Sociology of Education - 1st semester
Code
711081031
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Sociologia
Credits
6
Teacher in charge
David Justino, Sílvia Maria de Almeida
Weekly hours
4
Teaching language
Portuguese
Objectives
1. Knowledge and understanding of main theories in the sociology of education;
2. Understanding of educational systems as simultaneously opportunity systems and inequality systems;
3. Understanding interactions of educational systems and other socialisation agents;
4. Ability to aplly knowledge to problematise and analise real-life educational processes;
5.Ability to intervene in an informed and critical way in designing, aiplementing and monitoring educational policies, both at national and local level;
6. Ability to communicate sociological quesions and knowledge on educational processes in a meaningful and accurate way
Prerequisites
Subject matter
1. Origins and institutionalization of Sociology of Education
2. Sociological theories of education: from classics to recent contributions
3. The national and mass education systems: origins, development and current trends.
4. For a sociology of curriculum: school knowledge and social reproduction.
5. Social inequalities and educational inequalities. For a comprehensive model of social reproduction mechanisms in education systems.
6. For a sociology of school organization: School cultures and professional cultures
7. Sociology of education policies
Bibliography
APPLE, Michael (2010), Stephen J. Ball e Luis Armando Gandin, (Eds). The Routledge international handbook of the sociology of education (pp. 1-11). Routledge: New York.
BOLI, John, Francisco O. Ramirez, & John W. Meyer (1985). \"Explaining the origins and expansion of mass education\". Comparative Education Review, 29 (2), 145-170.
BOURDIEU, Pierre and Jean-Claude Passeron (1970). La Reproduction: élements pour une théorie du système d’ enseignement. Paris: Minuit.
COLLINS, Randall (1979). The credential society: An historical sociology of education and stratification. Academic Press.
DURKHEIM, Émile (2006). Education et sociologie. Paris: PUF.
MEYER, J.W., David H. Kamens & Aaron Benavot (Org.) (1992). School knowledge for the masses: World models an national primary curricular categories in the twentieth century. Washington: The Falmer Press.
YOUNG, Michael (2010). Conhecimento e Currículo. Do Socioconstrutivismo ao Realismo Social na Sociologia da Educação. Lisboa: Porto Editora.
Teaching method
Theoretical and practical sessions. Each theoretical lecture exposes concepts and fundamental theoretical frameworks. Practical lessons work on understanding, discussing and oral and written capacities. They are organized around relevant educational material to the topic in question, whether the analysis and discurssion of materials and data or discussion of texts previously read by students. Some practical lessons serve to follow the students’ essays, which should be realized outside the class.
In class teaching
Evaluation method
Continuous assessment of participation in practical lessons, with requested work (10%);
• Reading form of a relevant text to the written essay, in group (15%)
• Presentation, in a practical lesson, of the literature search and the questioning to the essay around a relevant topic for research, in group (20%)
• Written essay, in group, whose elaboration will be accompanied along the practical lessons (25%)
• Wrriten presential Test (30%)