The "Social and Culture Dinamizatyon" lesson is a lesson from the 6 credits of the fifth module of the Degree in Social Education.

It is a third-level lesson and therefore a stimulating subject of social educators. It focuses on driving and leadership keys. Lessons are deepened in the knowledge, development and skills development of social agents that are working in community action. In this way, all this knowledge is applied to the dynamization plans, participation in the promotion, the creation of collaborative networks and community organization. Always, with a vision of globalized reality and a more united one.

The contents will be coordinated horizontally with work module 5, and vertically with human rights, social policies, education policies and communication and education (module 2).

Competence 1. To use the necessary social skills for the development of collaboration, in order to promote social participation and community development, based on ethical keys and respect for the professional code of ethics, taking into account the gender perspective and professional responsibility (5C3).



Learning outcomes:

- Knowing strategies to foster collaborative work.

- To develop collaborative conflict resolution dynamics.

- To analyse and apply strategies of dynamisation at community level.

- Knowing the applicability of ethics and the code of ethics in professional practice.

- Analyse and apply the gender perspective in the interventions in practice and in the interventions generated.



Competence 2.-To be able to orally express ideas, arguments, problems and solutions on socio-educational issues, taking into account didactic resources (5C5).



Learning outcomes:

- Develop links between ideas and topics.

- Present arguments on proposed topics.

- Create and communicate solutions to the cases and problems dealt with.



Competence 3.- To be able to write working papers on different contexts and adapted to different readers respecting formal criteria (5C6).



Learning outcomes

- To elaborate argued written reports, using the established formal criteria.

- To search for data (scientific, legislative, fieldwork) in appropriate sources and select the information for analysis.





Competence 4.- To show willingness to continuous training in order to contribute to the improvement of socio-educational intervention and labour development (5C7).



Learning outcomes:

- To know the professional field of Social Education.

- Develop an innovative approach to Social Education and incorporate it into the proposed tasks.

- To analyse the holistic approach to social education in the proposed cases.



Competence 5.- To show a responsible and ethical attitude in working groups, deepening the potentiality of the same group, focusing on the difficulties and solutions (5C8).



Learning outcomes:

- Show ability to justify one's own arguments and ideas in an environment of mutual respect.

- Develop communication skills to interact and share with other people.

- Solve difficulties that arise in the group in a cooperative way.

- Be able to organise oneself in a group and manage time.

Conceptual approach to social and cultural dynamization. This topic clarifies the concepts, knowledge and basic commitments related to the subject. Concepts: Dynamization, community development, community, participation, sociocultural animation, democracy, citizenship, commitment,

The practice of social and cultural dynamization In this topic we will tackle the social and cultural dynamization from a theoretical-practical perspective. Scopes, models, scenarios, agents and actions. Social processes and cultural creation- management.

The socio-cultural animation: Areas of intervention and process. In this topic, we approach sociocultural animation based on case studies. The process of sociocultural animation. Research in sociocultural animation.

Good practices for social and cultural dynamization: Social projects and cultural creation In this topic we will work on experiences and practical projects to carry out with a community (from the community perspective: social change, shared management, transformational practices, multi- intercultural, intergenerational society, egalitarian societies, space W3?). Functions of educators and social educators in community dynamization and development. It is intended to reflect on the democratic leadership that a social educator or educator must develop and its implications: accompaniment, dynamism of the groups, citizen participation that makes history.

We will try that our subject is considered as a work seminar in which each team dynamises both it is action and the collective work that we will have to coordinate.

It will be a theoretical-practical seminar that by means of readings, of dialogues in group, of confrontation with our practices we learn the competences.



The exercises, practices, videos, teacher's exhibitions, student's exhibitions... necessary for the acquisition of the subject's competences will be worked on through eGela and will be available on eGela if the situation requires it.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 25
  • Realization of Practical Work (exercises, cases or problems) (%): 10
  • Individual works (%): 25
  • Team projects (problem solving, project design)) (%): 25
  • AIM (Actividad interdisciplinar de módulo) (%): 15

Evaluation is key in the learning process, so you have to focus on the continuous-formative work of the students. This work will be carried out from the activities that will be presented in class, of the cases or dynamics that are being worked on, as well as of the personal reflection that the students show about the professional aspects.

Evaluation clarifications

Due to the different center realities in which this subject is taught (different teaching modes, number of students per different groups, modular work of each center, culture, etc.), the evaluation system of this subject in each center is the next:

 School of Teaching of Bilbao

1. Continuous evaluation, for the students that normally attend the class and fulfills the tasks in charge. Completion of practices (Exercises, Cases or Problems) and Individual work: 35% on the final mark ; Written exam to develop: 25% on the final grade.

Group work: 25% on the final grade

Interdisciplinary module activity: 15% on the final grade

In order to be able to opt for the continuous assessment, students must complete 75% attendance and participation in the classes.

The students that are subject to continuous evaluation and want to renounce the call must notify their intention to the professors before 2/3 of the time that lasts the subject (10 weeks).



2. For the students that have recognized their right to a final test and for which they do not meet the attendance requirements of the continuous assessment, examination,

 Written exam plus a practical test

Faculty of Education, Philosophy and Anthropology.

1. Continuous evaluation, for the students that normally attend the class and fulfills the tasks in charge.  Completion of practices (Exercises, Cases or Problems) and Individual work: 30% on the final mark  Group work: 45% on the final grade

 Interdisciplinary module activity: 25% on the final grade.





2. For the students that have recognized their right to a final test and for which they do not meet the attendance requirements of the continuous assessment, examination,

; Written exam plus a practical test.



In the case of continuous evaluation, if the weight of the final test is greater than

40% of the qualification of the subject, it will be enough to not submit to said final test so that the final grade of the subject is not presented. Otherwise, if the weight of the final test is equal to or less than 40% of the grade of the subject, students may waive the call in a period that, at least, will be up to one month before the end date of the teaching period of the corresponding subject. This waiver must be submitted in writing to the faculty responsible for the subject.

LAST EVALUATION (100%)

DOES THE STUDENT DO NOT HAVE A LICENSE OR A CUSTOMER CALL FOR YOU:

The note passed to a student from a regular call notice will be saved, and only parts that are suspended or delivered.

The same percentages used in the ordinary call will be applied to the aforementioned works.

Students who refuse to give their regular notice to the student must complete the final proof (70%) or practical work (30%).

It will be essential to overcome the course to pass all the parts considered in the assessment. o EVALUATION CRITERIA:

Delivery of works within a period of time and compliance with criteria (capacity 5)

Use the written language appropriately (without spelling errors) and use the well-adapted terminology discipline. (Capacity 3)

Provide meaningful information; arguing and explaining ideas. (Capacity 2 and 3) Participate in classroom activities and participate in classroom activities. (Capacity 4)

Integrating key ethics, gender perspective and social responsibility keys into work content. (Capacity 1) Carry out a group and individual reflection on the process followed, the acquired learning, and the difficulties encountered. From Social Education point of view, explaining the contribution of the final product.

BAUMAN, Z. (2000). Liquid Modernity. Malden. Polity Press.

MILANOVIC. B. (2016). Global Inequality: A new aproach for the age of globalization. London. Harvard University.

Basic bibliography

- ANDER-EGG,E. (1990) Repensando la Investigación- Acción- Participativa. Comentarios, críticas, sugerencias. Servicio Central de Publicaciones del Gobierno Vasco, Vitoria.

- ALGUACIL, J. (2003). Ciudadanía, ciudadanos y democracia participativa. Madrid: Fundación César Manrique.

- BALLENATO, G. (2005). Trabajo en equipo: Dinámica y participación en los grupos. Madrid: Pirámide.

- DUMAS,B.; SÉGUIER,M. (1997) Construire des actions collectives. Développer les solidarités. CS, Lyon.

- MARCHIONI, M. (2001). Comunidad y cambio social: Teoría y praxis de la acción comunitaria. Madrid: Popular.

In-depth bibliography

Basic bibliography
- BAUMAN, S. (2000). Liquid Modernity. Oxford: Polity Press.



-MILANOVICH, B. (2016). Global Inequality: A Newe Approach for the Age of Globalization. Cambridge. Harvard University Press.


Detailed bibliography
- KREUGER, R. & King, J. A. (1997). Involving Community Members in Focus Group; focus Group Kit 5. California: SAGE Publications.

Journals

- Revista iberoamericana de educación. http://www.rieoei.org
- Revista de Educación http://www.ince.mec.es/revedu/
- Revista de Educación Social http://www.eduso.net/res/
- Revista iberoamericana de Animación sociocultural http://www.rianimacion.org/
- Revista Global para ciudadanos del mundo http://www.otromundoesposible.net/

Web addresses

www.partehartuz.org
http://dialnet.unirioja.es
http://www.peretarres.org
www.fundacionede.org.
http://www.eduso.net/