PROGRAM 1.- SUBJECT IDENTIFICATION NAME: PHILOSOPHY OF EDUCATION KEY: EHG 1111 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FIRST FACULTY: EDUCATION SCIENCES 2.-DESCRIPTION OF THE SUBJECT Foundation and Basic Conceptualization The subject deals with education as a constitutional moment of the human person, who assumes his being in front of others in a full cultural commitment. It mainly develops the ontological, axiological, anthropological and epistemological perspectives of education, in view of a professional who possesses mysticism, is autonomous and creative. Contextualization of the Subject It is not a requirement of other subjects 3.-GENERAL OBJECTIVES Promote the potential of personal development. Help the ethical training of students. Guide the educational process towards the practice of universally accepted and desired values and virtues. Respect the human person. Encourage and value teamwork. Collaborate in the formation of the student's life project. Be aware of social changes and their consequences. Know the culture. Know the different agents of socialization. Make autonomous, consistent and responsible decisions for the results. Create opportunities to encourage creativity in students. Assess the simultaneous contribution of educational agents, sources and actors (school, home, family, peer group, community and society) in formal learning, curricularly possible and desirable by the school. Know the theoretical and conceptual foundations that allow describing, explaining and interpreting the educational process from an individual and social perspective 4.-SPECIFIC OBJECTIVES Conceptualize and understand the ontological principles of education. Conceptualize the various ways of knowing. Integrate knowledge in a hierarchical view of reality and of the learner. Conceptualize an integrating and hierarchical idea of the human person. Discern educational means and ends, according to an axiological vision of pedagogy. Explain a grounded vision of education. Explain a critical vision of Education as an anthropological, political, axiological, cultural, scientific and technological reality. Apply epistemological, axiological, anthropological and ontological principles to various educational situations that occur in today's world. Unit I: Ontological and epistemological perspective of education. Ontology of Education Field of education Education as reality Attitudes towards reality: Philosophical, Ideological, Doctrinal. Reality as a problem What is a problem? Attitudes towards the problematic. Formulation of problems. Education and ways of knowing. Wisdom philosophical knowledge scientific knowledge technical knowledge artistic knowledge Education and levels of knowledge. Experience know how to discern know how to understand knowing about nous wisdom of life Theory, Pedagogy and Education Unit II: Anthropological perspective of education. Visions on human reality and on Education. Educational perspective of human existence The man as a person immanence and transcendence One and many human multidimensionality and educational paths Education as a profession The instructor, the pedagogue, the teacher Role, mission, vocation Revaluation of the teaching profession Cause and conditions of education Education as self-education Education and manipulation Influence of the model Agents: Family, School, Church, State, Media, etc. Education and culture. Unit III: Axiological perspective of education Value, Virtue and Assessment Education and Truth Education and Beauty education and good Natural Good and Moral Good Particular Good, Common Good and Universal Good Good and bad Ethical principles Legitimacy and Legality Education and Virtues Duties and rights Vital Situations Education Loneliness Education Education of Love Education and Communication Education and Happiness Education and Freedom Education and Creativity Education of the Meaning of Life 6.-METHODOLOGY Reflection Dialogical classes and problematizations Workshop Directed observations Hermeneutics protocols Monographs, Exhibitions, talks, etc. 7.-ASSESSMENT Evaluation Criteria: Degree of perfectibility of the student, according to the educational pedagogical ideal. Evaluative Means: Comprehensive tests at the end of each unit. Personal and group work. 8.-BIBLIOGRAPHY Artigas, Mariano (1997) "Philosophy of experimental science" E.U.N.S.A Various authors ”General Introduction to a pedagogy of the person” Editorial Rialp. Various authors “Teacher training for personalized education”. Editorial. Rialp. Several authors "Personalized education in the family" Editorial Rialp. Various authors ”Educational personalization in the computerized society” Editorial Rialp. Borthwick ”Creative spaces in education” Editorial Bonum. Buxarrais, María Rosa ”The training of teachers in values education: proposals and materials” Editorial Descleé de Bower. Cardona, Carlos (1990) "Ethics of educational work" Editorial Rialp. Choza, Jacinto (1998) "The other humanisms" Editorial E.U.N.S.A.. Corominas, Fernando "Educate today" Editorial Word. Cruz C., Juan (1990) "Anthropology of eating behavior" Dolky Mujica, María (1995) “Socrates in the 20th century”. International Editions. Estrella, Jorge (1991) ”Philosophy and its anomalous forms” Editorial Hachette Frankl, Viktor E. (1991) "The Suffering Man" Editorial Herder. Frankl, Viktor E. "Faced with the existential void" Editorial Herder. García Amilbaum, Mª (1996) ”Learning to be human”Editorial E.U.N.S.A. García Hoz, Víctor ”Personalized Education” Editorial Rialp. Ibáñez, Langlois, Diego (1992) "Back to common sense" Editorial Management. Inostroza, G. ”Pedagogical workshops” Editorial Dolmen Isaacs, David "The education of human virtues" Editorial E.U.N.S.A. Julian Marías (1993) "Sentimental education" Editorial Alianza. Lewis, C.S (1995) "An Observed Penalty" Editorial Andrés Bello. Lewis, C.S. (1992) "The problem of pain" University Press. López Q., Alfonso ”Culture in the meaning of life” Editorial P.P.C. López Q., Alfonso (1992) "Strategy of language and manipulation of man" Editorial. Narcea, Madrid. López Q., Alfonso "The art of rigorous thinking and creative living" Editorial Association for the Progress of Human Sciences. Millán Puelles (1996) ”Ethics and Realism” Editorial Rialp. Pacios, Arsenio (1983) "Ontology of education" Editorial Rialp. Pereira M., Antonio (1998) ”Politics and Education” Editorial E.U.N.S.A. Roa, Armando (1991) "The strange anthropological figure of man" University Publishing House. Thevenot, Xavier (1992) "Bioethics" Editorial Melgarejo. Vallapalos, Gustavo and López Q., Alfonso “The book of values” Editorial Planeta. Yepes, Ricardo (1998)”Fundamentals of Anthropology. An ideal of human excellence". Editorial E.U.N.S.A. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: THEORY OF HISTORY KEY: HHG 1212 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FIRST FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT This group proceeds to create in the student habits of reflection about some historical problems that will be permanently presented to him, as well as orientation in the knowledge of a historical vocabulary. The study of history has undergone a profound transformation in recent decades. The classic concerns of history have been reinforced, well reformulated, assuming a different character and characteristic of the historical sciences. This course has as its foundation and purpose to provide students with the necessary foundations for all historical work. 3.-GENERAL OBJECTIVES Offer a presentation of the fundamental concepts and approaches of historical science in accordance with its traditional and modern principles. Develop in the student the forms of understanding and elaboration of historical knowledge, establishing its relevance as a tool of knowledge. Ability for the student to understand the purposes and methods of history. 4.-SPECIFIC OBJECTIVES Identify the great historical periods with the development of historical thought. Discuss in a well-founded and documented manner the main historical paradigms with their respective representatives. Select and prepare reports from the selected historical literature. Search and communicate information on the theory of history in oral and written form, respecting the criteria of rigor in the handling of sources and their analysis. 5.- THEMATIC UNITS Unit I : Delimitation of the historical field What is history, nature, objectives, methods History as a science: its relations with other sciences Unit II: The story within the classical scheme of science Law, cause and structure in the historical field Crisis of the classical scheme of science historical laws Unit III : The historical fact Natural and historical fact Characteristics of the historical fact Relationship of facts within a historical set 6. -METHODOLOGY Teacher presentations. Personal works of the students. The subjects of these works will be of choice of the student’s previous presentation of a project and approval of the professor. Group work based on previous reading. 7.-ASSESSMENT Two controls of treated materials Two reading checks Research paper 8.-BIBLIOGRAPHY Bloch, Nare "Introduction to History" Seventh Edition (1975) Mexico Economic Culture Fund. (Pablo Gonzalez, translator) Brandel, Fernand "Escritos sobre Historia" First edition (1991) Ed. F.C.E. Mexico Burke, Peter "The French Historiographical Revolution" Edition (1993) Ed. Gedisa Barcelona. Translator: Luis Bixio Thistles F.S. Ciro "Introduction to the work of historical research" 2nd Edition (1982) Ed. Artica Barcelona Cardoso F.S. Ciro “The methods of history” 4th Edition (1981) Ed. Artica Barcelona Carr, E. H. “What is history? “Edition (1961) Ed. Seix, Baual Barcelona. Translation Joaquin Romero Chaunu, Pierre "Quantitative History, Serial History" First Edition (1987) Mexico Economic Culture Fund. Translation: Nilda Ibaguren Freedman, Maurice” Research currents in the Cs. Social “Edition (1981) Ed. Tecno Madrid Rodríguez Guerra, E. "Theory of History" Edition (1987) Ed. Fifth Sun Mexico Suárez Federico "The history and method of historical research" (1997) Rialp Madrid Edition. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: FOUNDATIONS AND METHODS OF THE SOCIAL SCIENCES PASSWORD: HHG 1312 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FIRST FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical-practical course that aims to provide the student with the basic knowledge to understand the Social Sciences as a unit and to be able to distinguish the approaches and tendencies and currents that occur in them and the particular problematizations. 3.-GENERAL OBJECTIVES At the end of the course, the student should be able to distinguish the differences and coincidences between the different disciplines of the Social Sciences. 4.-SPECIFIC OBJECTIVES Know the fundamentals and essential concepts of the Social Sciences. Know and distinguish the disciplinary methodological approaches of the Social Sciences. Know the techniques and auxiliary disciplines used in research by the disciplines of the social sciences. 5.- THEMATIC UNITS Unit I: Origin of Science Development. Rationalism and Positivism Historicist Tendency Critical Currents Unit II: Disciplines in Social Sciences 1.-History The social sciences Objectives and meaning Characteristic Sciences that integrate it. Methodology in History The method in Science. The Methods of History. 2.-Law Foundations of law. Jus naturalism. History of Natural Law. Theological Foundations. Naturalistic Foundations. Rationalist foundations. Legal Positivism: Theory of causality and the principle of imputation. The being and the should be. Validity of the Legal Norm: Legal system. 3.-Geography The foundations of Geography. Paradigms and Revolutions in geographical thought. Field of current studies. The humanistic approach in geography and its relationship with the environment. 4.-Economy Definition of basic concepts. The economy as a social science. Definition of the Economy Organization of the Economy Field of the Economy. Economy method. The economic problem. Scarce resources and alternative use. Multiple and hierarchical needs. Economic goods and free goods. fundamental economic problems. The Economic process and the Circular Flow in a simplified economy. Productive factors: Natural Resources, work, capital and business factor. Economic units: Companies and consumers The result of the production process and the circular flow. Unit III: Current Debate and Reflection on the Social Sciences: Methodological Diagnostics 6.-METHODOLOGY Lectures and workshops. 7.-ASSESSMENT Reading controls. Tests coeff. two Monographic works Briefcase. 8.-BIBLIOGRAPHY Bacheralard G. "Epistemology" (1973), Anagrama, Barcelona. Barra Clough Jeoffrey and others “Currents of Research in the Cs. Social” Techno/Unesco (1981). Castoridadis, C. "The imaginary institution of society" (1993), Tusquets, Buenos Aires. Count. A, , "Course of positive philosophy" (1981), Aguilar, Buenos Aires. Descartes R. "The Discourse of the Method." Diaz E. "Methodology of Social Sciences", (1997), Byblos, Buenos Aires. Dilthey, W. "Complete Works" (1988), FCE, Mexico. Durkheim, E., "The rules of the sociological method" (1979), La Pléyade, Buenos Aires. Ferguson H. “Microeconomics” (1985) Ed. Fondo de Cultura Económica”. Feyerabend, P. "Goodbye to reason" (1984), Tecnos, Madrid. Frank R. (1992) “Microeconomics” (1992) Ed. Mc. Graw Hill. Freedman M. and Others. “Currents of Research in the Cs. Social” Techno. Unesco. Gadamer, H.G. "The reason in the age of science" (1981), Alfa, Barcelona. Habermas J. "The logic of Social Sciences", (1988) Tecnos, Madrid. Habsbawm “On Critical History”. Barcelona (1998). Holt Jensen, Arica (1992) "Geography: History and Concepts." Horkheimer, M. "Critical Theory" (1979), Amorrurtu, Buenos Aires. Husserl, E., "The crisis of European sciences and transcendental phonomenology", (1969), Univ. of Buenos Aires. Kelsen Hans “Pure Theory of Law”. Ed. Law of Chile (1988) III Ed. Santiago. Kuhn T. "The structure of scientific revolutions" (1985) FCE. Mexico. Laslett P. Chumnn P. "The District Method". Editions U. De Navarra (1974). Lefevre, H. "Marxism." (1985) EUDEBA, Buenos Aires. Marx, K. And Engels, F. “Communist Manifesto”. Maturana H. And Varela F. “The Tree of Knowledge”, Santiago, (1985). Max H. "Methods and techniques of economic research." F.C.E., Mexico (1992). Muñoz Nuza, Manuel "System in Geography "Langeo, Unv. of Wide Beach. Pacheco Gómez Máximo “Introduction to Law” Ed. Mexico Ed. Porrua (1993). Popper K. "Objective Knowledge" (1972), Tecnos, Madrid.Revista Internacional de Cs. UNESCO Social. No. 4. Ricoeur P. "Currents of research in social sciences" (1982), Tecnos-UNESCO, Madrid. Rousseau, J. J. "The Social Contract", (1973), Madrid. Samaja J. "Epistemology and methodology" (1994), EUDEBA, Buenos Aires. Suárez F. "History and Method of Historical Research" Editorial Rialp Madrid (1977). Touraine Alain “What is Democracy?” UNESCO “International Review of Social Sciences” Paris Volume XXXIII (1981) Nr. 4. Unniv, Tim, (1992) “The place of Geography” Editorial Cátedra. Vattimo G. "The end of modernity" (1990), Gedisa, Barcelona. Veliz C. “History of the Chilean Merchant Navy”. Editions of the University of Chile, Santiago, (1961) Weber M. "On the theory of Social Sciences", (1988), Premiá, Madrid. Weber, M. "The problem of irrationality in the social sciences" (1992) Tecnos Madrid. Wonnacott & Wonnacott (1994) “Economics” Ed. Mac Graw Hill. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: UNIVERSAL AND AMERICAN PREHISTORY KEY: HHG 1412 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FIRST FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT This course aims to deliver and discover the theoretical-methodological foundations of prehistoric and archaeological cultural anthropology necessary to begin the study of human culture in its early phases, the humanization processes, the advances of the paleo, meso and neolithic humanities and the important contributions. In a relevant way, the problems of the early peopling of the Americas will be presented in the course, as well as the paleo-Indian, archaic, formative developments in the cultural aspect and environmental transformations. Capital importance will be given to the development of Chilean cultures from the archaeoethnographic perspective, insisting above all on the ancestral peoples of the present Aymara group, Mapuche-Pehuenche-Huilliche. 3.-GENERAL OBJECTIVES Students will be trained to develop research topics about human biocultural development in the earliest and archaic phases. Tend to the understanding and analysis of cultural anthropology issues such as the behavior and sociocultural problems of the native groups of Chile - past and present. Understand the socio-cultural and economic processes of the prehistoric populations of America and Chile. Theorize about the American and Chilean settlement, the various pre-Hispanic entities in Chile and the Andes in a spatial, chronological and cultural dimension. Understand culture as a form of the human species and of crops as a specific form of adaptation of human groups. The Tawantinsuyo: Integration around the Inca empire. Chilean Prehistory: Early settlement and Paleoindian stage. Archaic Regional Development (Norte Grande, Norte Chico, Central Zone, South and Extreme South). Prehistory and Ethnography of the Norte Grande and the Aymara-Atacameña Cosmovision. Agro-pottery Societies of the Green North: El Molle, Las Animas, Diaguita. Agro-pottery Development of the Green North: El Molle, Las Animas, Diaguita. Agro-pottery development in the Central Zone and especially in the Valparaíso Region. South Central Agro-potter. Inca integration and its Characteristics. The Ancestral Ethnic Groups and their particular realities: Mapuche-Huilliche Pehuenche Cosmovision. The Ancestral Societies in Extinction and Final Synthesis. 4.-SPECIFIC OBJECTIVES Provide the student with the theoretical foundations to study proletarian societies, so that they can approach said studies in front of human groups not contemplated in the minimum contents that are indicated. Understand and value the great achievements obtained by proletarian groups in long-term cultural processes Understand the cultural diversity of the various peoples of the Americas, in order to value the contributions of ancestral societies to American entities. Provide and manage a series of concepts used in the disciplines anthropological, archaeological, ethnohistorical. Know the various cultures and ethnic groups that enabled the national territory: their relationship in the geographical environment, economic and social behaviour, belief patterns Understand and analyse the effects produced by Hispanic-indigenous contact and its consequences in the subsequent history of the American peoples. Understand, value, respect the cultural diversity existing in the countries derived from the European invasion from the 16th century. 5.- THEMATIC UNITS Unit I: General Prehistory Theoretical foundations of Prehistory, Archaeology, Ethnology. The Reconstruction of the Past. The processes of biocultural hominization Paleolithic societies and cultural contributions Mesolithic societies and cultural contributions Neolithic societies and cultural contributions. The urban "Revolution" in the Near East. Unit II : American Prehistory The Origins of the American Man and the Hypotheses. Paleoindian societies of the Americas. Archaic Development in American Prehistory. American Formative Development. The Formative Cultures (Olmec paradigm). The Formative Cultures (Chavín paradigm). The Central Andean Area. Tiwanaku, Classic Pan-Andean Horizon. 6.-METHODOLOGY Mandatory face-to-face classes. Preparation of Protocols. Presentation of Personal Reports. Dissertations Workshop and Practical Works. Field Trips (3), with preparation of Relevant Reports. 7.-ASSESSMENT Bibliographic controls. Relevant Article Controls. Integral tests Field Reports. 8.-BIBLIOGRAPHY Alimen, R: "The Prehistory" Vol. 1 Editorial Siglo XXI. Almagro, M.: “Introduction to Prehistory and Field Archaeology”, Editorial FCE. 1990. Cultural Atlas: “The Dawn of Humanity”. Publisher Debate Madrid, 1994. Claird Red “The Monkey Man”, Editorial Tus Quets, Barcelona, 1995. Clark Grahamm: "The Identity of Man" Editorial Paidós, Buenos Aires, 1985. “Lafkenche Communities and Territories” I.E.I. UFRO., Temuco, 1995. Day Michel: "The Fossil Man". Ekholmu Gordon: "Cultural Problems of Pre-Columbian America", Editorial Nueva Vision, 1980. Espinoza Waldemar: "The Inca Civilization", Editorial Istmo, 1990. Espinoza Waldemar: "The Destruction of the Inca Empire", Editorial Amaru, 1973. Galeano Eduardo: "Memory of fire", XXI Century Collection, 1995. Garcilaso de la Vega, Inca: "Royal Comments", F.C.E., 1995. Geertz Clifford: "The interpretation of Cultures", Editorial Gedisa, Barcelona 1995. Girard Rafael: "History of the Ancient Civilizations of America". Vol. 1,2 and 3 Editorial Istmo, 1980 Goidsblom Johan: “Fire and Civilization” Editorial Andrés Bello, 1995. González Licón Ernesto: "Zapotecs and Mixtecs", Luawerg, Barcelona, 1976. Harris Marvin: “Cows, Pigs and Witches”, Editorial Alianza, Madrid, 1990. Harris, Marvin: "Introduction to Anthropology" Edit. Alliance 1994. Huaman Poma de Ayala: "New Chronicle and Good Government" (Chronicle) Edition Directed by John Murra. Military Geographic Institute: "Ethnogeography", I.G.M, Santiago. Krieger Alex: "The Primitive Man of America", Editorial Nueva Vision, 1980. Laming-Emperaire: “Prehistoric Archaeology” Editorial Martínez Roca. S.A. Barcelona, 1984. Leakey Richard: "The Formation of Humanity." Edit. Senbal, 1990. Leakey Richard: "The Origins". León Portilla U.: "The Reverse of the Conquest", Editorial J. Mortiz, 1970. Leroi-Gourham: "Art and Graphics in Prehistoric Europe", Editorial Itsmo, 1984. Leroi-Gourham: "The Hunters of Prehistory". Leroi-Gourham: "Symbols, Arts and Cultures of Prehistory", Editorial Itsmo, 1984. Martínez Luis: "Peoples of Chañar and Algarrobo", Santiago, 1998. Murra John: "Economic and Political Formations of the Andean World" I.E.P., 1989. Murra John: "Economic Organizations of the Inca Empire", Editorial Siglo XXI, 1989. Orellana Mario: "Prehistory and Ethnography of Chile", Editorial Bravo y Allende. James, 1994. Parentini Luis: "Introduction to Mapuche Ethnohistory", Santiago 1996. Pivetteaux Jean: “The Fossil Man”. Rivet Paul: “The Origins of the American Man”. FCE. 1981. Silva Osvaldo: "Pre-Hispanic Civilizations of America", Editorial Universitaria, 1986. Silva Osvaldo: "Pre-Hispanic Civilizations of America", Editorial Universitaria. Silva Osvaldo: "American Prehistory", Editorial Universitaria, 1990. Silva Osvaldo: "Pre-Hispanic Peoples of Chile" Salesian Publishing House, 1980. Soustelle Jacques: "The Four Suns", Editorial Guadarramer, 1989. Taube Carol: "Aztec and Mayan Myths", Editorial Akal, 1996. Vallois-Vandel: "The Processes of Hominization", 1986. Van Kassel Juan: "Holocaust to Progress", Editorial Hisbol. Peace, 1992. WallisDelta: "The Baude of Hominids", Editorial Gedisa, Barcelona, 1992. Bulletins Institute of Patagonia. Atacameños Studies. Chungara Magazine. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: THEORY OF GEOGRAPHY PASSWORD: --HG 1513 OPTIONAL I CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FIRST FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical course that aims to provide the student of the Pedagogy of History and Geography career with the evaluation and transformation that geographic science has experienced over time, from the epistemological and methodological point of view that allow a better understanding of that scientific discipline. 3.-GENERAL OBJECTIVES Develop knowledge and understanding about the different stages of the development of geographical science. Develop skills to read, understand and critically analyze specialized literature in the field of geographic science. Develop the capacity for analysis, reflection and criticism regarding the development of geographical thought. 4.-SPECIFIC OBJECTIVES Search, organize and communicate information on geographic theory in oral and written form, respecting the criteria of rigor in the management of sources and their analysis. Identify the great historical periods with the development of geographical thought. Discuss in an informed manner the main geographic paradigms with their representatives. Select and prepare reports from the selected geographic literature. 5.- THEMATIC UNITS Unit I: Conceptual foundations Geography Definitions The great divisions of geography The geographical space and its characteristics Geographic landscape. Geographic principles Unit II: Evolution of Geographic Science Geography in the classical world. medieval and renaissance geography geography in modern times Geography in contemporary times Methodological approaches in the teaching of geographical science. 6.-METHODOLOGY Expository classes socialized discussions 7.-ASSESSMENT The presentation of a dissertation on the source chosen by the student, Coefficient 2, will be required. A solo job. Coefficient 3. 8.-BIBLIOGRAPHY De Castro, Constancio "Geography in Daily Life" Editions delVerbal, Barcelona, Spain, (1997). Del Villar, Eugenio “The Evolution of Geographic Science through time”. Uplaced, Valparaíso, (1991). Hojt ISensen “Geography, History and Concepts”. Editorial Vicens Vives (1992). Murcia, Emilio "Geography in the System of Sciences" Editorial University of Oviedo, (1997). Souto González, José "Didactics of Geography", Editions of Verbal, Spain, (1998). Unwin, Tim “The place of geography”. Editorial Chair. Spain, (1995). PROGRAM 1.- IDENTlFlCATlON OF THE COURSE NAME: PERSONAL DEVELOPMENT WORKSHOP PASSWORD: IHG 1621 CURRICULAR CORE: PERSONAL DEVELOPMENT AND VALUES SEMESTER: FIRST FACULTY: EDUCATION SCIENCES AND SPECIALTY FACULTY 2.-DESCRIPTION OF THE SUBJECT The Personal Development Workshop subject responds to the requirements of the training of future teachers, taking into account that personal development must integrate cognitive and affective components into an educational plan. In particular, the Workshop intends to create spaces for human communication that prioritize, in future teachers, the development of the affective domain; selfassessment, the ability to empathize and create nuclei of relationships and communications. The action and participation of the students should lead them to a personal and group reflection that serves as a stimulus to project in their future work, a mature and flexible, professional and social personality, centred on a consistent self-esteem and appreciation of others. 3.-GENERAL OBJECTIVES The Workshop proposes to experience personally and in groups some steps that lead us to distinguish the ways in which we bond as people, the levels of depth and commitment in this bond and the natural selection process of the people to whom we open our environments. of intimacy. Achieve personal growth at the end of the course that helps a more fluid communication with oneself, with others and particularly with educational processes. 4.-SPECIFIC OBJECTIVES Personal growth. Communication with our peers. -Relationship with the "people". -Community formation. Through activities and/or dynamics of personal development, students must achieve inner growth that implies an improvement in relationships with themselves and therefore with others. Achieve establish communications with our peers, which allow us to approach and deepen interpersonal relationships. Recognize relationships with strangers ("people"), making them functional and fluid. Recognize the value of the formation of human communities, where personal and communal development is promoted. 5.- THEMATIC UNITS SPACE: ME, AS A PERSON Discovering who am I? (self-assessment) How do I grow? SPACE: YOU, MY FRIEND Share my space (communication) See other realities (empathy) SPACE: "THE PEOPLE" How to make the relationship with others more functional? Proximity and distance between me and others SPACE: US The value of the community Teamwork Acceptance of others in my community 6.-METHODOLOGY The Personal Development Workshop seeks active and participatory work on the part of the students, who will be the creators and builders of their own learning. The work strategies will be in groups, thus having positive feedback among the students. Some models may emerge from the Workshop experience itself. 7.-ASSESSMENT The student will be evaluated by the level of mastery of the proposed objectives, both affective and cognitive. Attendance and participation within the course are also considered. The workshop will require a selfassessment from each student at the end, regarding what they consider achieved and a group evaluation. 8.-BIBLIOGRAPHY Andalusia, No. 8 Year V. (1997) “Workshop. Communication: Love and Technology in the Second International Congress of Educational Informatics”, Santa Fé, National Technological University. Brockert. S, Braun. G., (1997) “Emotional intelligence tests”, Bs. As., Robinbook. Damaslo, A., (1997) “The error of Descartes. The reason for emotions”, Santiago, Andrés Bello de Roca. Echeveria, J., (1995) "Domestic cosmopolitans", Barcelona, Anagram. Elliott, J., (1994) “Action-research in education”, Madrid, Morata. Fabra, M.L., (1994) "Group techniques for cooperation", Barcelona, CEAC. Garoner, H., (1995) “Multiple Intelligences, Theory in practice”. Barcelona, Paidos. Goleman, D., (1996) "Emotional intelligence", Bs. As., Ed. Vergara. Hepp, P., Rebheln, L., (1996) “Links Project: The teacher and new communication technologies. Regional Seminar "New ways of teaching and learning. Demands for the initial training of basic education teachers" Temuco, Universidad de La Frontera. Lévy, P., (1997) “L'intelligence collective: pour Llne antloropologie du cyberspace”, Paris, La Découve/Poche. Martlneaud, S., Engelhart, D., (1997) “The Emotional Intelligence Test”, Barcelona, Martínez Maturana, H., (1990) “Emotion and language in education and politics”, Santiago, Hachette Ced. Mena, M. I. (1993) "Socio-affective development in secondary education", Santiago, CPU. Reyes, M. (1997) “Communication as space and space for communication. Linking technology and values in educational processes in Communicate”. Journal of Media Education. Reyes, M., (1981) “Interpersonal communication and education”. Educational Perspective, No. 3.Esc. Education, Catholic University of Valparaíso. Reyes, M., Montes, M., (1998) “Workshop. Technologies to Thrill, at the International Conference on Educational Computing”, Academic Reports '98. [F. Disk] Buenos Aires, Fundaustral. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: INTEGRATED WORKSHOP ON COMMUNICATION, LANGUAGE AND REASONING I PASSWORD: IHG 1731 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER : FIRST FACULTY : HUMANITIES 2.-DESCRIPTION OF THE SUBJECT The workshop consists of a completely independent work of the student with printed material from different areas of knowledge. Parallel to a systematized exercise for problem solving, the student develops an attentive and concentrated look at the text, which allows him to find information and recognize, produce, value and compare elements within a context. There is a direct interaction with the text; the teacher in charge of the workshop fulfils a function of guiding the individual processes and controls the results with the group. 3.-GENERAL OBJECTIVES Improve text comprehension. Develop pleasure in the act of reading. 4.-SPECIFIC OBJECTIVES Facing a wide range of text types, in many of which the playful function of language is present. Discover the pleasure produced by direct interaction with the written text. Acquire independence in the search for information, in the comprehension of sentences and in the resolution of problems that lead to the decoding and interpretation of texts. Develop conscious and non-conscious strategies that speed up the comprehension process. Form their own criteria for selecting texts and a critical judgment before them. 5.- THEMATIC UNITS Unit I: Procedures Comprehension of written texts. Interpretation of the discursive resources of different types of texts. Recognition of verbal and iconic contributions in some texts. Speeding up the reading comprehension process. Unit II: Attitudinal Critical evaluation of some texts. Reflection on the different functions of texts. Observation of the diversity of verbal and iconic resources of the texts. 6.-METHODOLOGY Individual work with texts, mostly real and contextualized. Construction, from given rules, of words, phrases and texts. 7.-ASSESSMENT Permanent and immediate self-assessment in each exercise. Self-assessment in the group verification of the results. Final test based on all material 8.-BIBLIOGRAPHY “Understand playing. “A recreational guide to reading comprehension. El Canelos de Nos. Huerta, M. Cristina (1998): “Play to understand”. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: EDUCATIONAL AND LEARNING PSYCHOLOGY KEY: EHG 2111 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: EDUCATION SCIENCES 2.-DESCRIPTION OF THE SUBJECT It is a theoretical-practical-theoretical subject... that introduces the student, future teacher, to the study of behavioural change processes caused or induced in people as a result of their participation in educational activities. The processes of change experienced by the participants in an educational event, their nature and characteristics, the factors that facilitate, hinder or make them impossible will be analysed; the direction they take and the results they reach. 3.-GENERAL OBJECTIVES Assess autonomy, creativity in making relevant decisions as a necessary skill to develop. Interact in solidarity with their peers and other members of the community. Feel the need to actively participate in the process of improving the quality and equity of the Chilean educational system. Reconstruct a representation of the empirical scientific framework in which educational psychology is developing. Discover, from your practice in the field, the topics of educational psychology that you need to delve into. Propose ways to solve the problematic situations observed in the local educational reality, considering the knowledge in which he has deepened in the subject and in others that he is developing in parallel. 4.-SPECIFIC OBJECTIVES What is expected to be achieved: The training of teachers who promote group work. Teachers highly committed to improving educational processes. People who are very sensitive and prone to developing in their own students the achievement of the transversal objectives proposed in the Reform. Collaborate in the training of teachers with a solid professional attitude. 5.- THEMATIC UNITS Unit I: About the person who learns Why do people learn at different rates and in different ways? Psychosocial maturity Intellectual capacity Learning capacity Why are some people highly motivated to learn, and others not? Intrinsic motivation (models) Extrinsic motivation (models) Why are there people who behave well and others badly in the classroom where the teachinglearning processes take place? Mechanistic perspective Humanistic perspective Cognitive perspective Other perspectives Unit II: About the teacher Why do teachers have a way of being "teacher", different from each other? Personality Intellectual capacity (ability to reflect, investigate and experiment on the educational process) Affective capacity (ability to love their students) Why are there teachers who are able to establish relationships of trust with students and others who are not? Capacity for empathy Acceptability (tolerance) Capacity for educational interaction. Unit III: On the educational process What psychological theories are useful in pedagogical practice? Existence of personal theories (very resistant to change) Scientifically formalized theoretical models Theoretical aspects that have been shown to be efficient in the practice of the educational process. How do you explain, from the theories, that there are people who do not learn? Difficulties in the teaching and learning processes. Effects on students of the presence of these difficulties. Effects on teachers of these difficulties. 6.-METHODOLOGY Observation of school situations and their subsequent analysis. Development of structured learning guides according to principles worked on in the classes. Study groups. Study of cases. Viewing of video interviews with students of the educational system. Viewing of films and subsequent critical and reflective analysis from the theory studied. Socialization of learning. 7.-ASSESSMENT Diagnosis (prior knowledge) formative formatrix Self appraisal Heteroevaluation Summative 8.-BIBLIOGRAPHY Brophy, J. and Good, T. (1996) "Contemporary Educational Psychology" Javier Vergara Editor. Santiago, Chile. Bustos, A. "Bad academic performance and student indiscipline from the perspective of Maslow's motivational theory" In Educational Orientation magazine, pages 15-21. Maslow, A. (1995) "Motivation and Personality", Nueva YorkHarper. Moreno, M.; Cortes, K., Salinas, P; Zamora, Y: Salinas, P.; Zamora, Y. (1996) "New approach to successfully deal with discipline problems at school" Thesis Seminar. University of Playa Ancha, p. 295. Muñoz, Miguel (1992) "Educational environment of the home and academic-mathematical performance" Thesis presented to the Faculty of Educational Sciences to qualify for the Master's degree in Educational Evaluation. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: UNIVERSAL AND CHILEAN HISTORIOGRAPHY KEY: HHG 2212 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT This course proceeds to create in the student of History and Geography, an attitude of reflection and analysis in the face of what has been our national Historiography, its evolution and development from the time of the chroniclers of the 16th century to Contemporary Chile, reviewing the various authors and schools. 3. -GENERAL OBJECTIVES Students will be trained to understand the development of national historiography. Understand the processes and stages of national historiography. Value the various contributions of different historians and researchers to history. 4. SPECIFIC OBJECTIVES Understand the forms of elaboration of historical knowledge through the different methods. Reflect on the evolution of thought and the historical method of the main national historians. Develop in the student study habits of our National Historiography, Critical Analysis. 5.- THEMATIC UNITS Unit I: History as Social Science The story today Contribution of history to Social Sciences Unit II: Method in science History's methods Analysis of the methods used by historical work, comparative dialectical positivist models, quantification, etc. Unit III: Great periods of historiography. Methods. Greco-Roman history medieval history Critical Historiography 19th century historiography 20th century historiography Chilean historiography 6.-METHODOLOGY Expository, due to the extension of the topics: teacher's presentation accompanied by personal activities of the students. Work on pre-established topics with the teacher and oral reports to the class on a particular topic and group analysis based on a guide prepared by the teacher. 7. -EVALUATION Bibliographic controls according to the thematic units. Relevant item checks. 2 comprehensive tests. Job reports. 8.-BIBLIOGRAPHY "Athena" Several authors Nº291-192 Ed. Nacimiento Santiago, (1995). “Athena”, magazine Nº277, year (1950) “Atenea”, magazine Nº79, September (1931) Year VIII, Volume XVIII Encina, Francisco "Chilean historical literature." Feliu Cruz Gino Francisco A. Encina,” Historian “Ed. Santiago Birth, (1967) Góngora, ....Gazmuri "The Chilean historiography of recent decades." Jobet, Julio César "Notes on Barros Arana Educator and historian" Annals U. de Chile Santiago, (1958) "Mapocho", magazine No. 19, year (1969) Santiago National Library Krebs, Ricardo "The formative value of History in teaching" Nueva Universidad Santiago, (1979) Krebs, Ricardo "History lived, History thought" University testimonies Ed. University Santiago, (1992) Villalobos, Sergio "History of the Chilean People" Editorial Zigzag (1992) 2nd edition PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: HISTORY OF ECONOMIC THOUGHT KEY: HHG 2312 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical and practical course designed to learn through lectures by the teacher and student work, the central ideas and corpus of the doctrines and currents of economic thought in the Western world and Japan. 3.-GENERAL OBJECTIVE Contribute to the formation of the Professor of History and Geography of our University through a panoramic, systematized and ordered study of the doctrines and schools or currents of economic thought that have had the greatest influence on historical development. 4.-SPECIFIC OBJECTIVES Get students to know what the main concerns of the theoretical and doctrinal work of economic thought have been. Get students to be able to identify the fundamental theoretical supports of schools or lines of economic thought. Know the evolution and adaptations of schools and of its main representatives of economic thought. 5.- THEMATIC UNITS Ancient and Middle Ages Hesiod Platon Aristotle Xenophon caton Varro Columella and Palladium. Saint Thomas of Aquino N. Of Oresmes Modern age Mercantilism: schools and representatives. Genesis of liberalism. B De Mandeville R. Cantillon Petty, Boisguilbert, Quesnay. Turgot: Physiograph Condillac and Smith: The Wealth D. Ricardo, R. Malthus. Contemporary age J.B. Say and the classical school. Bastiat and Carey Stuart Mill The Mathematical school. Austrian. Saint Simon and Forier. Thompson and Owen. bank Proudhon The Germans: Rodbertus, Lassalle, Marlo. Mark State Socialism and revisionism. Sismondi, List, Roscher, Scholler. revolutionary socialism. Soler and Lenin. The marginal economy. The idea of economic control, welfare economics, liberalism and freedom. international changes. J. Weiller. Keynes, Macroeconomics. J. Hicks and prices. The games, the domination. Growth and underdevelopment. Shumpeter, Sraffa, S. Ohnismo, The Toyota System. 6.-METHODOLOGY Teacher Exhibitions. Student personal work. The Topics of these works will be chosen by the students after presentation of a project and approval of the teacher. Group work based on previous readings; students will have to discuss and respond to a guide in class. 7.-ASSESSMENT The course will have comprehensive tests, a monograph, a reading test, and group work. 8.-BIBLIOGRAPHY Benjamin Coriat, “Thinking backwards”, Editorial Siglo XXI, 2nd Edition, Madrid, 1995. Bert F. Hoselitz, et al., “Theories of Economic Growth”, The free press of Glencoe, Illinois, USA, 1983, Claudio Napoleoni “II Pensiero Economico del 900”, Giulio Enaudi Editore, Torino, 1963. Daniel R. Fusfeld, “The Age of the Economist”, F.C.E. 1st Edition in Spanish; Mexico, 1970. Eric Hobsbawn, “History of the 20th Century” Editorial Crítica, Reprint November 1995, Barcelona; nineteen ninety five. Eric Roll "History of Economic Doctrines", F.C.E 9th reprint, Mexico 1984 Ernet Gellner, "The Plow, the Sword and the Book" F.C.E., 1st Edition in Spanish, Mexico, 1992. G.L.S. SHACKLE, "The nature of Economic Thought", F.C.E., 2nd reprint, Mexico, 1981. Gordon Marshall; “In search of the Spirit of Capitalism”; F.C.E. 1st edition in Spanish, Mexico, 1986. Guy Bois, “The Revolution of the Year One Thousand”, Editorial Grijalbo, Hand Book Collection, Nr. 99, Barcelona 1997 J. A. Shumpeter; “History of Economic Analysis”, F.C.E. Mexico, 1986. J. Stingler, "History of Economic Thought"; Editorial Aguilar, Barcelona, 1985. J.A. Shumpeter, "Capitalism, Socialism and Democracy", Ediciones Orbis Buenos Aires., 1993. JM Ferguson, "History of the Economy", F.C.E., 11th reprint, Mexico, 1987. John Hicks, "A Theory of Economic History" Orbis Editions, Buenos Aires, 1987. Manuel Cazadero, "The Industrial Revolutions"; F.C.E. Mexico, 1995. Robert I. Heilbroner, "The Formation of the Economic Society"; F.C.E., 1st Edition in Spanish, Mexico, 1964. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: CARTOGRAPHY KEY: HHG 2412 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical-practical course, workshop type where the main characteristics and principles of the cartographic discipline are presented, through a general and simplified vision of the basic problems of cartographic representation, as an auxiliary discipline of the Social and Natural Sciences and as graphic communication system. 3.-GENERAL OBJECTIVES Understand cartography as a graphic communication system. Train the student in handling the different cartographic codes. 4.-SPECIFIC OBJECTIVES Develop in the student the ability to mathematically construct cartographic representations. Train the student in handling the different cartographic codes. Develop in the student the ability to read charts and general maps. 5.- THEMATIC UNITS Unit I: Introduction and coordinates. Definition and types of cartography. Cartography as a discipline and in the study of Geography. Basic problems in terrestrial representation and cartographic solutions. Plane and spherical coordinates. Earth coordinates. Latitude and longitude Unit II: The cartographic scale. The numerical and graphic scale. Calculation of surface, perimeters and distances according to the scale. Scale issues. Unit III: The Projections. Definition and principles. Types of projections. Unit IV: Reading and Analysis of the Topographic Chart. Structure of the topographic chart. Planimetric and altimetric elements. Topographic profiles. 6.-METHODOLOGY Workshop-type teaching to be able to develop the procedural contents, hence it is necessary that the courses do not exceed 20 students, to achieve personalized attention. 7.-ASSESSMENT Practical work and comprehensive tests. 8.-BIBLIOGRAPHY Jolly, Fernand “Cartography” Editorial Ariel Barcelona, (1986). Raisz, Erwin “General Cartography” Omega Editions, S.A. Barcelona (1965). Robinson, Arthur “Elements of Cartography” Ediciones Omega, S.A. Barcelona (1987). Stahler, Arthur“Physical Geography”Ediciones Omega, S.A. Barcelona (1981). PROGRAM 1.-IDENTIFICATION OF THE SUBJECT SUBJECT: PUBLIC LAW KEY: HHG 2512 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical-practical subject whose purpose is to provide the student with basic notions of the public order of the State of Chile. 3.-GENERAL OBJECTIVE Understand the functioning of the legal-institutional structures of the State of Chile and the fundamental rights guaranteed by the legal system. 4.-SPECIFIC OBJECTIVES At the end of the course the students will be able to: Explain the theoretical foundations of law and, especially, of national public law. Identify the main institutions that make up the country's political structure and explain their operation. Apply the main fundamental rights contemplated in our legal system to real-life cases, especially in constitutional law. 5.- THEMATIC UNITS Unit I: Rules of Conduct Men, society and law. Classification of the regulatory norms of human conduct. Legal standards concept. Characteristics of legal norms Unit II: The Legal System and its Division Concept of objective and subjective law. National and international law concept. Concept of natural and positive law. Public and private law concept. Unit III: Sources of Law Material sources of law. Formal sources of law. The political constitution. The laws and their classification international treaties. Law decrees hierarchy. Regulations, decrees, instructions, resolutions. Judicial sentences. Doctrine. Unit IV: Notions of Criminal Law The law as a source of criminal law. Application of criminal law in time and space. Application of criminal law to people. Criminal responsibility. Exempting, mitigating and aggravating circumstances of criminal responsibility. Criminal sanction and rehabilitation Unit V: Chilean Constitutional Law Historical background The 1980 constitution. Bases of institutionality. Nationality and citizenship. Constitutional guarantees. Executive power. Legislative power. Power of attorney. Other organs of constitutional rank. Internal administration of the state. Unit VI: Notions of Criminal Procedure Law Concept and characteristics of criminal action. The criminal process of first instance. The criminal procedure reform in Chile. 6.-METHODOLOGY The course will be based on the preferably active methodology, which will consist of students having to previously prepare the content of the classes so that they can participate in debate sessions on the topics raised by the teacher and can apply the knowledge to the resolution of cases. concrete ones that are presented. Notwithstanding the foregoing, some topics will be exposed by the teacher or the students and later a debate will be opened about the issues raised. The course will contemplate guided visits and with observation guidelines to the courts of justice, judicial archives, real estate conservator, notary offices and prisons. In addition, a visit will be made to the National Congress to verify the functioning of the legislative power. 7.-ASSESSMENT The evaluation of the course will be governed by the norms established by the University in relation to the integral tests and will contemplate the realization of a research and exhibition work, which must be disserted and discussed by the students, delivery of reports of the visits and evaluation by the personal work and participation in classes of the students that will be recorded in individual or group reports. 8.-BIBLIOGRAPHY Alejandro Silva Bascuñán "Constitutional Law Treaty", legal editorial Chile, Santiago, (1991). “Political Constitution of the Republic of Chile”, legal editorial of Chile, Santiago, (1996). Emilio Pfeffer Urquiaga “Constitutional Law Manual”, conosur editorial, Santiago, (1988). Enrique Evans de la Cuadra "The Constitutional Rights", legal editorial of Chile, Santiago, (1986). Fernando Campos Harriet "Constitutional History of Chile", edit. Law of Chile, Santiago, (1982). "The Reform of the Political Constitution of the Republic of Chile of 1980," legal editorial of Chile, Santiago (1991). Jorge Hubner Gallo, "Introduction to Law Manual" legal publisher of Chile, Santiago, (1986). Julio Heisse González “One Hundred and Fifty Years of Institutional Evolution”, Legal Publishing House of Chile, Santiago, (1991) Mario Verdugo Marinkovic, “Constitutional Law”, legal editorial of Chile, Santiago, 1994. Máximo Pacheco Gómez "Introduction to Law, legal editorial of Chile", Santiago, (1984) PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: THE CLASSICAL GRECO-ROMAN WORLD KEY: HHG 2612 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT It corresponds to the knowledge of classical Greco-Latin culture, the cradle of current Western civilization. describes the foundations that shape the Greek civilization and its successor the Roman. Political, social and cultural structures are analysed from a diacritical perspective, emphasizing man's participation as creator. 3.-GENERAL OBJECTIVES Know and understand the environment where a culture is born. Appreciate and value the epistemological contributions of the first civilizations. Understand the profile and mentality of both the Greek and the Roman. Get to relate the current world with the initial bases of cultural origins. 4.-SPECIFIC OBJECTIVES Understand: All creation is the result of human activity. The democratic political conception is the area where the individual is realized. Philosophy, history, theater, literature were born in the Greek and Roman world. The concept of State and Republic in Romanity. City and State and the rights of man and empire submission to the supreme authority. The rule and Roman law: its current urgency. Appreciation of Christianity and the anthropological revolution. Lead the student, through reflection, analysis and study, to understand how the past is sustaining our present. 5.- THEMATIC UNITS Unit I: The environment where a culture is born The social and political organization of Hellas. The way of democracy. The moment of maturity: The so-called century of Pericles. The process of disintegration and decay. Greek culture and its foundations. Apollonian man Educator Homer. The Iliad and the Odyssey. The tragedy and the comedy. From Aeschylus to Aristophanes. Greek History and Philosophy. Unit II : The Roman world From monarchy to republic. The expansion and colonization of the Italian peninsula. The conquests and the imperial idea. From Mario to Pompeii From Caesar to the imperial formation Roman culture. The classical period. Literature, poetry, rhetoric, history. Roman law. Its validity in the Western European world. Appearance of Christianity. Its fundamental principles and the appearance of a new profile of man. The foundations of the western world. The decline and disintegration 6.-METHODOLOGY Collective work with the sources, exhibitions of historical themes by the students. Participation in discussions regarding socio-historical problems. 7.-ASSESSMENT Work with the teacher's presentation, essays by the students, assessment of documentary sources and search for knowledge through it, coef tests. 1 and coef. 2, reading checks. 8.-BIBLIOGRAPHY Aristotle: "The Constitution of Athens", Madrid, 1948. Artola: “Fundamental Texts for History”, Editorial R. de Occidente. CM Bowra: "The Athens of Pericles", Editorial Alianza, 1974. Aeschylus, Sophocles, Euripides, Aristophanes: "Greek Theatre", Ed. E.D.A.F. Madrid 1970. G. Glotz: “The Greek City”, Publishing Fund of Culture. Homer: "The Iliad and Odyssey", Edit. Root and Branch, 1943. León Homo: “The Roman Political Institutions”, Publishing Fund of Culture. Ludwing Friedlaüder: “The Roman Society”, Editorial Alianza. M. Rostowtzeff: "Rome", Editorial Eudeba. N. Santos Y.: “Texts for the Ancient History of Rome”. Editorial Chair. Rodríguez Adadros: “The Athenian Democracy”. Simon Weil: "The Greek Source", Edit. South American, 1950 PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: INTEGRATED WORKSHOP ON COMMUNICATION, LANGUAGE AND REASONING II KEY: IHG 2731 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: SECOND FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT This second workshop is aimed at solving the deficit that students present in the mastery of writing. It is based on a conception of language as a communicative act and on a constructivist approach to learning, so that students produce their own texts and, as far as possible, contextualized and in accordance with their preferences and interests. 3.-GENERAL OBJECTIVES Improve writing skills Discover the playful aspect of writing Recognize writing as a common activity in life and essential for academic life. 4.-SPECIFIC OBJECTIVES Produce their own texts on topics that encourage creativity and a critical attitude. Value writing as a form of personal development and enjoyment. Develop strategies for the composition of written texts. Develop self-correction and mutual correction strategies. Build acceptable syntactic units. Recognize the importance of spelling for the legibility of texts. Discover, reflecting on their processes, own strategies to improve spelling. 5.- THEMATIC UNITS Unit I: Conceptual The paragraph as a unit of written text. Separate point and indentation. The sentence or phrase as a unit of the written text. The point followed. General structure of the sentence. Text cohesion resources: coordination and substitution. Graphic accentuation rules. Unit II: Procedures Production of functional written texts for academic life. Recognition of the global and local coherence of the texts. Production of paragraphs of various structures: descriptive, narrative, argumentative. Construction of grammatical sentences. Spelling autocorrects strategies. Unit III : Attitudinal Assessment of the power of writing to function in social, academic and work life. Playful and creative attitude towards the activity of writing Personal satisfaction for the ability to build a well-formed text in all its aspects. 6.-METHODOLOGY Individual exercises for the construction of sentences, paragraphs and texts. Oralizations performed in pairs as one of the strategies for correction. Group discussion workshops for the planning, production and revision of the texts. Presentation, by the teacher, of content synthesis in partial form. 7.-ASSESSMENT Self-assessment based on guides. Mutual evaluations in pairs or groups. Evaluation of written reports of the results of the group workshops Final individual writing assignment. 8.-BIBLIOGRAPHY “Grammar and reference dictionaries” Materials compiled, adapted or prepared by the teacher. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: SOCIOLOGY OF EDUCATION KEY: EHG 3111 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: THIRD FACULTY: EDUCATION SCIENCES 2.-DESCRIPTION OF THE SUBJECT Theoretical course that provides the basic conceptual and theoretical background for understanding education from the perspective and with the instruments of Sociology and the Sociology of Education. 3.-GENERAL OBJECTIVES Know the main currents and schools of Sociology and the Sociology of Education for the study and analysis of education as a social process from a macro and micro sociological perspective. Establish the importance of the sociological analysis of educational phenomena, for the optimization of the role and functions of the educator. 4.-SPECIFIC OBJECTIVES Analyse the existing relationships between Education and society. Understand the different social processes that occur both in the educational system, as well as in schools and inside the classroom. Relate the processes and daily events of the school classroom with the school, the community and society. 5.- THEMATIC UNITS Unit I: The Sociological Perspective Sociology as Science Fields of Sociology. Origins and Development of Sociology Main Sociological Theories. Basic Sociological Concepts. Unit II: Sociology of education, main theoretical orientations The science of education. Educational Sociology. Sociology of Education. The New Sociology of Education. Unit III: Macrosociological approach to education Education and social system. Culture, Socialization and Education. Education, Stratification and Change. Education and Social Modernization. Unit IV: Micro sociological analysis of education School Subculture Interaction in the Classroom and at School. Structure and Functioning of the Groups in the School. Language, Gender and School. 6.-METHODOLOGY Expository classes Discussion and analysis of documents. workshops 7.-ASSESSMENT 2 Comprehensive Tests.1 Comprehensive Work 8.-BIBLIOGRAPHY (1993) “Family Changes in Chile. The Regional Experience”. United Nations, Santiago. (1997) Awareness Seminar: Education and Gender: A Challenge for Educational Reform Document UPLACED. Valparaiso. “Groups at School. School, Community and Local Culture”. School Institution. Anthologies. Agulla, J.C. (1973) “Education, Society and Social Change” Editorial Kapelusz, Buenos Aires. Alberdi, Inés “The Sociology of Education, debates and investigations” (chapter photocopied). Brookover and Erikson (1975) “Sociology of Education” Dorsey Press. CPEIP (1996) (1996) “Full time for everyone”. Education Magazine No. 234. CPEIP. Santiago, May. Durkheim, E. (1979) “Education and Sociology” Editorial Andes, Bogotá. Eichelbaum de Babini, M. (1991) "Sociology of Education" Ateneo, Buenos Aires. Etchegaray, A (1995) "University and Poverty" Master Class National Council for Overcoming Poverty. Antofagasta. Fernandez, F.; Sánchez, X. and Villarroel, G. (1996) "Exposure to Television in Schoolchildren: The influence of gender, social class and the Mode of socialization". Communicate Spain magazine, (in press). Gidi, E. and others “Sociology and Psychology of Teaching” University of Veracruz, Mexico. s/f. Horton and Hunt (1984) “Sociology”. McGraw-Hill, Mexico. Light, Keller and Calhoun (1991) “Sociology”. Mc Graw-Hill, Bogotá. López, Assael and Newman (1984) "The school culture responsible for failure?" PIE, Santiago. MINEDUC (1995) "The Educational Reform in Progress" Santiago. Muñoz Izquierdo, C. (1988) “Quality, Equity and Efficiency of Primary Education. Current status of research carried out in Latin America”. CIDE. Muñoz, C.(1997) “Aves sin Nido”, fifteen life stories of street boys and girls. Oaxacan Institute of Cultures. State Fund for Culture and the Arts. Mexico. Ortega, F. and others (1995) “Education Sociology Manual” Viewer, Madrid. Ottaway, A.K.C.(1995) “Education and Society”. Kapelusz, Buenos Aires. Phillips, B.(1986) “Sociology”. Mac Graw Hill, Mexico. Sánchez, X. (1994) “Education, Society and Change”. UPLACED. Sánchez, X. and Villarroel, G. “Basil Bernstein's Thesis Projections for the study of communication codes in Chilean children”. Pedagogical Studies Magazine. U. Austral, Valdivia (in press). Sanchez, X.; Fernández, F. and Amtmann, C. (1995) “Education and Poverty”. UPLACED, Valparaíso. Sánchez, Ximena (1993) "Update in Sociology of Education" Postgraduate Module Diploma in Development of Extracurricular Programs. U.C.V. Institute of Education. Satja, K. Pattnayak. (1996) “Classes and social mobility in the United States today” (talk), August. UNESCO. (1996) “Education, Democracy, Peace and Development” UNESCO. Santiago. National Pedagogical University and SEP, Mexico s/f. Villarroel G. and Urenda, M. (1998) “The quality of Education and the Extension of the School day: The Case of La Peña Rural School”. Paper presented at the IV International Congress of Education. Puebla. Mexico. Villarroel, G. and Urenda, M. (1991) "Qualitative Analysis of Pedagogical Interaction in two municipal schools in secondary education in Chile." Social Studies, No. 69, Quarter 3, CPU, Santiago. Villarroel, G. and Urenda, M. (1991) ”Modern Society, Teacher Training and Professional Practice. Consonance or Dissonance? Educational Guidance Magazine No. 8-9. UPLACED. Villarroel, G. and Urenda, M. (1994) "Speeches on the school: a comparative study." Paper. V Chilean Congress of Sociology. Conception. Villarroel, G. and Urenda, M. (1994) “Pedagogical Practices in High School classrooms in Chile”. Presentation. XIII World Congress of Sociology. Bielefeld, Germany, . Villarroel, G.; Urenda, M.; Fernández, F. and Sánchez, X. (1997) “The Full School Day from the Perspective of the Actors: The case of a Rural School in the Valparaíso Region” Journal of Educational Orientation, No. 19 and 20 UPLACED. Villarroel, Gladys (1990) "Modes of family socialization and its effects on children." Pedagogical Studies Magazines, No. 16, U. Austral, Valdivia. Villarroel, Gladys(1996) “Trends in the development of Sociology of Education”. Faculty of Education UPLACED (note). PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: MEDIEVAL HISTORY KEY: HHG 3212 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: THIRD FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT It is a confrontational vision of the Near East and the West that begins with the barbarian invasions, it is intended to verify an initial weakness of the West that will then react politically, economically, culturally and religiously until it surpasses the East, especially during the height of the period in which the twelfth and thirteenth centuries, thanks to the strengthening of the monarchies, and the appearance of the Cities and Universals. 3.-GENERAL OBJECTIVES Appreciate the Middle Ages as a process in which the West began to develop its own creative forces. Evaluate this period as the basis and genesis of the future political, social, economic, cultural and religious organization of the Western world. 4.-SPECIFIC OBJECTIVES Know and value the Barbarian Invasions as disturbing and enriching factors of the Christian-Western culture. Appreciate Feudalism as a comprehensive and necessary system in the face of the historical situation of the time. Know the Sacerdotium-Imperium confrontation as a clarifying phenomenon of the political ideas that were beginning to take shape in that period. Evaluate the centralizing desire of the kings as the genesis of the strong monarchies of modern times. Estimating the urban, artistic and university movement of the High Middle Ages as an indicator of the culmination of a cultural process that left behind the dark centuries of the High Middle Ages. And as an exalting achievement of the period. 5.- THEMATIC UNITS: Unit I Eastern Offensive on the West. Barbarian Invasions. Byzantine invasion. Muslim invasion. Unit II Carolingian empire. Charlemagne and reappearance of the Roman Empire. Implementation of Feudalism. Unit III Imperium-Sacerdotium political theories. Confrontation and its consequences. Unit IV Culmination of the political process. Formation of Monarchies. Eastern Crusades and Spanish Reconquest. Unit V The Urban Phenomenon. Genesis and Expansion. Political organization. Economy and Market Unit VI Cultural culmination. Universities. Architectural Art: Romantic and Gothic. 6.-METHODOLOGY Expository classes. Review, Reading and Analysis of documents. Preparation and use of Maps. 7.-ASSESSMENT 2 Comprehensive Tests, coefficient 2. 3 Reading Controls, coefficient 1 1 Note coefficient 1 for Map Making. 8.-BIBLIOGRAPHY Allmand. C “The Hundred Years War”, Crítica, Barcelona, 1990. Buttiglione, R."Christianity and Culture in Europe", Memory, Consciousness and Project, Madrid, Rialp, 1992. Reel (Edit.) "Science and Culture: Christians, Jews and Muslims in medieval Spain", Salamanca; 1998. Claramunt, "History of the Middle Ages", Barcelona Ariel 1992. Dawson, C."Religion and the origin of Western culture", Madrid Encuentro Ediciones, 1995. Dockés P. "The Medieval Liberation", F.C.E., Mexico, 1995. Duby G. "Love in the Middle Ages and other essays", Alianza, Madrid, 1990. Duby G. “Europe in the Middle Ages”, Paidós, Barcelona; 1990. Fumagalli, V "When the sky darkens: Life in the Middle Ages", Nerea, Madrid, 1992. Genicot, L."Rural communities in the Medieval West", Crítica, Barcelona, 1993. Ladero M.A. "Universal History II Middle Ages"; Vicens University, Madrid 1990. Pirenne H. "Cities of the Middle Ages", Alianza, Madrid, 1994. Ullmann, W. "History of political thought in the Middle Ages", Ariel, Barcelona 1992. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: ECONOMY KEY: HHG 3312 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: THIRD FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical and practical course intended for students to learn the fundamentals and basic principles of economic science at the level of macroeconomics, microeconomics and international economics. 3.-GENERAL OBJECTIVE Provide the student with an organized view of the object, methodology, theories, operation and analysis of aggregates, yields and magnitudes of the economy in a simplified way. 4.-SPECIFIC OBJECTIVES Know what the economic problem consists of and what the possibilities or probabilities may be to solve it. Know the relationship between interest rates, savings, investment and employment. Know how an economic system works in the complex national and international sphere. Familiarize yourself with a vocabulary relevant to the problem or economic phenomena in question. 5.- THEMATIC UNITS Unit I : Presentation Economy object Economics and social sciences Economics methodology Economic laws: concept and its nature Rationality in economics. The models. Unit II : Economic Organization The concepts of structure, processes, collections, trend Types of economic systems. The market and planning Unit III : Supply and Demand Functions in the Market The characteristics and types of markets. Pricing system. Your training. Supply and demand functions. Partial balance and general balance. Unit IV : Economics and Microeconomics The economic activity. your indices Wages and unemployment The role of the government in spending, consumption and investment. Interest and investment rates Taxes, production costs and income. Fiscal policy versus monetary policy Unemployment and inflation. Profits, costs and income Elastic and inelastic demand versus price Total cost, marginal cost and production. Marginal benefit equals marginal cost. The competitive market, monopolistic market: prices and advertising. Oligopoly and barriers. Pricing policy and leadership Unit V: International International trade and business The Theory of Comparative and Competitive Advantage International transactions Tariff barriers. The effect of inflation on the rise or fall of the dollar Foreign investments: incentives and disincentives. The balance of payments 6.-METHODOLOGY The methodology to be used is the teacher's exposition accompanied by personal activities of the students – work on pre-established topics with the teacher and oral reports before the class on a particular topic – and group analysis based on a guide prepared by the teacher. 7.-ASSESSMENT Two integral tests coef. 2 each with 1 reading control coeff.1. A research paper with its corresponding presentation. 8.-BIBLIOGRAPHY Bernard Guerrien, The Bases of Economic Theory, in: "Research and Science" Spanish edition Sept (1992) pp. 64–69. George J. Stigler, “The Economist”, Folio Editions, Barcelona, (1991) Todd G. Buchholz, "New Ideas from Yesterday's Economists" Editorial Ateneo, 1st edition in Spanish, Mexico, (1993) William Fellner,”Towards a Reconstruction of Macroeconomics. Problems of Theory and Policy, “Economy and Business Editions, Mexico, (1993.) PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: PHYSICAL GEOGRAPHY I: CLIMATOLOGY AND HYDROLOGY' KEY: HHG 3412 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: THIRD FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Practical theoretical subject leading to the students of the History and Geography career, to understand the study frameworks and their main components of Climatology and Hydrography. Seen in this way, students will understand the close relationship between its elements and physical factors and its current influences on the Earth's Environment and its form of occupation in human activities. The Climatology and Hydrography subject is included in the third semester of the History and Geography Career, within the professional training of the student in the specialty area and is a prerequisite course for another subject. 3.-GENERAL OBJECTIVE Describe the climatic dynamics and its interrelation in the generation of landscapes and with the terrestrial geosystem. Value the various hydrographic zones of the world and their connection with the use of the natural factors of those places. Guide the form of human alteration and understand the dependence on the environment and the influence on the natural balance. 4.-SPECIFIC OBJECTIVES That the student is able to identify the essential features of climate and hydrography in order to apply these concepts to their local reality in order to integrate it into the great world systems. Guide the form of human alteration and understand the dependence on the environment and influence. 5.- THEMATIC UNITS Climatology: Climatic evolution, hydrological cycle, structuring of the atmosphere, meteoric phenomena, climate elements, climate factors, climatic typification, history of climatic variation from human influence on the environment. Hydrology: Water cycle, hydrographic typology, feeding systems, use of water in human activities, contamination and pollution of fresh and salt water on the planet. 6.-METHODOLOGY Expository: Due to the extension of the topics, they must be oriented with the purpose of highlighting those variables that are susceptible to the objective of the career. Interactive: Photo interpretation of slide shows and videos, transparencies and group work. 7.-ASSESSMENT Formative: Face-to-face: since the geographical phenomenon is a succession of events, it is valid to record them and also because the educational process is structuring, which indicates an indivisible sequence. Summative: Comprehensive tests for each thematic unit, individual or group work. 8.-BIBLIOGRAPHY Ana María Errazuriz and others, “Chilean Geography Manual”, UPLA Central Library. Arthur Straler “Physical Geography”, UPLA Central House Library. Emanuel de Martome "Physical Geography", UPLA Headquarters. Galach Encyclopedia “Tome of Physical and Human Geography”. UPLA Central Library. Military Geographic Institute, "Climatology and Hydrography of Chile", UPLA Central Library. Salvat “The Elements of Climate”. Various Authors, “Scientific American”. VIDEOS: Vincent Vives, “How it became habitable”, Central House Library, UPLA. Vincent Vives, “Atmosphere”, Chapter 9”, Central House Library, UPLA. Vincent Vives, “Contamination” Chapter Vl”, UPLA Central House Library. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: PRIVATE LAW KEY: HHG 3512 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: THIRD FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT Theoretical-practical subject whose purpose is to provide the student with basic concepts on civil law, commercial law and labour law so that he can handle a set of notions that allow him an adequate development in his work performance as a teacher. 3.-GENERAL OBJECTIVE Understand the structure and operation of the most important institutions of civil, commercial and labour law that allow the student an adequate assimilation of private law and its application in a social context. 4.-SPECIFIC OBJECTIVES At the end of the course, students will be able to: Explain the theoretical foundations of private law, especially civil, commercial and labour law. Identify the main institutions contemplated in national private law and explain their operation. Apply to real life cases the main legal institutions contemplated in civil, commercial and labour law. 5.- THEMATIC UNITS Unit I: Notions of Civil Law. Background of the Chilean civil code. People. Concept and classification, attributes of the human person. Contracts. Concept and classification. The Purchase-Sale Contract Notions of Family Law. Marriage the filiation Domestic Violence Notions of Inheritance Law succession by cause of death Testate and intestate succession Unit II: Notions of Commercial Law Historical evolution of commercial law. Chilean commercial law Sources of commercial law of acts of commerce. General notions Classification of commercial acts land insurance the bill of exchange The pay The bank current account contract The check The collective company General rules on commercial companies The partnership agreement Classification of companies State intervention in commercial economic activity k.1 Antitrust Legislation k.2 Economic crimes k.3 Regulations on the protection of consumer rights Unit III: Labor Law History of labor law in Chile Administrative, technical, judicial and labor pension bodies The Chilean Labor Code Individual Work Contract. Forms and solemnities Mandatory clauses of the contract special clauses Rights and obligations of workers and employees Termination of the employment contract union organizations collective bargaining Unit IV: The Teaching Statute The teaching function The teaching career Rights and obligations of teaching staff Teaching contracts Termination of the employment relationship of education professionals. Unit V: Social Security. preliminary notions Social security benefits Brief notion of work accidents and occupational diseases Pension Fund Administrators 6.-METHODOLOGY The course will be based on the preferably active methodology, which will consist of students having to previously prepare the content of the classes so that they can participate in debate sessions on the topics raised by the teacher and can apply the knowledge to the resolution of cases. specific ones that are presented. Without prejudice to the foregoing, some topics will be exposed by the teacher or the students and later a debate will be opened about the corresponding topics. The course will contemplate guided visits and with observation guidelines to the courts of justice, judicial archives, real estate conservator, notary offices, labor inspection or other institutions whose competences are related to the contents contemplated in the program. 7.-ASSESSMENT The evaluation of the course will be governed by the norms established by the University in relation to the integral tests and will contemplate the realization of a research work, which must be disserted and discussed by the students, delivery of reports of the visits and evaluation for the work. staff. 8.-BIBLIOGRAPHY Alessandri Somarriva,“Civil Law Treaty. “, legal editorial of Chile, Santiago, (1994). Alessandri Somarriva, “Treaty of Inheritance Law”, legal publishing house of Chile, Santiago. Álvaro Dors, “An Introduction to the Study of Law,” Valparaíso University Editions, Valparaíso (1976) Editorial Conosur, Santiago, (1993). "Teaching Statute, Republic of Chile". Legal publisher of Chile, Santiago (1996). "Political Constitution of Chile, Republic of Chile". Legal Publishing House of Chile, Santiago, (1997) “Commercial Code”. Chilean Legal Publishing House, Santiago, (1998) “Chilean Civil Code, Republic of Chile”. Hector Humeres, “Treaty on Labor Law and Social Security”, Legal Publishing House of Chile, Santiago. Ramón Mesa Barros, “Civil Law Manuals,” legal publisher of Chile, Santiago, (1993). Ricardo Sandoval López, "Manual of Commercial Law", legal publisher of Chile, Santiago (1991). PROGRAM 1.- IDENTlFlCATlON OF THE COURSE NAME : COMPUTER TOOLS KEY: IHG 3633 CURRICULAR CORE: DEVELOPMENT OF ACADEMIC SKILLS SEMESTER: THIRD FACULTY: NATURAL AND EXACT SCIENCES 2.-DESCRIPTION OF THE SUBJECT Course designed to provide the basic notions of the architecture of a personal computer and to deliver the necessary tools for the comprehensive management of the PC through Windows. 3.-GENERAL OBJECTIVES Create different types of documents using the wide variety of resources provided by a word processor. Design spreadsheets that allow solving specific problems of numerical treatment of information, using the different resources available in the spreadsheet. Prepare slides, transparencies, posters, organization charts and dissertations that summarize information on an institution or product, using a presentation and graphics program. 4.-SPECIFIC OBJECTIVES Identify the different units that make up the architecture of a personal microcomputer. Recognize the different types of programs that interact on a personal computer. Develop editing, proofreading, formatting and printing of documents. Manage procedures that allow the preparation of specialized and standardized documents. Prepare spreadsheets that allow solving specific problems of numerical treatment of information, using the different resources available in the software studied. Create different types of graphs, using the wide variety of resources offered by the program, so that you can summarize information and facilitate decision making. Build different types of presentations using the different options offered by the program. 5.- THEMATIC UNITS Unit I: Computing elements Hardware elements General concept Input unit and its devices Output unit and its devices Storage unit, Ram and Rom External storage devices Storage measurements CPU Software element Operating syste Utility and service programs Application programs Unit II: Microsoft Word Creation, edition, formatting and printing of a document. Characteristics and hardware requirements Start-up and presentation screen Manual and automatic correction of a document Toolbar Using the ruler Borders bar Drawings bar Applications Workshop Design of specialized documents Double column Tables Personalized correspondence Insertion of images Management of predefined formats Insertion of text and images from the Internet Application workshop II Unit III: Microsoft Excel Spreadsheet and printing Organization of an electronic spreadsheet Types of data Data entry and correction Relative formulas Copy concept Absolute formulas Editing and formatting of cells Graphic typography, color palette and borders Printing the spreadsheet using different formats Commonly used functions Storing and retrieving spreadsheets. Applications Workshop III. Data and GraphsData ordering. Information classification. Information search through filters. Information selection through conditions provided by the user. Graphics, data range, graphing area, type of graph. Editing a graph: format, titles, legends, colors. Storage and printing of graphs. Manipulation of data from the Internet. For its graphing and analysis. Applications workshop IV Unit IV: Microsoft Power Point: Creation of transparencies and slides Preparation of organization charts Preparation of automated presentations Applications workshop V 6.-ASSESSMENT A cumulative test at the end of each unit. Activity that must be developed using the computer. 7.-METHODOLOGY In the development of the course, a workshop-type methodology will be applied, in which the student will have to interact directly with the PC. To this end, instruction guides will be prepared in which the analyzed options of the studied programs are applied. 8.-BIBLIOGRAPHY Mark Dodge, Chris Kinat, and Craig Stinson (1995) “Complete Guide to Microsoft Excel 5 for Windows”, McGraw-Hill Publishing. Microsoft Corporation Publishing (1993) “Microsoft Word Quick Reference”. IDG Brooks Publishing.(1995), “Word 6 for Windows Visual Guide”. Mark Dodge (1995) “Complete Guide to Ms Excel 5.0”, Editorial Mc Graw Hill. PROGRAM 1.- IDENTIFICATION OF THE SUBJECT NAME: LINK WORKSHOP WITH THE EDUCATIONAL SYSTEM I KEY: IHG 3742 CURRICULAR CORE: DEVELOPMENT AND INTEGRATION WITH THE MIDDLE SEMESTER: THIRD FACULTIES: EDUCATIONAL SCIENCES AND FACULTY OF THE SPECIALTY 2.- DESCRIPTION OF THE SUBJECT This Practice must help in a way to form a solid and iron axis between the University, the Educational Establishments and the Community. Its main concern will be focused on the "Observation and analysis of interpersonal relationships" that occur within the educational establishment, related to what is observed with the disciplinary content that is working in parallel. The development of investigative curiosity will be promoted, group and personalized learning will be stimulated and respect for the cultural identity of the educational community observed. This is the first step of the gradual and growing approach that every student of pedagogy must do, to the reality of educational establishments, their environment and the classroom by carrying out practical work in the development of the curriculum. This subject must precede the methodologies and is the basis on which each student will build their own theory of teaching. 3.-GENERAL OBJECTIVES Show a high social interest, awareness and concern for their students, and for the entire educational community, including the family, their needs and daily problems, from the point of view of interpersonal interactions (teacher-student; teacher-teacher; student- student; teacher-proxy; proxyproxy; etc.) 4.-SPECIFIC OBJECTIVES Promote self-analysis, discussion and self-assessment of the professional vocation in practitioners. Generate and nurture knowledge and pedagogical theory and give meaning to the subjects and curricular contents. Generate significant questions for their professional training. Assess the importance of living respectful interpersonal relationships within educational establishments among all actors. 5.- THEMATIC UNITS Interpersonal relationships within educational establishments. Importance of interpersonal relationships. Quality of interpersonal relationships. Interpersonal relationships and disciplinary behaviour of students. Interpersonal relationships and learning environment. Professional skills necessary for the development of healthy interpersonal relationships within educational establishments. The significant model teacher for students. Some necessary characteristics in teachers: Ability to respect and tolerate divergent thinking. Ability to work in a team. Ability to cultivate the integration of diverse groups. Ability to promote and practice dialogue. Ability to discover and recognize their strengths and weaknesses. 6.-METHODOLOGY Study of cases observed in the educational establishment. Socialization of the cases studied. Bibliographic study of the cases. Personal reflection on the observed cases. Representation of the observer cases through role playing. Note: the students attend weekly, one of the periods to an educational establishment, and the other to a workshop organized by the professor of the specialty 7.- EVALUATION 90% attendance to the sessions in the educational establishment (if less than 90% attend his grade is one (1.0) and if he attends 90% or more his grade is seven (7.0)). This grade has a weight of 20% of the final grade. Attendance at 80% of the Workshop sessions with your Early Practice teacher (if you attend less than 80% your grade is a one (1.0) and if you attend more than 80% is a seven (7.0).This grade has a weight of 20% of the final grade. Evaluation by the head teacher of the educational establishment through a Guideline made between PT III teacher, students and classroom teacher This qualification has a weighting of 20% of the final grade. Self-assessment of each student of the team with the same guideline of the classroom teacher. This qualification has a weighting of 20% of the final grade. Evaluation of the teacher of Practice III through of Guideline elaborated in conjunction with the students. This grade has a weight of 20% of the final grade. 8.-BIBLIOGRAPHY Bustos, A and Calderón, P (1999) “Educational Psychology”. Ed. mintangeles, Valparaíso, Chile. P.F.I Commission: P.F.I. Flores,R (1993) “Towards a pedagogy of knowledge”. MacGraw-Hill, Interamerican, Colombia. Haggarty (1996) "What happens when the school and the University join forces with the purpose of improving initial teacher training". March 1997, Santiago. Chili. Inostroza, G (1996) "Pedagogical Workshops". UNESCO, Dolmen, Chile. Jilibert, J; Cabrera, I; (1996) "Transforming initial teacher training" Inostroza, Gy Riveros, X. UNESCO, Santillana, Chile. Well, J.I. (1998) “Apprentices and teachers”. Alliance. Madrid. Spain. Note: The indicated bibliography is the basic and fundamental one, but this should be expanded according to the questions that are generated in the future teachers according to what they have observed and that generates significant questions. PROGRAM 1.- SUBJECT IDENTIFICATION NAME: CURRICULUM AND PLANNING KEY: EHG 4111 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FOURTH FACULTY: EDUCATIONAL SCIENCES 2.- SUBJECT DESCRIPTION Foundation and Basic Conceptualization At this stage, the future teacher commits to and integrates the knowledge of theory (scientists) with classroom practice (school daily life) through participant observation actions. It will value the curriculum as a discipline that will allow it to build the appropriate theoretical framework that will support its pedagogical practice. It aims to develop the analytical and critical thinking of the future professional of education, so that it comes to understand the curriculum planning process and its implementation. in action, especially linked to the socio-cultural context where it works. Likewise, it responds to questions that the current Educational Reform poses to teachers, especially at the secondary education level, this refers to: development of capacities to face the world of work and university, organization of contents (conceptual, procedural, attitudinal); decision-making in terms of learning strategies, methods, techniques and evaluation procedures. Contextualization of the Subject It corresponds to a subject that is an obligatory continuation of sociological knowledge (Sociology of Education) and the analysis and understanding of psychological theories (Educational Psychology and of Learning) and is required for active practice in the classroom (Professional Practice). 3.-GENERAL OBJECTIVES Reflect on the curricular problem from the relationship established between culture and education. Understand the coherence between curricular approaches and certain conceptions of learning. Understand the purposes and curricular principles that support the Educational Reform of Chile. Evaluate the educational project, especially in its curricular component, as an instance of action and solution to problems related to improving the quality of learning in educational contexts. 4.-SPECIFIC OBJECTIVES Discuss globalization and interdisciplinarity as a problem in the organization of knowledge, pointing out the different conceptions that have prevailed in school practices. Design teaching units in a global and interdisciplinary conception. 5.- THEMATIC UNITS Unit I: Theory and practice of the curriculum Culture, education and curriculum Dominant curricular paradigms Building shared knowledge: learning from everyday life. External and internal conditioning factors of the curriculum. Unit II: Chilean educational reform: levels of curriculum specification. Organic Constitutional Law of Teaching (Law 18,972): Purposes and curricular principles that support. Fundamental Objectives and Minimum Contents. Educational Project as an instance of curricular innovation of the Educational Establishment. Classroom programming in a constructivist conception of learning. Unit III : Everyday work: classroom programming. Concept of interdisciplinarity and globalization. What role do the curricular elements of classroom programming play in a constructivist approach to learning: Objectives / Contents (conceptual, procedural, attitudinal / Strategies of Learning / Evaluation Procedures action / Curricular Materials / Activities / Timing / Place? Principles of coherence and integration. Congruence model of the teaching-learning process. Design of Didactic Units based on the Fundamental Objectives and Minimum Contents. 6.-METHODOLOGY The teacher will expose the state of the art of the subject, in each one of the units and the students will carry out individual activities (cards, conceptual maps, comparative tables, scripts, etc.) and group activities (discussion of the theory, work projects, research and others). 7.- EVALUATION Authentic Evaluation Procedure, by means of a “portfolio” or “folder”. Demonstration of the best works carried out. 8.-BIBLIOGRAPHY Antúnez, Serafín et al (1995) "From the Educational Project to Classroom Programming" (6th edition) Carretero, Mario (1993) "Constructivism and Education" Edelvives Publishing House, Zaragoza. Coll S., César (1993) " School learning and construction of knowledge” Editorial Paidós Educador, Buenos Aires. Coll S., César (1990) “Psychological Development and Education, II” Editorial Alianza Psicológica, Madrid. Coll S., César (1991) “Psychology and Curriculum: A Psychopedagogical approach to the elaboration of the school curriculum”. Editorial Paidós, Buenos Aires. Coll S., César (1995) “Constructivism in the classroom” 4th Edition, Editorial Biblioteca de Aula, Barcelona. Coll, César (1997)"The contents of the Reform"Editorial Alianza, Madrid. De la Torre, Saturnino (1993)"Didactics and Curriculum: Bases and components of the training process"Editorial Dykinson, Madrid. Deval, Juan (1997)" Growing up and thinking: The construction of knowledge in the classroom”. Editorial Paidós, Buenos Aires. Editorial Graó, Barcelona Gimeno S., José (1991) “The curriculum: a reflection on practice” Editorial. Morata, Madrid. Grundy, Shirley (1991) “Product and Praxis of the curriculum”. Morata Publishing House, Madrid. La casa, Pilar (1997) “Learn at school, learn on the street”. Lucini, A. (1994) "The theme of the Transversal Axes" Editorial Anaya, Buenos Aires. Martínez E., Isabel (1998) "Methods and techniques in a model of congruence of the teaching-learning process" Editorial Puntángeles, Valparaíso. Ministry of Education (1992) "Organic Constitutional Law of Teaching" Santiago. Ministry of Education 1994 and 1997 "Fundamental Objectives and Minimum Contents of Basic General Education and Secondary Education" Santiago. Monerero, F., Carles and Castello B., Monserrat (1997) “Learning strategies”. Editorial Edebé, Barcelona. Novak, Joseph and Gowin, Bob. (1988) “Learning to learn”. Editorial Martínez Roca, Barcelona. Palladino, César (1997) “Educational Project and Transversal Contents”. Anaya Publishing House, Buenos Aires. Pérez M., Royman and Rómulo Gallego-Badillo (1995) “Constructivist currents: from conceptual maps to the theory of intellectual transformation”. Editorial Magisterio, Bogotá. Puigdellívol, Ignasí (1993) “Classroom programming and curricular adaptation: the treatment of diversity”. Editorial Graó, Barcelona. Reyzabals (1993) “Transveral Axes” Editorial Alianza, Madrid. Torres S., Jurjo (1991) "The hidden curriculum" Editorial Morata, Madrid. Yus, Rafael (1998) “Transversal Topics” Editorial Graó, Barcelona. Zabala, Antonio (1993) "How to work the contents as procedures in the classroom" Editorial Anaya, Buenos Aires. JOURNALS: Notebooks of Pedagogy, Barcelona, Spain Communication, Language and Communication, Barcelona, Spain. Education. Tubingen, Germany. Education. Chili. Educational Perspective. U.C.V. Chile Educational Dialogues. UPLACED, Chile. PROGRAM 1.- SUBJECT IDENTIFICATION NAME: MODERN HISTORY KEY: HHG 4212 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FOURTH FACULTY: HUMANITIES 2.- SUBJECT DESCRIPTION It corresponds to the political, social, economic, scientific and mentality analysis of a fundamental period in the history of the Western world between the fifteenth and eighteenth centuries, without whose knowledge it is impossible to understand the immediately preceding period or contemporary historical reality. Therefore, the course describes and analyses perhaps the most fruitful time in achievements and changes that occurred in the Western world. 3.-GENERAL OBJECTIVES Through the subject, train a professional capable of contributing to the cognitive development of students. ethics to learn through the subject. Understand that the human being is made of the past, a past that is part of his essence as a man of the present. 4.-SPECIFIC OBJECTIVES Understand the epistemological link between medieval times and the modern world. Understand training of the modern state. Evaluate from a current perspective the anthropological legacy of humanism. Understand the transition from the old regime to the change of mentality that the French Revolution has. 5.- THEMATIC UNITS How to understand the passage from one era to another, the intellectual background that explains a new mentality, the feeling that another social, political and cultural reality is being lived. Humanism as a recovery of the dignity of man; in unlimited faith in its whims. The development of the sciences as a result of an experimental method, the exploration of the universe and the name of the sciences. The formation of territorial study as the basis of modern states. The road to absolute monarchy in Spain, France and England. The beginnings of capitalism. Participation of the state in economic policies. The breakdown of religious consciousness, from fanaticism to tolerance, the road traveled. The time of the Reformation. The Enlightenment and the rational basis for understanding the world. The disintegration of the new, the old regime and the revolutionary process in France. 6.-METHODOLOGY Exhibition of content through video-cassettes, work with interpretation of texts by authors of the period under study, reading checks to complement the thematic units, student participation in solving historical problems. documentary sources and search for conviction through them. Work with sources of the time will be evaluated in particular. 8.-BIBLIOGRAPHY Asa Briggs: "Contemporary History of Europe." Collection of writings of the humanists. Editorial Alliance “Humanism and Renaissance”. F. Chabod: “Writings on the Renaissance”. G. Alberrigo: “The Protestant Reformation”. Writings of the reformers. Garín Eugenio: "The Cultural Revolution of the Renaissance" Ed. Critique. H. Lapeyre: "The European monarchies of the sixteenth century." J. Bodino: “The six facts of the Republic”. J. Delumeau: “The Reformation”. J. Loeke: “Treaty of Civil Government”. J. Paredes: “Contemporary Universal History Volume I”. Marewall: “Modern State and Social Mentality”. Montesquieu: “Spirit of the Laws”. N. Machiavelli: “The Prince”. Saita: “Critical Guide to Modern History”. Lieutenant: “Modern Age”. ED. Vincent Vives. PROGRAM 1.- IDENTIFICATION OF THE SUBJECT NAME: GEOGRAPHY OF THE POPULATION KEY: HHG 4312 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FOURTH FACULTY: HUMANITIES 2.- DESCRIPTION OF THE SUBJECT Theoretical-practical course, which aims to provide Pedagogy students in History and Geography with the conceptual and methodological notions of Population Geography. Its specific purpose is to visualize and critically analyse the different aspects that comprise the dynamic and static study of the human population. 3.- GENERAL OBJECTIVES Provide the theoretical bases for understanding population dynamics through global, national and regional scale. Develop skills to read, understand and critically analyse specialized bibliography in the field of Population Geography. Develop skills that allow the student to properly handle analysis techniques and teaching methods in the field of Population Geography. Develop attitudes that allow assessing the scope and importance of Population Geography in the context of education. 4.-SPECIFIC OBJECTIVES Identify the concepts of birth, mortality and migration that allow understand the dynamics of the population. Select, interpret and communicate information about the population in oral and written form, respecting the criteria of rigor in the management and analysis of sources. Use graphs, tables that allow representing and analysing demographic phenomena. Apply quantitative techniques that allow the elaboration of demographic information. Relate the theoretical-practical concepts of Population Geography to real situations on a global, national scale. 5.- THEMATIC UNITS Unit I : Spatial Distribution of the Population Introduction Numbers of the World Population and its distribution Determinants of Spatial Distribution Methods of Analysis Unit II : Population Dynamics Birth Rate Mortality Natural Growth Migratory Movements Unit III : Population Structures Age and Sex Marital status Economics Educational 6.-METHODOLOGIES Theoretical sessions: Lectures – Discussions Practical sessions: Workshops with work groups 7.- EVALUATION Comprehensive tests at the end of each unit. Reading control. Practical workshops (20%) grade. 8.-BIBLIOGRAPHY Bellan Antonio (1991). “Population of the World”. Ed. Synthesis. Madrid. Spain. Gamir Queta Agustín (1995).“Spatial Analysis Practice” Ed. Oikos-Tan. Haggett Peter (1993)“Geography. A modern synthesis” Ed. Omega. Lenguina Joaquín, (1992). “Fundamentals of Demography”. Ed. Siglo XXI. Vallin Jacques (1994). “The Demography”. Publisher Alliance. Madrid. Spain. Vinuesa, July (1994). “Demography, Analysis and Projections”. Ed. Synthesis, Madrid, Spain. PROGRAM 1.- SUBJECT IDENTIFICATION NAME: PHYSICAL GEOGRAPHY II: GEOMORPHOLOGY KEY: HHG 4412 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FOURTH FACULTY: HUMANITIES 2.- SUBJECT DESCRIPTION It is a practical theoretical course aimed at students of the History and Geography career, with the purpose of analyzing the morphological theory and practice and the national landscape through a comprehensive geographic approach. What is indicated is conceptualized through the use of visual techniques, bibliography, field trips, all of which allow us to understand the notion of geomorphological units. The subject of Geomorphology is included in the fourth semester of the History and Geography career, within the professional training of the student in the specialty area and is a non-prerequisite course for another subject. 3.-GENERAL OBJECTIVES Expand knowledge about the processes of formation of the physical environment of the planet. existence of geomorphological phenomena regarding the constitution and humanization of the geographical landscape. Acquire an understanding of the Chilean geomorphological process and zoning. 4.-SPECIFIC OBJECTIVES Stimulate knowledge of natural resources and the fragility of their existence. That the student knows a methodology for e The analysis and knowledge of geographic spaces with the purpose of applying it to their reality in order to establish a criterion for spatial differentiation of their local reality with respect to the great regional and zonal systems. 5.- THEMATIC UNITS Geology: Geological-historical stages of the conformation of the physical landscape. Theories of the formation of the continents. Relief: Description, location and spatial relations of the main geoforms of the natural landscape (volcanism, fault lines, mountain ranges, valleys, depressions, deserts, sheets, steppes and glaciers). National morphology: Establishment of the national morphological zoning. Natural risks associated with the national morphology. in the physical field. Interactive: Through the use of digital technology and computational exposure, it will be possible to integrate individual knowledge with guided group work in the classroom or library aimed at guiding the knowledge of specific or global realities. 6.- METHODOLOGY: Proposal for the delivery of the basic knowledge of the theories in the physical field. Interactive: Through the use of digital technology and computational exposure, it will be possible to integrate individual knowledge with guided group work in the classroom or library designed to guide the knowledge of specific or global realities. 7.-EVALUATION Formative: On-site: Because the geographical phenomenon is a succession of events, it is valid to record it and also because the educational process is structuring, which indicates an indivisible sequence. Summative: Comprehensive tests for each thematic unit. Individual or group work. 8.-BIBLIOGRAPHY “Cooling of the earth. Vincent Vives, Chapter XI”. Central House Library, UPLA. “Formation of the Vincent Vives Continents, Chapter V”. Central House Library, UPLA. "The Formation of the World 4,600 million years ago, Chapter I. Central House Library, UPLA. Arthur Straler. “Physical Geography”, Central House Library, UPLA. Editorial Oceáno. “Physical Geography”, Central House Library UPLA. G. Muñóz Ferrand, “The volcanoes of Chile”, Central House Library, UPLA. Military Geographic Institute, “Physical Geography of Chile”, UPLA Central House Library. José Luis Peña Nonné, “Geomorphology”, Central Library, UPLA. Pilar Cereceda and others . “Chilean Geography Manual”. UPLA Central House Library. Tarling and Tarling. “Continental Drifts”: Various authors “Scientific Videos Miraculous Planet Collection”. Various authors. Galasch Encyclopedia. UPLA Central House Library. PROGRAM 1.-IDENTIFICATION OF THE SUBJECT NAME: HISTORY OF COLONIAL CHILE PASSWORD: HHG 4512 CURRICULAR CORE: PROFESSIONAL AND DISCIPLINARY TRAINING SEMESTER: FOURTH FACULTY: HUMANITIES 2.-DESCRIPTION OF THE SUBJECT The theoretical course focuses on the study of legal, economic, and social bases and cultural on which the Chilean historical development is based during the Spanish period; It begins with the study of Hispanic-Indian relations during the 16th, 17th and 18th centuries and culminates in the study of the factors that presided over the formation of the Chilean nationality, as well as in the scope of doctrinalpolitical ideas on the eve of producing the monarchical crisis. 3.-GENERAL OBJECTIVE At the end of the course, students must know, understand and analyze the Hispano-Creole historical development, identifying the participation for Chile of the individual and collective actors of the internal and external influences of the political, economic, social and cultural. 4. SPECIFIC OBJECTIVES Know and understand the process of formation of our nationality Know the order of conquest and its meaning in the political, social and economic formation of Chile. Know and value the action undertaken in the country by Institutions such as the Crown, Church, etc. Know and understand the formation of all social components such as the elite, the middle and popular sectors. Knowing the maturation experienced by colonial society in the eighteenth century in terms of its political consciousness. 5.- THEMATIC UNITS Unit I: Political, legal, economic and social bases of the Discovery, Conquest and Colonization of Chile Territorial and colonizing policy Features of the first foundational stage Political-administrative organization Economic organization Social Organization War of Arauco Church and missionary work Unit II: Development of the Kingdom during the seventeenth century The decline of Spain Scope of dependence on the Peruvian Viceroyalty Political-administrative organization and settlement crises Economic organization
