Class Sociology of Education

The curricular unit introduces students to the field of Sociology of Education, providing theoretical and conceptual frameworks for understanding education as a social phenomenon and for analysing the relationships between education, school and society. It addresses educational processes in the light of social, economic and cultural transformations, considering the relationships between schooling, social cohesion and integration, as well as educational and social inequalities. The relationships between school, family and community and the challenges affecting contemporary educational contexts are also analysed. Its relevance within the study programme lies in its contribution to the development of a sociological, critical and evidence-informed perspective on educational phenomena, enabling students to analyse educational problems and contexts and to mobilise sociological knowledge in understanding and intervening in the field of Educational Sciences.

Not applicable

PC1. The Social Dimension of Education 1.1. Education, Social Cohesion and Integration 1.2. Education in Formal and Non-formal Educational Contexts PC2. Society and Education 2.1. School as a Project of Modernity: The Development of School and Schooling and the Promises of Development, Social Mobility and Equality 2.2. School and the Challenges of the New Post-war Economic and Social Order: From the Age of "Promises" to the Age of "Uncertainties" PC3. Educational and Social Inequalities 3.1. Inequalities: Theories of Social Reproduction and Interpretative/Explanatory Approaches 3.2. Education, Social Exclusion and Multiculturalism 3.3. The Role of the School and Its Relationship with the Family and the Community PC4. Recent Developments in the Field of Sociology of Education: Pluralism of Debates

The curricular unit integrates active and participatory methodologies aimed at the sociological analysis of educational phenomena, problems and contexts. The analysis and discussion of texts and data, combined with case studies, enable students to mobilise concepts and theoretical frameworks in interpreting specific educational situations and to establish connections between theory and social reality. Problem-solving activities challenge students to identify, problematise and analyse educational issues from different sociological perspectives. Collaborative work, peer discussion and bibliographic research foster evidence-based argumentation, autonomy and the shared construction of knowledge. The use of digital environments and tools supports the research, organisation and sharing of information. Formative feedback and tutorial support foster the monitoring and self-regulation of learning.

Antunes, F. (2019). Remar contra as Desigualdades em Educação: Práticas, Vozes, Percursos. Húmos. Ball, S. J(2011). Sociologia da Educação: Perspectivas Críticas. Penso. Bartlett, T., & Schugurensky, D. (2020). Deschooling society 50 years later. Revisiting Ivan Illich in the Era of COVID 19. Sisyphus - Journal of Education , 8 (3), 65-84. Bourdieu, P. & Passeron, J.-C. (1975). Sociologia da Educação: Análise Internacional. Francisco Alves. Durkheim, E. (2018). Educação e Sociologia. Edições 70. Fernandes, A. (2022). Desigualdades sociais, cidadania e prática democrática. Estratégias Criativas. Fernandez, F., et. al. (2024). Sociologia de la educación.Pearson- Prentice Hall. Melo, B. , &  Lopes, J.  (2021). Metamorfoses de A Reprodução: Um olhar atualizado a partir da realidade portuguesa. Sociologia, Problemas e Práticas, 97, 87-105. Poblete, B. (2022). Sociología para Educadores.Fundamentos para el análisis de hechos socioeducativos. Ediciones UC