Public University of Navarre

Academic year: 2019/2020 | Previous academic years:  2018/2019  |  2017/2018 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Credits: 6 Type of subject: Basic Year: 1 Period: 1º S

Partes de este texto:


Module/Subject matter

Basic training / Sociology



Subject that belongs to the subject "Sociology", where the following topics are developed: the sociological perspective; The processes of socialization; Families, intimate relationships, gender and identities; Social stratification and inequality, social classes, work and consumption; The information and knowledge society; Globalization and world change.



General proficiencies

2.1 Basic Proficiencies

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

2.2. General Proficiencies

GP4 - To design and regulate learning spaces in contexts characterised by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.

2.3. Transverse Proficiencies

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.


Specific proficiencies

SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP5 - To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.



Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are


- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in

those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the


A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:

LO1. To understand the main concepts and generalizations about human society to know both the socio-institutional structure that maintains its stability and its processes of change and social transformation.

LO2. To distinguish the basic institutions and processes for the production and reproduction of society.

LO3. To recognize basic components of social inequalities and cultural differences.

LO4. To know social and political movements of society and familiarize themselves with the main theories on power, legitimacy and the State.

LO5. Ability to critically analyze and incorporate the most relevant issues and problems of today's society by applying sociological concepts and perspectives.

LO6. Ability to publicly present the results of an analysis on social reality




5.1. Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study

5.2. Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100


Relationship between formative activities and proficiencies/learning outcomes

Activty Basic General Transverse Specific
AF1 CB3 CG4, CG7, CG8, CG9   CE3, CE4, CE5, CE8, CE11, CE14
AF2 CB4 CG4, CG7, CG8, CG9 CT2 CE3, CE4, CE5, CE11, CE14
AF3 CB4 CG4, CG8 CT2 CE3, CE11, CE14
AF4 CB3 CG8, CG9   CE3, CE9, CE11
AF5   CG4    
AF6   CG8 CT2 CE3, CE11






Learning outcomes Description % % Recoverable
LO1. LO2. LO3. LO4 ES2-Theory review and summary work 10% 10%
LO6 ES3-Practical work: observation, proposal and, where appropriate, evaluation 20% 0%
LO1. LO2. LO3. LO4,LO5 ES4-Partial or complete oral or written assessments: Oral presentation (10%) and Exam (60%) 70% 60% (Exam)

Teachers will announce at the beginning of the course, what activities will be individual and group activities. Also when, where appropriate, a Practice includes oral presentation or delivery of written report. In any case, the percentage of these continuous evaluation activities will have an overall weight of 40% of the grade.
It is imperative to obtain a 5 out of 10 on the exam so that the average is realized with the continuous evaluation activities.



The sense of the subject in the curriculum is to seek a "sociological look" (a tool) for the analysis of the most relevant issues of today's society. It will be on the one hand, to help recognize and correct the narrow particularism that often tied the "common-sense" views on the world and the coexistence we acquired in the random course of the early stages of the process of socialization and personal development But also to learn 1) to look at the world from sociology, 2) to look at the future profession from sociology.



THEME 1. A look, analysis and sociological utility.
THEME 2. Families, gender and identities.
THEME 3. Work, leisure and consumption.
THEME 4. Communication, global world and new technologies.



Access the bibliography that your professor has requested from the Library.

11.1. Bibliografía básica

Texto básico: Anthony GIDDENS, Sociología, Madrid, Alianza, 2014 (7ª ed.).

También puede usarse, John J. Macionis y Ken PlumMer: Sociología, Madrid: Prentice Hall, 1999.

11.2. Alguna bibliografía orientativa de consulta y apoyo

BELTRAN VILLALBA, Miguel (1991), La realidad social, 2ª ed. ampliada, Madrid, Tecnos, 2003.

BERGER, Peter L., Introducción a la sociología, México, Limusa, 1987.

BERGER, P. L. y KELLNER, H., La reinterpretación de la sociología. Ensayo sobre el método y la vocación sociológicos, Madrid, Espasa Calpe, 1985

BERGER, P. y LUCKMANN, Thomas (1968): La construcción social de la realidad.

BOUDON, Raymond, La lógica de lo social, Madrid, Rialp, 1981.

BRETONES, María Trinidad, Sociedades avanzadas. Manual de estructura social; Barcelona, Hacer, 2001.

BOURDIEU, Pierre, CHAMBOREDON, Jean Claude, PASSERON, Jean Claude, El oficio de sociólogo. Presupuestos epistemológicos, Siglo XXI, Madrid (12ª), 1989.

ELIAS, Norbert, Sociología fundamental, Barcelona, Gedisa, 1982.

FREYER, Hans (1931), Introducción a la sociología, traducción de Felipe González Vicén, Madrid, Aguilar, 1973.

GARCIA FERRANDO, Manuel (coord.), Pensar nuestra sociedad. Fundamentos de Sociología. (Edición Compendiada). Tirant lo Blanch, Valencia, 1995.

GARVÍA, Roberto, Conceptos fundamentales de sociología, Madrid, Alianza, 1999.
GIDDENS, Anthony (1990), Consecuencias de la modernidad, Madrid, Alianza, 1993.GINER, Salvador (1969), Sociología, Barcelona, Península, 1993.

GINER, S. (ed.), Teoría sociológica moderna, Madrid, Ariel, 2003.

GINER, Salvador, LAMO DE ESPINOSA, Emilio y Torres, Cristóbal (comps.), Diccionario de Sociología, Madrid, Alianza, 2006, 2ª ed..

MANNHEIM, Karl (1934-35), Sociología sistemática. Introducción al estudio de la sociedad, Editorial Revista de Derecho Privado, Madrid, 1960 (V. O.: 1934-35).

NISBET, Robert A., Introducción a la sociología: el vínculo social, Barcelona, Vicens Universidad, 1975.

NISBET, R. A., La formación del pensamiento sociológico, I-II, Buenos Aires, Amorrortu, 1969.

PÉREZ DIAZ, Víctor, Introducción a la sociología, Madrid, Alianza, 1980.

RITZER, Georges, Teoría sociológica clásica, Madrid, Mcgraw Hill, 1993.

ROCHER, G. (1973): Introducción a la sociología general. Barcelona, Herder, 1979.

STUART HUGHES, Herbert., Conciencia y sociedad. La reorientación del pensamiento social europeo 1890-1930, Madrid, 1972.

WRIGHT MILLS, Charles. (1959): La imaginación sociológica, México, F. C. E., 1961.



Arrosadía Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities and Social Sciences.