Teaching the Social Sciences from a Gender Perspective
Code: 106077Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Primary Education | OP | 4 |
Contact lecturer
- Name :
- Mariona Massip Sabater
- Email :
- mariona.massip@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
None
Objectives
This optional subject aims to show the importance of the gender perspective within primary education centres and classrooms. Future teachers must know what the bases of co-education are, and what it means to apply the gender perspective in educational areas and, specifically, in the field of social science teaching. They must be able to identify which elements, in an educational relationship, can be transmitters of inequality, from knowledge to spaces, relationships and methodologies, as well as acquire resources to reverse this and be able to apply the knowledge to design educational projects based on justice, equality and equity. And, to do this, it will be necessary to deconstruct some of the ideas we have learned, recover and review our own education and conceptions about gender and power relations. Although the subject is based on knowledge of the social and cultural environment, its applicability involves all areas of education and life in the school.
Specific objectives
Recognize the principles of the gender perspective in educational environments, in order to be able to review and design educational proposals.
Analyze social problems and realities from feminist scientific perspectives, in order to project learning situations with a gender perspective.
Critically analyze media, literary and playful resources, in order to be able to select quality resources for the classrooms.
Design proposals for teaching social sciences from a gender perspective, in order to be able to make real curricular decisions that involve incorporating the gender perspective into the classroom.
Learning outcomes
- Using the resources of the environment in order to design teaching and learning activities that develop autonomy and cooperative work in primary school pupils.
- Analyse teaching sequences that favour the construction of social discourse to promote the values of a critical and democratic population.
- Propose new methods or well-founded alternative solutions.
- Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Contents
- Experiences and identities: review of the teaching role from the experience as students
- Co-education and gender perspective: concepts and implications
- The gender perspective in school culture: knowledge, spaces, relationships and methodologies
- Gender in society: feminist perspectives in the social sciences and their didactic transposition
- The treatment of gender in social representations and relevant social problems
- Elaboration and design of co-educational educational proposals based on relevant social problems
7. Review, innovate and evaluate with a gender perspective.
7.1. Artistic expression as a tool for analyzing and transforming gender inequalities
7.2. Projects with the environment, entities and testimonies
7.3. Projects and learning situations
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Use the resources of the environment to design teaching and learning activities which develop autonomy and cooperative work in primary school students. | 0.5 | 0.02 | |
| Interpret research and innovation from the perspective of information and communication technologies in the teaching of social sciences at primary education level. | 0.5 | 0.02 | |
| Be able to defend our own convictions by accepting and valuing the existence of different opinions or judgments. | 0.5 | 0.02 | |
| Develop models of teaching units for primary school, especially those which develop the understanding of democratic plurality, cultural diversity and critical thinking. | 0.5 | 0.02 | |
| Know how to encourage communication, personal interaction and social skills when designing a teaching sequence | 0.5 | 0.02 | |
| Analyse history, geography and social sciences from their contributions to the understanding of our society and the solution of social problems. | 0.5 | 0.02 | |
| Analyse teaching units which favour the construction of a social discourse to promote the values of a critical, democratic and co-educational citizenship | 0.5 | 0.02 | |
| Analyse the contributions of the teaching of history, geography and other social sciences to the solution of relevant social issues and for the understanding of our society. | 0.5 | 0.02 | |
| Interpret educational innovation in the teaching of social sciences, from the wide range of different reference disciplines. | 0.5 | 0.02 | |
| Carry out a research in primary school on social sciences teaching-learning with a gender perspective. | 1 | 0.04 | |
| Know and be able to use images and simulation as resources for teaching and learning social sciences. | 0.5 | 0.02 | |
| Use the resources of the environment to design teaching and learning activities. | 0.5 | 0.02 | |
| Identify, describe and analyse investigations in social science teaching and its contribution to innovation in relation to content, strategies or communication today. | 0.5 | 0.02 | |
| Demonstrate that human rights are identified, practiced and defended as instruments for coexistence | 0.5 | 0.02 | |
| Assess the contributions to educational innovation in the teaching of history, geography and other social sciences. | 0.5 | 0.02 | |
| Design models of teaching units related to social, critical and creative thinking for primary school level. | 0.5 | 0.02 | |
| Develop models of teaching units related to historical, geographical and social thinking for primary school level, in the context of a critical paradigm | 0.5 | 0.02 | |
| Assess the contributions to educational innovation of PBL (Project-based learning) to study the society starting from relevant social issues | 1 | 0.04 |
The sessions of this subject could be exploratory, manipulative or theoretical depending on the diferent Health scenary. Anyway, both individual and group work will be required.
The aim is that the student could experiment his/her own formative process, and understand that learning is a social and personal act, which bring into play rational and emotional aspects. Efforts will be made to maintain an interactive dynamic and a climate that encourages participation. Personal commitment is required. The role of the teacher should be to facilitate the teaching and learning process of the students.
Learning activities
Depending on the type of teaching required in case of lock-down, activities could be exploratory, analytical, autonomous, supervised and directed.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Group work: Preparation of a training proposal for teachers | 25% (G) | 28 | 1.12 | 3, 4, 5, 6 |
| Individual evaluation of the elaboration of an artistic work that analyzes social dynamics with a gender perspective. | 25% (I) | 28 | 1.12 | 1, 3, 4 |
| Activities of co-construction of knowledge in the classroom | 25% (I) | 42 | 1.68 | 3, 4, 5, 6 |
| Design and co-evaluation of a learning situation with a gender perspective | 25% (I) | 42 | 1.68 | 1, 2, 3, 6 |
Assessment of the course will take place throughout the academic year through the proposed activities. Assessment is understood as both formative and educative, and is closely linked to participation in the day-to-day classroom activities.
Requirements
• Passing the course means having achieved the main learning objectives.
• To pass this course, students must demonstrate good overall communicative competence, both orally and in writing, as well as a good command of the Catalan language. Therefore, in all activities (individual and group), linguistic accuracy, writing quality, and formal presentation aspects 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. This is a requirement for the assessment of the activities.
• Assessment activities serve both as learning opportunities and as a means of verifying whether students have achieved the required competencies and objectives. If artificial intelligence (AI) is used in assessment activities, its use must be clearly explained with transparency and honesty. Lack of transparency or misuse of AI will result in the assessment being declared invalid. If the use of AI is deemed to prevent the identification of a student's actual competency achievement, the student may be required to repeat part of the activity.
• The course is delivered in person, and students must attend at least 80% of the sessions in order to pass.
• To pass the course, students must have successfully achieved the different competencies. A weighted average of numerical grades will not be applied if all objectives are not considered to have been achieved.
• There will be no final summative assessment.
Assessment Schedule
• The knowledge co-construction activities will take place throughout the different sessions.
• Assessment activities requiring submission are scheduled for Thursday 22/10/26, Thursday 26/11/26, and 22/12/26. The peer assessment of a learning situation is scheduled for Thursday 17/12/26.
• If a resit assessment is necessary, it is scheduled for Thursday 21/01/27 at 6:00 p.m. The resit will consist of an assessment task whose nature will depend on the competencies and objectives that have not been passed.
If students opt for the single-assessment pathway, they must submit all assessment activities individually on 10/12/2026 and attend a personal interview on the same day, 10/12, at 3:00 p.m. The resit for the single-assessment pathway will also take place on 21/01/27 at 6:00 p.m., following the same format as the resit assessment for students in the continuous assessment pathway.
Bibliography
- Agud, Ingrid; Amat, Meritxell; Bertran, Marta; Caravaca, Alejandro; Chamorro, Constanza; Corbella, Laura; Empain Joanna; Flores, Clara; Foradada, Mireia; Gavaldà, Xènia; Llos, Berta; López, Sara; Macià, Spei; Marbà, Anna, Prat, Maria; Puente, Sílvia; Rifà, Montserrat; Sánchez, Angelina. (2020) Perspectiva de gènere en l’educació. UAB. Barcleona
- Burguet i Arfelis, Marta; Guitart, Rosa M; Lomas, Carlos; Sainz Ibáñez, Milagros; Carrillo i Flores, Isabel.(2017). Desfer la teranyina del gènere des de l’educació. Barcelona: Eumo.
- De la Cruz Redondo, Alba; Díez Bedmar, MªConsuelo i García Luque, A. (2019). Formación de profesorado y reflexión sobre identidades de género diversas a través de los libros de texto de Ciencias Sociales. A M. Joao Hortas, A. Dias i N. de Alba (Eds). Enseñar y aprender Didáctica de las Ciencias Sociales: la formación del profesorado desde una perspectiva sociocrítica. (pp.273-287). Lisboa: AUPDCS i Politécnico de Lisboa.
- Díez Bedmar, MªConsuelo (2013). Indicadores para el seguimiento y la evaluación de la perspectiva de género en proyectos educativos de ciencias sociales: una apuesta real por la calidad. A J. Pagès Blanch i A. Santisteban Fernández (eds.). Una mirada al pasado y un proyecto al futuro. Investigación e innovación en didáctica de las ciencias sociales (V.II). (pp.45-51). Bellaterra: AUPDCS i Universitat Autònoma de Barcelona
- Díez Bedmar, Mª Consuelo i Fernández Valencia, Antonia (2019). Enseñanza de las Ciencias Sociales con perspectiva de género. CLIO. History and History Teaching, 45, 1-10.
- Gavaldà, Antòni.; Santisteban, Antoni. (2003). La fotografia i la formació del pensament històric. L'Avenç. Papers del Museu d'Història de Catalunya. 283, 16-19.
- Guitar, Rosa M (2020). Ser nena, ser nen. Com s’aprèn, com s’educa? Barcelona: Graó
- Pineda, Montse. Toledo, Patsilí. (2016). Marc conceptual sobre les violències sexuals. Violències sexuals: un marc conceptual, teòric i ètic. Grup de recerca Antígona i Cración Positiva. Barcelona. UAB
- hooks, bell (2021). La voluntat de canviar. Homes, masculinitat i amor. Tigre de paper.
- Massip Sabater, Mariona; Castellví Mata, Jordi (2019). Poder y diversidad. Aportes de la interseccionalidad a la didáctica de las ciencias sociales. CLIO. History and History Teaching
- Ortega Sánchez , Delfin., & Pagés Blanch , Joan. (2017). Literacidad crítica, invisibilidada social y género en la formación del profesorado de educación Primaria . REIDICS, 1, 2017, 1-16. https://doi.org/10.17398/2531-0968.01.102
- Pagès, Joan. ; Santisteban,Antoni. (eds.) (2011). Les qüestions socialment vives i l'ensenyament de les ciències socials. Barcelona: Servei dePublicacions de la UAB.
- Rodó Zárate, Maria. Interseccionalitat. Desigualtats, llocs i emocions. Tigre de paper.
- Sánchez, Mercedes. (2020). Pedagogías Queer ¿Nos arriesgamos a hacer otra educación? Madrid. Catarata.
- Santisteban, Antoni. (2011). Paraules a la societat de la informació i de l'espectacle, en Santisteban, A. (coord.). Paraules. Comunicació i aprenentatges.Barcelona: Associació de Mestres Alexandre Galí / FMRPC / Diputació de Barcelona. 15-18.
- Solsona Pairó, Núria (2016). Ni princeses ni pirates. Per educar nenes i nens en llibertat. Barcelona: Eumo.
- Subirats Martori, Marina (2017). Coeducación, apuesta por la libertad. Madrid: Octaedro.
- Subirats Martori, Marina; Tomé González, Amparo, i Solsona Pairó, Núria (2019). Coeducar: posar la vida al centre de l’educació. DOSSIER, 4. Editorial Graó.
Software
No specific program is used
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 70 | Catalan | first semester | afternoon |