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: Pedagogy and Didactics
Areas: Theory and History of Education.
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Study Anthropology of Education today involves soaking in a domain of human and social knowledge that responds to notes of plurality and diversity. There is no theoretical exclusivity in education, neither in the anthropological knowledge. So, from that point here it is to go becoming aware of the anthropological assumptions that accompany the work of teachers and educators in a broad sense, since in Education it is necessary to think about the historical and cultural contexts that influence it. All knowledge ultimately must be considered in relation to a context. Currently, it is obliged to examine new educational questions arising from an anthropology that no longer has a secure reference system (anthropologies regulations are gone). Therefore, some goals and aims of this subject have to do with the possibilities and limits of education and training, especially in times of overproduction, and the discovery of new dimensions in front of old problems, which should lead us to mark critical points for educational thinking and pedagogical action.
Theme 1. Anthropology of Education: the origin and development.
Theme 2. Educability of human beings. Educational process and anthropogenesis.
Theme 3. The anthropological-cultural knowledge in education (Why ethnography in education in general and schools in particular?)
Theme 4. Cultural processes and educational dynamics (enculturation and acculturation).
Theme 5. The Anthropology of Education in multicultural and intercultural perspective (identities and globalization).
Theme 6. The systemic approach in the acquisition and cultural development.
Theme 7. Anthropology, ecology and educational development of rural and urban context.
Basic:
Amilburu, Mª, Bernal, A. e Gonzalez-Martín, M.R. (2018). Antropología de la Educación. La especie educable. Sintesis
Pérez, P. M. (2007). El brillante aprendiz. Antropología de la educación. Ariel.
Santos Rego, M. A. (Ed.). (2015). El poder de la familia en la educación. Síntesis.
Wulf, C. (2004). Antropología de la educación. Idea Books.
Complementary:
Barley, N. (2005). El antropólogo inocente. Anagrama
Barrio, J. M. (1998). Elementos de antropología pedagógica. Rialp.
Bouché, H., García Amilburu, M., Quintana, J. M., y Ruiz Corbella, M. (2002). Antropología de la educación. Síntesis.
Carrithers, M. (1995). ¿Por qué los humanos tenemos culturas?. Alianza Editorial.
Dienelt, K. (1980). Antropología pedagógica. Aguilar.
Harris, M. (1987). El materialismo cultural. Alianza Editorial.
Harris, M. (1998b). Antropología cultural. Alianza Editorial.
Levi – Strauss, C. (1968). Antropología estructural. Eudeba.
Lisón, C. (Ed.). (2005). Antropología. Horizontes educativos. Universidad de Granada
Mead, M. (1972). Educación y cultura. Paidós.
Santos Rego, M. A. (2000). Pedagoxía dos valores en Galicia. Servizo de Publicacións da Universidade de Santiago de Compostela.
Santos Rego, M. A. (Dir.). (2012). Inmigración y administración local. La gestión socioeducativa. Netbiblo.
Santos Rego, M. A. (Ed.). (2006). Estudios sobre flujos migratorios en perspectiva educativa y cultural. Grupo Editorial Universitario.
Santos Rego, M. A., Sotelino, A., & Lorenzo Moledo, M. (2015). Aprendizaje-servicio y misión cívica de la universidad. Una propuesta de desarrollo. Octaedro.
Santos Rego, M. A., & Lorenzo Moledo, M. (2003). Inmigración e acción educativa en Galicia. Edicións Xerais de Galicia.
Santos Rego, M. A., & Lorenzo Moledo. M. (2012). Estudios de Pedagogía Intercultural.: Octaedro.
Santos Rego, M. A., & Touriñán, J. M. (2004). Familia, educación y sociedad civil. Servicio de Publicaciones de la Universidad de Santiago de Compostela.
Santos Rego, M.A. (Ed.). (2013). Cosmopolitismo y Educación. Aprender y trabajar en un mundo sin fronteras. Brief.
Santos Rego, M.A; Lorenzo, M. & Miguez, G. (2022). Fondos de conocimiento familiar e intervención educativa. Comprender las circunstancias sociohistóricas de los estudiantes. Narcea
Velasco, H. M., García Castaño, F. J., & Díaz de Rada, A. (1993). Lecturas de antropología para educadores. Trotta.
Basic/General Competences:
CB1- Be able to possess knowledge about the area of study derived from general secondary education, and is at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the vanguard of their field of study.
CG2- Be able to analyze the socio-political, economic, educational, cultural and linguistic realities in which the professional work of the / as pedagogues / serves as both diagnostic and prospective terms.
CG3- Be able to know, understand and analyze comprehensively educational situations in different contexts, being able to adapt and apply academic and scientific foundations of Pedagogy.
CG4- Be able to apply theoretical and methodological knowledge necessary for planning, programming and evaluation of training activities in attendance and virtual environments as well as for the organization, development and management of programs and educational equipment.
Transversal Competences (Soft Skills):
CT3- Be able to develop a self-critical attitude as well as reflection, analysis and synthesis attitudes regarding the knowledge, tasks and duties in which they have participated.
Specific Competences:
CE1.1- Be able to know the labour and educative world.
CE1.2- Be able to understand the theoretical, historical, cultural, political, environmental and legal references that compose the situations and educational programs.
From an expositive based focused on the presentation and explanation of the themes, the methodology will result in a plan of participatory and cooperative action with classroom practices or seminars on various topics. The presentations and discussions will be articulated in the framework of the interactive sessions scheduled.
In addition, the Virtual Campus will be used to inform students about issues that affect the subject, and also to accommodate documentation.
There will also be field trips or visits to centers of special interest in relation to the content of the subject, such as Town Halls, Education Centers, Associations, Civic Centers, Museums, Institutions... These trips will count as part of the interactive sessions of the subject, and will be organized according to the development of the semester.
The Governing Council of 25/03/2010 approved the Rules of attendance in the lessons adapted to the EHEA (http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…). It is recalled that the USC is a university classroom, so that attendance at least 80% of the class sessions is compulsory. In the cases covered by the rules of the Faculty, students may request official exemption from teaching.
It is clear that the assessment process must be continuous. It must also include all the dimensions that are involved in a learning process that is directed towards or fosters positive attitudes and a reasonable command of the subject, I always have in mind the methodological springs of the exposed.
To this end, I have clearly expressed a series of criteria. Specifically, please keep in mind the following aspects:
1. Review of two books (20%) second to classroom programming that is established. The reviews will be prepared in the same classroom, following the teaching guidelines.
2. Delivery of a Portfolio, in which classroom practices should be included, as well as a reflection on the activities carried out and a certain personal criticism of two topics (20%).
3. Completion of the Final Test dunha (60%) consisting of answering short questions, as an "objective test", which can be complemented with thematic analyzes. Na proba non will be penalized you erros. Establish a minimum number of Successes based on the number of questions (example: on 30 items, 21 Successes would be required to be sufficient; and on 35 items, 26 successes would be required). In order to obtain a qualification of “Outstanding” or “Enrollment” it is necessary to master the level of the Receptions, the seminary practices (interactive sessions), and the preparation and presentation of the Material Portfolio.
4. IMPORTANT: To be able to pass the subject it is essential to deliver all the tarefas sinaladas (reviews + portfolio + final test) in time and form.
5. Active participation and teamwork will be considered for evaluative purposes. Nembargantes, to pass the subject it will be essential to finish a assessment of "enough" in the final test.
6. Or this program will be valid, for all purposes, for or students with pending subjects.
7. Considering Instruction 1/2017, of the General Secretariat of the USC, the students that have granted exemption or dispensation of teaching, will be evaluated in the same conditions that the students assist, except in what reaches to the realization of the folder, that will be replaced by the realization of a work monographic, agreed with the teachers of the subject in the first three weeks after the start of classes.
8. For the cases of fraudulent execution of exercises or tests, it will be applicable or that it be recollected in the Regulation of assessment of the two students and the revision of qualifications.
Hours of attendance:
Theoretical: 25
Practices: 25
Non attendance Hours: 8
Teamwork: 12
Search and analysis information: 12
Study for final test: 35
Assessment Hours: 1.5
Total workload: 118.5 hours
Percentages:
-Final Test: 60%
-Book Reviews: 20%
-Portfolio: 20%
*The portfolio and the book reviews will be assessed if the final exam is approved.
* It will not be possible to pass the completed subject if all the required activities are not delivered.
The first implies the recommended class attendance, in order to ensure the best possible learning management and involvement in the work present in this program. Also, the work will be adapted depending on needs and preferences. The second one is related to the reading of some classic book in the field of cultural anthropology. Finally, the third cannot forget the importance of meeting deadlines established in individual and group activities.
- The work done by the students must be delivered, preferably, through the virtual classroom.
- Environmental responsibility. If the teacher of the subject requests the delivery on paper, he must meet the following requirements:
1. Avoid plastic covers or other unnecessary external wrappings.
2. Whenever possible, use staples instead of binding.
3. Print on both sides in "ink-saving" quality.
4. Do not use blank pages as chapter or part separators.
5. Avoid attachments that do not have a direct reference to the topics developed.
- Gender perspective: It is recommended to use non-sexist language, both in daily classroom work and in assigned academic work. Information about this can be obtained at the link: https://www.usc.gal/export9/sites/webinstitucional/gl/servicios/oix/des…
- Mandatory use of the rai email account.
- Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university.
- The mobile phone may not be used, except when it is used as a work tool following the instructions given by the teacher, the students being responsible for the legal and academic consequences that may arise from unauthorized use.
- Keep in mind that teaching-learning (classes / tutoring) is a private process, the process of communication and exchange between the teacher and the student enrolled in the subject is understood as private.
- Mandatory compliance with data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
Miguel Angel Santos Rego
Coordinador/a- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813755
- miguelangel.santos [at] usc.es
- Category
- Professor: University Professor
Alejandro Sotelino Losada
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813780
- alexandre.sotelino [at] usc.es
- Category
- Professor: Temporary PhD professor
Kateline De Jesus Brito Tavares
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- Phone
- 881813890
- kateline.brito [at] usc.es
- Category
- Xunta Pre-doctoral Contract
Nicolás Avendaño Carballo
- Department
- Pedagogy and Didactics
- Area
- Theory and History of Education.
- nicolas.avendano.carballo [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLIS_02 (Ferreiro - N) | Galician | CLASSROOM 4-5 (LIFE CAMPUS -Module C2) |
| 12:00-13:30 | Grupo /CLE_01 (A - Z) | Galician | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| Wednesday | |||
| 09:00-10:30 | Grupo /CLIS_01 (A - Ferreira) | Galician | CLASSROOM 4-5 (LIFE CAMPUS -Module C2) |
| 12:00-13:30 | Grupo /CLIS_03 (Ñ - Z) | Galician | CLASSROOM 4-5 (LIFE CAMPUS -Module C2) |
| 01.20.2025 09:00-11:00 | Grupo /CLE_01 (A - Z) | CLASSROOM 15 (LIFE CAMPUS-Module A) |
| 06.26.2025 09:30-11:30 | Grupo /CLE_01 (A - Z) | CLASSROOM 17 (LIFE CAMPUS-Module A) |