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Psycho-Sociology of Education

Psycho-Sociology of Education

Code	7725
Year	1
Semester	S2
ECTS Credits	7,5
Workload	OT(15H)/TP(30H)
Scientific area	School and Education Psychology
Mode of delivery	Face to face
Work placements	NA
Learning outcomes	Introduce the Psychosociology of Education, and the main areas of psychosociology in educational context: social cognition, influence and relation processes; show the interconnection with other disciplines, show its instrumental value to psychosocial interventions in educational context. Students after Psychosociology of Education Course may be able to: a) Describe and explain the main processes of social cognition, influence and relation in school and educational context; b) Discuss the research data that support and establish the knowledge about social cognition, influence and relation in school and educational context; c) Justify psychosocial interventions on basis of the knowledge about social cognition, influence, and relation.
Syllabus	I. The field of Psychosociology of Education 1. Delimitation of the field 2. The study of interactive phenomena in educational context. 3. Methodological aspects 4. Main issues. II. SOCIAL COGNITION IN SCHOOL AND EDUCATION 1. Self in school and educational world 2. Self-esteem in school and educational world 3. Social beliefs and judgements. Expectancies, attributions, and self-efficacy in understanding academic behaviour 4. Behaviour and attitudes in educational contexts 5. Social representations and education III. INFLUENCE PROCESSES IN SCHOOL AND EDUCATION 1. Persuasion and resistance to persuasion: Preventive interventions 2. Group dynamics in education 3. Prejudice and jigsaw classroom IV. RELATIONS PROCESSES IN SCHOOL AND EDUCATION 1. Systemic perspective in the relation school-family 2. Relation between family functioning and School adjustment: Family systems perspectives. 3. Aggressive behaviour in school context. V. OPTIONAL ISSUES WITH APPLIED NATURE
Main Bibliography	Livro Base Medway, F. & Cafferty, T. (1992). School Psychology. A Social Psychological Perspective. Hillsdale, N.J.: Lawrence Erlbaum. Outras Ref.as Arends, R. (1995). Aprrender a Ensinar (Caps. 5, 6, 8, 9, 10, 11, 12, 13). Lisboa: McGraw-Hill. Aronson, E. (1992). El Animal social. Introducción a la Psicología Social (cap. 3). Madrid: Alianza. Gilly, M. (1984). Psychosociologie de l’educación. Em S. Moscovici (Dir.), Psychologie Sociale(Cap. 18, pp 473-449). Paris: PUF. Loureiro, M. J. (2000). Discurso e Compreensão na Sala de Aula. Porto: ASA. Neto, F. (1998). Psicologia Social (Vol. I). Lisboa: Universidade Aberta. Raposo, N. V. (1995). Estudos de psicopedagogia (Cap. 6). Coimbra: Almedina. Coll, C., Palácios, J. & Marchesi, A. (1990). Desarrollo Psicológico y Educación, II (Caps. 13 a 18). Madrid: Alianza Psicología. Sprinthall, N. A., Sprithall, R. C. (1993). Psicologia Educacional. Uma Abordagem Desenvolvimentista (Caps. 10, 12, 14, 15, 18, 19, 20). Lisboa: McGraw-Hill.
Language	Portuguese. Tutorial support is available in English.