ECTS credits ECTS credits: 5
ECTS Hours Rules/Memories Student's work ECTS: 85 Hours of tutorials: 5 Expository Class: 15 Interactive Classroom: 20 Total: 125
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Center Faculty of Education Sciences
Call: Second Semester
Teaching: Sin Docencia (Ofertada)
Enrolment: No Matriculable (Sólo Alumnado Repetidor)
At the end of the course, students will be able to select intervention strategies in the field of education in relation to multiculturalism, health and gender after the study and analysis of the different aspects of health from a gender and women's point of view and will be able to identify different problems and needs in relation to health, being able to define objectives and develop intervention plans in the multidisciplinary field of multiculturalism, health and gender that contribute to transform education and socialization of people.
BLOCK I: Social change, multiculturalism, and social imaginary.
• Analysis of gender differences from a psychological perspective.
• Gender stereotypes: the role of cultural and educational patterns in people's development.
• Feminisms and women's rights in changing societies.
• Aspirational transition: from multiculturalism to interculturalism.
BLOCK II: Women, feminisms and territorial distribution.
• Peripheral feminisms.
• Feminization of world poverty.
BLOCK III: Health from a gender perspective.
• Health and gender asymmetries.
• The social imaginary: gender, interculturality and identity.
• Men for gender equality.
• The deterioration of social identity: stigma, stereotypes and prejudices.
Basic Bibliography
Barberá, E. y Martínez Benlloch, I. (2011). Psicología y género. Pearson Educación.
Expósito Molina, C. (2018). Políticas de igualdad, no discriminación y feminismos periféricos. Una mirada caleidoscópica. Investigaciones Feministas 9(2), 219-237.
Grau i Muñoz, A., Faus-Bartomeu, A. (Coords). (2022). Sociología de la salud: salud, malestar y sociedad desde una mirada crítica. Tirant Humanidades.
Martínez Torres, M. (2018). Feminización de la pobreza: un análisis dinámico. Papeles de Trabajo del Instituto de Estudios Fiscales, 11, 1-62.
Complementary Bibliography
Carabí, A. y Armengol, J. M. (Eds.). (2008). La masculinidad a debate. Icaria.
Cockerham, W. C. (2017). Sociology of Mental Disorder (10ª ed. rev.). Routledge.
Goffman, E. (2012). Estigma. La identidad deteriorada (2ª ed.; L. Guinsberg, Trad.). Amorrortu (Obra original publicada en 1963).
Martínez Hernáez, A. (2008). Antropología médica. Teorías sobre la cultura, el poder y la enfermedad. Anthropos.
Nettleton, S. (2021). The Sociology of Health and Illness (4ª ed.). Polity Press.
Matos, M. y Paradis, C. (2013). Los feminismos latinoamericanos y su compleja relación con el Estado: debates actuales. Íconos. Revista de Ciencias Sociales, 45, 91-107.
Medina Martín, R. (2018). Feminismos periféricos, feminismos-otros: una genealogía feminista decolonial por reivindicar. Revista Internacional De Pensamiento Político, 8, 53–79.
Monreal, P. (1999). Feminización de la pobreza y nueva pobreza urbana: visibilización y olvidos. V Congreso Argentino de Antropología Social, 29 de julio al 1 de agosto de 1997, La Plata. Temas de Antropología Social. EN: Temas de antropología social: Lo local y lo global. La antropología ante un mundo en transición. La Plata: Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Secretaría de Extensión Universitaria.
Rodríguez Martínez, P. (2011). Feminismos Periféricos. Sociedad y Equidad: Revista de Humanidades, Ciencias Sociales, Artes y Comunicaciones, 2, 23-45.
Valls-Llobet, C. (2010). Mujeres, Salud y Poder (2ª ed.). Cátedra.
Basic and general
• Acquire the ability to obtain and manage information and have the capacity to make decisions.
• To develop an ethical and deontological commitment.
• To be able to work in a team using diversity and multicultural parameters.
• That students know how to apply the knowledge acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
Transversal
• To be able to organize actions favoring gender equality from a transversal gender perspective (mainstreaming) in all social, administrative, and political spheres.
Specific
• To have a basic and specific scientific training in Education, Gender and Equality and the ability to apply this knowledge in concrete practical actions in multiple areas such as social, educational, cultural, economic, labor, political and administrative.
• To develop and plan educational actions and socio-educational intervention in the multiple social contexts and cultural, economic, political, and administrative planning from the point of view of the specific scientific knowledge of women and gender.
• Lectures: 15 (100% attendance)
• Interactive classes: 20 (100% attendance)
• Tutorials: 5 hours (100% face-to-face)
• Evaluation of assignments: 60%.
• Continuous evaluation: 40%.
• Autonomous student work: 85 hours
- Class attendance is obligatory, so it is not possible to miss more than 20% of classes without justification.
- Students with a teaching exemption must contact the teaching team to agree on the design of the course and the form of assessment. In addition, their maximum grade will be 70% of the total mark, as not all the objectives of the course can be achieved.
- The work done by the students should be submitted, preferably, through the virtual classroom.
- It is recommended to use non-sexist language, both in classroom work and in the assigned academic work.
- The use of the RAI e-mail account is compulsory.
- Institutional technological tools are required: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorised 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 of the teaching staff, with students being responsible for the legal and academic consequences that may arise from their own failed work.
- It must be taken into account that teaching-learning (classes/tutorials) is a private process, understood as a process of communication and exchange between the teacher and the student enrolled in the subject.
- It is obligatory to comply with the data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos
Maria De Los Angeles Piñeiro Antelo
- Department
- Geography
- Area
- Regional Geographical Analysis
- manxeles.pineiro [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| 06.09.2025 16:00-18:00 | Grupo de examen | CLASSROOM 3 (LIFE CAMPUS-Module A) |
| 07.09.2025 18:00-20:00 | Grupo de examen | CLASSROOM 3 (LIFE CAMPUS-Module A) |