Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
CE1 - Determinar as dimensións e categorías axeitadas para o diagnóstico e a análise científica das situacións de exclusión social. |
A2 |
CE2 - Interpretar os feitos e as políticas sociais desde os distintos paradigmas teóricos vixentes na análise da exclusión. |
A3 |
CE3 - Deseñar e desenvolver procesos de observación e documentación para o estudo das políticas e os sistemas de benestar social. |
A4 |
CE4 - Recompilar e interpretar a información suficiente para chegar a diagnósticos fiables sobre os riscos de exclusión e os factores de vulnerabilidade social. |
A5 |
CE5 - Interpretar as situacións e os procesos de marxinación social e económica de colectivos desde unha perspectiva histórica e macroestrutural. |
A6 |
CE6 - Avaliar a capacidade e eficacia das medidas de intervención para corrixir ou previr situacións e procesos de exclusión social. |
A7 |
CE7 - Identificar e valorar a posibilidade de intervención e prevención en procesos de conflitividade social. |
A8 |
CE8 - Identificar procesos e factores de cohesión social, e deseñar medidas para a súa potenciación. |
A10 |
CEM2 - Dominar as principais ferramentas conceptuais e técnicas que permiten definir un colectivo e unha problemática migratoria como obxecto de estudo e análise. |
A11 |
CEM3 - Demostrar un coñecemento avanzado e crítico sobre as teorías e os debates académicos actuais de maior relevancia sobre as dinámicas migratorias e os procesos de integración dos colectivos migrantes. |
A14 |
CEM6 - Actuar como profesional competente e cualificado/a no ámbito da análise das migracións internacionais e do traballo con colectivos migrantes. |
A15 |
CEG1 - Demostrar coñecementos avanzados sobre a evolución histórica da discriminación das mulleres e dos marcos ideolóxicos e teóricos que xustifican e confrontan as desigualdades de xénero. |
A16 |
CEG2 - Dominar as ferramentas conceptuais e metodolóxicas para identificar e analizar os mecanismos de exclusión e a vulnerabilidade vinculados ás áncoras patriarcais do sistema social. |
A17 |
CEG3 - Aplicar a perspectiva de xénero como enfoque epistemolóxico e metodoloxía de investigación e de intervención sobre a realidade social. |
A18 |
CEG4 - Examinar contextos e situacións de violencia e discriminación de xénero e sexual desde unha perspectiva teórica complexa e comprometida. |
A19 |
CEG5 - Explicar os principios básicos que orientan os distintos tipos de políticas de igualdade desenvolvidos e as claves para avaliar a súa eficacia. |
A20 |
CEG6 - Actuar como profesional competente e cualificado/a no ámbito do diagnóstico, o desenvolvemento e a xestión de políticas de igualdade de xénero. |
A21 |
CEE1 - Explicar os procesos de exclusión vinculados ás transformacións da estrutura familiar e por idades das sociedades. |
A22 |
CEE2 - Manexar ferramentas conceptuais e metodolóxicas para a análise da vulnerabilidade asociada a formas de convivencia e a determinados grupos de idade. |
A23 |
CEE3 - Identificar as dinámicas interxeracionais, biolóxicas e socioeconómicas que xeran situacións de exclusión. |
A26 |
CEE6 - Actuar como profesional competente e cualificado/a no ámbito do deseño, a xestión e a avaliación de políticas de intervención dirixidas á conciliación familiar e ás necesidades dos maiores. |
B1 |
CB1 - Demostrar coñecementos avanzados, de carácter multidisciplinar, para a investigación e o exercicio profesional no ámbito da exclusión social. |
B2 |
CB2 - Aplicar e integrar os coñecementos a contornos e problemas emerxentes e indefinidos, na práctica investigadora e profesional. |
B3 |
CB3 - Seleccionar o marco científico adecuado para avaliar as evidencias dispoñibles e postular hipóteses razoadas sobre a avaliación previsible dos feitos sociais estudados. |
B4 |
CB4 - Identificar os dilemas éticos e a responsabilidade social tras os retos formulados na práctica profesional e investigadora. |
B5 |
CB5 - Comunicar con claridade os coñecementos e problemas científicos sobre os que se traballa tanto a un público non experto como de especialistas. |
B6 |
CB6 - Posuír e comprender coñecementos que proporcionen unha base ou oportunidade para ser orixinais no desenvolvemento e/ou a aplicación de ideas, a miúdo nun contexto de investigación. |
B7 |
CB7 - Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo. |
B8 |
CB8 - Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e xuízos. |
B9 |
CB9 - Que os estudantes saiban comunicar as súas conclusións e os coñecementos e razóns últimas que as sustentan a públicos especializados e non especializados dun modo claro e sen ambigüidades. |
B11 |
CB11 - Participar en proxectos de investigación e colaboracións científicas no ámbito da exclusión social, en contextos interdisciplinares e de transferencia de coñecementos. |
B12 |
CB12 - Manter responsabilidade e compromiso co desenvolvemento profesional continuo de forma autónoma. |
B13 |
CX1 - Comprender e integrar coñecementos complexos para traducilos en propostas de investigación e programas de intervención en contextos sociais problemáticos. |
B14 |
CX2 - Realizar unha análise crítica da realidade social e do desenvolvemento profesional vinculada aos feitos sociais sobre os que se traballa. |
B15 |
CX3 - Deseñar, aplicar e avaliar proxectos de investigación en ciencias sociais relacionados cos procesos e as situacións de exclusión social. |
B18 |
CX6 - Valorar a adecuación das distintas ferramentas teóricas, metodolóxicas e técnicas ás preguntas e os obxectivos específicos formulados sobre a realidade social e as políticas sociais. |
B22 |
CX10 - Recoñecer e valorar os xuízos de valor e as evidencias nos argumentos que sosteñen as descricións e políticas sobre a realidade social. |
C1 |
CT1 - Adequate oral and written expression in the official languages. |
C3 |
CT3 - Using ICT in working contexts and lifelong learning. |
C5 |
CT5 - Understanding the importance of entrepreneurial culture and the useful means for enterprising people. |
C7 |
CT7 - Developing the ability to work in interdisciplinary and transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Reflect about the current situation of the women splitting of the knowledge of his historical memory, as well as of the difficulties and challenges to which confront loaning special attention to those that present a greater risk of social exclusion |
AC2 AC5 AC15 AC19 AC23
|
BC7 BC8 BC9 BC11 BC12 BC14 BC22
|
CC1 CC3 CC5 CC7
|
Reflect about the suitability and validity of the constructo gender, of his transmission through the
process of socialisation as well as of his incidence in the creation of the stereotypes of gender, in the construction of the identity of gender and in the attribution of roles and social status. |
AC6 AC7 AC8 AC11 AC14 AC17 AC18 AC21
|
BC1 BC2 BC3 BC4 BC5 BC13 BC18
|
CC1 CC3 CC5 CC7
|
Car-diagnose the situation of game of the women, valuing the objective and subjective factors that inciden in the insertion and the professional and occupational development and in the improvement of the quality of life |
AC1 AC3 AC4 AC10 AC16 AC17 AC20 AC22 AC26
|
BC1 BC6 BC15
|
CC1 CC3 CC5 CC7
|
Contents |
Topic |
Sub-topic |
Subject 3.- Neoliberalismo And Pedagogy patriarcal |
3.1. Neoliberalimo
3.2. Mercantilización Of the education |
Subject 2.- Access of the women to the professions |
2.1. The profession of teacher: opportunities and resistances
2.2. The first catedrática of the Spanish university: Emilia Pardo Bazán
2.3. The woman writer |
Subject 1.-Access of the women to the educational system |
1.1 Exclusion, dependency and autonomy.
1.2. Literacy and escolarización primary.
1.3. Secondary and upper teaching.
The UDC how example |
Subject 4.- Coerción Consent and coeducation |
4.1. Effects of the patriarcado in the educational system.
4.2. Feminism and coeducation.
4.3. Strategies for diseñar projects of coeducation. |
Subject 5.- Professional orientation with perspective of gender |
5.1 Barriers of gender in the takes of academic decisions and professionals and in the labour insertion
5.2 Aims, characteristic and pautas stop the intervention
5.3 Programs and experiences in the school and labour field |
Subject 6.-Good practices of the equality in the educational and labour field |
6.1. Good practices coeducativas in orientation. Indicators, tools for its detection and Examples
6.2.entrepreneurship for women in Spain
6.3. The positive actions to mainstreaming gender in projects of labor insertion |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Document analysis |
A2 A4 B22 C5 |
2 |
15 |
17 |
Directed discussion |
A5 A8 A11 A14 A15 A18 A19 A23 B4 B5 B6 B7 B8 B9 B13 B14 B22 C1 C3 C5 |
10 |
20 |
30 |
Guest lecture / keynote speech |
A2 A4 A11 A15 A18 A19 A21 B1 B4 B14 C1 C3 C5 |
10 |
25 |
35 |
Student portfolio |
A26 A23 A22 A21 A20 A19 A18 A17 A16 A15 A14 A11 A10 A8 A7 A6 A5 A4 A3 A2 A1 B1 B2 B3 B4 B5 B6 B7 B8 B9 B11 B12 B13 B14 B15 B18 B22 C1 C3 C5 C7 |
10 |
28 |
38 |
Introductory activities |
A3 A4 A7 A8 A11 A15 A18 A19 A23 B1 B2 B3 B4 B5 B7 B8 B9 B13 B14 C1 C3 C5 C7 |
10 |
10 |
20 |
|
Personalized attention |
|
10 |
0 |
10 |
|
(*)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 |
The object of the documentary analysis is the educational and vocational guidance programmes and actions aimed at different groups and contexts. |
Directed discussion |
After reading and analysing a current scientific text, a discussion will be held on the different argumentative perspectives. This methodology will only be used by on-site students. |
Guest lecture / keynote speech |
The master class will be used for the presentation of some of the contents. Previously, in order to make it easier to follow, a power point presentation will be provided through the Virtual Campus. If the classes, due to the sanitary crisis, are virtual, these presentations will be exposed in the Virtual Campus and with power point with recorded voice.
This methodology is only for face-to-face students.
|
Student portfolio |
On-site, off-site and online students must submit the portfolio in which they must collect the activities proposed by the teaching staff of the subject. The portfolio will be delivered through the Virtual Campus and on the dates specified for the first or second opportunity.
Non-attendance and ONLINE students should contact the heads of each module. |
Introductory activities |
The initial activities help to identify the students' prior knowledge of the topics addressed and the areas of co-educational intervention of interest to them. Only for face-to-face students. |
Personalized attention |
Methodologies
|
Document analysis |
Introductory activities |
Directed discussion |
Student portfolio |
|
Description |
In the personalised attention, the teachers will resolve any doubts the students may have about the different topics to be worked on in the subject. During these sessions, students' work will be monitored, supervising and guiding more directly the process to be followed in each of the activities carried out.
This personalised attention will take place in the teacher's office during the tutoring timetable (due to the health crisis situation, it can be by Teams if the teacher considers it necessary). This timetable is posted on the Virtual Campus
PERSONALISED ATTENTION WILL BE CARRIED OUT VIS A VIS BETWEEN STUDENT AND TEACHER. THIS ATTENTION MUST BE INDIVIDUAL (IN ORDER TO COMPLY WITH THE RECOMMENDATIONS ORIGINATED BY COVID-19, it can also be via Teams). THEY CAN BE IN GROUPS BUT THROUGH TEAMS (these for face-to-face student body)
IN ORDER TO BE ABLE TO ORGANISE THIS ATTENTION. STUDENTS MUST FIRST COMMUNICATE WITH THE TEACHER VIA EMAIL (IN THAT EMAIL THE STUDENT WILL REQUEST INDIVIDUAL OR GROUP TUTORING). REMEMBER THAT THE TEACHER IS THE ONE WHO WILL SET THE SCHEDULE FOR THAT TUTORIAL. IF THE STUDENT
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Student portfolio |
A26 A23 A22 A21 A20 A19 A18 A17 A16 A15 A14 A11 A10 A8 A7 A6 A5 A4 A3 A2 A1 B1 B2 B3 B4 B5 B6 B7 B8 B9 B11 B12 B13 B14 B15 B18 B22 C1 C3 C5 C7 |
The portfolio includes the activities that will count for the evaluation and that will be proposed by the teaching staff of the subject at the beginning of each module. The non face-to-face students had submitted a portfolio agreed with the activities indicated by each lecturer who teaches each module (they should contact the same. A section and Virtual Campus will be enabled) and the online students will present a portfolio with the activities indicated by the teaching staff (a section will be enabled in the Virtual Campus). In order to pass the subject, all students must have passed all the activities of each module (if any module is failed, the portfolio will be failed, whether the student is on-site, online or off-site). The weighting in the final qualification of each module is as follows:
-15% o módulo I (tema 1 e 2)
-30% o módulo II (tema 3 e 4)
- 10% para o módulo III (tema 5)
-45% para o módulo IV (tema 6) |
100 |
|
Assessment comments |
In the evaluation of the subject (set out in the section of the teaching guide, called "Step 7: Evaluation") the following will be taken into account first of all: a) STUDENTS WHO ALWAYS ATTEND CLASSES (or students with academic dispensation) (on-site students) are considered to attend 80%, this is equivalent to not having more than 3 unexcused absences. Medical absences are excused (with a correctly covered receipt from a registered doctor) and absences due to work (with a correctly covered receipt in the work where it is justified that the student is working during class hours) or any other absence, always with the approved documentation. Class attendance will be counted by the teaching staff in person, only virtually through the Virtual Campus due to the health crisis. No more than two absences will be allowed in each of the modules. The evaluation of these students will only take into account the portfolio. Explanatory note: These students will remain face-to-face (in the same circumstances or lose this category) if, due to the health crisis, the classes are virtual. For the link, the teaching staff will set up the group in teams and they will have classes in the same timetable that was approved by the faculty board. The evaluation, in these circumstances (health crisis), will always be by portfolio. b) STUDENTS WHO DO NOT ALWAYS ATTEND CLASSES (non-attendance students) OR ONLINE STUDENTS are considered to be absent when they miss more than 80% of classes, i.e. they have more than three unexcused absences, or they have more than two absences in one of the parts of the subject (techniques for collecting and/or analysing information). Medical absences are excused (with a correctly covered excuse from a registered doctor) and absences due to work (with a correctly covered excuse in the work where it is justified that the student is working during class hours), although in no case will these excuses imply the possibility of carrying out the activities of the classes after the deadline. It can also be those students who choose to do so from the beginning of the course, as they opt for the online form when registering. These students will present a specific portfolio that will be explained in each module of the subject. At the beginning of the course, these students must contact individually with the lecturers responsible for each module. VERY IMPORTANT NOTE The principle of democratic debate will be upheld in the classes, listening to and respecting all the different opinions on the subjects dealt with, both from the teaching staff and the students.
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Sources of information |
Basic
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Gabriel, N. de (2014). "The entrance of women into the teaching profession in Spain (1855-1940)",. History of Education 43(3), 334-354.
TORRES, J. (2009). "The Trojan Horse of curricular contents". in Michael APPLE and Luis Armando GANDIN (Edit.). The routledge international handbook of critical e
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TOURAINE, A. (2006). El mundo de las mujeres.. Barcelona: Paidós
Harding, S. (1993). Rethinking standpoint epistemology: What is “strong objetivity?. In Feminist Epistemologies and Value, ed. L. Alcoff and E. Potter, 49-82. London: Routledge. Igles
Bom W. (2013). Abrirse paso. Orientación laboral y profesional para mujeres. Barcelona: El Roure Editorial
Álvarez, J. (2014). Acción tutorial y orientación: aceptación, compromiso, valores: una propuesta de estilo para la intervención de tutores y orientadores.. Bilbao: Desclée de Brouwer.
Miedzian, M. (1995). Chicos son, hombres serán. cómo romper los lazos entre masculinidad y violencia. Madrid: Horas y Horas.
Harding, S. (1996). Ciencia y feminismo. Madrid: Morata.
Sánchez A, e Iglesias, A. (2017). Coeducación: feminismo en acción. Atlánticas. Revista Internacional de Estudios Feministas
Nuñez, C., Carpintero, E., García, M., Serrano, S. y Ordóñez, X. (2011). Comprender la Orientación Educativa: manual de prácticas. Madrid: Catarata.
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APPLE, M (1996). Cultural politics and education. . New York: Teachers College Press.
Piussi, A. (1989). Educare nella differenza.. Turin: Rosenberg & Sellier
APPLE, M (2006). Educating the "right" way: Markets, standards, God, and inequality. 2nd edition.. New York: Routledge.
TORRES, J. (1998). El curriculum oculto. Madrid: Morata
Piussi, A. (2001). El sentido libre de la diferencia sexual.. Cuadernos De Pedagogía, 306, , 57-61.
Gabriel, N. de (2018). Emilia Pardo Bazán, las mujeres y la educación: el Congreso Pedagógico (1892) y la Cátedra de Literatura (1916. Historia y Memoria de la Educación, nº 8, 2018, 489-525.
Ballarín, Pilar e Iglesias, Ana ((2018).). Feminismo y educación. Recorrido de un camino común. Historia de la Educación. Revista interuniversitaria,37, 37-67
Acedo, G (2012). Formación y Orientación laboral. Madrid: Anaya Multimedia
Miranda Santana, C. (2003). Género y orientación sociolaboral. Una experiencia desde la interdesciplinariedad y la integración en el currículum. Universidad de Las Palmas de Gran Canaria
PARASKEVA & Jurjo TORRES, (edit) (2012). Globalism and power. Iberiam educational and curriculum policies. Peter Lang
Rodríguez, C. (2001). Investigaciones sobre las desigualdades de género en el sistema educativo. In Un Acercamiento . a Los Estudios De Género. A.A.V.V., 121-154.Valencia: Germania.
Mañeru, A (2001). La diferencia sexual en la educación. In Educar En Femenino y En Masculino. N. Blanco, 131-143. Madrid: Akal.
BOURDIEU, P. (2000). La dominación masculina. . Barcelona: Anagrama
Fernández Riquelme, S (2010). La Mediación social: itinerario histórico de la resolución de conflictos sociales. Contribuciones a las Ciencias Sociales. . Contribuciones a las Ciencias Sociales. Documento en línea:www.eumed.net/rev/cccss/07/sfr.htm
Cobos, A (2012). La orientación profesional y la búsqueda de empleo: experiencias innovadoras y técnicas de intervención que facilitan la inserción laboral.. Barcelona: Graó
Askew, S. and Ross, C. (1991). Los chicos no lloran. el sexismo en educación.. Buenos Aires: Paidós.
CONNELL, R. (2000). Male roles masculinities and violence: a culture of peace perspective.. París: Unesco
Botherton, F (2013). Manual de orientación. Badalona: Paidotribo
CONNELL, R. (1996). Masculinities.. Cambridge: Polity Press.
Cirillo, L. (2002). Mejor huérfanas. por una crítica feminista al pensamiento de la diferencia.. Barcelona: Anthropos
Varela, J., Parra, P. e Val Cubero, A. (2016). Memorias para hacer camino. Madrid: Morata.
Acker, J., Barry, K., and Essveld, J. (1983). Objectivity and truth: Problems in doing feminist research.. Women´s Studies, 6, no. 4: 423-435.
Santana, L. E (2013). Orientación profesional. Madrid: Síntesis
Rodríguez, Mª. L (2011). Orientación profesional no sexista: teoría y práctica.. Saarbrücken: Editorial Académica Española
Harding, S. (1993.). Rethinking standpoint epistemology: What is “strong objetivity?. In Feminist Epistemologies and Value, ed. L. Alcoff and E. Potter, 49-82. London: Routledge.
Fundación Mujeres (2007). Rompiendo esquemas. Programa de orientación académica y profesional.. Oviedo: Instituto Asturiano de la Mujer
Acker, S (1989). Teachers, gender and careers. London: Lewes Falmer,
Gabriel, N. de (2013). “A educacion das mulleres no século XIX: exclusión, dependencia e autonomía”. Sarmiento, 16, 7-35
Iglesias, A. e Ballarín, P. (2013). “El mito del ‘éxito’ escolar de las chicas”. Revista Sarmiento, Anuario Galego de Historia da Educación, 17, 67-82.
Gabriel, N. de (2018). “Schoolteachers, social control and profesional conflicto: government procedures brought against schoolteachers in Galicia (1859-1910)”, . History of Education, vol. 47, nº 4, 2018, pp. 466-487
McRobble, A (2010). “¿Las chicas arriba?. Las mujeres jóvenes y el contrato sexual posfeminista”. Debate Feminista, 21(41), 113-135.
Ballarín, Pilar ((2019)). ¿Por qué llamamos coeducación a la que no coeduca?. Rosa Cobo (ed.) La imaginación feminista. Debates y transformaciones disciplinares, pp. 165-200. Mad |
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Complementary
|
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Escámez, J et al (2008). Educación en la igualdad de género. Cien propuestas de acción. Valencia: Fundación de la Comunidad Valenciana. Recuperado de: http://www.inclusio.gva.es/documents/610706/162187124/Educaci%C3%B3n+igualdad+g%C3%A9nero/551ddf6c-2e7a-40ff-b3cb-d7c32420e12d (consultado: 10/07/2018) Instituto de la Mujer (2008). Guía de coeducación. Síntesis sobre la educación para la igualdad de oportunidades entre hombres y mujeres. Madrid: Ministerio de Igualdad Recuperado de http://www.inmujer.gob.es/observatorios/observIgualdad/estudiosInformes/docs/009-guia.pdf (consultado: 10/07/2018) López, Irene (2007). El enfoque de género en la intervención social. Madrid: Cruz Roja. Recuperado de http://www.cruzroja.es/pls/portal30/docs/PAGE/2006_3_IS/BIBLIOTECA/MANUAL%20DE%20G%C9NERO.PDF (consultado: 10/07/2018) Salas, Begoña (coord) (1997). Guía par ala elaboración del modelo coeducativo de centro. Vitoria: Instituto Vasco de la Mujer Recuperado de http://www.emakunde.euskadi.eus/contenidos/informacion/publicaciones_guias2/es_emakunde/adjuntos/guia.04.01.elaboracion.modelo.coeducativo.centro.cas.pdf (consultado: 10/07/2018) Xunta de Galicia (2016). I Plan de actuaciones para a igualdade nos centros educativos de Galicia: 2016-2020. Santiago de Compostela: Xunta de Galicia. Recuperado de:http://www.inmujer.gob.es/areasTematicas/AreaEducacion/Programas/Programas.htm (consultado: 10/07/2018) Enlaces web: Instituto la mujer (Educación): http://www.inmujer.gob.es/areasTematicas/AreaEducacion/Programas/Programas.htm Educando en Igualdad: http://www.educandoenigualdad.com/materiales-fete-ugt/ Intercambia- Educar en femenino y en masculino: http://intercambia.educalab.es/ Plurales.Educando en Igualdad http://www.inmujer.gob.es/areasTematicas/educacion/programas/ProyPlurales.htm Grup de Dones CREA-Safo: http://crea.ub.edu/index/human-excellence/antisexism/safo/?lang=es Cinco Apps para luchar contra la violencia de género: http://intercambia.educalab.es/?p=6075 Barabal. Gender mainstreaming in Roma Education: http://barabal.eu/ Convivencia escolar: https://www.mecd.gob.es/educacion/mc/convivencia-escolar/recursos/enlaces-interes/igualdad-genero.html |
Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
Equality policies/615525022 | History of feminist theories/615525017 | Gender, work and care/615525018 | Gender and sexuality. Challenges and responses/615525019 | The multiple manifestations of violence against women/615525020 |
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Subjects that continue the syllabus |
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Other comments |
Recomendase para cumprir coa perspectiva de xénero utilizar el lenguaxe inclusivo Comité Ambiental da Facultade (GREEN CMPUS) recoméndase: -Recoméndase os envíos dos traballos telemáticamente e de non ser posible, no útilizar plásticos, elixir a impresión a doble cara, empregar papel reciclado e evitar imprimir borradores. -Débese facer un uso sostible dos recursos e a prevención de impactos negativos sobre o medio natural. -Débese ter en conta a importancia dos principios éticos relacionados cos valores da sosenibiliade nos comportamentos persoais e profesionais.
VERY IMPORTANT NOTE
The principle of democratic debate will be upheld in the classes, listening to and respecting all the different opinions on the subjects dealt with, both from the teaching staff and the students. |
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