emancipation. The study identifies obstacles both internal to the Roma community; traditional gender roles, control of female sexuality, pressure for early marriage, and external; structural antigypsyism, stereotypes, school segregation. Data reveals that only 17% of Roma women complete secondary education and 63.7% drop out before age 16. The research challenges the false dichotomy between maintaining Roma cultural identity and promoting gender equality, showing how Roma women themselves are leading processes of cultural transformation from within. Socio-educational strategies are proposed that respect cultural diversity while promoting human rights, emphasizing the majority society's responsibility in overcoming structural racism. The study concludes that social education must develop anti-racist competencies and work collaboratively with Roma women's organizations to build a more just society. This research contributes to understanding how intersectional approaches can address complex situations of exclusion while respecting cultural identity and promoting transformative processes led by affected communities themselves.
Direction
GRADAILLE PERNAS, RITA (Tutorships)
GRADAILLE PERNAS, RITA (Tutorships)
Court
GRADAILLE PERNAS, RITA (Student’s tutor)
GRADAILLE PERNAS, RITA (Student’s tutor)
Tui, a place for learning in children´s education: patrimony and archaeology.
Authorship
U.P.R.
Bachelor's Degree in Early Childhood Education
U.P.R.
Bachelor's Degree in Early Childhood Education
Defense date
09.03.2025 10:30
09.03.2025 10:30
Summary
This Final Degree Project provides a theoretical basis on patrimony and archaeology, supported by the most recent research. Its objective is to analyse students' level of knowledge about patrimony and archaeology, as well as to encourage curiosity about the surroundings of Tui. Through research, the perception of students towards the patrimony of Tui and the level of involvement of families in relation to the education of their children on these topics are revealed. A proposal for pedagogical intervention and innovation in an early childhood education classroom is presented. In this class, students learn about patrimony and archaeology, as well as notions of time and place, patrimony-based education, and experiential and meaningful place-based learning. The results obtained demonstrate the importance of integrating patrimony into the educational curriculum, building a close connection between early childhood students and their surroundings. Active participation by families in their children's patrimony-based education is essential to reinforce this knowledge.
This Final Degree Project provides a theoretical basis on patrimony and archaeology, supported by the most recent research. Its objective is to analyse students' level of knowledge about patrimony and archaeology, as well as to encourage curiosity about the surroundings of Tui. Through research, the perception of students towards the patrimony of Tui and the level of involvement of families in relation to the education of their children on these topics are revealed. A proposal for pedagogical intervention and innovation in an early childhood education classroom is presented. In this class, students learn about patrimony and archaeology, as well as notions of time and place, patrimony-based education, and experiential and meaningful place-based learning. The results obtained demonstrate the importance of integrating patrimony into the educational curriculum, building a close connection between early childhood students and their surroundings. Active participation by families in their children's patrimony-based education is essential to reinforce this knowledge.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
LOPEZ MONDEJAR, MARIA LETICIA (Student’s tutor)
Geometry in Primary Education classrooms
Authorship
N.P.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
N.P.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.01.2025 13:00
09.01.2025 13:00
Summary
The subject of this work is the teaching of xeometry in Primary Education classrooms and the objectives that are proposed are to analyze the presence of xeometry in Primary Education classrooms, through textbooks. All of this will be analyzed and it will be seen if the objectives set in the official curriculum are really met and what type of exercises and activities are carried out in the classes to achieve them. The methodology that will be used to carry out this project will be a mixed approach, developing a comparative and descriptive study where both qualitative and quantitative analysis will be carried out. It will be analyzed in the presence of different editors in Primary Education classrooms and the respective contents related to geometry.
The subject of this work is the teaching of xeometry in Primary Education classrooms and the objectives that are proposed are to analyze the presence of xeometry in Primary Education classrooms, through textbooks. All of this will be analyzed and it will be seen if the objectives set in the official curriculum are really met and what type of exercises and activities are carried out in the classes to achieve them. The methodology that will be used to carry out this project will be a mixed approach, developing a comparative and descriptive study where both qualitative and quantitative analysis will be carried out. It will be analyzed in the presence of different editors in Primary Education classrooms and the respective contents related to geometry.
Direction
SALGADO SOMOZA, MARIA (Tutorships)
SALGADO SOMOZA, MARIA (Tutorships)
Court
SALGADO SOMOZA, MARIA (Student’s tutor)
SALGADO SOMOZA, MARIA (Student’s tutor)
Musical listening in the cognitive and sensory development during the first stage of early childhood education. A systematic review using the PRISMA methodology.
Authorship
P.R.F.
Bachelor's Degree in Early Childhood Education
P.R.F.
Bachelor's Degree in Early Childhood Education
Defense date
09.02.2025 12:00
09.02.2025 12:00
Summary
This Bachelor's Thesis analyzes, through a systematic review using the PRISMA methodology, the influence of musical listening on the cognitive and sensory development of children during the first stage of early childhood education (from the prenatal stage to two years of age). Based on the review of scientific literature available in Dialnet, evidence is identified showing the positive effects of music on attention, memory, language, motor coordination, emotional regulation, and sensory integration. The review covers sources published between 2000 and 2025, including articles, books, and theses, and highlights music as a powerful tool for early stimulation. It concludes that the inclusion of music in educational and family settings is essential for integral development in early childhood.
This Bachelor's Thesis analyzes, through a systematic review using the PRISMA methodology, the influence of musical listening on the cognitive and sensory development of children during the first stage of early childhood education (from the prenatal stage to two years of age). Based on the review of scientific literature available in Dialnet, evidence is identified showing the positive effects of music on attention, memory, language, motor coordination, emotional regulation, and sensory integration. The review covers sources published between 2000 and 2025, including articles, books, and theses, and highlights music as a powerful tool for early stimulation. It concludes that the inclusion of music in educational and family settings is essential for integral development in early childhood.
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)
Emotional education and Autism Spectrum Disorder: design of an intervention project.
Authorship
A.R.O.
Pedagogy Degree
A.R.O.
Pedagogy Degree
Defense date
09.03.2025 09:30
09.03.2025 09:30
Summary
This Final Degree Project proposes an educational intervention focused on improving the emotional competence of primary school students with Autism Spectrum Disorder (ASD). The proposal arises from a literature review identifying the main difficulties these students face in recognizing, expressing, and regulating emotions, as well as the impartance of early and tailored intervention. The intervention targets a group of girls and boys with ASD who currently attending primary education. It is structured thorugh practical activities that promote emotional identification, impulse control, and the enhancement of social skills. The methodological approach is based on inclusion, active participation, and professional collaboration, aiming to create a safe and supportive environment for emotional developement. This FDP seeks to demostrate that systematic work on emotions significantly contributes to the well-being and educational inclusion of students with ASD, offering a proposal that is applicable and adaptable to different school contexts.
This Final Degree Project proposes an educational intervention focused on improving the emotional competence of primary school students with Autism Spectrum Disorder (ASD). The proposal arises from a literature review identifying the main difficulties these students face in recognizing, expressing, and regulating emotions, as well as the impartance of early and tailored intervention. The intervention targets a group of girls and boys with ASD who currently attending primary education. It is structured thorugh practical activities that promote emotional identification, impulse control, and the enhancement of social skills. The methodological approach is based on inclusion, active participation, and professional collaboration, aiming to create a safe and supportive environment for emotional developement. This FDP seeks to demostrate that systematic work on emotions significantly contributes to the well-being and educational inclusion of students with ASD, offering a proposal that is applicable and adaptable to different school contexts.
Direction
Mella Núñez, Igor (Tutorships)
Mella Núñez, Igor (Tutorships)
Court
Mella Núñez, Igor (Student’s tutor)
Mella Núñez, Igor (Student’s tutor)
Green spaces as socio-educational contexts in Santiago de Compostela.
Authorship
A.C.R.M.
Social Education Degree
A.C.R.M.
Social Education Degree
Defense date
09.03.2025 12:00
09.03.2025 12:00
Summary
This Final Degree Project, framed within the city of Santiago de Compostela, will carry out an environmental analysis following the guidelines of the New Leipzig Charter, with a particular focus on the potential of urban green spaces within socio-educational contexts. Based on this conceptual framework, the study will explore the various programs existing within the city related to the use of such spaces, and analyze the degree of accessibility and inclusion of these places in relation to the socioeconomic characteristics of the population.
This Final Degree Project, framed within the city of Santiago de Compostela, will carry out an environmental analysis following the guidelines of the New Leipzig Charter, with a particular focus on the potential of urban green spaces within socio-educational contexts. Based on this conceptual framework, the study will explore the various programs existing within the city related to the use of such spaces, and analyze the degree of accessibility and inclusion of these places in relation to the socioeconomic characteristics of the population.
Direction
GARCIA VINUESA, ANTONIO (Tutorships)
GARCIA VINUESA, ANTONIO (Tutorships)
Court
GARCIA VINUESA, ANTONIO (Student’s tutor)
GARCIA VINUESA, ANTONIO (Student’s tutor)
Evolution of Fundamental Motor Skills in Primary Education: an intergrade analysis.
Authorship
C.R.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
C.R.C.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 10:30
09.02.2025 10:30
Summary
This Final Degree Project, conducted as a fieldwork study, explores the evolution of the development of Fundamental Motor Skills in Primary Education students by analyzing data recorded from first to sixth grade. The study is based on a sample of 437 children whose motor competence levels were assessed using Alfamov, a tool specifically designed for evaluating motor competence in school populations. Using a quantitative approach, key indicators are analyzed, results are compared across grades, and patterns and possible trends are identified. This project aims to contribute to the field of education and psychomotricity by providing evidence-based recommendations to improve teaching practices.
This Final Degree Project, conducted as a fieldwork study, explores the evolution of the development of Fundamental Motor Skills in Primary Education students by analyzing data recorded from first to sixth grade. The study is based on a sample of 437 children whose motor competence levels were assessed using Alfamov, a tool specifically designed for evaluating motor competence in school populations. Using a quantitative approach, key indicators are analyzed, results are compared across grades, and patterns and possible trends are identified. This project aims to contribute to the field of education and psychomotricity by providing evidence-based recommendations to improve teaching practices.
Direction
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Abelairas Gómez, Cristian (Tutorships)
CARBALLO FAZANES, AIDA (Co-tutorships)
Court
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Abelairas Gómez, Cristian (Student’s tutor)
CARBALLO FAZANES, AIDA (Student’s tutor)
Undergraduate dissertation
Authorship
R.R.T.
Social Education Degree
R.R.T.
Social Education Degree
Defense date
09.02.2025 10:30
09.02.2025 10:30
Summary
This paper examines the relationship between Generative Artificial Intelligence and Social Education. Based on a theoretical literature review, it analyzes the impact this technology is having on society: transforming the labor market, driving new trends, and masking biases in its algorithms. Taking these factors into account, it establishes the main socio-educational challenges arising from this technological phenomenon and, based on them, determines lines of work in social education. Finally, it presents a series of criteria for the use of these technologies from a socio-educational perspective, with the aim of building more just, critical, and adapted educational and social spaces to the social transformation brought about by the emergence of Artificial Intelligence in society.
This paper examines the relationship between Generative Artificial Intelligence and Social Education. Based on a theoretical literature review, it analyzes the impact this technology is having on society: transforming the labor market, driving new trends, and masking biases in its algorithms. Taking these factors into account, it establishes the main socio-educational challenges arising from this technological phenomenon and, based on them, determines lines of work in social education. Finally, it presents a series of criteria for the use of these technologies from a socio-educational perspective, with the aim of building more just, critical, and adapted educational and social spaces to the social transformation brought about by the emergence of Artificial Intelligence in society.
Direction
ABEAL PEREIRA, CRISTINA (Tutorships)
ABEAL PEREIRA, CRISTINA (Tutorships)
Court
ABEAL PEREIRA, CRISTINA (Student’s tutor)
ABEAL PEREIRA, CRISTINA (Student’s tutor)
Leisure Among Older Adults in Rural Contexts. A Case Study in Castrelo do Val (Ourense).
Authorship
X.R.G.
Social Education Degree
X.R.G.
Social Education Degree
Defense date
09.03.2025 10:00
09.03.2025 10:00
Summary
This article presents a qualitative study on leisure activities for older adults in rural areas. The study focuses on the Castrelo do Val region (Ourense) and addresses the role of leisure activities as a social education tool for achieving well-being, personal development, and social participation through active aging. To obtain information, in addition to a documentary review, several interviews were conducted with various stakeholders in the leisure field: a social worker, an association representative, and four older adults (two who participate in supervised leisure activities and two who do not). Throughout the article, special attention is paid to the difficulties in accessing leisure activities in rural areas, such as geographical dispersion, lack of resources and limited budgets, and the lack of adapted activities.
This article presents a qualitative study on leisure activities for older adults in rural areas. The study focuses on the Castrelo do Val region (Ourense) and addresses the role of leisure activities as a social education tool for achieving well-being, personal development, and social participation through active aging. To obtain information, in addition to a documentary review, several interviews were conducted with various stakeholders in the leisure field: a social worker, an association representative, and four older adults (two who participate in supervised leisure activities and two who do not). Throughout the article, special attention is paid to the difficulties in accessing leisure activities in rural areas, such as geographical dispersion, lack of resources and limited budgets, and the lack of adapted activities.
Direction
CABALLO VILLAR, MARIA BELEN (Tutorships)
CABALLO VILLAR, MARIA BELEN (Tutorships)
Court
CABALLO VILLAR, MARIA BELEN (Student’s tutor)
CABALLO VILLAR, MARIA BELEN (Student’s tutor)
Performance as a multidisciplinary practice for the teaching-learning process. Pedagogical proposal.
Authorship
I.S.E.
Bachelor's Degree in Early Childhood Education
I.S.E.
Bachelor's Degree in Early Childhood Education
Defense date
09.03.2025 11:00
09.03.2025 11:00
Summary
This Final Degree Project offers an innovative approach to art education in Early Childhood through performance as a multidisciplinary practice. Starting from the need to rethink traditional methodologies, it presents a pedagogical proposal based on performance art as a means to foster creativity, emotional expression, non-verbal communication, and collaborative work in the classroom. Performance is explored not only as an artistic form but also as a living, playful, and transformative educational tool. The work includes a theoretical framework on Performance Art, a selection of relevant artists, and a didactic proposal structured into three blocks that guide students through bodily exploration, symbolic creation, and collective performance. The active methodology, emotional involvement, and constructivist approach define this educational intervention, aimed at supporting the integral development of children.
This Final Degree Project offers an innovative approach to art education in Early Childhood through performance as a multidisciplinary practice. Starting from the need to rethink traditional methodologies, it presents a pedagogical proposal based on performance art as a means to foster creativity, emotional expression, non-verbal communication, and collaborative work in the classroom. Performance is explored not only as an artistic form but also as a living, playful, and transformative educational tool. The work includes a theoretical framework on Performance Art, a selection of relevant artists, and a didactic proposal structured into three blocks that guide students through bodily exploration, symbolic creation, and collective performance. The active methodology, emotional involvement, and constructivist approach define this educational intervention, aimed at supporting the integral development of children.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (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)
Animals in children's literature: an interdisciplinary approach to learning in early Childhood Education
Authorship
N.S.G.
Double bachelor degree in Early Childhood Education and Primary Education
N.S.G.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
09.02.2025 10:00
09.02.2025 10:00
Summary
Children's literature plays a fundamental role in the integral development of children during their early years. Reading stories, in addition to fostering a love for reading from the earliest stages, also contributes to the development of language, creativity, and understanding of the world around them. This paper addresses, through children's literature, the topic of animals -specifically, farm animals- a meaningful and motivating subject for students, especially when taught in a rural context. The proposed approach offers a wide range of opportunities to connect students with their immediate natural environment, encouraging learning that is closely linked to their reality. Furthermore, the combination of literary and scientific areas will enhance a holistic learning process that fosters not only reading comprehension but also skills such as oral expression, reflection, and environmental awareness. The structure of the paper includes an initial theoretical justification regarding the relevance of the areas covered, as well as the benefits of working through an interdisciplinary approach. Subsequently, a didactic intervention proposal will be presented, based on story reading and accompanied by activities designed to address scientific knowledge. To achieve this, a constructivist methodology will be used, promoting meaningful and engaging learning.
Children's literature plays a fundamental role in the integral development of children during their early years. Reading stories, in addition to fostering a love for reading from the earliest stages, also contributes to the development of language, creativity, and understanding of the world around them. This paper addresses, through children's literature, the topic of animals -specifically, farm animals- a meaningful and motivating subject for students, especially when taught in a rural context. The proposed approach offers a wide range of opportunities to connect students with their immediate natural environment, encouraging learning that is closely linked to their reality. Furthermore, the combination of literary and scientific areas will enhance a holistic learning process that fosters not only reading comprehension but also skills such as oral expression, reflection, and environmental awareness. The structure of the paper includes an initial theoretical justification regarding the relevance of the areas covered, as well as the benefits of working through an interdisciplinary approach. Subsequently, a didactic intervention proposal will be presented, based on story reading and accompanied by activities designed to address scientific knowledge. To achieve this, a constructivist methodology will be used, promoting meaningful and engaging learning.
Direction
PENA PRESAS, MONSERRAT (Tutorships)
PENA PRESAS, MONSERRAT (Tutorships)
Court
PENA PRESAS, MONSERRAT (Student’s tutor)
PENA PRESAS, MONSERRAT (Student’s tutor)
Narratives for change: children's literature as a tool for environmental awareness in Primary Education students
Authorship
N.S.G.
Double bachelor degree in Early Childhood Education and Primary Education
N.S.G.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
09.08.2025 10:00
09.08.2025 10:00
Summary
This final degree project aims to explore the potential of children's literature as an educational resource to promote environmental education among Primary Education students. The need to form conscious, critical, and environmentally committed individuals arises from the current context of ecological crisis. Primary school is a key stage to foster responsible attitudes and sustainable habits by understanding the impact of human actions and the importance of preserving natural resources. To achieve this objective, a didactic proposal is presented, consisting of seven sessions that integrate content from the areas of Natural Sciences and Language and Literature, with an interdisciplinary approach focused on topics such as responsible consumption, pollution, and waste management. Children's literature, especially picture books and stories, is the backbone of the proposal, as it brings these issues closer to students in a meaningful and accessible way. Based on the stories read, the proposal includes hands-on and experiential activities that promote active learning, encouraging critical thinking and the application of concepts to daily life.
This final degree project aims to explore the potential of children's literature as an educational resource to promote environmental education among Primary Education students. The need to form conscious, critical, and environmentally committed individuals arises from the current context of ecological crisis. Primary school is a key stage to foster responsible attitudes and sustainable habits by understanding the impact of human actions and the importance of preserving natural resources. To achieve this objective, a didactic proposal is presented, consisting of seven sessions that integrate content from the areas of Natural Sciences and Language and Literature, with an interdisciplinary approach focused on topics such as responsible consumption, pollution, and waste management. Children's literature, especially picture books and stories, is the backbone of the proposal, as it brings these issues closer to students in a meaningful and accessible way. Based on the stories read, the proposal includes hands-on and experiential activities that promote active learning, encouraging critical thinking and the application of concepts to daily life.
Direction
Blanco Anaya, Paloma (Tutorships)
GONZALEZ COSTA, IRENE (Co-tutorships)
Blanco Anaya, Paloma (Tutorships)
GONZALEZ COSTA, IRENE (Co-tutorships)
Court
Blanco Anaya, Paloma (Student’s tutor)
GONZALEZ COSTA, IRENE (Student’s tutor)
Blanco Anaya, Paloma (Student’s tutor)
GONZALEZ COSTA, IRENE (Student’s tutor)
Design of an intervention proposal to improve reading and writing in the second cycle of primary education.
Authorship
M.S.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
M.S.A.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 16:30
09.02.2025 16:30
Summary
This Final Degree Project focuses on the reading disorder or dyslexia and writing disorder or dysgraphia, addressing the processes of acquisition of reading and writing, its history over time as well as the indicators and the impact that both disorders have on the lives of the subjects who suffer from them from a theoretical review updated. In addition, this work includes the design of a intervention proposal in which the specific targets are established, clear and realistic objectives and proposes specific activities aimed at improvement of the difficulties on which this Final Project of Degree is focused. The main purpose of the TFG is to offer a model of individualized and inclusive care that responds effectively to the specific needs of these children.
This Final Degree Project focuses on the reading disorder or dyslexia and writing disorder or dysgraphia, addressing the processes of acquisition of reading and writing, its history over time as well as the indicators and the impact that both disorders have on the lives of the subjects who suffer from them from a theoretical review updated. In addition, this work includes the design of a intervention proposal in which the specific targets are established, clear and realistic objectives and proposes specific activities aimed at improvement of the difficulties on which this Final Project of Degree is focused. The main purpose of the TFG is to offer a model of individualized and inclusive care that responds effectively to the specific needs of these children.
Direction
Couce Santalla, Ana Isabel (Tutorships)
Couce Santalla, Ana Isabel (Tutorships)
Court
Couce Santalla, Ana Isabel (Student’s tutor)
Couce Santalla, Ana Isabel (Student’s tutor)
The literature and his use in the classrooms of special education with students with Special Educational Needs (NEE)
Authorship
V.T.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
V.T.G.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.03.2025 11:15
09.03.2025 11:15
Summary
This Final Degree Project seeks to demonstrate the importance of literature in student development, specifically in Primary Education. Furthermore, it is important to consider the multiple difficulties in student development in various areas, so these difficulties will be taken into account when using literature and taking advantage of the qualities it can offer. To this end, the great importance of literature in education at different ages will be taken into account, as it is a tool that promotes benefits when it comes to acquiring qualities and developing individually and collectively. Therefore, this Final Degree Project focuses on the importance of literature and its use as a pedagogical tool in special education.
This Final Degree Project seeks to demonstrate the importance of literature in student development, specifically in Primary Education. Furthermore, it is important to consider the multiple difficulties in student development in various areas, so these difficulties will be taken into account when using literature and taking advantage of the qualities it can offer. To this end, the great importance of literature in education at different ages will be taken into account, as it is a tool that promotes benefits when it comes to acquiring qualities and developing individually and collectively. Therefore, this Final Degree Project focuses on the importance of literature and its use as a pedagogical tool in special education.
Direction
NEIRA RODRIGUEZ, MARTA (Tutorships)
NEIRA RODRIGUEZ, MARTA (Tutorships)
Court
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
NEIRA RODRIGUEZ, MARTA (Student’s tutor)
Reading encouragement in the Primary School classroom
Authorship
L.V.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
L.V.B.
Bachelor's Degree in Primary Education (2ª ed) [S]
Defense date
09.02.2025 17:15
09.02.2025 17:15
Summary
This Final Degree Project is intended to be carried out within the modality: didactic intervention proposal. The main objective of the work will be to make an intervention proposal to encourage reading in students of second cycle of Primary Education, ( within the context of a classroom of an educational center). This Final Degree Project will initiate with a documentary review that will approach the concepts that configure the theoretical framework: reading, reading encouragement and reading habit, as well as the role of the mediator as a way to define the objective of reading encouragement. In this conceptualization block, reading as a pleasure, a way of personal satisfaction and an objective in itself will also be approached, complementing it with the analysis of its curricular situation in the Primary Education stage. In the second block of the project, a didactic intervention proposal will be designed with the aim of ncouraging reading.
This Final Degree Project is intended to be carried out within the modality: didactic intervention proposal. The main objective of the work will be to make an intervention proposal to encourage reading in students of second cycle of Primary Education, ( within the context of a classroom of an educational center). This Final Degree Project will initiate with a documentary review that will approach the concepts that configure the theoretical framework: reading, reading encouragement and reading habit, as well as the role of the mediator as a way to define the objective of reading encouragement. In this conceptualization block, reading as a pleasure, a way of personal satisfaction and an objective in itself will also be approached, complementing it with the analysis of its curricular situation in the Primary Education stage. In the second block of the project, a didactic intervention proposal will be designed with the aim of ncouraging reading.
Direction
Couce Santalla, Ana Isabel (Tutorships)
Couce Santalla, Ana Isabel (Tutorships)
Court
Couce Santalla, Ana Isabel (Student’s tutor)
Couce Santalla, Ana Isabel (Student’s tutor)
Sibling roles in families and their relationship with developmental disorders: the impact of students with ASD on the socio-emotional development of their siblings.
Authorship
C.V.P.
Double bachelor degree in Early Childhood Education and Primary Education
C.V.P.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
09.02.2025 10:15
09.02.2025 10:15
Summary
Siblings are an important element to take into account when analysing learning and development within the family microsystem. Several aspects of child development, such as the ability to regulate emotions or the development of social skills, can be influenced by the presence and position of siblings, and are also conditioned by different family typologies or the presence of developmental disorders. The general objective of this thesis is to assess the impact of siblings and how the relationship with developmental disorders such as ASD influences them, especially in the socio-affective sphere. To this end, variables such as the number of siblings, the position in the family, the influence of family models or educational styles, and the individual differences that may exist with respect to each son or daughter will be considered. The methodology used to achieve the objective is included in the Initiation to documentary research modality, by means of which a manual search and systematic review will be carried out in different electronic databases (Dialnet, ERIC, Psycinfo, WOS...) in order to identify and analyse the most relevant research for the subject under study.
Siblings are an important element to take into account when analysing learning and development within the family microsystem. Several aspects of child development, such as the ability to regulate emotions or the development of social skills, can be influenced by the presence and position of siblings, and are also conditioned by different family typologies or the presence of developmental disorders. The general objective of this thesis is to assess the impact of siblings and how the relationship with developmental disorders such as ASD influences them, especially in the socio-affective sphere. To this end, variables such as the number of siblings, the position in the family, the influence of family models or educational styles, and the individual differences that may exist with respect to each son or daughter will be considered. The methodology used to achieve the objective is included in the Initiation to documentary research modality, by means of which a manual search and systematic review will be carried out in different electronic databases (Dialnet, ERIC, Psycinfo, WOS...) in order to identify and analyse the most relevant research for the subject under study.
Direction
Taboada Ares, Eva María (Tutorships)
Taboada Ares, Eva María (Tutorships)
Court
Taboada Ares, Eva María (Student’s tutor)
Taboada Ares, Eva María (Student’s tutor)