Educational, creative and artistic applications in different types of environments, including digital environments and the use of ICTs.
Training in the teaching of social sciences for preschool and primary school teachers, for secondary school teachers, for university teachers and for educators in museums and heritage and other informal areas. To train educators and generate cultural criteria for application in institutional settings between archaeology, anthropology, education and cinema.
Training in the arts for preschool and primary school teachers, secondary school teachers, university teachers, museum and heritage educators and other informal areas.
Train educators and generate cultural criteria for application in institutional settings between creativity, psychology, educational practices and teacher training.
This line of research aims to describe and understand the construction of the concept of the body in curricular and extracurricular materials used in the early childhood education curriculum. For this purpose, different methodological tools are included to study the construction of the concept of the body such as content analysis and critical discourse analysis of both visual representations and written text. Based on the results of this line of research, it is intended that teachers in practice and in training learn to critically assess the curricular materials they use in their classrooms, as well as to propose alternative curricular materials that promote an appropriate image of children.
Analysis of the effectiveness of tools designed by computational linguists and computer engineers in examining digital genres, such as computer-mediated communication. It includes the valuation or subjectivity conveyed by users in commercial and non-commercial uses.
Didactics of written language (Spanish-Catalan-French-English) in multilingual contexts from the perspective of discursive genres (with attention to grammatical and pragmatic aspects and ICT) through the design and implementation of didactic sequences as a methodological device of didactic research.
Proposals linked to the presence of diversity in classrooms at different educational levels: classroom materials, treatment of spaces, textbooks and other school materials in reation to the presence and treatment of affective-sexual diversity and gender identity, the treatment of the body and non-normative bodies. Studies on the references (literary, audiovisual...) of students when it comes to knowing and understanding the world, and the presence and treatment of diversity in these contexts.
Right to education expands with cultural identity: the right to choose one's own culture, the protection and development of one's own cultural identity, to choose education, are topics of study that transcend education as a social right (to education) to be one of quality (in education).
Research in intercultural education and health education in schools aims to learn about, study and provide solutions to address diversity in schools. The aim is to provide schools and the educational community with resources to attend to students in a comprehensive manner.
Research on the intersectionalities between LGTBIQ+ diversity and other factors such as social class, exclusion, gender, ethnicity, culture, migration and functional diversity. This line of work addresses the complexity of bodies and lives from an intersectional point of view; that is, from the idea that we are traversed by different identities that shape and define us, and from the importance of this issue when addressing diversity in the classroom.
Analysis of the quality of the social education policies promoted by the Local Administration. Studies at regional, national and international level: social inclusion, training-employment, socio-cultural animation, gender equality, etc.
Study of psychosocial aspects in adolescents, in particular, the measurement of socialisation, aggressive behaviour and meaning of life, analysing its interrelation.
Higher education and mobility. Intercultural competences and well-being. Training in intercultural competences. Migration processes and personal balance. Cultural identity and acculturation processes. Language and cultural diversity. Cultural stereotypes and minorities. Gender and migration processes. Gender identities and “new environments”. Acculturation processes and cultural shock. Communication and intercultural mediation. Mobility and migration policies. ICT resources, communication and migration processes. Citizenship, participation and cultural diversity.
Digital humanities and education with digital formats provide us with many opportunities to improve many aspects that can be changed by digital technologies.
Analysis of the different models, structures and governance of universities in both international and national contexts, specifically in the study of university funding policies, management and allocation of resources, and policies on access to higher education.
Analysis of the role of universities in the next current technological context, challenges, perspectives and trends. Roles in the dissemination of knowledge. Policies and strategies for building open science, new paradigms and tools.
LGTBQI+ studies and their link to the educational world, Queer and Crip theories and their educational implications, the changes of recent years and the latest research on these issues in the international academic spehere. It is also interested in the changes brought about by equality laws and their consequences in schools, and in the ideas and beliefs of teachers and university students about diversity in the classroom.
Analysis of the quality of the initial training model in force in the University Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training and Official Language Schools.
Teaching and learning grammar. The configuration of school grammar from interlinguistic approaches and in relation to the mastery of the written language. Historiographical research on school grammar.
Turancy, the unjustified and repeated absence from school of children of compulsory school age, is and educational and social problem. Little studied, focused on certain scools and neighbourhoods, its analysis and study allows us to improve the application of the right to education.
This line deals with the analysis of teaching-learning processes at the university in order to make proposals for improvement and to implement and evaluate them, as far as possible. Likewise, good practices, the use of ICTs, transition processes, dropout and failure, etc.
The aim of this line of research is, on the one hand, to analyse the methodological proposals and musical tools used in the university classroom to favour the comprehensive development of children in Preschool Education. On the other hand, to develop innovative proposals based on musical movement so that future Preschool Education teachers who do not specialise in music can apply the multiple possibilities for cognitive, socio-affective, motor and verbal development offered by the application of musical movement activities during this educational stage.
Development of visual culture and arts education for both children and adults, promoting the relationship with other fields of study.
