Visiting Teachers in the USA and Canada Program, impact and repercussion on teacher practice
Authorship
I.H.L.
Master in Research in Education, Cultural Diversity and Community Development
I.H.L.
Master in Research in Education, Cultural Diversity and Community Development
Defense date
02.10.2025 09:00
02.10.2025 09:00
Summary
Teachers face growing and changing social demands that require constant updating of professional skills. The improvement of teaching is not only necessary, but also an obligation that involves a profound transformation in the thinking, attitudes and behaviors of teachers. This paradigm shift is essential to adapt to the dynamic demands of contemporary education and provide students with the necessary tools to thrive in a constantly changing world. In this sense, the Visiting Teachers in the USA and Canada Program is conceived as an international mobility experience for teachers, but fundamentally as a unique opportunity for teaching professional development that brings undeniable benefits to the training of participating teachers when they return to Spanish classrooms. The aim was to examine the impact and repercussion of the program in the return school. The selected research methodology corresponds to a descriptive study with quantitative methodology. A questionnaire is carried out with a sample of 15 Primary Education teachers who participated in the period 2011-2018. It is concluded that the experience of a visiting teacher increases social, linguistic and/or cultural skills, increases knowledge about the educational systems of other countries, contributes to improving classroom management, student behavior, communication and dealings with families, and helps to learn about the necessary improvements in the general education system of our country. Visiting teachers benefit from learning good practices and acquiring knowledge for their professional development. However, it states that it has not received recognition as a formative activity, nor the perception of the specific supplement or certification by the relevant educational administration.
Teachers face growing and changing social demands that require constant updating of professional skills. The improvement of teaching is not only necessary, but also an obligation that involves a profound transformation in the thinking, attitudes and behaviors of teachers. This paradigm shift is essential to adapt to the dynamic demands of contemporary education and provide students with the necessary tools to thrive in a constantly changing world. In this sense, the Visiting Teachers in the USA and Canada Program is conceived as an international mobility experience for teachers, but fundamentally as a unique opportunity for teaching professional development that brings undeniable benefits to the training of participating teachers when they return to Spanish classrooms. The aim was to examine the impact and repercussion of the program in the return school. The selected research methodology corresponds to a descriptive study with quantitative methodology. A questionnaire is carried out with a sample of 15 Primary Education teachers who participated in the period 2011-2018. It is concluded that the experience of a visiting teacher increases social, linguistic and/or cultural skills, increases knowledge about the educational systems of other countries, contributes to improving classroom management, student behavior, communication and dealings with families, and helps to learn about the necessary improvements in the general education system of our country. Visiting teachers benefit from learning good practices and acquiring knowledge for their professional development. However, it states that it has not received recognition as a formative activity, nor the perception of the specific supplement or certification by the relevant educational administration.
Direction
LONGUEIRA MATOS, SILVANA (Tutorships)
LONGUEIRA MATOS, SILVANA (Tutorships)
Court
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
OLVEIRA OLVEIRA, MARIA ESTHER (Chairman)
MIGUEZ SALINA, GABRIELA DOLORES (Secretary)
GARCIA VINUESA, ANTONIO (Member)
Intervention programme to promote equality and prevent gender-based violence in schools.
Authorship
A.O.P.
Master in Education Processes
A.O.P.
Master in Education Processes
Defense date
02.14.2025 12:00
02.14.2025 12:00
Summary
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
This master's thesis focuses on the prevention of sexist and sexist behaviour in the classroom. The research analyzes the role of education in promoting gender equality, highlighting the importance of teacher training and the collaboration of the entire educational community. Through a qualitative approach, barriers and facilitators in the implementation of preventive strategies were identified. The conclusions underline the need to adapt interventions to the specific contexts of each school and to foster an inclusive and respectful learning environment. The work proposes practical recommendations to integrate the gender perspective into the school curriculum and promote co-responsibility in the fight against sexism.
Direction
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
VALCARCE FERNANDEZ, MARGARITA (Tutorships)
Court
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
FUENTES ABELEDO, EDUARDO JOSE (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
LOPEZ GOMEZ, SILVIA (Member)
Systemic review of interventions carried out by teachers for the treatment of school bullying cases
Authorship
M.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.G.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 16:00
02.11.2025 16:00
Summary
School bullying is a reality that a lot of students live with, which has a lot of pernicious consequences for the students. Because of this, knowing its causes, who causes it and who suffers from it is important to prevent this type of situations. The teacher’s role is fundamental, as this group of people is charged with the physical and mental integrity of the students. For this reason, in this master’s thesis the goal is to tackle the concept of bullying and its surrounding factors, to examine the role of the teacher via documentary research, which showed data about teacher’s training about bullying and the practices and programs aimed to prevent and solve these situations. This investigation shows the existence of a lack of training given to the teachers about bullying and that many programs have limited effectiveness due to lack of resources or time.
School bullying is a reality that a lot of students live with, which has a lot of pernicious consequences for the students. Because of this, knowing its causes, who causes it and who suffers from it is important to prevent this type of situations. The teacher’s role is fundamental, as this group of people is charged with the physical and mental integrity of the students. For this reason, in this master’s thesis the goal is to tackle the concept of bullying and its surrounding factors, to examine the role of the teacher via documentary research, which showed data about teacher’s training about bullying and the practices and programs aimed to prevent and solve these situations. This investigation shows the existence of a lack of training given to the teachers about bullying and that many programs have limited effectiveness due to lack of resources or time.
Direction
FRANCO LOPEZ, JOSE PABLO (Tutorships)
FRANCO LOPEZ, JOSE PABLO (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
Effectiveness and affectivity of probability from experimentation in 4th grade of ESO
Authorship
A.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
A.P.R.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 17:00
02.11.2025 17:00
Summary
The aim of this work is to develop a didactic proposal for the teaching of probability in the 4th grade of ESO. The project seeks the teaching of concepts and the acquisition of skills associated with probability from a more experimental perspective, in which the use of manipulative and interactive materials to perform experiments and simulations in the classroom will be of particular importance. Firstly, a review of the literature on the teaching of probability in secondary education will be conducted, with special emphasis on the main difficulties already pointed out by other authors and on the importance of the students' affective domain. This is followed by a didactic proposal that aims to mitigate these difficulties in an enjoyable and interactive manner that motivates students, while showing the connection between probability and the real world. Finally, thanks to questionnaires that students will complete before and after the proposal, its success and effectiveness will be analysed both academically and in the affective domain.
The aim of this work is to develop a didactic proposal for the teaching of probability in the 4th grade of ESO. The project seeks the teaching of concepts and the acquisition of skills associated with probability from a more experimental perspective, in which the use of manipulative and interactive materials to perform experiments and simulations in the classroom will be of particular importance. Firstly, a review of the literature on the teaching of probability in secondary education will be conducted, with special emphasis on the main difficulties already pointed out by other authors and on the importance of the students' affective domain. This is followed by a didactic proposal that aims to mitigate these difficulties in an enjoyable and interactive manner that motivates students, while showing the connection between probability and the real world. Finally, thanks to questionnaires that students will complete before and after the proposal, its success and effectiveness will be analysed both academically and in the affective domain.
Direction
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
CASTIÑEIRA VEIGA, GONZALO (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
Didactic proposal for the introduction of the Sustainable Development Goals (SDG) of the 2030 Agenda in the subject of Biology and Geology in 4th year of ESO
Authorship
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
M.R.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Experimental Scieces, Mathematics and Computer Technology
Defense date
02.11.2025 18:00
02.11.2025 18:00
Summary
In this Master's Thesis, a didactic proposal is proposed regarding climate change and, specifically, a determining factor in it: sustainable development. The aim is to bring students basic concepts and knowledge about what sustainable development is within the framework of the Sustainable Development Goals (SDGs), which are included in the UN 2030 Agenda, through a series of interactive activities in the classroom as part of the Biology and Geology subject for the 4th year of ESO. In this way, the aim is to raise awareness among students about a current problem of great socio-scientific relevance that they will have to face in the future as citizens through a teaching-learning process with which students can also obtain resources, skills and competencies that serve to make responsible decisions as part of citizenship while promoting a critical spirit and debate.
In this Master's Thesis, a didactic proposal is proposed regarding climate change and, specifically, a determining factor in it: sustainable development. The aim is to bring students basic concepts and knowledge about what sustainable development is within the framework of the Sustainable Development Goals (SDGs), which are included in the UN 2030 Agenda, through a series of interactive activities in the classroom as part of the Biology and Geology subject for the 4th year of ESO. In this way, the aim is to raise awareness among students about a current problem of great socio-scientific relevance that they will have to face in the future as citizens through a teaching-learning process with which students can also obtain resources, skills and competencies that serve to make responsible decisions as part of citizenship while promoting a critical spirit and debate.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
VARELA PORTELA, CRISTINA (Chairman)
GONZALEZ SEQUEIROS, PABLO (Secretary)
CASAS QUIROGA, LUCIA (Member)
Clinical simulation in the emergency medical technician vocational training studies: a proposal for a didactic intervention program.
Authorship
E.V.C.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
E.V.C.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 10:00
02.12.2025 10:00
Summary
The use of clinical simulation provides multiple benefits and learning opportunities due to its relation to the acquisition of practical skills and has a relevant role in studies related to health sciences. Given the practical and professionalizing nature of vocational training studies, it makes sense that it should be present in its teaching. The aim of this work is to develop a proposal for an innovative teaching intervention that transforms and optimizes the clinical simulation activities included in the module ‘initial health assistance in emergency situations’ belonging to the emergency medical technician vocational training studies at a specific educational centre. Throughout the work there is a review of the theoretical framework on which the proposal is based and the didactic intervention itself is developed. It includes a needs assessment, the planning of spaces, activities and resources, the contextualization of the proposal in the module, the systematics of the activities and a proposal for the evaluation of the intervention. Finally, there is an analysis and discussion of the results obtained in the hypothetical application of the intervention, which globally encourage its revision, improvement and real implementation.
The use of clinical simulation provides multiple benefits and learning opportunities due to its relation to the acquisition of practical skills and has a relevant role in studies related to health sciences. Given the practical and professionalizing nature of vocational training studies, it makes sense that it should be present in its teaching. The aim of this work is to develop a proposal for an innovative teaching intervention that transforms and optimizes the clinical simulation activities included in the module ‘initial health assistance in emergency situations’ belonging to the emergency medical technician vocational training studies at a specific educational centre. Throughout the work there is a review of the theoretical framework on which the proposal is based and the didactic intervention itself is developed. It includes a needs assessment, the planning of spaces, activities and resources, the contextualization of the proposal in the module, the systematics of the activities and a proposal for the evaluation of the intervention. Finally, there is an analysis and discussion of the results obtained in the hypothetical application of the intervention, which globally encourage its revision, improvement and real implementation.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
The training of the higher-level technician in early childhood education and the use of dance as an educational element
Authorship
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
U.L.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 11:00
02.12.2025 11:00
Summary
This master’s thesis addresses the relevance of dance within the field of early childhood education, primarily focused on the professional aspect of the higher vocational training cycle leading to the title of Higher Technician in Early Childhood Education. After reflecting on the role of dance at the curricular level in this educational field, a content analysis is conducted on the presence of dance in the curricular decree corresponding to the studied training program. 3 Subsequently, a literature review and analysis on dance and child development is carried out using the PRISMA methodology. The thesis highlights the value of dance as a pedagogical tool in the comprehensive development of early childhood education students, emphasizing the importance of the role of the early childhood educator and concluding on the lack and need for dance in classrooms. Finally, a set of future intervention strategies is outlined to enhance the use of dance in the training of higher technicians.
This master’s thesis addresses the relevance of dance within the field of early childhood education, primarily focused on the professional aspect of the higher vocational training cycle leading to the title of Higher Technician in Early Childhood Education. After reflecting on the role of dance at the curricular level in this educational field, a content analysis is conducted on the presence of dance in the curricular decree corresponding to the studied training program. 3 Subsequently, a literature review and analysis on dance and child development is carried out using the PRISMA methodology. The thesis highlights the value of dance as a pedagogical tool in the comprehensive development of early childhood education students, emphasizing the importance of the role of the early childhood educator and concluding on the lack and need for dance in classrooms. Finally, a set of future intervention strategies is outlined to enhance the use of dance in the training of higher technicians.
Direction
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
SANJUAN ROCA, MARIA DEL MAR (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
Promotion of the Galician language in the field of Vocational Training and Early Childhood Education through song as a teaching resource
Authorship
M.L.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
M.L.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Service Sector Specialty
Defense date
02.12.2025 12:00
02.12.2025 12:00
Summary
Generally, in situations of contact between two languages, the phenomena of maintenance or shift between them throughout a person’s life are due to multiple reasons such as a contextual change like that of the educational centre, the perception of the lesser utility of the minoritized language regarding social advancement or to prejudices of different sorts (Monteagudo, Loredo y Vázquez-Grandío, 2024). That is why, together with the scarcity of resources in Galician language observed in the internship period of the Master in the area of the Higher Level of Early Childhood Education, the Galician children’s song becomes a necessity in the training and practice of the future technicians to preserve the identity of the Galician people. The children’s song is a didactic resource that integrates music into diverse educational contexts, fostering the integral development of children while bringing to light the importance of the conservation of the intangible cultural heritage. In this way, through a literature review focused on the search for similar projects, curriculum content, and supporting data, this work undertakes a proposal for intervention in Higher Level of Early Childhood having the Galician song as a vehicular axis.
Generally, in situations of contact between two languages, the phenomena of maintenance or shift between them throughout a person’s life are due to multiple reasons such as a contextual change like that of the educational centre, the perception of the lesser utility of the minoritized language regarding social advancement or to prejudices of different sorts (Monteagudo, Loredo y Vázquez-Grandío, 2024). That is why, together with the scarcity of resources in Galician language observed in the internship period of the Master in the area of the Higher Level of Early Childhood Education, the Galician children’s song becomes a necessity in the training and practice of the future technicians to preserve the identity of the Galician people. The children’s song is a didactic resource that integrates music into diverse educational contexts, fostering the integral development of children while bringing to light the importance of the conservation of the intangible cultural heritage. In this way, through a literature review focused on the search for similar projects, curriculum content, and supporting data, this work undertakes a proposal for intervention in Higher Level of Early Childhood having the Galician song as a vehicular axis.
Direction
GILLANDERS , CAROL JEAN (Tutorships)
GILLANDERS , CAROL JEAN (Tutorships)
Court
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
LOPEZ GOMEZ, SILVIA (Chairman)
ALVAREZ SEOANE, CARMEN DENEBOLA (Secretary)
VILLAR VARELA, MILENA (Member)
Quevedo and Machiavelli: literature, political discourse and construction of citizenship
Authorship
M.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.B.C.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 10:00
02.11.2025 10:00
Summary
This paper develops a didactic proposal focused on the development of the students’ critical thinking, essential to answer the challenges posed by the digital age. This proposal intends to facilitate the acquisition of the analytical skills necessary to face contemporary public discourse through the comparative study of two classical works: Machiavelli’s The Prince and Quevedo’s Discurso de las privanzas. The analysis will be articulated through the framework of Critical Discourse Analysis, integrating theories and concepts borrowed from different authors, with the aim of developing competencies that can be transferred to the interpretation of political or media discourse. Thus, it is expected to be able to provide the students with the tools needed to avoid the dangers of disinformation or informational manipulation.
This paper develops a didactic proposal focused on the development of the students’ critical thinking, essential to answer the challenges posed by the digital age. This proposal intends to facilitate the acquisition of the analytical skills necessary to face contemporary public discourse through the comparative study of two classical works: Machiavelli’s The Prince and Quevedo’s Discurso de las privanzas. The analysis will be articulated through the framework of Critical Discourse Analysis, integrating theories and concepts borrowed from different authors, with the aim of developing competencies that can be transferred to the interpretation of political or media discourse. Thus, it is expected to be able to provide the students with the tools needed to avoid the dangers of disinformation or informational manipulation.
Direction
GARCIA SOTO, LUIS MODESTO (Tutorships)
GARCIA SOTO, LUIS MODESTO (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Scientific-Technological Vocabulary from the Perspective of Morphology and Lexicography: A Didactic Proposal
Authorship
R.P.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
R.P.H.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 11:00
02.11.2025 11:00
Summary
This end of master’s degree project arises from the usual lack of interest that Spanish scientific-technological Bachillerato students show towards the study of the humanities and, more specifically, towards the language as a subject. In response to this issue, the development of a didactic sequence which addresses morphological and lexicographical contents is proposed. It shall also demonstrate to first-grade Bachillerato students who chose the scientific-technological path that acknowledging the words’ structure and formation, together with the handling of dictionaries, is useful for understanding the scientific and technological fields’ terminology. Thus, the paper begins with an analysis of the now-in-force curriculum which explores the role of morphology and lexicography within the educational system, as well as the notion of transversality which underpins the LOMLOE. Subsequently, a review of some academic literature on the benefits of language teaching towards the learning of scientific disciplines will be the basis for presenting a didactic proposal of our own creation in which we will pay special attention to the planning of sessions and activities, without forgetting the need to reflect the worked-on contents, the followed methodology and the evaluation mechanisms, always thinking about their optimal implementation in future educational contexts.
This end of master’s degree project arises from the usual lack of interest that Spanish scientific-technological Bachillerato students show towards the study of the humanities and, more specifically, towards the language as a subject. In response to this issue, the development of a didactic sequence which addresses morphological and lexicographical contents is proposed. It shall also demonstrate to first-grade Bachillerato students who chose the scientific-technological path that acknowledging the words’ structure and formation, together with the handling of dictionaries, is useful for understanding the scientific and technological fields’ terminology. Thus, the paper begins with an analysis of the now-in-force curriculum which explores the role of morphology and lexicography within the educational system, as well as the notion of transversality which underpins the LOMLOE. Subsequently, a review of some academic literature on the benefits of language teaching towards the learning of scientific disciplines will be the basis for presenting a didactic proposal of our own creation in which we will pay special attention to the planning of sessions and activities, without forgetting the need to reflect the worked-on contents, the followed methodology and the evaluation mechanisms, always thinking about their optimal implementation in future educational contexts.
Direction
Fuentes Ríos, Aránzazu (Tutorships)
Fuentes Ríos, Aránzazu (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Proposal for educational inclusion: Easy reading for students with reading comprehension difficulties in Compulsory Secondary Education
Authorship
C.P.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
C.P.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
02.11.2025 12:00
02.11.2025 12:00
Summary
Easy reading is a method in which a set of guidelines are collected to use in written texts, to be able to adapt them and achieve the understanding of their content in people with specific support needs, with intellectual disability or developmental disorders. Therefore, one of the requirements established by the UNE standard to be able to accredit a document as 'text adapted easy reading' is to be validated by the users themselves. In turn, it is necessary to investigate other secondary aspects: to analyze whether current barriers in reading comprehension may be linked to school failure and to reflect on whether the current policy landscape is designed to guarantee the rights of people with specific support needs to receive equal education; conditions than the rest of society. The present proposal for educational inclusion will set out a variety of reasons that confirm the possibility of introducing easy reading in the pool of resources and methodologies of common teaching with the aim of offering inclusive teaching adapted to the needs of students with reading difficulties. Therefore, the main task will be to investigate the literature to know the different positions on the most effective methods of application among students with reading difficulties and, at the same time, all the necessary information about easy reading and its benefits is collected; then, an intervention proposal will be made to integrate this resource in the schools of compulsory secondary education. Therefore, it will be necessary to have an analysis in which the real possibility of implementing easy reading in teaching in one academic year is evaluated, as well as to establish possible immediate activation alternatives that fulfill a similar function, such as simple writing.
Easy reading is a method in which a set of guidelines are collected to use in written texts, to be able to adapt them and achieve the understanding of their content in people with specific support needs, with intellectual disability or developmental disorders. Therefore, one of the requirements established by the UNE standard to be able to accredit a document as 'text adapted easy reading' is to be validated by the users themselves. In turn, it is necessary to investigate other secondary aspects: to analyze whether current barriers in reading comprehension may be linked to school failure and to reflect on whether the current policy landscape is designed to guarantee the rights of people with specific support needs to receive equal education; conditions than the rest of society. The present proposal for educational inclusion will set out a variety of reasons that confirm the possibility of introducing easy reading in the pool of resources and methodologies of common teaching with the aim of offering inclusive teaching adapted to the needs of students with reading difficulties. Therefore, the main task will be to investigate the literature to know the different positions on the most effective methods of application among students with reading difficulties and, at the same time, all the necessary information about easy reading and its benefits is collected; then, an intervention proposal will be made to integrate this resource in the schools of compulsory secondary education. Therefore, it will be necessary to have an analysis in which the real possibility of implementing easy reading in teaching in one academic year is evaluated, as well as to establish possible immediate activation alternatives that fulfill a similar function, such as simple writing.
Direction
NIETO VIEITES, ANA (Tutorships)
NIETO VIEITES, ANA (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Castro Fernández, Belén María (Chairman)
LOPEZ PENA, ZOSIMO (Secretary)
GILLANDERS , CAROL JEAN (Member)
Voice and Singing in the Development of Students: Didactic Proposal for the Second Year of Secondary Education
Authorship
M.B.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
M.B.T.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
02.11.2025 09:00
02.11.2025 09:00
Summary
This Master's Degree Final Project (TFM) develops a didactic proposal for the second year of Secondary Education that aims to provide ideas and activities for the work of the voice in the music classroom. This proposal is designed to be carried out over seven sessions and includes activities related to voice and singing. In this way, a song was selected to work on every two sessions: in the first two, a piece to sing in unison; in the third and fourth, a piece to sing accompanied by a rhythmic ostinato and a melodic ostinato; in the fifth and sixth, a piece to sing in two voices and the seventh is dedicated to the realization of a concert in which the last piece worked on would be performed. The aim is to work on a learning sequence that naturally leads students from monophony to polyphony. Each session also includes different activities related to the pulse, rhythm, tuning or interval jumps, necessary to work on the musical skills of the students while learning the songs.
This Master's Degree Final Project (TFM) develops a didactic proposal for the second year of Secondary Education that aims to provide ideas and activities for the work of the voice in the music classroom. This proposal is designed to be carried out over seven sessions and includes activities related to voice and singing. In this way, a song was selected to work on every two sessions: in the first two, a piece to sing in unison; in the third and fourth, a piece to sing accompanied by a rhythmic ostinato and a melodic ostinato; in the fifth and sixth, a piece to sing in two voices and the seventh is dedicated to the realization of a concert in which the last piece worked on would be performed. The aim is to work on a learning sequence that naturally leads students from monophony to polyphony. Each session also includes different activities related to the pulse, rhythm, tuning or interval jumps, necessary to work on the musical skills of the students while learning the songs.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
Castro Fernández, Belén María (Chairman)
GILLANDERS , CAROL JEAN (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Castro Fernández, Belén María (Chairman)
GILLANDERS , CAROL JEAN (Secretary)
LOPEZ PENA, ZOSIMO (Member)
Strengthening Bonds: A Family Education Proposal for High School
Authorship
A.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
A.G.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
This project proposes an educational initiative aimed at enhancing communication and cooperation between families and educational institutions to foster the holistic development of young people. The study outlines a theoretical fundamentation on the importance of positive parenting and family-school coordination, and develops the Conecta2 program, which is designed to equip families to improve their role in the academic and personal lives of their children or wards. The proposal is based on active methodologies, such as collaborative and experiential learning, using workshops, joint reflection activities, and role-playing games to strengthen parenting skills. This program is anticipated to promote a supportive environment in which adolescents, families, and teachers work together, reducing conflicts and enhancing students' performance and emotional well-being.
This project proposes an educational initiative aimed at enhancing communication and cooperation between families and educational institutions to foster the holistic development of young people. The study outlines a theoretical fundamentation on the importance of positive parenting and family-school coordination, and develops the Conecta2 program, which is designed to equip families to improve their role in the academic and personal lives of their children or wards. The proposal is based on active methodologies, such as collaborative and experiential learning, using workshops, joint reflection activities, and role-playing games to strengthen parenting skills. This program is anticipated to promote a supportive environment in which adolescents, families, and teachers work together, reducing conflicts and enhancing students' performance and emotional well-being.
Direction
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
ALVAREZ SEOANE, CARMEN DENEBOLA (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Proposal for educational intervention for the inclusion of students with ASD in Compulsory Secondary Education
Authorship
N.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
N.L.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
02.14.2025 11:00
02.14.2025 11:00
Summary
In recent years, there has been an increase in the number of people with Autism Spectrum Disorder (ASD). This phenomenon, added to the search for an inclusive education, which has been a constant objective in our educational system, means that the number of students with ASD in Compulsory Secondary Education (ESO) has also increased. With the purpose of making the passage of these students through this stage as positive and inclusive as possible, an intervention proposal has been designed for the inclusion of students with ASD in this group. The aforementioned proposal is organized in three parts. The first part presents the theoretical foundation that covers the conceptualization, characterization, etiology and prevalence of ASD; the positive aspects of regular schooling of students with ASD; the evolution of inclusion in our educational system; the educational reality and socialization of students with ASD. The second part details the proposal itself, including the contextualization, the objectives to be achieved, the activities proposed and its evaluation. Finally, the last part includes the expected results and future lines of research.
In recent years, there has been an increase in the number of people with Autism Spectrum Disorder (ASD). This phenomenon, added to the search for an inclusive education, which has been a constant objective in our educational system, means that the number of students with ASD in Compulsory Secondary Education (ESO) has also increased. With the purpose of making the passage of these students through this stage as positive and inclusive as possible, an intervention proposal has been designed for the inclusion of students with ASD in this group. The aforementioned proposal is organized in three parts. The first part presents the theoretical foundation that covers the conceptualization, characterization, etiology and prevalence of ASD; the positive aspects of regular schooling of students with ASD; the evolution of inclusion in our educational system; the educational reality and socialization of students with ASD. The second part details the proposal itself, including the contextualization, the objectives to be achieved, the activities proposed and its evaluation. Finally, the last part includes the expected results and future lines of research.
Direction
NIETO VIEITES, ANA (Tutorships)
NIETO VIEITES, ANA (Tutorships)
Court
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
RODRIGUEZ GROBA, ANA (Chairman)
GARCIA MURIAS, REBECA (Secretary)
PERMUY MARTINEZ, AIXA (Member)
Sexuality through the lens of patriarchy: how men and women experiences their sexuality.
Authorship
S.A.R.
Master in Equality, Gender and Education
S.A.R.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
This study examines how patriarchy has influenced the construction of sexuality and, consequently, how this social structure impacts individuals on both personal and interpersonal levels in emotional and social relationships. Through a critical and multidisciplinary analysis, it explores the symbolic and cultural organizations that perpetuate gender inequalities, as well as how these inequalities shape self-perception, contribute to power dynamics, and affect emotional experiences. Furthermore, the research identifies patriarchal constructs as the primary forces shaping male and female sexuality, reinforcing stereotypes, fostering insecurities, and limiting individuals’ ability to build equitable and fulfilling relationships. The study also underscores the urgent need to incorporate Comprehensive Sexual Education (CSE) into educational curricula as a fundamental tool to challenge these dynamics. This work aims to deepen the understanding of the roots of gender inequality to pave the way for its eventual resolution.
This study examines how patriarchy has influenced the construction of sexuality and, consequently, how this social structure impacts individuals on both personal and interpersonal levels in emotional and social relationships. Through a critical and multidisciplinary analysis, it explores the symbolic and cultural organizations that perpetuate gender inequalities, as well as how these inequalities shape self-perception, contribute to power dynamics, and affect emotional experiences. Furthermore, the research identifies patriarchal constructs as the primary forces shaping male and female sexuality, reinforcing stereotypes, fostering insecurities, and limiting individuals’ ability to build equitable and fulfilling relationships. The study also underscores the urgent need to incorporate Comprehensive Sexual Education (CSE) into educational curricula as a fundamental tool to challenge these dynamics. This work aims to deepen the understanding of the roots of gender inequality to pave the way for its eventual resolution.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Unveiling the Manosphere: Intervention project to combat gender-based violence promoted by the manosphere among 10th-grade students.
Authorship
L.R.M.
Master in Equality, Gender and Education
L.R.M.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
This master's thesis proposes an educational intervention initiative focused on students in the 4th year of ESO, with the aim of preventing and combating gender violence among young people, focusing especially on the influence of the manosphere. This digital community refers to the set of subcultures that spread anti-feminist and misogynist discourses, promoting a vision of masculinity based on male victimization and the rejection of the principles of equality and democracy. These groups present in social networks have gained influence among the adolescent public, capturing their attention through striking narratives and relatable language.Digital natives (born after 2010) are in a decisive stage of identity and values formation due to their high exposure to social networks, which makes them more susceptible to misinformation and hate speech. Therefore, it is essential to promote digital literacy in schools, providing them with tools to develop critical thinking and responsible use of the Internet. In short, this project is based on the socializing power of the classroom, using a participatory pedagogical approach that includes seven sessions with audiovisual materials, debates and group activities. In it, the subcultures of the manosphere will be analyzed along with the rise of post-machismo and its implications, promoting an educational.
This master's thesis proposes an educational intervention initiative focused on students in the 4th year of ESO, with the aim of preventing and combating gender violence among young people, focusing especially on the influence of the manosphere. This digital community refers to the set of subcultures that spread anti-feminist and misogynist discourses, promoting a vision of masculinity based on male victimization and the rejection of the principles of equality and democracy. These groups present in social networks have gained influence among the adolescent public, capturing their attention through striking narratives and relatable language.Digital natives (born after 2010) are in a decisive stage of identity and values formation due to their high exposure to social networks, which makes them more susceptible to misinformation and hate speech. Therefore, it is essential to promote digital literacy in schools, providing them with tools to develop critical thinking and responsible use of the Internet. In short, this project is based on the socializing power of the classroom, using a participatory pedagogical approach that includes seven sessions with audiovisual materials, debates and group activities. In it, the subcultures of the manosphere will be analyzed along with the rise of post-machismo and its implications, promoting an educational.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Gender-based violences in the area of the galician left
Authorship
C.A.M.
Master in Equality, Gender and Education
C.A.M.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
Gender-based violences in the area of the Galician left remains a taboo within the partisan left, but the feminist movement has more and more resources to report this situation, although the academic sphere has not been taken advantage of. This Final Master's Degree Project is an empirical and mixed research that analyzes sexist violence and its perpetrators, in the area of the Galician left, through a questionnaire answered by woman and non-binary people involved in the Galician leftist movement. This study describes the frequency and mode in which gender-based violence occurs in this context, it examines the described agressors determining what type of masculinity they have. The results indicate that gender-based violence permeates the left like any other ideology, with the particularity of the camouflage of the aggressors.
Gender-based violences in the area of the Galician left remains a taboo within the partisan left, but the feminist movement has more and more resources to report this situation, although the academic sphere has not been taken advantage of. This Final Master's Degree Project is an empirical and mixed research that analyzes sexist violence and its perpetrators, in the area of the Galician left, through a questionnaire answered by woman and non-binary people involved in the Galician leftist movement. This study describes the frequency and mode in which gender-based violence occurs in this context, it examines the described agressors determining what type of masculinity they have. The results indicate that gender-based violence permeates the left like any other ideology, with the particularity of the camouflage of the aggressors.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
Gender violence 2.0. Challenges and strategies in the digital age
Authorship
S.J.
Master in Equality, Gender and Education
S.J.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
In the digital age, gender-based violence has spread from traditional to online forms and has evolved into gender-based violence 2.0, which encompasses new forms of digital violence such as online harassment, deepfakes and revenge pornography. These behaviours not only pose a threat to the mental health, social life and professional development of victims, but also pose a serious challenge to gender equality in society as a whole. In this master's thesis we approach gender-based violence 2.0 through a documentary review of the issue. The purpose of this research is to contribute to raising awareness of the responsibility of social media platforms, public awareness of gender equality and digital literacy in order to promote effective curbs on gender-based violence 2.0. Collaborative multi-stakeholder response is the key to reducing and preventing gender-based violence 2.0, and it is hoped that this study can provide reference and support for future prevention and control of gender-based violence in the digital context.
In the digital age, gender-based violence has spread from traditional to online forms and has evolved into gender-based violence 2.0, which encompasses new forms of digital violence such as online harassment, deepfakes and revenge pornography. These behaviours not only pose a threat to the mental health, social life and professional development of victims, but also pose a serious challenge to gender equality in society as a whole. In this master's thesis we approach gender-based violence 2.0 through a documentary review of the issue. The purpose of this research is to contribute to raising awareness of the responsibility of social media platforms, public awareness of gender equality and digital literacy in order to promote effective curbs on gender-based violence 2.0. Collaborative multi-stakeholder response is the key to reducing and preventing gender-based violence 2.0, and it is hoped that this study can provide reference and support for future prevention and control of gender-based violence in the digital context.
Direction
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
GOMEZ VAZQUEZ, BEGOÑA (Tutorships)
Court
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
REY CASTELAO, OFELIA (Chairman)
VARELA VAZQUEZ, PEDRO (Secretary)
RODRIGUEZ ALVAREZ, ANA (Member)
Breaking the Silence of the Oppressed: A Proposal for Intervention for Women Victims of Gender-Based Violence Based on the Theater of the Oppressed
Authorship
I.L.R.
Master in Equality, Gender and Education
I.L.R.
Master in Equality, Gender and Education
Defense date
02.14.2025 12:15
02.14.2025 12:15
Summary
This intervention proposal arises from the need to support women victims of gender-based violence, a group that faces severe physical, psychological, and social consequences derived from structural inequalities. The intervention proposal, “Breaking the Silence of the Oppressed”, aims to facilitate and promote the process of empowerment and recovery of these women through the use of the Theatre of the Oppressed as a tool for visibility and overcoming challenges. The intervention is directed at women over 18 years old from Ourense who have been victims of gender-based violence. Through a participatory methodology, a series of sessions have been designed employing theatrical techniques, including those from the Theatre of the Oppressed, to address topics such as power, violence, emotional management, self-esteem, strategies for overcoming challenges, and empowerment. These activities allow participants to explore these themes through body expression, reflect on their experiences, and build collective bonds. The process culminates with the design and representation of a collective performance that symbolizes the breaking of silence and female empowerment. Through this intervention, the aim is to make the participants' experiences visible, promote the creation of a support network, and contribute to their integral recovery. In this way, theater becomes a medium for denunciation and social transformation, capable of generating an impact both on the participants and on society.
This intervention proposal arises from the need to support women victims of gender-based violence, a group that faces severe physical, psychological, and social consequences derived from structural inequalities. The intervention proposal, “Breaking the Silence of the Oppressed”, aims to facilitate and promote the process of empowerment and recovery of these women through the use of the Theatre of the Oppressed as a tool for visibility and overcoming challenges. The intervention is directed at women over 18 years old from Ourense who have been victims of gender-based violence. Through a participatory methodology, a series of sessions have been designed employing theatrical techniques, including those from the Theatre of the Oppressed, to address topics such as power, violence, emotional management, self-esteem, strategies for overcoming challenges, and empowerment. These activities allow participants to explore these themes through body expression, reflect on their experiences, and build collective bonds. The process culminates with the design and representation of a collective performance that symbolizes the breaking of silence and female empowerment. Through this intervention, the aim is to make the participants' experiences visible, promote the creation of a support network, and contribute to their integral recovery. In this way, theater becomes a medium for denunciation and social transformation, capable of generating an impact both on the participants and on society.
Direction
AÑON LOUREIRO, LORENA (Tutorships)
AÑON LOUREIRO, LORENA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Evolution and Representation: Analysis of the Female Image in Contemporary Chinese Cinema (2000-2024)
Authorship
P.L.
Master in Equality, Gender and Education
P.L.
Master in Equality, Gender and Education
Defense date
02.14.2025 11:30
02.14.2025 11:30
Summary
Film is an important tool to express consciousness, and the study of women's image in film has theoretical reference value for the creation of future films and the shaping of women's image. The presentation of women's images projects the values of Chinese cinema and reflects the development trajectory of Chinese society from one side. By analyzing the typical female roles in some Chinese films from 2000 to 2024, the author summarizes the characteristics of the female image in Chinese films in the past 25 years: the evolution of the female image within the family, the identity and expression of women as individuals, and the social roles and relationships of women. The evolution and shaping of the female image in Chinese films during the past 25 years are analyzed from three aspects: family, individual, and society.
Film is an important tool to express consciousness, and the study of women's image in film has theoretical reference value for the creation of future films and the shaping of women's image. The presentation of women's images projects the values of Chinese cinema and reflects the development trajectory of Chinese society from one side. By analyzing the typical female roles in some Chinese films from 2000 to 2024, the author summarizes the characteristics of the female image in Chinese films in the past 25 years: the evolution of the female image within the family, the identity and expression of women as individuals, and the social roles and relationships of women. The evolution and shaping of the female image in Chinese films during the past 25 years are analyzed from three aspects: family, individual, and society.
Direction
Sampedro Vizcaya, María José (Tutorships)
Sampedro Vizcaya, María José (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Socio-historical analysis of the representation of women in video games throughout the 21st century
Authorship
C.M.F.
Master in Equality, Gender and Education
C.M.F.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
In this Master's Thesis (TFM) a bibliographic review of academic articles will be carried out on the representation of women in video games published in the 21st century, so that it will be possible to find similarities between the characters created and study the trends and stereotypes that appear in them, as well as the realism when designing the characters. In the same way, the articles will be divided by decades when carrying out the analysis, because in this way it will be possible to study the historical evolution in a critical way, comparing the common and discordant points between several authors, as well as analysing the key ideas of the works selected for each decade.
In this Master's Thesis (TFM) a bibliographic review of academic articles will be carried out on the representation of women in video games published in the 21st century, so that it will be possible to find similarities between the characters created and study the trends and stereotypes that appear in them, as well as the realism when designing the characters. In the same way, the articles will be divided by decades when carrying out the analysis, because in this way it will be possible to study the historical evolution in a critical way, comparing the common and discordant points between several authors, as well as analysing the key ideas of the works selected for each decade.
Direction
GARCIA MARIN, JORGE (Tutorships)
GARCIA MARIN, JORGE (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
The new narratives on social networks: a qualitative analysis of the discourses of the manosphere on instagram from a gender perspective.
Authorship
E.P.C.
Master in Equality, Gender and Education
E.P.C.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
The purpose of this work, which is framed in the qualitative research modality, is to study in depth the discourses promulgated by the groups belonging to the manosphere on the social network Instagram from a gender perspective. To do this, we have proceeded to analyze the productions with the highest number of views and likes, from six content creators who allude to gender issues in their speech. The results obtained show the need for interdisciplinary work to combat misogenic discourses and achieve an egalitarian and inclusive society for all people.
The purpose of this work, which is framed in the qualitative research modality, is to study in depth the discourses promulgated by the groups belonging to the manosphere on the social network Instagram from a gender perspective. To do this, we have proceeded to analyze the productions with the highest number of views and likes, from six content creators who allude to gender issues in their speech. The results obtained show the need for interdisciplinary work to combat misogenic discourses and achieve an egalitarian and inclusive society for all people.
Direction
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
MOSTEIRO GARCIA, MARIA JOSEFA (Tutorships)
Court
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
DIZ OTERO, ISABEL (Chairman)
VILLALBA SANCHEZ, ALICIA (Secretary)
AÑON LOUREIRO, LORENA (Member)
Sexual Violence and Trauma in Cinema: An Analysis of Straw Dogs, The Accused, and Promising Young Woman
Authorship
A.S.A.
Master in Equality, Gender and Education
A.S.A.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:45
02.14.2025 10:45
Summary
In the proposed project, an analysis will be conducted of the different representations of sexual violence in cinema to examine to what extent these narratives contribute to perpetuating or challenging the myths of rape culture. The initial corpus consists of: Straw Dogs (Sam Peckinpah, 1971), The Accused (Jonathan Kaplan, 1988), and Promising Young Woman (Emerald Fennell, 2020). From a methodological standpoint, the analysis will be based on feminist theory and gender studies, with a special focus on rape-revenge narratives. From a critical perspective, various factors will be considered, such as the historical and sociocultural context in which the works were produced and received, and how these contexts influence their content and reception. Special attention will also be given to elements such as the male gaze, the sexualization of characters, and the implications these representations have on the viewer’s perception of the reality of sexual assaults, among other aspects.
In the proposed project, an analysis will be conducted of the different representations of sexual violence in cinema to examine to what extent these narratives contribute to perpetuating or challenging the myths of rape culture. The initial corpus consists of: Straw Dogs (Sam Peckinpah, 1971), The Accused (Jonathan Kaplan, 1988), and Promising Young Woman (Emerald Fennell, 2020). From a methodological standpoint, the analysis will be based on feminist theory and gender studies, with a special focus on rape-revenge narratives. From a critical perspective, various factors will be considered, such as the historical and sociocultural context in which the works were produced and received, and how these contexts influence their content and reception. Special attention will also be given to elements such as the male gaze, the sexualization of characters, and the implications these representations have on the viewer’s perception of the reality of sexual assaults, among other aspects.
Direction
PEREZ PEREIRO, MARTA (Tutorships)
PEREZ PEREIRO, MARTA (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
The impact of gender norms in animated films on girls' gender identity and expectations
Authorship
Q.W.
Master in Equality, Gender and Education
Q.W.
Master in Equality, Gender and Education
Defense date
02.14.2025 10:00
02.14.2025 10:00
Summary
This Master's Thesis aims to analyze gender norms in early Disney animated films, specifically how these norms affect the constitution of girls' gender identity, their motivation to achieve, and their career choices. Through the analysis of classic Disney princess films, we can clearly see that animated films influence girls' personality and behavior. The female characters in these films often present the traditional ladylike image, emphasizing qualities such as meekness, obedience, and dependence on men. This gender stereotype is reinforced through the plot and defined roles, affecting girls' identity as they grow up and their choice of future careers.
This Master's Thesis aims to analyze gender norms in early Disney animated films, specifically how these norms affect the constitution of girls' gender identity, their motivation to achieve, and their career choices. Through the analysis of classic Disney princess films, we can clearly see that animated films influence girls' personality and behavior. The female characters in these films often present the traditional ladylike image, emphasizing qualities such as meekness, obedience, and dependence on men. This gender stereotype is reinforced through the plot and defined roles, affecting girls' identity as they grow up and their choice of future careers.
Direction
Sampedro Vizcaya, María José (Tutorships)
Sampedro Vizcaya, María José (Tutorships)
Court
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
GOMEZ VAZQUEZ, BEGOÑA (Chairman)
GARCIA MARIN, JORGE (Secretary)
ANTELO MARTELO, MONICA (Member)
Strategies for working on archaeology in primary education
Authorship
I.A.P.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
I.A.P.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
02.10.2025 16:30
02.10.2025 16:30
Summary
This Master’s Thesis examines the integration of archaeological heritage and archaeology in primary education through an innovative pedagogical proposal based on cooperative learning. This approach has the potential to enrich and diversify the school curriculum, arousing in students an active interest in history, culture and identity. At the same time, it fosters core competences such as critical thinking, collaboration and reflection. The importance of this theme lies in its ability to bring archaeological heritage closer to learners, improving their educational experience and strengthening their connection with the historical and social environment, while promoting education more committed to the preservation of cultural heritage.
This Master’s Thesis examines the integration of archaeological heritage and archaeology in primary education through an innovative pedagogical proposal based on cooperative learning. This approach has the potential to enrich and diversify the school curriculum, arousing in students an active interest in history, culture and identity. At the same time, it fosters core competences such as critical thinking, collaboration and reflection. The importance of this theme lies in its ability to bring archaeological heritage closer to learners, improving their educational experience and strengthening their connection with the historical and social environment, while promoting education more committed to the preservation of cultural heritage.
Direction
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
LOPEZ MONDEJAR, MARIA LETICIA (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
Tools for evaluating motor competence in Early Childhood Education: A scoping review
Authorship
C.C.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
C.C.B.
Master's Degree in Research and Innovation in Specific Didactics for Infant and Primary Education
Defense date
02.10.2025 17:30
02.10.2025 17:30
Summary
The evaluation of fundamental motor skills in Early Childhood Education is a task of great importance, as well as great complexity. Finding a way to do it and knowing all the possibilities that exist could help to be more effective in their work. In the present work, all the evaluation batteries that exist in the literature on a recurring basis are studied (10 batteries in total) and the possibility of their use in different cases is discussed, taking into account the advantages and cons that each one has.
The evaluation of fundamental motor skills in Early Childhood Education is a task of great importance, as well as great complexity. Finding a way to do it and knowing all the possibilities that exist could help to be more effective in their work. In the present work, all the evaluation batteries that exist in the literature on a recurring basis are studied (10 batteries in total) and the possibility of their use in different cases is discussed, taking into account the advantages and cons that each one has.
Direction
Abelairas Gómez, Cristian (Tutorships)
Abelairas Gómez, Cristian (Tutorships)
Court
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)
ARMAS CASTRO, JOSE ANGEL (Chairman)
FAYA CERQUEIRO, FATIMA MARIA (Secretary)
Rodríguez Fernández, José Eugenio (Member)