Guide in PDF format

Social Pedagogy

Code: 104080
Credits: 6

2026/2027

Degree programme	Type	Course
Social Education	OB	3

Contact lecturer

Name :: Laura Corbella Molina
Email :: laura.corbella@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

There is not

Objectives

1. Know and reflect on individual and group history, current conceptualization, interpretation and intervention paradigms and the current situation in the world of Social Pedagogy and Social Education.

2. Know the technologies, professional methodologies and areas of intervention of the Social Pedagogy and Social Education.

3. Analyse and know in depth a specific area of intervention in the field of Social Pedagogy and Social Education.

Learning outcomes

Using the basic conceptualisation of Pedagogy and Social Education.
Understand the professionalization process of social education.
Analyse the complexity of the social function of social education.
Analyse the complexity of the value of training as a decisive factor of social inclusion.
Analyse the relationship between ideologies and socio-educational action.
Understand the main social and educational models of action and intervention.
Analyse the training-progress-happiness relationship in today's society.
Analyse the development of professionalisation in social education.
Analyse the different possibilities for employing social education professionals.
Properly formulate aspects of planning in schools.
Produce social and educational reports in multidisciplinary contexts
Understand the roles that social workers can play in different types of multidisciplinary teams.
Working with other professions in the social area (social workers, psychologists, social anthropologists, sociologists, etc.).
Identify situations in which a change or improvement is needed.
Analyse a situation and identify points for improvement.
Propose new experience-based methods or alternative solutions.
Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
Critically analyse the principles, values and procedures that govern the exercise of the profession.
Consider how gender stereotypes and roles impinge on the exercise of the profession.

Topic 1: Social Pedagogy, Social Education and Social Work: conceptualisation and relationships

Societies and socialisation
Social professions and the Welfare State
Differences between Social Pedagogy, Social Education and Social Work
Social Pedagogy and complexity
Pedagogical knowledge and educational action

Topic 2: History of Social Pedagogy and Social Education in Spain and the world

The origins of Social Pedagogy
Social Pedagogy in Europe
Social Pedagogy in Spain
Comparative Social Pedagogy: Social Pedagogy and Social Education today in the world

Topic 3: Conceptual tools: Action, praxis, intervention, conscientisation and control

Action and praxis
Types of actions in social education
Social and socio-educational intervention
Conscientisation
Control

Topic 4: Models of socio-educational action and intervention

General principles of socio-educational intervention
General models of socio-educational intervention in Social Pedagogy and Social Education
Specific models of socio-educational intervention in Social Pedagogy and Social Education
Social Education and research

Topic 5: Social Education and Empowerment Processes

Origin and concept of empowerment
Conceptualisation of power and empowerment
Empowerment in research
Social Education and empowerment

Learning activities and methodology

Title	Hours	ECTS	Learning outcomes
Supervised	15	0.6	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Lecturer class	30	1.2	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Autonomous	75	3	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Seminars	30	1.2	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

The methodology has been planned so that students are the protagonists of their own learning process, as shown in the list of course activities:

Activity	Hours	Methodology
Full Grup	30	Presentations by the lecturer of the basic content and issues of the contents, to be discussed and critically analysed with the students. This is delivered through lectures and in-class activity proposals.
Seminars	15x2	Small group work, participatory and for the joint construction of knowledge, supervised by the lecturer.

A) Work on journal articles or book chapters (individual and group).

B) Work on films (individual and group).

C) Preparation of a poster on an intervention area or a specific topic in social pedagogy (group work).

D) Presentation and defence of the poster in class (group work).

E) 2 in-course exams (individual).

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title	Weight	Learning outcomes
Exam questions prepared by group	2%	1, 2, 5, 8, 14, 15, 16
Photovoice	2%	1, 2, 3, 5, 6, 14, 15, 16, 17
1st Partial exam	34%	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Self-assesment	1%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Making a poster about a specific topic	15%	1, 2, 3, 6, 8, 9, 12
Presentations of papers and films	5%	3, 5, 9, 12
2nd partial exam	34%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Participation and involvement in classroom dynamics	2%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Public presentation of the poster	5%	1, 2, 5, 8, 10, 11, 12

The following are mandatory requirements for sitting the final assessment for this module:

(1) to have given at least one group presentation in class on an article and a film,

(2) to have submitted the evaluation documents and questions for each article,

(3) to have submitted the poster, using the Photovoice method, and to have presented it in class.

If these criteria are not met, the grade ‘not assessable’ will be awarded.

Attendance at the course’s face-to-face classes (seminars) is compulsory. Students must attend at least 80 per cent of the classes; otherwise, they will be considered "not presented".

There are two mid-term exams in this module. Students must pass both to pass the module. The marks obtained in the two mid-term exams, provided both are passed, will be averaged to form the final mark, which is supplemented by the remaining marks for the module. There is a resit opportunity for the module. Only the mid-term exams can be resat; none of the other activities can be resat.

To sit the resit, students must have been assessed on a set of activities whose combined weighting is equivalent to at least two-thirds of the course’s total mark.

Students opting for the single assessment will have to sit a written exam covering all the content covered in the course, the compulsory readings from the seminars, and the work on the films watched. The resit for the single assessment will be of the same nature.

This module allows for a Synthesis test for students who are enrolled for a second time.

The dates for exams, assignments and resits are:

First mid-term exam: 2 November 2026.

Submission and presentation of posters: 21 December 2026.

Second mid-term exam and final assessment: 11 January 2027.

Resits for each mid-term exam and the final assessment: 25 January 2027.

Presentations on the articles and films will be scheduled throughout the semester in the seminar room. At the start of the term, groups and presentation dates will be allocated to all students enrolled on the course.

To pass this module, students must demonstrate good overall communicative competence, both orally and in writing, and a good command of the language or languages of instruction specified in the course guide.

In all activities (both individual and group), linguistic accuracy, writing style and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and accurately and must demonstrate a high level of comprehension of academic texts. An assignment may be returned (without a mark) or failed if it is deemed not to meet these requirements.

Assessment results will be provided to students within a period not exceeding 20 working days of the academic calendar.

With the exception of examinations, the use of Artificial Intelligence (AI) technologies is permitted in this module as an integral part of the work, provided that the final result reflects a significant contribution by the student in terms of design, analysis and personal reflection. Students must clearly identify which parts have been generated using this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final outcome of the activity. A lack of transparency regarding the use of AI will be regarded as a breach of academic integrity and may result in a mark deduction for the assignment, which will automatically be failed, or more severe sanctions in serious cases.

Bibliography

A- BOOKS AND JOURNAL ARTICLES ON SOCIAL PEDAGOGY AND SOCIAL EDUCATION

Amorós, P., & Ayerbe, P. (Coord.). (2000). Intervención educativa en inadaptación social. Síntesis.

Aragay, J. M. (2017). Les arts comunitàries des de l’educació social: L’experiència Basket Beat. Neret Edicions.

Camelo Romero, Ó. E. (2024). Intervenir es interpelar: convergencias entre la pedagogía social y el Trabajo Social. Trabajo Social, 26(1). 263-285. https://doi.org/10.15446/ts.v26n1.109710

Caride, J. A. (2024). La educación social como construcción histórica, pedagógica y social (1975–2000). Educació i Història: Revista d’Història de l’Educació, 44, 13-43. https://doi.org/10.2436/20.3009.01.313

Caride, J. A. (2005). Las fronteras de la pedagogía social: Perspectivas científica e histórica. Gedisa.

Cameron, C., & Moss, P. (Eds.). (2011). Social pedagogy and working with children and young people: Where care and education meet. Jessica Kingsley Publishers.

Charfe, L. (2026). Who’s got the power?: A social pedagogical exploration of power, the important element within relationship-based practice. Social Work Education, 45(2), 527–541. https://doi.org/10.1080/02615479.2025.2505733

Charfe, L., & Gardner, A. (2019). Social pedagogy and social work. SAGE Publications.

Colectivo JIPS. (2018). Desafíos para la educación social en tiempos de cambio: Propuesta de trabajo para la intervención socioeducativa. Aljibe.

Del Pozo Serrano, F. J. (Coord.). (2026). Innovación e investigación en pedagogía social y animación sociocultural. UNED.

Del Pozo Serrano, F. J. (Comp.). (2018). Pedagogía social en Iberoamérica y en Colombia: Fundamentos, ámbitos y retos para la acción socioeducativa. Universidad del Norte.

Del Pozo Serrano, F. J. (2022). Guerras, conflictos y paz: Aportes de la pedagogía social. Dykinson. https://doi.org/10.2307/jj.8500853

Eriksson, L., & Winman, T. (Eds.). (2010). Learning to fly: Social pedagogy in a contemporary society. Daidalos.

Fryd, P. (Coord.). (2011). Acción socioeducativa con infancias y adolescencias: Miradas para su construcción. UOC.

Gerbaudo, P. (2023). Controlar y proteger: El retorno del Estado. Verso.

Gómez Mundó, A. (2012). Sabers i sentits de l’educació social: Sostenir l’ofici. UOC.

Hatton, K. (2013). Social pedagogy in the UK: theory and practice. Russell House Publishing Ltd.

Hipólito, N., Moreno, R., & Arias, E. (Coord.). (2017). Experiencias innovadoras y buenas prácticas en educación social. Nau Llibres.

Jolonch, A. (2002). Educació i infància en risc. Centre d’Estudis Contemporanis.

Karshieva, D. (2025). SOCIAL PEDAGOGY AS A SOCIAL NEED. Mental Enlightenment Scientific-Methodological Journal, 6(01), 235–241. https://doi.org/10.37547/mesmj-V6-I1-31

Kornbeck, J., & Rosendal Jensen, N. (2009). The diversity of social pedagogy in Europe. Europäischer Hochschulverlag.

Kornbeck, J., & Rosendal Jensen, N. (Eds.). (2011). Social pedagogy for the entire human lifespan (Vols. I–II). Europäischer Hochschulverlag.

Kornbeck, J., & Úcar, X. (2015). Latin American social pedagogy: Relaying concepts, values and methods between Europe and the Americas. EHV Academicpress.

Llena, A., & Parcerisa, A. (2008). La acción socioeducativa en medio abierto: Fundamentos para la reflexión y elementos para la práctica. Graó.

Lozano Díaz, A., & Bellido Cáceres, J. M. (2024). Pedagogía social para educadoras y educadores sociales. Editorial Universidad de Almería.

March, M. X., & Orte, C. (Coords.). (2014). La pedagogía social y la escuela: Los retos socioeducativos de la institución escolar en el siglo XXI. Octaedro.

Martín García, A. V. (Coord.). (2024). La pedagogía social en una sociedad digital e hiperconectada: Desafíos y propuestas. Ediciones Universidad de Salamanca. https://gredos.usal.es/bitstream/handle/10366/165912/9851-1.pdf

Melendro, M., De-Juanas, A., & Rodríguez-Bravo, A. E. (2018). Pedagogía social: Retos y escenarios para la acción socioeducativa. UNED.

Morata, T. (Coord.). (2016). Pedagogía social comunitaria y exclusión social. Editorial Popular.

Moyano, S., & Planella, J. (Coords.). (2011). Voces de la educación social. UOC.

Nivala, E. & Ryynänen, S. (2025). An eco-social turn in social pedagogy. International Journal of Social Pedagogy, 14(1), 6. https://doi.org/10.14324/111.444.ijsp.2025.v14.x.006

Núñez, H., Janer Hidalgo, À., & Molina Palencia, C. (2025). Intersections between participatory evaluation and social pedagogy when assessing socio-educational projects. Canadian Journal of Program Evaluation, 39(3), 403–424. https://doi.org/10.3138/cjpe-2023-0049

Núñez, V. (2002). La educación en tiempos de incertidumbre: Las apuestas de la pedagogía social. Gedisa.

Ortega Esteban, J., Úcar, X., & Pérez-De-Guzmán, V. (2023). Materiales para una historia de la pedagogía social y la educación social en España. Revista Galego-Portuguesa de Historia da Educación, 27, 27–49. https://doi.org/10.17979/srgphe.2023.27.0.10106

Paredes Navarro, L., Castillo Carbonell, M., & Bou Blanco, M. (2016). Escuela y educación social: Necesidades, contextos y experiencias. UOC.

Pérez Serrano, G. (2003). Pedagogía social/educación social: Construcción científica e intervención práctica. Narcea.

Planella, J. (2023). Pedagogía social reflexiva: Prácticas, discursos y narraciones. Universitat de Barcelona.

Planella, J. (2006). Subjetividad, disidencia y discapacidad: Prácticas de acompañamiento social. Fundación ONCE. https://biblioteca.fundaciononce.es/publicaciones/colecciones-propias/publicaciones-participadas/subjetividad-disidencia-y-discapacidad

Planella, J., & Vilar, J. (Coords.). (2006). La pedagogía social en la sociedad de la información. UOC.

Planella, J., & Vilar, J. (Eds.). (2003). L’educació social: Projectes, perspectives i camins. Pleniluni.

Rolim de Lima Severo, J. L., & Gonsalves Possebon, E. (Orgs.). (2019). Fundamentos e temas em pedagogia social e educação não escolar. Editora UFPB.

Riberas, G., Vilar, J., & Pujol, P. (2003). Disseny de les intervencions socioeducatives. Pleniluni.

Sáez, J., & Molina, J. G. (2006). Pedagogía social: Pensar la educación social como profesión. Alianza Editorial.

Sáez, J. (Coord.). (2007). Pedagogía social. Pearson Educación.

Serrate González, S. (Coord.). (2025). Pedagogía social: Una orquestación entre la docencia, la investigación y la transferencia. Tirant Humanidades.

Silva de Paiva, J. (2015). Caminhos do educador social no Brasil. Paco Editorial.

Solvason, C., Stobbs, N., & Elliott, G. (Eds.). (2025). Social pedagogy in education: Re-establishing relationships and enriching learner experience. Routledge.

Stephens, P. (2013). Social pedagogy: Heart and head. Europäischer Hochschulverlag.

Storo, J. (2013). Practical social pedagogy: Theories, values and tools for working with children and young people. Policy Press.

Soler, P. (Coord.). (2005). L’educació social avui: La intervenció socioeducativa a Catalunya. Universitat de Girona.

Terrón Caro, M. T., Pérez de Guzmán Puya, M. V., Rebolledo Gámez, T., & Rodríguez Casado, R. (Coords.). (2026). Educación en derechos humanos y principios éticos: Aportes desde las ciencias sociales. Octaedro. https://doi.org/10.36006/09767-1

Tiana Ferrer, A., & Sanz Fernández, F. (Coords.). (2003). Génesis y situación de la educación social en Europa. UNED.

Torio, S., García-Pérez, O., Peña Calvo, J. V., & Fernández García, C. M. (Coords.). (2013). La crisis social y el estado del bienestar: Las respuestas de la pedagogía social. Universidad de Oviedo.

Úcar, X. (2024). La sociedad indecisa y la educación desconcertada: Buscando algo más que un cambio de rumbo. En Sostenibilidades confluentes: Reflexiones desde la educación (pp. 11–51). https://ddd.uab.cat/record/303961

Úcar, X. (2023). Ideas for mapping lifeworld and everyday life in practical social pedagogy. Educational Theory, 73(4), 593–614. https://doi.org/10.1111/edth.12589

Úcar, X. (2022). Tejidos y tramas de lo social: Perspectivas desde la pedagogía y la educación social. RES, Revista de Educación Social, 35, 343–368. https://eduso.net/res/wp-content/uploads/2022/12/res-35.miscelanea.2-ucar.pdf

Úcar, X. (2022). Theoretical and practical knowledge in social pedagogy: Levels and agents of knowledge production. Oxford Review of Education, 48(6), 768–785. https://doi.org/10.1080/03054985.2021.2013794

Úcar, X. (2016). Pedagogías de lo social. UOC.

Úcar, X. (2016). Relaciones socioeducativas: La acción de los profesionales. UOC.

Úcar, X. (2016). Pedagogía de la elección. UOC.

Úcar, X., Soler-Maso, P., & Planas-Lladó, A. (Eds.). (2020). Working with young people: A social pedagogy perspective from Europe and Latin America. Oxford University Press.

Valdivia, P., Janer Hidalgo, A., & Úcar, X. (2026). Formar para transformar: La educación social a lo largo de la vida. Editorial UPC.

Vilar Martín, J. (2013). Cuestiones éticas en la educación social: Del compromiso político a la responsabilidad en la práctica profesional. UOC.

Villaseñor Palma, K., Silva Ríos, C.E. & Huerta Morales, G. (2022). A socio-historic overview of social pedagogy and social work in Mexico. International Journal of Social Pedagogy, 11(1), 3. https://doi.org/10.14324/111.444.ijsp.2022.v11.x.003

B- JOURNALS AND WEB LINKS OF INTEREST

Educación Social. Revista de Intervención socioeducativa. Institut de formació Pere Tarrés. https://www.raco.cat/index.php/EducacioSocial
Pedagogia social. Revista Interuniversitaria. https://recyt.fecyt.es/index.php/PSRI
International Journal of Social Pedagogy. https://journals.uclpress.co.uk/ijsp/
Quaderns d’animació i educació social. https://quadernsanimacio.net/
Social Pedagogy quaterly. http://pedagogikaspoleczna.com/social-pegagogy-about-quarterly/
Quaderns d'educació social. Col.legi d'educadores i educadors socials de Catalunya. https://www.raco.cat/index.php/QuadernsEducacioSocial/issue/archive
European Journal of Social work. https://www.tandfonline.com/journals/cesw20
Social work education. https://www.tandfonline.com/journals/uswe20
Fundació Jaume Bofill. https://www.equitat.org/
Eduso.Net el portal de l’educació social. https://www.eduso.net/
Dixit Centre de Documentació de Serveis Socials. https://dixit.gencat.cat/ca/inici

Software