Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Basic training/ Education

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Contents

Education, the right to Education and Education in the world. Educational systems and their socio-political conditioning. The family as the first educational institution. Institutions of Early Childhood, Primary and Secondary Education. The organization of formal education institutions. Center Educational Project. Non-formal education: Permanent Education and Adult Education. Socio-educational institutions. From Special Education to Inclusive School.

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General proficiencies

1. Basic Competences

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

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. General Competences

GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.

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.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.

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

3. Tranverse competence

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.

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Specific proficiencies

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.

SP6 - To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

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.

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.

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Learning outcomes

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

established:

- 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

title.

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

Related to evaluation system (ES), these learning outcomes are specified in this subject as follows:

LO1- show mastery of basic concepts associated with learning contents of subject (SE4).

LO2. Compression of historical setting and effective educational system indicating the various

elements of specificity in different educational institutions (ES2 and ES3).

LO3. Expression autonomously with critical thinking and analysis criteria by which knowledge, values

and diversity constitute key to the development of educational institutions (ES1 and ES2).

LO4. Evaluation with critical capacity of the characteristic aspects of educational institutions, meeting

the unique needs of students (ES2 and ES3).

LO5. Demonstration of a committed attitude to the development of learning contexts and coexistence

from a job well done (ES1).

LO6. Application of the knowledge acquired to concrete realities in educational and socio-educational

institutions (ES3).

LO7. Analysis of the various educational innovations and developing proposals to address educational

challenges arising (ES2 and ES3).

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Methodology

1. Teaching methods

2. Learning activities

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Languages

English/Castellano/ Euskara

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Evaluation

Notes:

- There are obligation to attend class sessions in which continuous assessment activities are carried out.

- To pass this subject it is necessary to approve the ES4.

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Agenda

PART 1. CONCEPT AND SCOPE OF EDUCATION

1.1 The concept of education: family, school and educative community.

1.2 Right to education and education worldwide.

1.3 Formal, no formal and informal education.

1.4 Educative systems, educational administrations and their institutions.

PART 2. EDUCATIVE INSTITUTIONS. HISTORY AND CURRENT TIMES

2.1 The historical process of school institutionalization: pedagogical renovations and educational movements.

2.2 Diversity and inclusive education.

2.3 Educational institutions: Early Childhood, Primary and Secondary Education.

2.4. Organization and functioning of formal educational institutions. The school's documents.

2.5 Socio-educational institutions.

PART 3. AIMS AND CHALLENGES OF EDUCATION NOWADAYS

3.1 Lifelong education in the information and knowledge society.

3.2 Challenges to education in XXI century society.

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Bibliography

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

Basic

AA.VV (2005): Pedagogo Sortzaileak. Hik Hasi aldizkariko monografikoa. Donostia: Xangorin.

CAMINO ORTIZ DE BARRÓN, I. (2011). Teoría e Historia de la Educación. San Sebastián: Delta.

BONA, C. (2015). La nueva educación.  Barcelona: Plaza &Janés.

CARREÑO, M. (2000): Teorías e instituciones contemporáneas de educación. Madrid: Síntesis.

DEL POZO, M.M. (2004). Teorías e Instituciones contemporáneas de educación. Madrid: Biblioteca Nueva.

COLMENAR, C. (1995): Génesis de la Educación Infantil en la Sociedad Occidental, Revista Complutense de Educación, 6, 1, pp.15-29. http://revistas.ucm.es/edu/11302496/articulos/RCED9595120015A.PDF
COLOM, A. (2002): Teorías e Instituciones contemporáneas de la educación. Ariel: Barcelona.
COLOM, A. (2002): Hezkuntzaren teoriak eta Erakunde Garaikideak. UNUP: Iruña.
DELORS, J. (1996): La educación encierra un tesoro, Madrid, Santillana/UNESCO.

ESCRIBANO, A. y MARTÍNEZ, A. (2013). Inclusión educativa y profesorado inclusivo. Aprender juntos para aprender a vivir juntos. Madrid: Narcea.

GARCÍA AMILBURU, M.; GARCÍA GUTIÉRREZ, J. (2012). Filosofía de la educación. Cuestiones de hoy y de siempre. Madrid: Narcea.

GARCÍA-RUIZ, R. (2013). Enseñar y aprender en educación infantil a través de proyectos. Publican: Santander.

HARGREAVES, A. (1996). Profesorado cultura y posmodernidad, cambian los tiempos cambia el profesorado, Madrid, Morata.

HERNÁNDEZ ARISTU, J. y LÓPEZ BLASCO, A.(2005): Cambio social y Educación Permanente, Madrid, MEC.

LÁZARO, J. L. & GISBERT, M. (2007). La integración de las TIC en los centros escolares de educación infantil y primaria condiciones previas. Pixel-Bit: Revista de medios y educación, 28. Pp. 27-34. (http://goo.gl/kNY2Kw)

LORENZO DELGADO, M. (2011). (Coord.). Organización y gestión de centros y contextos educativos. Madrid: Universitas.

MARTÍNEZ, M.J (2010). Y para muestra: políticas educativas de inmigración y modelos de escuela que practican la interculturalidad. Valencia: Universitat de Valencia. Servei de publicacions.

MEC (2020). LOMLOE: Ley orgánica 3/2020, de 29 de diciembre. Madrid: MEC.

MERMA MOLINA, G. (2019).  Teoría e Historia de la Educación. Apuntes para la formación del profesorado. Alicante: PUA.

NAYA, L.M. y DÁVILA, P. (Coord.)(2008). El Derecho a la Educación en un mundo globalizado. Actas del X Congreso nacional de educación comparada, Organización de estados Iberoamericanos: http://www.oei.es/quipu/espana/ESPA02.PDF

NÚÑEZ CUBERO, L.; CLARA ROMERO PÉREZ, C. (2017). Teoría de la Educación. Capacitar para la práctica. Madrid: Pirámides.

OSSENBACH SAUTER, G. (2011). Corrientes e Instituciones educativas contemporáneas. Madrid; UNED.
SANCHIDRIÁN, C. y RUÍZ BERRIO, J. (2010). Historia y Perspectiva actual de la Educación Infantil. Barcelona: Grao.

Complementary

The teachers will decide the specific bibliography of this section to work each course.

ARNAIZ, P.; ISUS, S. (1995): La Tutoría: organización y tareas. Barcelona: Graó.

AUBERT, A.; FLECHA R. (2009). Aprendizaje dialógico en la sociedad de la información. Barcelona: Hipatia.

BAUMAN, Z. (2009). Los retos de la educación en la modernidad líquida. Barcelona: Gedisa.

BESALÚ, X. (2002): Diversidad cultural y educación. Madrid: Síntesis.

BIESTA, G. (2017). El bello riesgo de educar. Madrid: Ediciones SM

BONA, C. (2015). La nueva educación.  Barcelona: Plaza &Janés.

DELORS, J. (1996): La educación encierra un tesoro, Madrid: Santillana/UNESCO.

GARCÍA RUIZ, R. (2013). Enseñar y aprender en educación infantil a través de proyectos. Santander: Publican.

LARROSA, J. (2019). Esperando no se sabe qué. Sobre el oficio del profesor. Barcelona: Candaya.

LÓPEZ-GOÑI, I.; GOÑI ZABALA, J.M. (2014): Hacia un currículum guiado por las Competencias. Propuestas para la acción. Iruñea: UPNA-NUP.

MOREN, R. (2006): Panfleto antipedagógico. Madrid: Lector universal.

NAYA, L.M., C. GARCÍA; F. GÓMEZ, ET ALL. (2005): La Educación y los derechos humanos. País Vasco: Espacio Universitario, EREIN.

PENNAC, D. (2008): Mal de Escuela. Barcelona: Literatura Mondadori.

SORIANO, E. (Coord.). (2007): Principio del formulario. Título: Educación para la convivencia intercultural Madrid: La Muralla.

ZUFIAURRE, B. & CARR, W (1996): Comprensividad, desarrollo productivo y justicia social. Barcelona: Icaria

ZUFIAURRE, B.  (2007). ¿Se puede cambiar la educación sin contar con el profesorado?: Reflexiones sobre treinta y seis años de cambios en España, 1970-2006. Barcelona: Octaedro, 2007.

ZUFIAURRE, B. (2000): Evaluación escolar y coparticipación educativa: responsabilidad social y democrática: padres, madres, maestros, maestras, alumnas y alumnos, sociedad: la complejidad de la vida escolar . Valencia: Nau Llibres, 2000.

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Location

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

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