Fields of shaping adolescent identity in conflict
Authorship
J.F.B.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
J.F.B.B.
Master's Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching. Social Sciences and Humanities Specialty
Defense date
09.11.2025 13:00
09.11.2025 13:00
Summary
Current society is characterized by complexity and a constant and accelerated stage of change unlike any other age in history. In this scenario, where new generations have born and grown, gives the conditions for various fields involved in the adolescent and young’s identities to interact and clash between them. This academic work, which adopts a bibliographic review approach, has the objective to show the influence which different fields (family, secondary school, media and peers) have at the time to conforming the adolescent’s identities. Furthermore, it will try to discover the mentioned field’s conflicts as a result of the fragmentation or variety of values showed between them
Current society is characterized by complexity and a constant and accelerated stage of change unlike any other age in history. In this scenario, where new generations have born and grown, gives the conditions for various fields involved in the adolescent and young’s identities to interact and clash between them. This academic work, which adopts a bibliographic review approach, has the objective to show the influence which different fields (family, secondary school, media and peers) have at the time to conforming the adolescent’s identities. Furthermore, it will try to discover the mentioned field’s conflicts as a result of the fragmentation or variety of values showed between them
Direction
PARDO PEREZ, JUAN CARLOS (Tutorships)
PARDO PEREZ, JUAN CARLOS (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)
Educational strategies for sexual and gender diversity inclusion in secondary school: a systematic review
Authorship
L.B.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
L.B.V.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.15.2025 16:00
09.15.2025 16:00
Summary
This Master's thesis consists on a systematic review following the PRISMA model to analyse educational strategies that promote the inclusion of sexual and gender diversity in secondary education. It includes 24 international studies published between 2015-2025, identifying among the most effective interventions: inclusive education policies, integral sexual education curricula, inclusive curricular modifications in some subjects, teacher training, use of inclusive language, creation of safe spaces and support groups for LGBTIQ+ students, structural adaptations (neutral toilets, mixed activities...), awareness-raising events and celebrations of LGBTIQ+ dates, and queer pedagogical practices. Studies suggest that these strategies provide students with a sense of security, connection and belonging, fostering more respectful and less discriminatory and violent school climates, reducing bullying and improving the well-being and mental health of LGBTIQ+ students. Limitations are found such as the predominance of qualitative studies and in English-speaking contexts, or the scarcity of intersectional approaches. Educational Guidance proposes lines of action aimed at transforming the educational system as a basis for social change.
This Master's thesis consists on a systematic review following the PRISMA model to analyse educational strategies that promote the inclusion of sexual and gender diversity in secondary education. It includes 24 international studies published between 2015-2025, identifying among the most effective interventions: inclusive education policies, integral sexual education curricula, inclusive curricular modifications in some subjects, teacher training, use of inclusive language, creation of safe spaces and support groups for LGBTIQ+ students, structural adaptations (neutral toilets, mixed activities...), awareness-raising events and celebrations of LGBTIQ+ dates, and queer pedagogical practices. Studies suggest that these strategies provide students with a sense of security, connection and belonging, fostering more respectful and less discriminatory and violent school climates, reducing bullying and improving the well-being and mental health of LGBTIQ+ students. Limitations are found such as the predominance of qualitative studies and in English-speaking contexts, or the scarcity of intersectional approaches. Educational Guidance proposes lines of action aimed at transforming the educational system as a basis for social change.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
PARADA GAÑETE, ANA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PARADA GAÑETE, ANA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
The milk of dreams
Authorship
E.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
E.B.L.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 09:00
09.12.2025 09:00
Summary
This work proposes a didactic experience focused on the creation of volumetric pieces, aiming to foster active and reflective learning about the relationship between art, nature, and the body. The activity invites students to experiment with space and materials, establishing a dialogue between the body, the environment, and artistic creation. Through this practice, the goal is to blur the boundaries between the human and the natural, exploring new ways of inhabiting and interacting with the environment. It is based on a vision of space as a living place, full of meaning, and constructed through perception, imagination, and bodily interaction. In this way, artistic activity becomes a space for reflection, transgression, and the reconfiguration of the relationships between the individual and the environment, promoting an art education that is engaged, critical, and sensitive to contemporary issues such as the environmental crisis or the construction of identity.
This work proposes a didactic experience focused on the creation of volumetric pieces, aiming to foster active and reflective learning about the relationship between art, nature, and the body. The activity invites students to experiment with space and materials, establishing a dialogue between the body, the environment, and artistic creation. Through this practice, the goal is to blur the boundaries between the human and the natural, exploring new ways of inhabiting and interacting with the environment. It is based on a vision of space as a living place, full of meaning, and constructed through perception, imagination, and bodily interaction. In this way, artistic activity becomes a space for reflection, transgression, and the reconfiguration of the relationships between the individual and the environment, promoting an art education that is engaged, critical, and sensitive to contemporary issues such as the environmental crisis or the construction of identity.
Direction
REQUEIXO CUBA, ARMANDO (Tutorships)
REQUEIXO CUBA, ARMANDO (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Learning English in Adolescence: Debunking the Early Start Belief
Authorship
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
M.C.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 17:00
09.11.2025 17:00
Summary
This paper aims to analyse adolescence and adulthood as optimal periods for learning a foreign language, specifically English as a second language, challenging the increasingly widespread idea that early language immersion is the only way to achieve a high level of proficiency in English. The aim is to investigate whether this belief is valid or whether, on the contrary, it is possible to acquire a foreign language during adolescence or even later in life. The main goal of the work is to acknowledge and vindicate adolescence as a fully valid stage, even for initiating language learning. The methodology is based on a critical review of the literature on language acquisition and learning in both early childhood and adolescence or adulthood, defending the latter as an equally or even more effective period than childhood for second language acquisition.
This paper aims to analyse adolescence and adulthood as optimal periods for learning a foreign language, specifically English as a second language, challenging the increasingly widespread idea that early language immersion is the only way to achieve a high level of proficiency in English. The aim is to investigate whether this belief is valid or whether, on the contrary, it is possible to acquire a foreign language during adolescence or even later in life. The main goal of the work is to acknowledge and vindicate adolescence as a fully valid stage, even for initiating language learning. The methodology is based on a critical review of the literature on language acquisition and learning in both early childhood and adolescence or adulthood, defending the latter as an equally or even more effective period than childhood for second language acquisition.
Direction
PEREIRA ROMASANTA, RAQUEL (Tutorships)
PEREIRA ROMASANTA, RAQUEL (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
What comes next? A guidance proposal for the School-to-Work transition in Basic Vocational Education
Authorship
S.M.F.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
S.M.F.P.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Educational Guidance Specialty
Defense date
09.15.2025 17:00
09.15.2025 17:00
Summary
This Master's Thesis addresses the role of educational guidance in the context of Basic Vocational Training, analysing the absence of the module of Training and Vocational Guidance and the new incorporation of the Personal Itinerary for Employability. Considering that Basic Vocational Training is a specific pathway within the education system that welcomes the most vulnerable students, which should facilitate decision-making in their life project in reference to the continuation of their studies or their employability; from the theoretical and legislative analysis, and an initial diagnosis based on previous research, a guidance proposal is designed to implement from the Department of Information and Vocational Guidance of the Integrated Vocational Training Centres of Galicia.
This Master's Thesis addresses the role of educational guidance in the context of Basic Vocational Training, analysing the absence of the module of Training and Vocational Guidance and the new incorporation of the Personal Itinerary for Employability. Considering that Basic Vocational Training is a specific pathway within the education system that welcomes the most vulnerable students, which should facilitate decision-making in their life project in reference to the continuation of their studies or their employability; from the theoretical and legislative analysis, and an initial diagnosis based on previous research, a guidance proposal is designed to implement from the Department of Information and Vocational Guidance of the Integrated Vocational Training Centres of Galicia.
Direction
Nogueira Pérez, Miguel Ángel (Tutorships)
Nogueira Pérez, Miguel Ángel (Tutorships)
Court
PARADA GAÑETE, ANA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
PARADA GAÑETE, ANA (Chairman)
FRANCO LOPEZ, JOSE PABLO (Secretary)
SÓÑORA LUNA, FRANCISCO (Member)
Promoting artistic and cultural diversity in the classroom to combat the hegemony of Western art
Authorship
E.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
E.G.F.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 10:00
09.12.2025 10:00
Summary
This Master's Thesis presents a didactic proposal to address artistic diversity in secondary education by incorporating non-Western references to question the dominant cultural narratives within school curricula. The intervention, designed for 9th-grade students within the framework of tutorial sessions, aims to foster critical thinking, intercultural awareness, and creative expression through collaborative activities and image analysis. The design is grounded in qualitative research conducted in a Galician school and supported by theoretical frameworks close to decolonial thought and critical pedagogy. The proposal is considered viable and aligned with current educational guidelines, offering an alternative pathway towards the development of a global, empathetic, and active citizenship.
This Master's Thesis presents a didactic proposal to address artistic diversity in secondary education by incorporating non-Western references to question the dominant cultural narratives within school curricula. The intervention, designed for 9th-grade students within the framework of tutorial sessions, aims to foster critical thinking, intercultural awareness, and creative expression through collaborative activities and image analysis. The design is grounded in qualitative research conducted in a Galician school and supported by theoretical frameworks close to decolonial thought and critical pedagogy. The proposal is considered viable and aligned with current educational guidelines, offering an alternative pathway towards the development of a global, empathetic, and active citizenship.
Direction
CEINOS SANZ, MARIA CRISTINA (Tutorships)
CEINOS SANZ, MARIA CRISTINA (Tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Photoelicitation as a didactic resource in the artistic baccalaureate: a creative proposal for emotional exploration through audiovisual language.
Authorship
S.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
S.M.G.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 11:00
09.12.2025 11:00
Summary
This Master's Thesis (TFM) document collects a didactic proposal focused on the technique of photo-elicitation and oriented to the students of the 1st year of Bachelor of Arts who are studying Audiovisual Culture. The idea arises from the need to incorporate different methodologies in the classroom, mainly those that encourage student involvement, audiovisual literacy, critical thinking and emotional work. Through the use of images as a tool for reflection, students begin a process of self-knowledge that allows them to investigate their own thoughts, memories and perspectives through audiovisual production. This didactic uses photographic, narrative and other optional resources, within a format that can vary between visual essay, short film, poetic video or documentary, among others. The methodology focuses on cooperative and creative teaching, linked to the educational framework of the LOMLOE and the current regional curriculum, thus seeking to improve the learning system of students, as well as the tools used by teachers in the educational process. The aim is to include new working and teaching methods, as powerful instruments of artistic and narrative communication. All this, through reflection and prior analysis of the impact and use of audiovisuals in the classroom as a teaching medium.
This Master's Thesis (TFM) document collects a didactic proposal focused on the technique of photo-elicitation and oriented to the students of the 1st year of Bachelor of Arts who are studying Audiovisual Culture. The idea arises from the need to incorporate different methodologies in the classroom, mainly those that encourage student involvement, audiovisual literacy, critical thinking and emotional work. Through the use of images as a tool for reflection, students begin a process of self-knowledge that allows them to investigate their own thoughts, memories and perspectives through audiovisual production. This didactic uses photographic, narrative and other optional resources, within a format that can vary between visual essay, short film, poetic video or documentary, among others. The methodology focuses on cooperative and creative teaching, linked to the educational framework of the LOMLOE and the current regional curriculum, thus seeking to improve the learning system of students, as well as the tools used by teachers in the educational process. The aim is to include new working and teaching methods, as powerful instruments of artistic and narrative communication. All this, through reflection and prior analysis of the impact and use of audiovisuals in the classroom as a teaching medium.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Revisiting the me
Authorship
U.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
U.S.S.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Arts Specialty
Defense date
09.12.2025 12:00
09.12.2025 12:00
Summary
This academic project consists of the development of a visual and introspective learning proposal for students in the third year of ESO in the subject of Plastic, Visual and Audiovisual Education and was carried out in the year 2024, in the context of the practicum. In order to carry out the project, students can either take new images or use archive work. This project has been approved by the ethics committee on 29 January 2025. The work consists of seeking a more artistic vision of the reality that surrounds the pupils, trying to make them capable of reinterpreting the reality that surrounds them from a new point of view, in order to look for ‘art’ in everything that they tend to omit. During the maturation of the photographic projects, the aim is also for the students to be able to understand the reasons behind their artistic decisions, thus making an exercise of introspection that allows them to understand in what things (and why) they see themselves reflected or what things move and inspire them.
This academic project consists of the development of a visual and introspective learning proposal for students in the third year of ESO in the subject of Plastic, Visual and Audiovisual Education and was carried out in the year 2024, in the context of the practicum. In order to carry out the project, students can either take new images or use archive work. This project has been approved by the ethics committee on 29 January 2025. The work consists of seeking a more artistic vision of the reality that surrounds the pupils, trying to make them capable of reinterpreting the reality that surrounds them from a new point of view, in order to look for ‘art’ in everything that they tend to omit. During the maturation of the photographic projects, the aim is also for the students to be able to understand the reasons behind their artistic decisions, thus making an exercise of introspection that allows them to understand in what things (and why) they see themselves reflected or what things move and inspire them.
Direction
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
DIAZ SEOANE, ANGELES (Tutorships)
CORTIZAS VARELA, OLALLA (Co-tutorships)
Court
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
GILLANDERS , CAROL JEAN (Chairman)
CID FERNANDEZ, SUSANA (Secretary)
CABO VILLAVERDE, FRANCISCO JAVIER (Member)
Inclusive plurilingualism from Galizan language by the means of translation: translation as a tool for cross-linguistic reflection
Authorship
A.U.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
A.U.B.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 18:00
09.11.2025 18:00
Summary
The aim of this thesis is to develop a certain course of action towards the halt of transculturation, an improvement in Galician language skills (as well as in all the other languages it coexists with within school), and the educational promotion of the value of cultural diversity, all that through translational practice. The context that has been chosen is a school language project following European language guidelines. Such course of action is directly supported by the new curricular framework, which among other teaching practices prescribes cross-linguistic reflection and Content and Language Integrated Learning (CLIL). Furthermore, this didactic proposal emphasises the usefulness of contrastive grammar as a fundamental tool for generating idiomatic discourse.
The aim of this thesis is to develop a certain course of action towards the halt of transculturation, an improvement in Galician language skills (as well as in all the other languages it coexists with within school), and the educational promotion of the value of cultural diversity, all that through translational practice. The context that has been chosen is a school language project following European language guidelines. Such course of action is directly supported by the new curricular framework, which among other teaching practices prescribes cross-linguistic reflection and Content and Language Integrated Learning (CLIL). Furthermore, this didactic proposal emphasises the usefulness of contrastive grammar as a fundamental tool for generating idiomatic discourse.
Direction
LOPEZ SANDEZ, MARIA (Tutorships)
LOPEZ SANDEZ, MARIA (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
Homo sapiens at the table: Teaching human evolution and gastronomy through a CLIL approach
Authorship
D.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
D.V.A.
Master in Compulsory and High Secondary Education, Vocational Training and Language Teaching. Languages and Literatures Specialty
Defense date
09.11.2025 16:00
09.11.2025 16:00
Summary
This dissertation presents a teaching unit based on the CLIL (Content and Language Integrated Learning) methodology, aimed at integrating scientific content (human evolution and food) within the French as a Foreign Language curriculum. It is a didactic project designed for first-year baccalaureate students, structured around communicative and reflective tasks. The work combines a solid theoretical foundation, curricular adaptation, and an inclusive approach, in line with the requirements of the Spanish educational system (LOMLOE).
This dissertation presents a teaching unit based on the CLIL (Content and Language Integrated Learning) methodology, aimed at integrating scientific content (human evolution and food) within the French as a Foreign Language curriculum. It is a didactic project designed for first-year baccalaureate students, structured around communicative and reflective tasks. The work combines a solid theoretical foundation, curricular adaptation, and an inclusive approach, in line with the requirements of the Spanish educational system (LOMLOE).
Direction
LOPEZ PENA, ZOSIMO (Tutorships)
LOPEZ PENA, ZOSIMO (Tutorships)
Court
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)
RODRIGUEZ NIETO, SANDRA (Chairman)
PALACIOS MARTINEZ, IGNACIO MIGUEL (Secretary)
Fuentes Ríos, Aránzazu (Member)