CEBAS Project - Contemporary Social Issues 3rd Year
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HIGH SCHOOL FOR ADULT EDUCATION WITH A FOCUS ON HEALTH
CEBAS
SUBJECT: CONTEMPORARY SOCIAL ISSUES
THIRD YEAR
YEAR 2023
Teacher: Camila Diaz
Foundational basis:
Theoretical-disciplinary framework:
The subject Contemporary Social Problems corresponds to the last year of education.
for adults at the secondary level.
Considering the general framework prescribed by the subject that proposes: "the approach
of the various problems faced by today's man/woman, their origins and/or causes and the
responses or attitudes that are assumed, whether individually, as a social group, or as
"organized society." The chosen topics aim to situate men and women
students in time and in space within the social historical process, and account for their
teaching and learning of this process, as a human construction, of which we are
we ourselves are the makers of history and its circumstances. In that sense, and within
From the general proposal, an attempt will be made to highlight and make the subject's capacity visible.
action and transformation and the commitment to it.
In this orientation and purpose regarding the subject, it is essential for us to understand which
it was the process by which we arrived at our contemporary era, and what were the
relevant events that occurred in it in its multiple variations at this level
temporal. Thus, in the various chosen topics, an integration of the
the same within a global framework, and not a mere enumeration or a view of themes
isolated from each other, juxtaposed and incongruous.
Contemporary and 'modern' social issues present a reality for our analysis.
complex social issues, where the naturalization of the events that occurred during that period
it obscured the treatment and understanding of them. Problematizing them means or
seeks to deconstruct them, provide other viewpoints, a critical analysis of the
in short, a critical stance towards reality, an aim or purpose in which
orient the subject, the program, and the objectives for the students.
Didactic-pedagogical framework:
Adult education implies a background of knowledge and a set of prior ideas.
(given that adult nature of the participants) based on their experience in the
social and cultural context in which they live and develop, and with it, a naturalization in
the vision, interpretation, and meaning of reality itself. This situation requires working on
those experiences as part of education. A teaching-learning process where the
knowledge is meaningful, it will try to reorient and re-signify those experiences
providing tools for the analysis of the experiences lived and known. A
teaching constructivist learning that contributes to the development of the individual and to the
construction of ideas in that development based on the stimulus, as a subject of action and with
ability to transform and change. Thus, the objective of the subject will be an attempt
to reorient certain concepts and preconceptions based on dialogue (taking into account the
personal, collective, and social experiences) work on certain prejudices, correct and
orient the same ones, arrange others, and above all, try to disnaturalize
concepts or visions that prevent the recognition of the other as a subject, and as a subject of
law, on which social coexistence is based, is why, as it rightly points out
subject, our objective is: social issues. And aimed, more specifically at
the need to develop a curriculum plan in line with pedagogical requirements and
work of health agents, who it will be intended for, to have a preparation
in accordance with the demands for trained human resources that, currently, society
requires.
In that attempt, we will work on different readings of the social and historical reality, which will be
discussed in class, in other cases, a theoretical presentation of them according to the
complexity of the proposed topics.
General Objective
The general objective of the subject is for students to be able to
protagonists of their own journey regarding the current issues that have
Rodean. For this journey, the relationship with the contents of others will be important.
subjects and the understanding of the contemporary historical framework At the same time it is expected
that they acquire knowledge and tools that allow them to question and challenge
the current society.
Specific objectives
Enable a complex view of societies.
Generate the analysis of developed categories.
Facilitate the understanding of contemporary social issues in frameworks
social complexes.
Promote critical thinking that questions and debates the issues
addressed in classes.
Incorporate the gender perspective as a cross-cutting axis.
Propose debates and expression of their ideas through oral communication and expression.
written.
Subject program:
Political transformation processes in contemporary societies.
Popular participation and political power. East-west and north-south confrontation.
fall of socialism. Nationalisms, xenophobias, and fundamentalisms. The end of the
ideologies. Reunion of utopia.
Globalization. Work and economic life in an integrated system. Technology and
post-industrial society. International organizations and sovereignty. Schools
economic, various capitalist models. Regional integration.
● Human society and population. Culture and society. The new movements
Social. Youth. Individualism and disengagement. Addictions. AIDS.
Discrimination. Marginality and marginalization.
The scientific-technological revolution. Technology and new productive paradigms.
Virtual reality. Computerization of society. Mass media.
Media policy.
● Environment. Environmental movements. State and environment. Environment and region.
Pollution.
The representation of society. Modernity and post-modernity. The explanations.
magical. The renaissance of religions. The new subjectivities.
Diagnostic Proposal
As a first approach to evaluate text comprehension, they will be provided with
the students a triggering text that generates debate. They will have to read it and
raise possible questions and issues that arise. In this activity, a
group discussion that reflects orality and expression
Didactic Strategies
The pedagogical proposal has its approach from popular education, starting from this
Based on this, the social realities of the students will be taken into account. Likewise, it will
wait for them to be the protagonists of their academic journey, responding to the different
interests that arise regarding the subject program. The construction of knowledge
it will be collective, presenting the topics based on triggers that help them to
start explaining concepts in their own words. The classes will be theoretical and
practices, during the theoretical moments the concepts will be developed that will then be
debated and addressed with practical activities. The students will work in a way
group and individual to solve different activities for sharing. At the beginning of
each class will review the topics covered previously as a recap. At the end, it will
will make a brief introduction to the topics of the next class.
Proposal of activities for the students
Joint, group, and individual reading of the texts to be worked on.
● Visualization of audiovisual material proposed by the teacher.
Group practical work that will be solved in the classroom and shared.
Individual practical work with question guides on the main topics.
Reflect on current social events.
Oral expression exercises, which are of great importance for the trajectory
educational of the students.
Proposal for Teacher Activities
Preparation of booklets with main concepts.
Planning of each class to be taught.
Search for sources and material of interest to the students.
● Generation of dialogue spaces for students to be able to
expressing themselves and starting to use orality as a tool for expression.
Preparation of synoptic maps to be presented at the end of each class.
Search for easily accessible audiovisual material to facilitate understanding of
concepts.
Evaluation
It will take place throughout the entire cycle and will be assessed:
Participation and attendance.
The commitment to the proposed activities.
The disposition towards the difficulties that arise when it comes to understanding the
concepts.
The ability to work in a group and resolve differences positively.
Oral and written expression.
The commitment to collective construction.
In the development of the classes, active participation will be evaluated. The resolution of tasks
practicals are another instance of evaluation. At the end of each topic, they will present orally the
worked concepts. Continuous and process assessment.
Final project proposal
It is proposed to choose a contemporary social issue (in the area of health) that
matters of interest, that
interpellate and generate debate, to conduct research on it and propose possible solutions
responses, in turn reflecting the different views that are held of the same. Reflecting the
interests and power involved in it.
An oral debate is proposed, allowing for reflection.
Student bibliography
Carballeda, M., & Juan, A. (2008). Complex social issues and policies
public. CS, (1), 261-272.
Summary of the mental health law.
Teacher's brochure.
Journalistic articles.
Teaching worksheets of the teacher.
The State: Civic Education 2, Silver Series. a-Z publisher. Buenos Aires. 2007
Globalization. History and Current Affairs: Didactic Module on History and Social Sciences.
Secondary education-2003
Revolutionary Triptych. Note, Beatriz Sarlo
The Argentine May. Horacio Tarcus, publication.
Human Rights: Civic Education 2, Silver Series. a-Z publisher. Buenos Aires. 2007
Expression, information and communication: Civic education 2, Silver series. a-Z editor. Buenos Aires.
2007
Formation of public opinion: Civic education 2 Susana Pasel, Susana Asborno. Aique
Editor Group S. A.
Bibliography of the teacher
Lenta, M. M. (2016). Children and adolescents in street situations: discourses
about childhood and processes of subjectivation. Eudeba.
Hernández López, Teresa, et al. "The age of onset in drug use, a
"Problematic consumption indicator." Psychosocial Intervention 18.3 (2009):
199-212.
Jauretche, Arturo (2001-First edition 1957): Second part <Colonialism
mental in its development, the Yapa and pedagogical colonization = in <The prophets
On Hatred and the Bonus
The Voices and Silences of Latin America
Colihue, 1993. Introduction. Chapter I and II.
Bibliography of the teacher:
Lenta, M. M. (2016). Children and adolescents in street situations: discourses
about childhood and processes of subjectivation. Eudeba.
Hernández López, Teresa, et al. "The age of onset in drug use, a
indicator of problematic consumption.
199-212.
Feminism for Beginners
Jauretche, Arturo (2001-First edition 1957): Second part <Colonialism
mental in its elaboration, the Yapa and pedagogical colonization= in <The prophets
