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14 February 2017
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Teaching is concentrated in the faculties and schools, and the departments deal with research, which is also conducted by institutes and chairs, at the same time responsible for knowledge promotion.
The purpose of this module is to facilitate an approach to the professional figure of the social educator in the main spaces of professional intervention to the students of new entry, in its functions and workspaces preferential.Education and socio-educational intervention in the contemporary world.The contexts of professional practice in social education.Main areas and sectors of intervention in social education: characteristics, evolution, current situation and perspectives of future.The educator/in social as a professional: development of the profession and relation with other social agents.Systems of access to the information as a basic knowledge for the update of knowledge in social education.Strategies of bibliographical research, selection, organisation, presentation, analysis and criticism of the information.
a) Approach to educational thought: education and education sciences, theoretical and methodological trends in education, educational challenges today: globalisation, information society and education.B) Educational contexts and stakeholders: the key role of families in intergenerational education, education in communities and cities as a social integration space, leisure as a social engagement tool, peer groups and the media.
Basic concepts for sociocultural analysis, theories of culture and society, the evolution of modern society to postmodernity, elements for the identity construction and cultural diversity and the analysis of the pillars of inequality in current society; migratory fluxes, cultural diversity and social challenges, study of the processes of integration in multicultural contexts, the bases and challenges of intercultural education and intervention strategies from an intercultural perspective.
This module is structured around the analysis and knowledge of the fundamental psychological concepts and processes for understanding social contexts and development in relation to reasoning and behaviour.This analysis is organised into three large sections, which enables enabling us to address issues ranging from generic subjects such as interaction and the socialisation process to more specific issues such as interpersonal relations.1.- Interaction and the social reality: change related to socialisation and learning processes.2.- Development of social perception: stereotypes, prejudices, and discrimination.3.- Intergroup relations and social identities in the different life stages.4.- Conformity and conflict as a driver of social change.5.- Interpersonal relations and their deployment.
This module is destined to the orientation of the student in its incorporation in the university world to facilitate its development in the academic life, working professional competences initially.Contents related to independent learning strategies at university will be worked on.The work in team at the university as a space of professional competences learning of the social educator.Resolving conflicts in academia: tools of reflection and improvement.
This module aims to develop in students instrumental, communicative and systemic skills relating to digital and audiovisual culture, enabling their personal and professional development in the current context, based on the following content: - Basic features of the knowledge society and the main social, cultural and educational repercussions.- Core components of audiovisual communication: industry and the production process, the different categories of the media and genres, the elements that comprise audiovisual language, the media’s representation of reality and its impact on the audience.- Researching, selecting and processing information using different techniques and strategies, depending on the source and the supports used (printed, audiovisual, digital).- Understanding and composing different messages with a diverse range of communicative or creative intentions, promoting critical and reflexive attitudes when appraising the available information, contrasting it where necessary, and respecting the rules agreed in the professional area to regulate the use of information.
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