Universitat Internacional de Catalunya
Anthropology
Anthropology
2
14093
1
Second semester
OB
Main language of instruction: Catalan
Other languages of instruction: English, Spanish
Other languages of instruction: English, Spanish
Teaching staff
Introduction
This subject provides an approach to the characteristics of secondary education students and the school environment. It analyzes adolescent development from cognitive, psychological, and social perspectives. The objective is to achieve a well-founded, realistic view centered on the educational relationship. It understands education as a creative task and equips future secondary school teachers to create value in the real classroom context.
Pre-course requirements
The subject aims to introduce future high school teachers to the meaning and scope of the educational task. It is expected that future teachers understand the educational relationship as a human relationship and that they are trained to apply appropriate pedagogical intervention in the diversity of situations that arise in the high school classroom. It requires a reflective capacity on the meaning and practice of teaching.
Objectives
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Understand the educational task as an asymmetric relationship between individuals.
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Develop the capacity for pedagogical reflection based on real situations.
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Approach the cognitive, psychological, and social development of adolescents.
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Understand that teaching processes require tact: interpretative intelligence, practical moral intuition, sensitivity, and a receptive attitude towards the subjectivity of students.
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Deepen in the experience of other teachers.
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Learn to create value from the educational situations that arise in the classroom.
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Develop skills to solve problems in classroom management.
Competences/Learning outcomes of the degree programme
- CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
- CE01 - Identify the characteristics of students, their social contexts and motivations; understand the development of the personality of these students and the possible dysfunctions that affect learning
- CE02 - Distinguish the mechanisms for detecting and attending to the educational needs of students
- CE03 - Plan the resolution of educational situations that affect students with different abilities and different learning rates; develop proposals based on the acquisition of intellectual and emotional skills and abilities
- CE05 - Analyze the historical characteristics of the teaching profession, its current situation, perspectives and interrelation with the social reality of each era
- CE06 - Apply resources and information strategies, tutoring and academic and professional orientation; promoting actions of emotional education and education in values
- CE07 - Relate education with the social environment, understanding the educational function of the family and the community, both in the acquisition of skills and learning and in education in respect of rights and freedoms, in equal rights and opportunities between men and women. women and equal treatment and non-discrimination of people with disabilities
- CE09 - Identify the constitutive elements of human nature and the centrality of the person to understand and carry out a comprehensive education
- CE16 - Carry out academic writings using a rigorous methodology and establishing the parameters of adequate critical interpretation for the transmission of ideas in an efficient way with sufficient evidence to corroborate the hypotheses stated following the academic conventions
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
- CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Learning outcomes of the subject
- Describe the various dimensions of human life and the relationships established among them to address comprehensive education.
- Recognize the features of cognitive, psychological, and social development in adolescents.
- Perform pedagogical reflection based on real educational situations.
- Demonstrate interpretative intelligence, practical moral intuition, sensitivity, and receptive attitude towards students' subjectivity in classroom management and student mentoring.
- Delve into the vulnerability, authority, trust, and communication involved in education as an asymmetric helping relationship.
- Develop skills to create value in real classroom educational situations.
- Demonstrate the ability to make decisions and solve problems in classroom management
Syllabus
BLOCK 1. FOUNDATIONS
Topic 1. Anthropology fundamentals
Topic 2. Psychological foundations: the cognitive, psychological, and social development of adolescents
Topic 3. Ethical foundations: deontology
BLOCK 2. EDUCATIONAL INTERVENTION
Topic 4. Psychopedagogical counseling: educational situation and relationship
Topic 5. Classroom management
Teaching and learning activities
Online
1. Teaching Methodology The course is conducted entirely online through synchronous sessions. The pedagogical model promotes experiential learning, critical reflection, and collaborative work, linking the foundations of philosophical anthropology with real educational practice, without requiring mandatory theoretical readings. Throughout the course, students will analyze school reality, conduct field research, and build shared knowledge through the following academic activities:
- Online classes (synchronous): Live virtual sessions dedicated to case discussions, problem-solving, and project development. Active participation is required in two thematic discussion forums within the virtual classroom, based on the observation of educational realities.
- Directed work: Design and development of two group activities (Group work) focused on the anthropological analysis of a school context and the subsequent elaboration of a pedagogical intervention proposal.
- Autonomous student work: Personal reflection and completion of two brief monitoring and self-regulation questionnaires to consolidate critical learning of the subject matter.
- Active and continuous participation (10%): Evaluated through mandatory interaction in the two virtual discussion forums.
- Applied work (50%): Graded through the teamwork development of the applied anthropology project (divided into two deliverable activities worth 25% each).
- Final evaluation and consolidation (40%): Divided between the Synchronous final presentation (30%) of the project and the individual completion of two brief reflection questionnaires (10%) (5% each questionnaire).
| First | Discussion Forum 1: The educational relationship in Secondary Education through its protagonists (interview with a teacher) | CB7, CB8, CB9 | CE1, CE2, CE16 | |
| Second | Discussion Forum 2: Critical analysis of human dilemmas in today's schools | CB7, CB8, CB9 | CE1, CE2, CE16 | |
| Third | Group Activity 1: Diagnosis of human reality in the educational center | CB6, CB8, CB9 | CG2, CG16 | CE1, CE2 |
| Fourth | Group Activity 2: Report on evidence-based pedagogical action | CB6, CB8, CB9 | CG2, CG16 | CE1, CE2 |
| Fifth | Monitoring and reflection questionnaire 1 | CB8, CB9 | CE1, CE16 | |
| Sixth | Final monitoring and reflection questionnaire | CB8, CB9 | CE1, CE16 |
Evaluation systems and criteria
Online
| Interview and forum | CB7, CB8, CB9 | CE1, CE2, CE16 | |
| Case | CB6, CB8, CB9 | CG2, CG16 | CE1, CE2 |
| Portfolio | CB8, CB9 | CE1, CE16 |
Furthermore, the evaluation percentages related to each activity are:
| Attendance and participation in class | 10% |
| Interview and participation in the forum | 30% |
| Development of a case | 20% |
| Portfolio | 40% |