| Study programme competencies |
| Code | Study programme competences |
| A1 | Marco normativo regulador das relacións laborais. |
| A2 | Marco normativo regulador da Seguridade Social e da protección social complementaria. |
| A3 | Saúde laboral e prevención de riscos laborais. |
| A12 | Historia das relacións laborais. |
| A13 | Transmitir e comunicarse por escrito e oralmente usando a terminoloxía e as técnicas adecuadas. |
| B2 | Capacidade de análise e síntese. |
| B8 | Razoamento crítico. |
| B9 | Traballo en equipos. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C8 | Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Regulatory policy framework das Laborais Relacións | A1 |
||
| Social policy and regulatory framework gives Seguridade and gives additional social protection | A2 |
||
| Occupational health and risk prevention | A3 |
||
| History of labour relations | A12 |
||
| Transmit and communicate orally and in writing using the terminology and the proper techniques | A13 |
||
| Capacity for analysis and synthesis | B2 |
||
| critical Thinking | B8 |
||
| Working in teams | B9 |
||
| Develop for the exercise of citizenship open, educated, critical, committed, democratic and caring, able to analyze reality, diagnose problems, formulate and implement solutions based on knowledge and oriented to the common good | C4 |
||
| Critically assess the knowledge, technology and information available to solve the problems they face with | C6 |
||
| Appreciate the importance of research, innovation and technological development in economic and cultural progress of societ | C8 |
||
| Contents |
| Topic | Sub-topic |
| Theme 1: a social labour history | A concept and method Consideración Social work through History |
| Theme 2: The work in pre-industrial societies |
The work in the ancient world The organization of work in medieval society: slavery and guilds The work in modern society: capitalism early trade, the manufactures and the "domestic system" |
| Theme 3:The organization of labor from the industrial revolution | The industrial revolution and its social consequences Concept of social class Features of class society The social changes of Contemporary Spain |
| Theme 4: The beginnings of the labor movement in Spain | An incipient industrialization The first conflict The repercussions of the International The rise of the socialist group The last years of the nineteenth century |
| Theme 5: The work in the twentieth century Spain | The twentieth century: the Spain of contrasts The tragic week and Bolshevik triennium The occupational outlook during the dictatorship of Primo de Rivera Changes work of the Second Republic The Civil War and the world of work |
| Theme 6: Working relationships during Franquismo | The Labor Regulations, Social Welfare and Mutualismo labor during the autarkic The union system The economic liberalization: the stabilization plan and reform of the legal and political status: The law of contracts of employment and the basic Social Security |
| Theme 7: The labor movement in Galicia | The early nineteenth century The consolidation of the twentieth century The creation of the first nationalistic unions |
| Theme 8: The work at the present time | The democratic transition in Spain: The new system of labor relations and social security Social transformations, new technologies and the new organization of work Crisis and economic globalization: the new challenges The labor reforms in Spain and Europe |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Document analysis | A1 A2 A3 A12 A13 B2 B8 B9 C4 | 15 | 10 | 25 |
| Workbook | A1 A2 A3 A12 A13 B2 B8 B9 C4 C8 | 10 | 20 | 30 |
| Workshop | A12 A13 A14 A18 A19 A32 A33 B2 B4 B8 B9 C1 C3 C4 C6 C8 | 10 | 10 | 20 |
| Oral presentation | A12 A13 B2 B8 B9 C4 C6 C8 | 15 | 15 | 30 |
| ICT practicals | A1 A2 A12 A13 B2 B8 B9 C4 C6 C8 | 5 | 10 | 15 |
| Introductory activities | A5 A12 A13 A14 A19 A32 A33 B2 B4 B8 B9 C1 C3 C4 C6 C8 | 1 | 0 | 1 |
| Long answer / essay questions | A1 A2 A3 A12 A13 B2 B8 C4 | 5 | 10 | 15 |
| Guest lecture / keynote speech | A1 A2 A12 A13 B2 B8 C4 C6 C8 | 12 | 0 | 12 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Document analysis | To facilitate understanding of the students, it will be discussed in class interpretation, meaning of texts and documentary selected material |
| Workbook | It will be discussed in small groups with students, the content of recommended readings for easy assimilation |
| Workshop | Students presented and discussed in team selected for study in depth topics. then they perform a presentanción and exhibited in the classroom |
| Oral presentation | Presentation in class group work or individual chosen, using a presentation |
| ICT practicals | In the computer lab work conducted search of information sources, data interpretation, etc |
| Introductory activities | Exposure to the students of the course syllabus, proposed work, evaluation criteria. Students begin to choose as the subject of his first traballo |
| Long answer / essay questions | Test that seeks to respond in writing to questions from some length assessing the expected response, combined with the ability of reasoning (argue, to relate, etc.), creativity and critical thinking is provided. It is used for diagnostic, formative and summative evaluation. It allows to measure the skills that can not be evaluated by objective evidence such as the ability of criticism, synthesis, comparison, editorial and originality of the student; so it involves a broad and deep study of the contents, without losing sight of the set of ideas and relationships |
| Guest lecture / keynote speech | Oral presentation supplemented with the use of audiovisuais media and the introduction of some questions to the students, in order to impart knowledge and facilitate learning |
| Personalized attention |
|
|
| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Document analysis | A1 A2 A3 A12 A13 B2 B8 B9 C4 | To facilitate the understanding of the students in the class discussed the interpretation and meaning of the texts and other documentary material selected, therefore, assessed the student's attendance | 15 |
| Workbook | A1 A2 A3 A12 A13 B2 B8 B9 C4 C8 | Discuss in small groups with students, the content of the readings recommended to facilitate their assimilatio | 15 |
| Workshop | A12 A13 A14 A18 A19 A32 A33 B2 B4 B8 B9 C1 C3 C4 C6 C8 | Students, either individually or in groups (maximum 3 students) choose a theme (after wake with the teacher) for his in-depth study. Its presentation in the classroom is mandatory |
20 |
| Oral presentation | A12 A13 B2 B8 B9 C4 C6 C8 | The work must be exposed in the classroom using presentations and should intervene every dogrupo members | 20 |
| ICT practicals | A1 A2 A12 A13 B2 B8 B9 C4 C6 C8 | Exercises class, presentations, information search, data interpretation, etc. | 10 |
| Long answer / essay questions | A1 A2 A3 A12 A13 B2 B8 C4 | Test in which seeks to respond in writing to questions from valuing certain range that supplied expected response, combined with the ability of reasoning (argue, to relate, etc.), creativity and critical thinking. It is used for diagnostic evaluation, formative and summative. It allows to measure the skills that can not be assessed with objective evidence as the ability to review, synthesis, comparison, editorial and originality of the student; by involving a broad and deep study of the contents, without losing sight of the set of ideas and their relationships | 20 |
| Assessment comments | |||
|
There are two ways to pass the subject: Option 1: The sum of the degrees in the following sections should be more than 5 points. - Class work, analysis of texts, documents, graphics, etc., that are made in class (maximum 2 points) - Course work: in the subject. The theme and structure of it was previously agreed with the teacher and are required to classroom presentation. (Maximum 2 points) - Test: examination on the subject knowledge along with the commentary of historical documents. (Maximum 6 points) Option 2:For students with academic waiver. The scores awarded in the following sections should exceed 5 points - The examination of the subject. It will consist of two questions to choose between three proposals, one of which can be handy. (A maximum of 8 points) - Course work: in the subject. The theme and the same structure will be agreed in advance with the teacher. (Up to 1 point and 1 point for presentation in class) |
|||
| Sources of information |
| Basic |
González Muñiz, M.A. (1975). Aproximación a la Historia Social del Trabajo. Madrid, Jucar
Villares R. y Bahamonde, A. (2001). El mundo contemporáneo. Siglos XIX y XX. Madrid: Taurus
Castillo, S. (Coord.) (1996). El trabajo a través de la historia. Madrid: Asociación Historia Social
Espina,A.,Fina LL. y Sáez,F. (1985). Estudios de Economía del trabajo en España. Salarios y política de rentas. Madrid: M.T.S.S
De Juana, J. y Prada, J. (eds) (2005). Historia Contemporánea de Galicia. Barcelona:Ariel
Tuñón de Lara, M. (1972). Historia de España, Tomo XXIII, textos y documentos. Barcelona:Labor
Barreiro Fernández, XR. (1981). Historia de Galicia (Edad Contemporánea). Vigo: Galaxia
Hobsbawm, E. (2001). Historia del siglo XX, 1914-1991. Barcelona: Crítica
Carreras A. y Tafunell,X. (2010). Historia Económica de la España Contemporánea 1789-2009. Barcelona:Crítica
Arenas Posadas, C. (2003). Historia Económica del Trabajo . Madrid:Tecnos
Jaccard,P. (1971). Historia Social del Trabajo de la antigüedad hasta nuestros días. Barcelona:Plaza y Janés
Vilar Rodríguez, M (2010). La cobertura social al marqen del Estado: asociacionismo obrero y sociedades mutuas en Galicia 1839-1935. La Rioja: Dialnet
Aizpiru,M. y Rivera,A. (1994). Manual de Historia Social del Trabajo. Madrid:Siglo XXI
Galán García,A.,Gómez Urdañez, G. e Moreno Fernández, J.R. (2003). Materiales para la historia de las Relaciones Laborales. Madrid: Tecnos
Sarasúa, C. (2006). Trabajo y trabajadores en la España del siglo XIX. Barcelona:Ariel |
|
|
|
| Complementary |
Termes, J. (1972). Anarquismo y sindicalismo en España. Barcelona, Ariel
Ashford, D.E. (1989). De la aparición de los Estados del Bienestar. Madrid, Ministerio de Trabajo y Seguridad Social
Giner, S. (2002). Historia del Pensamiento Social. Barcelona: Ariel
Carro Igelmo,A.J. (1982). Historia social del Trabajo . Barcelona, Bosch
López Morán, B. y Barreiro Fernández, X.R (2013). La Asociación General Patronal de A Coruña y la Conflictividad Obrera en la Segunda República (1931-1936. A Coruña: Librería Arenas
Pardo Bazán, E. (1975). La Tribuna. Madrid, Cátedra
Sánchez Jiménez, J. (1992). Las claves del movimiento obrero 1830-1930. Barcelona, Planeta
Arenas, C.; Florencio, A. y Martínez, J.L. (1998). Mercado y Organización del Trabajo en España. Sevilla, Atril
V.V.A.A. (1990). O movemento obreiro en Galicia. Vigo, Xerais |
|
|
| Recommendations | |
| Subjects that it is recommended to have taken before | |
|
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |