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Presentation
Presentation
The Curricular Unit of Sociological Foundations of Teaching and Learning finds the reasons for its relevance, and opportunity, in the significance that the scientific knowledge of its syllabus manifests. The study of the development of education, the social relations between the various actors that move in this environment, the social processes of teaching and learning, and the organizational and institutional aspects that permeate the educational processes in this social context allows the student to develop Scientific and critical thinking enhancing learning and the development of an academic path in this area for higher cycles.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 6
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT6232-22782
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
The object and analysis perspectives in sociology
Sociological contributions to the analysis of teaching and learning practices in the school institution - historically situated authors and their
conceptions.
The school - a social institution - has visible and invisible functions.
The theoretical analyses of school.Perspectives on learning as a social phenomenon. The role of the school and its actors.
The school and the actors' strategies. New approaches.
The school in society - educational policies between local, national, and global levels.
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Objectives
Objectives
The intended learning outcomes are the systematization of theoretical references and concepts for the sociological analysis of teaching and learning practices in the school institution; reformulation of experiences, debating and integrating central concepts for the sociological analysis of the school institution and non-school education; creation of conditions for the appropriation of theoretical references, through the necessary critical distance between experience, which feeds, when not reflected, common sense; articulation between the theoretical contributions and the social (and institutional) practices of the participants, as well as with the ongoing or future investigations.
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Teaching methodologies and assessment
Teaching methodologies and assessment
Using a variety of teaching aids, throughout the semester, students are encouraged to engage in the learning process through reflective discussion on the reading of texts around the topics of the syllabus.
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References
References
- Bauman, Z., & May, T. (2010). Aprendendo a Pensar com a Sociologia (pp.11-29). Zahar.
- Lima, L. (1992). A Escola como organização e a participação na organização escolar. Instituto de Educação.
- Morrow, R. A., & Torres, C. A. (1997). Teoria Social e Educação. Uma Crítica das Teorias da Reprodução Social e Cultural. Edições Afrontamento.
- Teodoro, A. (2010). Educação, Globalização e Neoliberalismo. Os novos modos de regulação transnacional das políticas de educação. Edições Universitárias Lusófonas.
- Torres, L. L. (1997). Cultura Organizacional Escolar. Representações dos professores numa escola portuguesa. Celta.
- Vygotsky, L. (1991). A formação social da mente. Martins Fontes.
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Office Hours
Office Hours
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Mobility
Mobility
No
