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  4. Education and (in)Equalities

Education and (in)Equalities

Code 13451
Year 1
Semester S2
ECTS Credits 6
Workload OT(15H)/TP(30H)
Scientific area Sociology
Entry requirements Not applicable
Mode of delivery Face-to-face.
Work placements Not applicable.
Learning outcomes
- To deepen the theoretical and conceptual debate on education and social (in)equalities.
- To deepen the knowledge about the process of democratization of education in Portugal taking into account its recent historical trajectory and specificities.
- Understand and analyze the dilemmas and challenges of education in Portugal in a comparative perspective.
- To analyze and discuss the importance of the articulation of public policies (at the macro, meso and micro level), and of its several individual and collective education agents (state, schools, municipalities, families, teachers, students, and the community in general) involved in education.

At the end of the Course the student should be able to:
- Analyze and problematize the relationship between education and society in its various aspects, especially with regard to the issue of social (in)equalities;
- Discuss and analyze the democratization of education in our country in the perspective of its internal dynamics and, in particular, in the European context;
- Analyze and know to discuss public policies and micropolitics in an integrated perspective in their relationship with the various social actors involved in education;
- Mobilize concepts and theoretical perspectives to analyze and critically discuss themes, problems, projects, cases, individual paths of exclusion and social vulnerability and counter-tendencies paths;
- Reveal autonomy and analytical skills in the debate on education issues.
Syllabus 1 - The debate on education and social (in)equalities in Europe and the world. 2 - Theoretical perspectives, authors and concepts. 3- The process of democratization of education in Portugal: obstacles and challenges. 4- Public policies and individual and collective actors. 5- Case analysis (courses, schools, institutions, projects).
Main Bibliography - Costa, António Firmino da et al. (orgs.), (2014), Percursos de Estudantes no Ensino Superior. Fatores e Processos de Sucesso e Insucesso, Lisboa, Editora Mundos Sociais. - Lahire, Bernard (2008), Sucesso Escolar nos Meios Populares. As razões do improvável. São Paulo: Editora Ática. - Magano, Olga (2014), “Acesso e sucesso educativo (122-126)”, Tracejar Vidas “Normais”. Estudo Qualitativo sobre a Integração dos Ciganos em Portugal, Lisboa, Editora Mundos Sociais. - Nash, R. (1990), Bourdieu on Education and Social and Cultural Reproduction. British Journal of Sociology of Education, 11 (4), 431-447. - Roldão, Cristina (2012), “O Olhar Bourdiano Sobre os Trajetos Escolares de Contratendência”, VII Congresso Português de Sociologia, Universidade do Porto. - Room, G. & Britton, N (2006), The dynamics of social exclusion. International Journal of Social Welfare, 15, 280-289. - Seabra, Teresa (2009), "Apresentação - Educação das Crianças e Jovens: Interacção entre Contextos e Actores", A Escola. Redescobrí-la e Recriá-la - da creche à universidade, Revista Trajectos, 13-14, 105-106. - Sebastião, João et al. (1994), Renunciar à Escola. O abandono escolar no ensino Básico, Lisboa, Fim de Século. - Sérgio Grácio et al. (1982), Sociologia da Educação II – A Construção Social das Práticas Educativas, Lisboa, Horizonte. - Sullivan, A. (2002), Bourdieu and education: How useful is Bourdieu’s theory for researchers?. The Netherland’s Journal of Social Sciences, 38 (2), 144-166. - Van Zanten, A. (2005), New Modes of Reproducing Social Inequality in Education: the changing role of parents, teachers, schools and educational policies. European Educational Research Journal, 4 (3), 155-169. - Vieira, Maria Manuel et al. (2012), ”Escolhas Escolares e Modalidades de Sucesso no Ensino Secundário. Percursos e temporalidades”, Sociologia, Problemas e Práticas, 70, 45-70.
Teaching Methodologies and Assessment Criteria - Theoretical exposition - Previous reading with presentation and discussion of texts in the classroom. - Group work with oral presentation. - Case study analysis; - Tutorials 1. Individual essay on a program theme- 50%; 2. Group work and its oral presentation- 40%; 3. Participation- 10%
Language Portuguese. Tutorial support is available in English.
Last updated on: 2019-12-09

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