ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Political Science and Sociology
Areas: Sociology
Center Faculty of Education Sciences
Call:
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
- Understand education within the social system as a whole.
- Understand education as a social custom, determined by variables of age, social class, gender, belonging to an ethnic or cultural group.
- Know and critically analyze ICTs and their influence on society.
- Know the influence of the social, familiar and its surrounding environment on education.
- Promote transversal analysis from a feminist interpretative framework.
The contents of the program are organized into four thematic blocks, as detailed below:
BLOCK I. SOCIAL CONTEXT OF EDUCATION: SOCIOLOGY OF EDUCATION
I.1. Sociological interest in education: the sociological imagination.
I.2. The postmodern society: globalization, the role of the media and ICT, and the colonization of knowledge.
I.3. The role of education in contemporary society: social context and educational system, socialization, and social construction.
BLOCK II. PARADIGMS AND THEORIES IN THE SOCIOLOGY OF EDUCATION: THE ERASURE OF THE FOUNDING WOMEN
II.1. Contributions from classical theorists.
II.1.1. Labor and education in Marx.
II.1.2. Schooling and reproduction in Durkheim.
II.1.3. Education and culture in Weber.
II.2. The forgotten history of the founding women of sociology.
II.3. Contemporary theories and current challenges in the sociology of education.
II.3.1. Reproduction theories.
II.3.2. Interpretive paradigms in the sociology of education.
II.3.3. Resistance theories: current issues, inequalities, and forms of resistance.
BLOCK III. RESEARCH IN THE SOCIOLOGY OF EDUCATION: PRACTICAL APPLICATIONS OF PARTICIPATORY ACTION RESEARCH / DIGITAL ETHNOGRAPHY
III.1. Quantitative, qualitative, and mixed methods research.
III.2. Main characteristics of Participatory Action Research (PAR).
III.3. Main characteristics of digital ethnography.
III.4. Research questions and objectives.
III.5. Methodological aspects.
III.6. Research techniques.
BLOCK IV. SOCIOLOGY OF EDUCATION, FEMINISMS, AND INTERSECTIONALITY: ANALYSIS OF THE MOST RELEVANT FEATURES AND ISSUES OF CONTEMPORARY SOCIETY
IV.1. Feminist and intersectional interpretive framework for the analysis of the social and educational context.
IV.1.1. Analysis of inequalities in education: social, class-based, gender, ethnic, cultural, and other differences.
IV.1.2. Critical interculturality and education.
IV.1.3. Patriarchal societies: male dominance and violence against women.
IV.1.4. Discrimination against LGTBQ+ individuals: LGTBQphobia.
IV.2. Social change and education:
IV.2.1. Addressing masculinities.
IV.2.2. Affective-sexual education: an unresolved issue.
IV.2.3. Education as a practice of freedom.
IV.2.4. Challenges and inclusive practices in education: the relevance of sociology of education and feminism for future teachers.
Basic bibliography
- Bourdieu, P. & Passeron, J.C. (1977). La reproducción. Elementos para una teoría del sistema de enseñanza. Laia.
- Durkheim, E. (1975). Educación y Sociología. Península.
- Hooks, B. (2021). Enseñar a transgredir. Capitán Swing
- Lengermann, P.M. & Niebrugge, G. (Eds.). (2019). Fundadoras de la Sociología y la teoría social 1830-1930. Centro de Investigaciones Sociológicas.
Complementary Bibliography
Berger, P. & Luckmann, T. (2012). La construcción social de la realidad. Amorrortu (Obra original publicada en 1966).
Byung-Chul, H. (2015). La sociedad de la transparencia (R. Gabás, Trad.). Trivillus.
Cobo, R. & Fernández, B. (Eds.). (2022). Sociología Feminista. Comares.
Díaz, C. & Dema, S. (Ed.). (2013). Sociología y Género. Tecnos.
Fernández-Enguita, M. (Ed.). (1999). Sociología de la Educación. Ariel.
Fernández-Enguita, M. (Coord.). (2020). La organización escolar: repensando la caja Negra para poder salir de ella. Anele.
Fernández Palomares, F. (2003). Sociología de la Educación. Pearson.
Freire, P. (2002). Pedagogía del Oprimido(16ª ed.). Siglo XXI.
García Marín, J. (2018). Novas Masculinidades: o feminismo a (de)construir o homen. Através.
García Marín, J. (2019). Papá porqué non pintas as unhas de cores?. Galaxia.
Giddens, A. & Sutton, P. W. (2015). Conceptos Esenciales de la Sociología. Alianza.
Goffman, E. (2012). Estigma (2ª ed.). Amorrortu (Obra original publicada en 1963).
Guerrero, A. (2009). Manual de Sociología de la Educación. Síntesis.
Hooks, B. (2022). Respondona. Paidós
Hooks, B. (2022). Enseñar pensamiento crítico. Rayo Verde.
Macionis, J.J. & Plummer, K. (2011). Sociología(4ª ed.). Pearson.
Robinson, K. (2021). Escuelas creativas: la revolución que está transformando la educación. Penguin Random House.
Subirats, M. (2017). Coeducación: apuesta por la libertad. Octaedro.
Taberner, J. (2008). Sociología de la Educación: el sistema educativo en sociedades modernas: funciones, cambios y conflictos. Tecnos.
Trinidad, A., Fernández, F., Bejarano, J.F., & Santiago, M.J. (Coords.). (2021). La educación desde la sociología: comunidad, familia y escuela. Tecnos.
Basics
B3- That students have the ability to gather and interpret relevant data (normally within their area of study) in order to make judgements that include a reflection on relevant social, scientific or ethical issues.
B4 -Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
General
G7- Collaborate with the different sectors of the educational community and the social environment. Assume the educational dimension of the teaching function and promote democratic education for active citizenship.
G12- Understand the function, possibilities and limits of education in today's society and the fundamental competences that affect early childhood/primary education schools and their professionals. Knowing models of quality improvement with application to educational centres.
Specific
E22- Relate education with the environment, and cooperate with families and the community.
E23- Analyse and critically incorporate the most relevant issues of current society that affect family and school education: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development.
E24- Knowing the historical evolution of the family, the different types of families, lifestyles and education in the family context.
Transversals
T3- Instrumental knowledge of information and communication technologie
The methodology is closely linked to the teaching and learning processes and must therefore be planned in a way that facilitates the achievement of the established competencies. In this course, participatory methodologies will be implemented, grounded in the pedagogical principles of bell hooks, Paulo Freire, the Matagalpa Women's Collective, among others.
The diverse realities in which teachers intervene are complex, dynamic, and constantly changing. As such, it is essential to employ methodologies that are coherent with life itself. As Assmann (2002) argues, only through such an approach can true and lasting learning be achieved. The methodology will therefore draw upon everyday life, lived experiences, context, challenges, existing knowledge, perceptions, and emotions of the participants, who are the protagonists of the participatory process. This approach requires the creation of safe, protective, and trusting spaces—spaces where recognition, respect for individuality and diversity, and emotional awareness are prioritized. Collective and team-based work will be promoted, along with dialogue, communication, engagement, participation, and creativity.
Types of Activities: In-Person and Autonomous Work
In-person activities are categorized as follows:
Large-group activities: Lecture-style sessions aimed at acquiring foundational knowledge. These will incorporate participatory dynamics to connect theoretical content with student engagement.
Medium-group activities: Interactive sessions involving various participatory methods that bridge theory and practice. These activities emphasize teamwork, cooperation, commitment, and the exchange of experiences. Participation in this modality also requires personal and autonomous work by students, both individually and as part of a team.
Small-group or individual activities: Designed to provide more personalized guidance to students, monitor the progress of autonomous work (both individual and group-based), and address questions related to course content, work procedures, and techniques associated with basic and cross-curricular competencies.
Autonomous work activities are aimed at enabling students to search for resources, read and analyze materials, complete assignments, and study content. These tasks will often involve the preparation of reports, presentations, and oral defenses, among others.
In all cases, particular emphasis will be placed on ensuring that students, using various methods, are able to autonomously synthesize and critically process information in a way that allows them to construct well-reasoned and robust knowledge.
As part of this course, an attempt will be made to carry out an innovative teaching project with students, involving non-university educational centers, social organizations, and community entities. This aims to open the Faculty of Education Sciences to the broader social and educational context, emphasizing the importance of knowledge transfer beyond the university classroom. To this end, the inclusion of fieldwork in non-university educational centers, social or educational organizations, and/or collaboration with key community stakeholders will be encouraged. All such activities will be subject to the availability of funding from specific grant calls.
A virtual campus will be used to provide essential learning materials for the different blocks of the course, as well as audiovisual resources.
The main objective of this course—to understand and analyze educational processes from a critical sociological perspective—determines that assessment will focus on students' level of reflective maturity and their ability to apply theoretical frameworks and key concepts of the discipline to educational contexts.
Assessment will be continuous and formative, combining class participation, individual and group assignments, and specific tests and/or a final individual project.
The course is taught in two cohorts (morning and afternoon) within the Bachelor’s Degree in Primary Education. In both groups, the same evaluation weightings will be applied, in accordance with the official degree program documentation:
- Active participation (15%)
- Specific test(s) and/or final individual project (40%)
- Individual and/or group assignments and activities, including oral participation (45%)
Activities and assessment instruments may be adapted to the specific organization and dynamics of each group, provided that the common evaluation criteria are respected and coherence with the learning objectives and the participatory approach of the course is maintained.
In the morning group, evaluation will follow the standard weightings. In the afternoon group, the assessment will be structured as follows:
- Participation in lecture-based sessions (15%): Assessed through instructor monitoring and submission of a mandatory individual log.
- Service-Learning Project (ApS) (25%): Linked to the educational field and social action, oriented toward community transformation and the achievement of the Sustainable Development Goals (SDGs), with a gender perspective. This project will be developed in collaboration with educational centers and/or social organizations. Assessment will be continuous and will include a final group project and integrated oral participation. If the ApS project is not carried out, it will be replaced by a similar group project.
- Activities from interactive sessions (20%): Generally involving written team reports or assignments with integrated oral participation.
- Sociological Learning Journal (SLJ) (40%): An individual assignment involving critical and reflective analysis of social phenomena from a sociological perspective, applying course content and assessing its relevance for teaching (30%). Team-based synthesis of SLJ conclusions will address key questions and be presented in class, following the written test criteria set out in the official degree documentation (10%). Evaluation will be based on rubrics.
Common Assessment Criteria:
- Minimum 80% attendance at in-person sessions is required for assessment, in accordance with Article 1.1.c of the Class Attendance Regulations for Official Undergraduate and Master’s Degree Programs at the University of Santiago de Compostela, approved by the Governing Council on November 25, 2024.
- Assignments must be submitted through the virtual campus, unless otherwise indicated.
- Only assignments submitted within the established deadlines will be assessed.
- Completion of the Library’s Basic Information Literacy Course will be taken into account in the assessment.
- Original work is required; plagiarism will result in failing the course and may incur sanctions according to university regulations.
- The use of artificial intelligence must be declared and justified; it may not substitute the acquisition of knowledge, skills, or competencies. Failure to comply will result in failing the course.
- The same assignment may not be used for multiple courses, except in the case of coordinated activities.
- In cases of fraudulent conduct during tests or assignments, the University’s Student Performance and Grade Review Regulations will be applied.
- In the second exam sitting, assessment will be conducted through written tests.
- In the case of course repetition, continuous assessment grades will be retained for one academic year; only the final test will be compulsory. Students not meeting the minimum attendance requirement must follow the standard assessment scheme.
EXEMPTION FROM ATTENDANCE
Assessment for students granted exemption from attendance (Instruction No. 1/2017, of April 27, 2017, issued by the General Secretariat of the USC regarding exemption from attendance under certain circumstances) will be based on the following criteria:
- Specific test on course content (50%): A minimum score of 3 out of 5 is required for the other components of the assessment to be considered.
- Submission of written reports or other assignments (50%): Evaluation will focus on conceptual accuracy, adherence to guidelines, originality, and critical reflection.
Students must inform the instructor within 10 days of being granted the exemption and will be called to a tutorial session in which they will be provided with a specific “Activity Program”, equivalent in workload to that of regular students in order to pass the course.
According to the guidelines provided by the Rectorate and the Faculty, the distribution of the 6 ECTS credits for this course is as follows:
- Lecture hours: 24
- Interactive session hours: 24
- Tutorial hours: 3
Total in-person hours: 51
It is estimated that students will need to dedicate approximately 99 hours of autonomous work in order to successfully complete the course. Of these. Around 35 hours will be focused on studying; Approximately 18 hours will be dedicated to preparing materials, searching for information, and analyzing documents;Roughly 45 hours will be devoted to reading and preparing assignments, outlines, concept maps, researching additional information, or preparing oral presentations; About 19 hours will be used for reading recommended texts, independent learning, and addressing questions or learning difficulties related to course content.
Total workload for the course: 150 hours.
- To develop a critical-reflexive attitude towards the subject, and to build on the foundations for a body of knowledge in the social-educational field.
- To use tutorials to clarify doubts.
Environmental Responsibility
With regard to individual or group assignments completed for this course, please consider the following guidelines:
- Avoid plastic covers or other unnecessary external packaging.
- Whenever possible, use staples instead of plastic binding.
- Print double-sided using ink-saving quality settings.
- Do not use blank sheets as dividers between chapters or sections.
- Avoid including appendices that are not directly related to the topics addressed in the work.
Gender Perspective
In accordance with gender equality criteria in the university setting, the use of non-sexist language is recommended both in daily classroom activities and in academic assignments. Further information can be found at the following link:
https://assets.usc.gal/cdn/ff/QKcBDjOX5QgeJQkeVe81BaV8Ho1…
- Use of the institutional RAI email account is mandatory.
- Use of institutional technological tools is mandatory.
- The use of mobile phones is not permitted, except when specifically allowed by teaching staff as a work tool. Students are responsible for any legal or academic consequences resulting from improper use.
- Teaching and learning processes (classes/tutorials) are considered private, understood as a form of communication and exchange between teaching staff and students enrolled in the course.
- Compliance with data protection regulations is mandatory: https://www.usc.gal/es/politica-privacidad-proteccion-datos.
Interesting Links
ASE. Asociación de Sociología de la Educación http://www.ase.es/
XIII Conferencia de Sociología de la Educación http://eco.unex.es/sociologia/ase2008/
CIS Centro de Investigaciones Sociológicas: http://www.cis.es/
Jorge Garcia Marin
Coordinador/a- Department
- Political Science and Sociology
- Area
- Sociology
- Phone
- 881812109
- jorge.marin [at] usc.es
- Category
- Professor: University Lecturer
Lorena Añon Loureiro
- Department
- Political Science and Sociology
- Area
- Sociology
- lorena.anon [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Monday | |||
|---|---|---|---|
| 12:00-13:30 | Grupo /CLE_03 Infantil | Galician | (NORTH CAMPUS) - CLASSROOM 03 |
| 16:00-17:30 | Grupo /CLE_02 Primaria + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 12 |
| 17:30-19:00 | Grupo /CLIS_03 Primaria + Dobre Grao 1º | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| Tuesday | |||
| 10:30-12:00 | Grupo /CLIS_01 Primaria | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 12:00-13:30 | Grupo /CLE_01 Primaria | Galician | (NORTH CAMPUS) - CLASSROOM 01 |
| Wednesday | |||
| 12:00-13:30 | Grupo /CLIS_06 Infantil | Galician | (NORTH CAMPUS) - CLASSROOM 33 |
| 17:30-19:00 | Grupo /CLIS_04 Primaria | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| Thursday | |||
| 10:30-12:00 | Grupo /CLIS_02 Primaria | Galician | (NORTH CAMPUS) - CLASSROOM 25 |
| 12:00-13:30 | Grupo /CLIS_07 Infantil | Galician | (NORTH CAMPUS) - CLASSROOM 33 |
| 17:30-19:00 | Grupo /CLIS_05 Primaria | Galician | (NORTH CAMPUS) - CLASSROOM 23 |
| 01.09.2026 09:00-11:00 | Grupo /CLE_02 Primaria + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.09.2026 09:00-11:00 | Grupo /CLE_01 Primaria | (NORTH CAMPUS) - CLASSROOM 01 |
| 01.09.2026 09:00-11:00 | Grupo /CLE_02 Primaria + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 03 |
| 01.09.2026 09:00-11:00 | Grupo /CLE_01 Primaria | (NORTH CAMPUS) - CLASSROOM 03 |
| 01.09.2026 09:00-11:00 | Grupo /CLE_03 Infantil | (NORTH CAMPUS) - CLASSROOM 12 |
| 06.23.2026 09:30-11:30 | Grupo /CLE_03 Infantil | (NORTH CAMPUS) - CLASSROOM 13 |
| 06.23.2026 09:30-11:30 | Grupo /CLE_02 Primaria + Dobre Grao 1º | (NORTH CAMPUS) - CLASSROOM 22 |
| 06.23.2026 09:30-11:30 | Grupo /CLE_01 Primaria | (NORTH CAMPUS) - CLASSROOM 22 |