FACULTAD DE CIENCIAS DE LA EDUCACIÓN 2021/22 Year

嚜澹ACULTAD DE CIENCIAS DE LA EDUCACI?N

2021/22 Year

COURSE DESCRIPTION

COURSE DETAILS

Title (of the course): FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA EDUCACI?N PRIMARIA

Code: 272060

Degree/Master:

Year: 1

GRADO DE EDUCACI?N PRIMARIA

Name of the module to which it belongs: PROCESOS Y CONTEXTOS EDUCATIVOS

Field: LA EDUCACI?N PRIMARIA EN EL SISTEMA EDUCATIVO

Character: BASICA

Duration: FIRST TERM

ECTS Credits: 4.5

Classroom hours: 45

Face-to-face classroom percentage: 40.0%

Study hours: 67.5

Online platform: Moodle

LECTURER INFORMATION

Name: GONZ?LEZ GONZ?LEZ, HUGO (Coordinator)

Department: EDUCACI?N

Area: TEOR?A E HISTORIA DE LA EDUCACI?N

Office location: Baja-F (317)

E-Mail: hugo.gonzalez@uco.es

Phone: 957218420

Name: HERN?NDEZ LLORET, CARMEN MAR?A

Department: EDUCACI?N

Area: TEOR?A E HISTORIA DE LA EDUCACI?N

Office location: Planta Baja

E-Mail: m32hellc@uco.es

Phone: 95721____

Name: LUQUE GONZ?LEZ, ROC?O

Department: EDUCACI?N

Area: TEOR?A E HISTORIA DE LA EDUCACI?N

Office location: Planta Baja

E-Mail: m72lugor@uco.es

Phone: 95721____

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

None

Recommendations

None specified

INTENDED LEARNING OUTCOMES

CM2.2

To know the foundations of primary education.

CM2.3

To analyse the teaching practice and the institutional conditions that frame it.

CM2.4

To know the historical evolution of the educational system in our country and the political, ideological

and legislative determinants of educational activity.

CM2.7

To promote cooperative work and individual work and effort.

CM2.14

To know and apply resources to address the demands of teaching-work without compromising one's

emotional balance.

INFORMATION REGARDING

uco.es

universidadcordoba

@univcordoba

FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA

UNIVERSITY OF CORDOBA DEGREES

uco.es/grados

PAGE 1 / 12

2021/22 Year

FACULTAD DE CIENCIAS DE LA EDUCACI?N

2021/22 Year

COURSE DESCRIPTION

OBJECTIVES

To know the basics of Primary Education.

To analyze the teaching practice and the institutional conditions that frame it.

To know the historical evolution of the educational system in our country and the political, ideological conditions

of the educational activity.

To promote cooperative work and individual work and effort.

To know and apply resources to address the demands of teaching without compromising one's emotional balance.

CONTENT

1. Theory contents

Topic 1. The teaching profession. Profession concept. Professional features. Profile of the teaching profession.

Society and teaching profession. Teacher professional development.

Topic 2. Theory of education. Education concept. Purposes and values. Contexts and agents. Education throughout

life. Axis of current education: inclusion, quality, human rights, democratic citizenship, culture of peace. T

opic 3. Contemporary theories of education. Illustration and Pedagogical Naturalism (Rousseau, Pestalozzi,

Fr?bel). The New School (Montessori, Decroly). The progressive and pragmatic North American education

(Dewey). Antiauthoritarian currents (Summerhill, the Freinet Movement, Institutional Pedagogy, ...). Socialist

ideas in education. Critical Pedagogy (Freire, the Deschooling). Neoliberal education. Historical contextualisation

of the theories (transversal descriptor).

Topic 4. Contemporary evolution of educational systems. Configuration of the large systemic categories and

conditioning factors (historical, political-ideological, socio-cultural, economic). Origin and evolution of the Spanish

education system.

Topic 5. Current society and European context: trends in institutional theories and practices. Demands of the

knowledge society. Political-ideological discourses in current education. The European agenda in education.

Transfer of knowledge and good practices: European programs. The contents of this subject are all theoretical and

practical

2. Practical contents

Topic 1. The teaching profession. Profession concept. Professional features. Profile of the teaching profession.

Society and teaching profession. Teacher professional development.

Topic 2. Theory of education. Education concept. Purposes and values. Contexts and agents. Education throughout

life. Axis of current education: inclusion, quality, human rights, democratic citizenship, culture of peace. T

opic 3. Contemporary theories of education. Illustration and Pedagogical Naturalism (Rousseau, Pestalozzi,

Fr?bel). The New School (Montessori, Decroly). The progressive and pragmatic North American education

(Dewey). Antiauthoritarian currents (Summerhill, the Freinet Movement, Institutional Pedagogy, ...). Socialist

ideas in education. Critical Pedagogy (Freire, the Deschooling). Neoliberal education. Historical contextualisation

of the theories (transversal descriptor).

Topic 4. Contemporary evolution of educational systems. Configuration of the large systemic categories and

conditioning factors (historical, political-ideological, socio-cultural, economic). Origin and evolution of the Spanish

education system.

Topic 5. Current society and European context: trends in institutional theories and practices. Demands of the

knowledge society. Political-ideological discourses in current education. The European agenda in education.

Transfer of knowledge and good practices: European programs. The contents of this subject are all theoretical and

practical

INFORMATION REGARDING

uco.es

universidadcordoba

@univcordoba

FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA

UNIVERSITY OF CORDOBA DEGREES

uco.es/grados

PAGE 2 / 12

2021/22 Year

FACULTAD DE CIENCIAS DE LA EDUCACI?N

2021/22 Year

COURSE DESCRIPTION

SUSTAINABLE DEVELOPMENT GOALS RELATED TO THE CONTENT

Quality education

Gender equality

Reduced inequalities

Peace, justice and strong institutions

Partnerships for the goals

METHODOLOGY

General clarifications on the methodology (optional)

Theoretical classes: Seminars / Presentations / Debates

Practical classes: Cooperative Work / Case Resolution / Work Projects

Tutorial: Advice on individual and group work

Autonomous work of students: Carrying out works / readings / use of computer and bibliographic sources

Methodological adaptations for part-time students and students with disabilities and special

educational needs

The methodological strategies and the evaluation system will be adapted according to the characteristics of the

students with disabilities and special educational needs in the cases that are required, in accordance with the

Regulation to facilitate the incorporation and integration of personnel with disabilities at the University of

Cordoba.

-Agreement of the Governing Council, in ordinary session of April 28, 2017, UCO BOUCO- Link: .

es/bouco/bandejaAnuncios/BOUCO/2017/00290).

Face-to-face activities

Activity

Large group

Medium group

Total

Case study

4

-

4

Debates

16

-

16

Group presentation

4

-

4

Group work (cooperative )

-

6

6

Projects

-

8

8

Seminar

6

1

7

30

15

45

Total hours:

Off-site activities

Activity

Total

Exercises

22.5

Information search

20

Reference search

25

INFORMATION REGARDING

uco.es

universidadcordoba

@univcordoba

FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA

UNIVERSITY OF CORDOBA DEGREES

uco.es/grados

PAGE 3 / 12

2021/22 Year

FACULTAD DE CIENCIAS DE LA EDUCACI?N

2021/22 Year

COURSE DESCRIPTION

Activity

Total

Total hours

67.5

WORK MATERIALS FOR STUDENTS

Coursebook

Dossier

References

CM2.14

Project

learning

Practice Book

Intended

Exams

EVALUATION

X

X

CM2.2

X

CM2.3

X

X

X

CM2.4

X

X

X

X

X

CM2.7

Total (100%)

50%

25%

25%

Minimum grade

5

5

5

(*)Minimum mark (out of 10) needed for the assessment tool to be weighted in the course final mark. In any case, final mark must be 5,0 or higher to pass the course.

INFORMATION REGARDING

uco.es

universidadcordoba

@univcordoba

FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA

UNIVERSITY OF CORDOBA DEGREES

uco.es/grados

PAGE 4 / 12

2021/22 Year

FACULTAD DE CIENCIAS DE LA EDUCACI?N

2021/22 Year

COURSE DESCRIPTION

Method of assessment of attendance:

Attendance and active participation can be assessed in the light of individual and/or group activities carried out in

class.

General clarifications on instruments for evaluation:

The evaluation system proposed will be global, identifying the selected competences as the basic referents,

incorporating the cognitive, procedural and attitudinal dimensions of knowledge. Continuous evaluation will be

used, valuing the student's process in order to reorient the teaching proposals that do not conform to their

abilities, interests and learning rhythms. The objective is that the evaluation forms part of the entire teaching

learning process and that it has a formative purpose, that is, that it helps the student and the faculty to detect the

weaknesses in order to incorporate improvement actions as soon as possible.

Clarifications on the methodology for part-time students and students with disabilities and

special educational needs:

The methodological strategies and the evaluation system will be adapted according to the characteristics of the

students with disabilities and special educational needs in the cases that are required, in accordance with the

Regulation to facilitate the incorporation and integration of personnel with disabilities at the University of

Cordoba.

Clarifications on the evaluation of the first extraordinary call and extra-ordinary call for

completion studies:

Upon request of students interested in attending these calls, which will consist of an examination about the

theoretical and practical contents of the module.

Qualifying criteria for obtaining honors:

Excellence in all the sections included in the evaluation

BIBLIOGRAPHY

1. Basic Bibliography

Aubrey, K., & Riley, A. (2015). Understanding and using educational theories. London: Sage.

Aznar, P. y Ull, M. A. (2013). La responsabilidad por un mundo sostenible. Bilbao: Descl谷e de Brouwer.

Bailey, R. (Ed.). (2014). The philosophy of education: An introduction. London: Bloomsbury Publishing.

Batanaz Palomares, L. (2003) Organizaci車n Escolar. Bases cient赤ficas para el desarrollo de las Instituciones

Educativas. C車rdoba: Servicio de Publicaciones. Universidad de C車rdoba.

Belando Montoro, M. R. (Coord.) (2015). La educaci車n repensada. Din芍micas de continuidad y cambio . Madrid:

Pir芍mide.

Bernal Agudo, J.L. (2014). Organizaci車n de centros educativos. LOMCE y pol赤ticas neoliberales. Zaragoza: Mira

Editores.

Calatayud, A. (2009). Entresijos de los centros escolares. Archidona: Aljibe.

Cant車n Mayo, I. y Pino, M. (Coords.) (2014). Organizaci車n de centros educativos en la sociedad del conocimiento.

Madrid: Alianza Editorial.

Carrasco M.J., Coronel, J.M., Fern芍ndez, M.L., Garc赤a , M. P., Gonz芍lez, S. Y Moreno, E. (2013). Conocer y

comprender las organizaciones educativas. Una mirada a las cajas chinas. Madrid: Pir芍mide.

Colom, A., Dom赤nguez, E., y Sarramona, J. (2011). Formaci車n b芍sica para los profesionales de la educaci車n.

Barcelona: Ariel.

De Puelles, M. (Coord.) (2008). Profesi車n y vocaci車n docente. Presente y futuro. Madrid: Biblioteca Nueva.

Dill, J. S. (2013). The longings and limits of global citizenship education. New York: Routledge.

INFORMATION REGARDING

uco.es

universidadcordoba

@univcordoba

FUNDAMENTOS TE?RICOS E HIST?RICOS DE LA

UNIVERSITY OF CORDOBA DEGREES

uco.es/grados

PAGE 5 / 12

2021/22 Year

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