Social Theory and Education
Part of this Programme
Education Sciences: Special Education - Cognitive and Motor Domain (M)
Level of Qualification|Semesters|ECTS
Master Degree | Semestral | 4
Year | Type of course unit | Language
1 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
100 | 20
Recommended complementary curricular units
Prerequisites and co-requisites
1. Introduction to Founding Theories of Sociology of Education a) The founding theories of sociology; b) Founding theories of the sociology of education 2. Social justice and inclusive education a) Occult curriculum and ideology; b) Critical pedagogy; 3. Sociology, cognition and special education a) Special needs, equal statutes; b) Theory of the multiple intelligences; c) Neurosciences and education; 4. Globalization and intercultural responsibility a) Globalization, cosmopolitanism and human rights; b) Ecology of knowledge; c) Multiculturalism and interculturality; 5. Education for multi- and inter-cultural citizenship (a) Education and globalization; b) Education for democratic citizenship; c) Multicultural / intercultural education;
- To know the main founding sociological theories of the sociology of education; - Consider the implications of cultural diversity in curriculum management; - Become aware of the possible contributions of critical pedagogies to inclusive education; - Analyze contributions from experts on aspects related to difference in society and at school; - To problematize school practices and realities in relation to pedagogical practices for difference;
Knowledge, abilities and skills to be acquired
- Ability to organize and critically re-create the in-depth knowledge acquired within the themes covered; - Ability to use rigorously the terms / languages proper to the curricular unit - Ability to use rigorous research tools within the themes covered; - Ability to communicate, in writing and in a scientifically convincing and well-founded manner, the hypotheses and theses resulting from the work under this program.
Teaching methodologies and assessment
Critical interpretation and discussion of texts, presentation and argumentation of hypotheses, reflection on experience and connection to theory. Realization of a work that will have to include 2 related parts (with a total of 10 pages is worth 70% of the final grade): (1) theoretical part - chapter on a key concept of the program based on 3 texts in the bibliography of 3 of the program's themes; (2) practical part - report on field research, articulated with the key concept developed in the first part, with collection and treatment of empirical material; Participation in classes is worth 30% of the final grade.
Garcia, J. P. (2012) Teorías clásicas y contemporâneas de sociologia de la educación. Em J. Beltrán & F.
J. Hernàndez (coord.) Sociologia de la Educación. Madrid: McGraw-Hill, pp. 17-43.
Damásio, A. (2010) O livro da consciência: A construção do cérebro consciente. Lisboa: Círculo de
Leitores, pp. 263-268.
Romão, J. E. (2005) Multiculturalidade na educação. Educação, Sociedade & Culturas, 23, 125-135.
Estermann, J. (2010) Interculturalidad: Vivir la diversidad. La Paz: Instituto Superior Ecuménico Andino de Teologia.
Teodoro, A. (2010) Educação, Globalização e Neoliberalismo: Os novos modos de regulação
transnacional das políticas de educação. Lisboa: Edições Universitárias Lusófonas, pp. 51-72.
Guilherme, M. (2009). Multiculturalismo e educação: Carta aos professores brasileiros, segundo inspiração de Paulo Freire. Em O. Sopelsa & J. V. Trevisol (eds.) Currículo, Diversidade e Políticas Públicas. Joaçaba, SC: Editora UNOESC, 45-50.