Public University of Navarre

Academic year: 2021/2022 | Previous academic years:  2020/2021 
Double Bachelor's degree in Early Childhood Education and Primary Education at the Universidad Pública de Navarra
Course code: 316101 Subject title: SOCIOLOGY OF EDUCATION
Credits: 6 Type of subject: Mandatory Year: 1 Period: 1º S
Department: Sociología y Trabajo Social

Partes de este texto:


Module/Subject matter

Basic Traning / Sociology



Descriptors of the contents of this subject in the Official Curriculum are:
1. Introduction: the sociological perspective. Person, culture, and society in the processes of socialization.
2. Families and intimate relationships. The gender issue.
3. Social stratification and inequality: the social classes.
4. Modern organizations. The information and knowledge society.
5. Globalization and the changing world. The issue of their governance: poverty, development, terrorism.
The purpose of subject is to provide a sociological perspective (as 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 glances about the world and the coexistence we acquire in the random course of the early stages of the process of socialization and personal development. But also to learn to: 1) look at the world from sociology, 2) to look at the future profession from sociology.


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

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.

GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.

GP9 - To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.

GP12 - To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

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 design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.

SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.

SP9 - To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.

SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the centre¿s projects and to attend to relations with children¿s families.

SP12 - To organise actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.


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



Learning outcomes Description % % Recoverable
LO5 ES2-Theory review and summary work 10 Yes
LO1,LO2,LO3,LO4 ES3-Practical work: observation, proposal and, where appropriate, evaluation 20 No
LO6 ES4-Oral assessments: oral presentations 10 No
LO1,LO2,LO3,LO4,LO5 ES4-Partial or complete oral or written assessments (*) 60 Yes


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 essential to obtain at least 5/10 on the exam (ES4) in order to perform the average with the continuous assessment activities.



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.Basic bibliography

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. Complementary bibliography
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 T., 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, Introducción a la sociología, Madrid, Aguilar, 1973.
GARCIA FERRANDO, Manuel (coord.), Pensar nuestra sociedad. Fundamentos de sociología. 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, Salvador. (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.
NISBET, Robert A., Introducción a la sociología: el vínculo social, Barcelona, Vicens Universidad, 1975.
NISBET, Robert 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, Guy. (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.



English/Castellano/ Euskara



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