Accreditations
Programme Structure for 2024/2025
Curricular Courses | Credits | |
---|---|---|
Contemporary Social Inequalities
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Life Long Learning
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Planning and Evaluation of Education and Training
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Sociology of Educational Achievement
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Research Design
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Childhood and Youth: Transdisciplinary Perspectives
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Comparative Education Systems
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Learning Society
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
Research Methods in Social Sciences
6.0 ECTS
|
Parte Escolar > Optional Courses > Free Or Supplementary > 1st Year - 1st Semester | 6.0 |
Sociological Theory
6.0 ECTS
|
Parte Escolar > Optional Courses > Free Or Supplementary > 1st Year - 1st Semester | 6.0 |
Master Dissertation in Education and Society
48.0 ECTS
|
Final Work | 48.0 |
Master Project in Education and Society
48.0 ECTS
|
Final Work | 48.0 |
2nd Cycle Internship
6.0 ECTS
|
Parte Escolar > Optional Courses > Free > 2nd Year - 1st Semester | 6.0 |
Contemporary Social Inequalities
Students who successfully complete this course will be able to:
LO1. Identify the main dimensions and processes of contemporary social inequalities;
LO2. Explain theoretically and illustrate empirically the intersections of inequalities;
LO3. Connect theoretical concepts of social justice and contemporary social inequalities;
LO4. Compare social inequality in developed, emergent, and least developed countries;
LO5. Analyse processes and trends of global inequalities;
LO6. Use methodologically the main indicators, measures, and categorisations of inequality;
LO7. Use online databases with global inequality indicators.
S1. Inequality issues: analytical perspectives and current debates
S2. Theory: social inequalities in globalization context
S3. Methodology: inequality indicators, measures and categories
S4. Resources and opportunity inequalities (income, wealth, education, work)
S5. Vital and existential inequalities (life expectancy and health; gender and ethnic-racial discrimination)
S6. Intersections of inequalities and social mobility
S7. Inequalities, social justice and public policy
S8. Inequalities in Europe: integration or divergence?
S9. Inequalities in the world: cases, trends and comparisons
S10. Human development, global inequalities and climate change
The assessment of the course "Contemporary Social Inequalities" is structured to reflect the development of students' theoretical and practical skills throughout the semester, through a combination of group and individual activities.
The semester-long assessment is divided into three main components:
1. Group Activity (50%)
a. Classroom Presentations on Selected Topics (30%)
• Description: Students select a topic of interest based on the course content. Using resources provided by the professor, they are organised into teams according to their chosen topic. They must prepare a proposal to deepen the topic and discuss it with the professor in a preparatory tutorial, exploring different theoretical and empirical perspectives. Presentations are evaluated based on clarity, organisation, depth of analysis, and ability to respond to questions from peers and the professor.
• Objective: This activity aims to develop research, critical analysis, and communication skills, aligned with learning objectives OA1, OA2, OA4, and OA5. Carrying out this activity necessarily involves being present in class
b. Comments on Peers' Presentations (20%)
• Description: During the presentations, students are encouraged to actively participate by making constructive comments and pertinent questions. This component evaluates students' ability to critique and reflect on their peers' work, promoting a collaborative learning environment. One of the groups is appointed as the debate rapporteur, responsible for producing a report to be sent to the professor and the presenting group.
• Objective: This activity reinforces critical analysis and collaboration skills, aligning with learning objectives OA3 and OA6. Carrying out this activity necessarily involves being present in class
2. Written Test with Consultation (50%)
a. In-depth Study of the Topic Chosen by the Student (50%)
• Description: At the end of the semester, each student takes a written test with consultation, focused on the topic they chose and deepened during the classes. This test evaluates the student's ability to apply the theoretical and methodological knowledge acquired, using resources and electronic databases to support their answers.
• Objective: This component aims to assess the in-depth understanding of the studied topics, synthesis ability, and practical application of knowledge, aligning with learning objectives OA1, OA2, OA3, OA5, OA6, and OA7.
Basic Conditions for Semester-long Assessment
• To pass the course, students must achieve a minimum weighted average of 10 points, with no less than 8 points in any of the assessment components.
Final Assessment (100%)
• Written exame , responding to a prompt defined by the professors.
Title: Wilkinson, R & Pickett, K (2018), The Inner Level, Allen Lane
UNDP (2022), Uncertain times, unsettled lives Shaping our future in a transforming world, Human Development Report 2021-22
Therborn, G (2013), The Killing Fields of Inequality, Polity Press
Stiglitz, JE (2015), The Great Divide, W. W. Norton
Sandel, M. J. (2020), The Tyranny of Merit, London, MacMillan.
Piketty T. (2020) Capital and Ideology. Cambridge (Mass.), Belknap, Harvard.
Milanovic, B (2016), Global Inequality, Belknap
Mauritti, R et al (2016), "The social structure of European inequality", Sociologia, Problemas e Práticas, 81
Costa, AF (2012), Desigualdades Sociais Contemporâneas, Mundos Sociais
Chancel, L et al. (2022), World Inequality Report 2022, World Inequality Lab.
Cantante, F (2019), O Risco da Desigualdade, Almedina
Carmo, RM et al (orgs) (2018), Desigualdades Sociais: Portugal e a Europa, Mundos Sociais
Carmo, RM (2021), Social inequalities: theories, concepts and problematics, SN Social Sciences, 1:116.
Authors:
Reference: null
Year:
Title: Websites com indicadores de desigualdades:
DataLABOR: https://datalabor.pt/
EIGE - European Institute for Gender Equality: https://eige.europa.eu/gender-statistics/dgs
European Social Survey: www.europeansocialsurvey.org
Eurostat: http://epp.eurostat.ec.europa.eu
Gapminder, a fact-based world view: http://www.gapminder.org
Gobal Education Monitoring Report: http://en.unesco.org/gem-report/
Inequality.org: https://inequality.org
Inequality Around the World: http://web.worldbank.org
Inequality Watch: http://inequalitywatch.eu/
Instituto Nacional de Estatística: http://www.ine.pt
International Labour Organization: http://www.ilo.org
Observatório das Desigualdades: http://observatorio-das-desigualdades.com
OECD – Organisation for Economic Co-operation and Development: http://www.oecd.org
https://oxfamilibrary.openrepository.com/
Pordata: http://www.pordata.pt/
UNDP – United Nations Development Programme / Human Development Reports: http://www.hdr.undp.org/
WID – World Inequality Database: https://wid.world/
World Inequality Database on Education: https://www.education-inequalities.org/
Bibliografia complementar
Abrantes, P. (2022), “Educação e classes sociais em Portugal: Continuidades e mutações no século XXI”. Sociologia Problemas e Práticas, n.º 99: 9-27.
Almeida, J. F. (2013), Desigualdades e Perspetivas dos Cidadãos. Portugal e a Europa. Lisboa, Mundos Sociais.
Alvaredo, F.; Chancel, L.; Piketty, T.; Saez, E. & Zucman, G. (2018), World Inequality Report 2018, WID.WORLD.
Atkinson, A. B. (2015), Inequality: What Can be Done?, Cambridge (Mass), Harvard University Press [(2016), Desigualdade: O Que Fazer?, Lisboa, Bertrand].
Ávila, P. (2007), “Literacia e desigualdades sociais na sociedade do conhecimento”, in Costa, AF, Machado, FL e Ávila, P (orgs.) (2007), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Lisboa, Celta: 21-44.
Ballas, D., Dorling D. & Hennig B. (2014), The Social Atlas of Europe, Bristol, Policy Press.
Baptista, I., Marlier E. et al (2021), Social Protection and Inclusion Policy Responses to the COVID-19 Crisis. An analysis of policies in 35 countries, Brussels, European Commission, https://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=10065&furtherNews=yes
Berkhout, E., Galasso N., Lawson M., Rivero Morales P. A., Taneja A. & Vázquez Pimentel D. A. (2021), The Inequality Virus : Bringing Together a World Torn Aprat by Croronavirus Through a Fair, Just and Sustainable Economy, OXFAM BRIEFING PAPER – JANUARY 2021.
Bihr, A. & Roland P. (2008), Le Système des Inégalités, Paris, La Découverte.
Bourguignon, F. (2015), The Globalization of Inequality, Princeton, Princeton University Press.
Boushey, H., DeLong. J. B. & Steinbaum M. (2017), After Piketty: The Agenda for Economics and Inequality, Cambridge (Mass.), Harvard University Press.
Bregman, R. (2017), Utopia for Realists, London, Bloomsbury.
Caldas, J.C., Silva, A.A., e Cantante, F. (2020) As consequências socioeconómicas da COVID-19 e a sua desigual distribuição. CoLABOR. Disponível em https://colabor.pt/wp-content/uploads/2020/07/As-consequencias-socioeconomicas-da-COVID-19-e-sua-desigual-distribuicao.pdf
Cantante, F. (2019), O Risco da Desigualdade, Coimbra, Almedina
Cantante, F. (2018), O Mercado de Trabalho em Portugal e nos Países Europeus: Estatísticas de 2018, Observatório das Desigualdades.
Carmo, R. M., Suleman, F., Tavares, I., Barradas, R., Assis, R. V. (2024). Jovens e o Trabalho em Portugal: Desigualdades, (Des)proteção e Futuro. Coimbra: Atual.
Carmo, R. M., Caleiras, J., Roque, I., Assis, R.V. (2023), O Mundo do Trabalho a Partir de Baixo: Retratos e Percursos, Lisboa, Mundos Sociais.
Carmo, R. M., Tavares, I. & Cândido, A.F. (Orgs.) (2022), Que Futuro para a Igualdade? Pensar a Sociedade e o Pós-pandemia, Lisboa, Observatório das Desigualdades, CIES-Iscte.
Carmo, R. M., Caleiras, J., Roque, I., Assis, R.V (2021), O Trabalho Aqui e Agora: Crises, Percursos e Vulnerabilidades, Lisboa, Tinta-da-China.
Carmo, R. M., Tavares, I. & Cândido, A.F. (Orgs.) (2020), Um Olhar Sociológico sobre a Crise Covid-19 em Livro, Lisboa, Observatório das Desigualdades, CIES-Iscte. Disponível em: https://www.observatorio-das-desigualdades.com/2020/11/29/umolharsociologicosobreacovid19emlivro/
Carmo R, Rodrigues M A (2020), A Miséria do Tempo: Vidas Suspensas pelo Desemprego, Lisboa, Tinta-da-China.
Carmo R, Nunes N, Ferreira D (2019) Social inequalities and collective action in times of crises: the case of the Lisbon Metropolitan Area. Journal of Civil Society. 15:2, 178-196
Carmo, R. M. & Matias A.R. (2019), Retratos da Precariedade. Quotidianos e Aspirações dos Trabalhadores Jovens, Lisboa, Tinta-da-China.
Carmo, R., Rio, C.; Medgyesi, M. (eds.) (2018), Reducing Inequalities: A Challenge for the European Union?, Basingstoke (UK), Palgrave Macmillan.
Cantante, F. (2019), O Risco da Desigualdade, Coimbra, Almedina.
Chancel, L. (2020), Unsustainable Inequalities: Social Justice and the Environment, Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
Chancel, L., Bothe, P., Voituriez, T. (2023) Climate Inequality Report 2023, World Inequality Lab Study 2023/1.
Conselho Superior de Estatística (2024). Indicadores das Desigualdades Sociais – Relatório do Grupo de Trabalho.
Choonara, J.; Murgia, A.; Carmo, R. M. (Eds.) (2022), Faces of Precarity: Critical Perspectives on Work, Subjectivities and Struggles, Bristol, Bristol University Press.
Costa, A. B. (org.) (2008), Um Olhar Sobre a Pobreza. Vulnerabilidade e Exclusão Social no Portugal Contemporâneo, Lisboa, Gradiva.
Costa, A. F. & Mauritti, R. (2018), “Classes sociais e interseções de desigualdades: Portugal e a Europa”, em Carmo, RM et al (orgs) (2018), Desigualdades Sociais: Portugal e a Europa, Lisboa, Mundos Sociais: 109-129.
Costa, A. F. da; Mauritti, R.; Martins, S. C.; Nunes, N.; Romão, A. L. (2018), “Distibutional and Categorical Inequalites in Europe: Structural Configurations”, in Carmo, RM; Rio, C; Medgyesi, M (eds.), Reducing Inequalities: A Challenge for the European Union?, Basingstoke (UK), Palgrave Macmillan.
Costa, A. F.; Mauritti, R.; Martins, S. C.; Nunes, N.; Romão, A. L. (2015), “A constituição de um espaço europeu de desigualdades”, Observatório das Desigualdades e-Working Papers, N.º 1/2015: 1-21; CIES-IUL, doi: 10.15847/CIESODWP012015.
Costa, A. F., Lopes J.L., & Caetano A. (orgs.) (2014), Percursos de Estudantes no Ensino Superior: Fatores e Processos de Sucesso e Insucesso, Lisboa, Mundos Sociais.
Costa, A. F. (2012), Desigualdades Sociais Contemporâneas, Lisboa, Mundos Sociais.
Costa, A. F. (2012), “Desigualdades globais”, Sociologia, Problemas e Práticas, 68: 9-32.
Costa, A. F.; M., F. L.; Almeida, J. . (2007), “Classes sociais e recursos educativos: uma análise transnacional”, em Costa, AF, Machado, FL & Ávila, P (orgs.), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Lisboa, Celta Editora.
Costa, A. F., Machado, F.L. & Ávila, P. (orgs.) (2007), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Lisboa, Celta.
Costa, A. F., Mauritti, R. Martins S.C., Machado F.L., & Almeida, J.F. (2000), “Classes sociais na Europa”, Sociologia, Problemas e Práticas, 34: 9-46.
Crompton, R. (2008), Class and Stratification (3rd edition), Cambridge, Polity.
Deaton, A. (2013), The Great Escape: Health, Wealth, and The Origins of Inequality, Princeton, Princeton University Press [(2016), A Grande Evasão: Saúde, Riqueza e as Origens da Desigualdade, Lisboa, Presença].
Diffenbaugh, N. S. & Marshall B. (2019), “Global warming has increased global economic inequality”, Proceedings of the National Academy of Sciences of the United States of America, 116(20), 9808–9813.
Dorling, D (2018), Peak Inequality, London, Policy Press.
Dorling, D. (2017), The Equality Effect, Oxford, New Internationalist Publications.
Dorling, D. (2010), Injustice: Why Social Inequality Persists, Bristol, The Policy Press.
Dubet, F. (2010), Les Places et les Chances. Repenser la Justice Sociale, Paris, La République des Idées.
Estanque, E. (2017), “Onde pára a classe média?”, Sociologia, Problemas e Práticas, 83: 37-54.
Estevão, P., Calado, A., e Capucha, L. (2017) Resilience: moving from a “heroic” notion to a sociological concept, Sociologia Problemas e Práticas, 85: 9-25.
Eurofound (2017), Social mobility in Europe.
Eurofound (2017), The gender employment gap.
European Commission (2021), Employment and Social Developments in Europe 2021: Towards a strong social Europe in the aftermath of the COVID-19 Crisis: Reducing Disparities and Addressing Distributional Impacts, Annual Review, https://www.adcoesao.pt/sites/default/files/ke-bd-21-001-en-n.pdf
Fraser, N. (2008), Scales of Justice, Cambridge, Polity Press.
Galbraith, J. K. (2015), Inequality and Instability, Oxford, Oxford University Press.
Goldthorpe, J. H. (2016). Sociology as a population science. Cambridge University Press.
Góis, Pedro (2011), A Construção Secular de uma Identidade Étnica Transnacional: A Aabo-Verdianidade, Dissertação de Doutoramento em Sociologia, Faculdade de Economia da Universidade de Coimbra, em: https://estudogeral.sib.uc.pt/bitstream/10316/17848/1/tese%20vers%C3%A3o%20final.pdf
Grusky, D. B., & Szelényi S. (ed.) (2006), Inequality. Classic Readings in Race, Class, and Gender, Boulder, Westview Press.
Hickel, J. (2017), The Divide. A Brief Guide to Global Inequality and its Solutions, London, Windmill Books.
Hill, C. P. (2019), Intersectionality as critical social theory, Durham, Duke University Press.
Islam, S. N. & Winkel J. (2017). "Climate Change and Social Inequality”, Working Papers 152, United Nations, Department of Economics and Social Affairs.
Lamont, M. (2019), From ‘having’ to ‘being’: self‐worth and the current crisis of American society. British Journal of Sociology, 70: 660-707.
Lopes, J. T., Louçã, F. & Ferro, L. (2019), As Classes Médias em Portugal, Lisboa, Bertrand.
Lopes, J. T., Louçã, F. & Ferro, L. (2017), As Classes Populares, Lisboa, Bertrand.
Louçã, F., Lopes, J. T. & Costa, J. (2014), Os Burgueses, Lisboa, Bertrand.
Markovits, D. (2019), The Meritocracy Trap, New York, Penguin Press.
Martins, S.C., Mauritti, R. & Machado, B. (2023). How Has the Pandemic Affected Access and the Feeling of Belonging in Portuguese Higher Education? Education Sciences, 2023, 12 (942).
Mauritti, R.; Craveiro, D.; Cabrita, .; Botelho, . C.; Nunes, N.; Silva, S. F. (2022), Territórios de Bem-Estar: Assimetrias nos Municípios Portugueses. Lisboa: FFMS
Mauritti, R.; Nunes, N.; Alves, J. E.; Diogo, F. (2019), Desigualdades e desenvolvimento em Portugal. Um olhar à escala regional e aos territórios de baixa densidade. Sociologia On Line 19: 102-126.
Mauritti, R.; Martins, S. C. Nunes, N.; Romão, A. L.; Costa, A. F. (2016), “The social structure of European inequality”, Sociologia, Problemas e Práticas, 81: 75-93.
Mauritti, R., Pintassilgo, S., Saleiro, S.P., Rocha, H.B. & Mendes, J. (2023). Mobilidade internacional por motivos de estudo: fluxos e distribuição de estudantes da CPLP no ensino superior e território português. Cidades, Comunidades e Territórios, 47 (dez./2023), pp. 1-17.
Milanovic, B. (2019), Capitalism Alone. Cambridge (Mass.): Belknap.
Milanovic, B. (2016), Global Inequality, Cambridge (Mass.), Belknap [(2017), A Desigualdade no Mundo, Lisboa, Actual].
Milanovic, B. (2011), The Haves and the Have-Nots. A Brief and Idiosyncratic History of Global Inequality, New York, Basic Books [(2012), Ter ou Não Ter. Uma Breve História da Desigualdade, Lisboa, Bertrand].
Neri, M. (2012), A Nova Classe Média, São Paulo, Saraiva.
Norris, P. & Inglehart, R. (2019), Cultural Backlash. Trump, Brexit, and Authoritarian Populism, Cambridge, Cambridge University Press.
Nunes, N., Mauritti, R., Botelho, M.C., Silva, S.F., Cabrita, L. & Craveiro, D. (2024). Understanding inequality for European inclusion in SDG 10 of the 2030 United Nations Agenda. In: Kraeger P.; Islam M. R. & Phillips R. (eds). Social (In)equality, Community Well-being and Quality of Life. Edwuard Elgas, p.79-124
Nunes, N. (2013), Desigualdades Sociais e Práticas de Ação Coletiva na Europa, Lisboa, Mundos Sociais.
OECD (2019), Under Pressure: The Squeezed Middle Class
OECD (2018), A Broken Social Elevator? How to Promote Social Mobility.
Oesch, D. & Rodríguez Menés, J. (2011) Upgrading or polarization? Occupational change in Britain, Germany, Spain and Switzerland, 1990-2008, Socio-Economic Review 9 (3): 503-531
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Piketty, T. (2014 [2013]), Capital in the Twenty-First Century, Cambridge (Mass.), Harvard University Press [2014, O Capital no Século XXI, Lisboa, Temas e Debates & Círculo de Leitores]
Pinto, J. M. & Pereira V. B. (orgs.) (2008), Desigualdades, Desregulação e Riscos nas Sociedades Contemporâneas, Porto, Afrontamento.
Reich, R. . (2015), Saving Capitalism, For the Many, Not the Few, New York, A. A. Knopf.
Rodrigues, C. F. (coord.) (2016), Desigualdade de Rendimento e Pobreza em Portugal, Lisboa, FFMS.
Rodrigues, C. F. (coord.) (2012), Desigualdade Económica em Portugal, Lisboa, FFMS.
Saleiro, S. P. e Oliveira, C, S, (2018), “Desigualdades de (cis e trans)género. Portugal no contexto europeu”, em R, M, Carmo e outros (orgs), Desigualdades Sociais. Portugal e a Europa, Lisboa, Mundos Socais, pp. 131-147.
Sarroeira, R.; Henriques, J.; Sousa, A.M.; Ferreira da Silva, C.; Nunes, N.; Moro, S.; Botelho, M.C. (2023), Monitoring Sensors for Urban Air Quality: The Case of the Municipality of Lisbon. Sensors, 23, 7702. https://doi.org/10.3390/s23187702
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Savage, M. (2021), The Return of Inequality: Social Change and the Weight of the Past, Cambridge, Massachusetts, Harvard University Press.
Silva, P. A.; Carmo, R. M.; Cantante, F.; Cruz, C.; Estêvão, P.; Manso, L.; Pereira, T. S.; Lamelas, F. (2020), Trabalho e desigualdades no Grande Confinamento (II) (Estudos CoLABOR, N.º3/junho de 2020), CoLABOR, Disponível em https://colabor.pt/wp-content/uploads/2020/06/Trabalho-e-Desigualdades-no-Grande-Confinamento-II.pdf
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Therborn, G. (2020), Inequality and the Labyrinths of Democracy, London.
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Torres, A. (coord.) (2018), Igualdade de Género ao Longo da Vida. Portugal no contexto europeu, Lisboa, FFMS.
UNDP (2019), Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century, Human Development Report 2019.
Wacquant, L. (2008), Urban Outcasts. A Comparative Sociology of Advanced Marginality, Cambridge, Polity.
Wagner, A.C. (2007), Les Classes Sociales dans la Mondialisation, Paris, La Découverte.
Wilkinson, R. & Pickett, K. (2018), The Inner Level. How More Equal Societies Reduce Stress, Restore Sanity and Improve Everyone’s Well-being, London, Allen Lane.
Wilkinson, R. & Pickett, K. (2009), The Spirit Level. Why More Equal Societies Almost Always Do Better, London, Allen Lane [(2010) O Espírito da Igualdade. Por Que Razão Sociedades Igualitárias Funcionam Quase Sempre Melhor, Lisboa, Presença].
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Life Long Learning
In this course, students are expected to achieve the following learning objectives (LO)
a) To understand and reflect critically on the contemporary societies main features and dynamics, and their relationship with the growing centrality of lifelong learning processes;
b)To discern the several types of adult age learning processes and contexts;
c)To reflect on the key, or fundamental, competencies and skills for the current societies;
d) To identify the social conditions that favors, or make it difficult, the development of apprenticeships and to understand the social inequalities in this domain;
e) To understand the evolution of education and training modalities in the Portuguese society, their coverage and the social profile of the adults involved, as well as their impact(s).
1. Lifelong education: the curricular unit and the social and scientific relevance of the subject
2. Societies marked by education and learning. Characteristics, challenges and the demands of today's societies
3. Education and lifelong learning in the political agenda
4. Adult learning and education (ALE) in Portugal, the EU and the world
5. Inequalities in ALE. The barriers to participation
6. Skills, key competences and lifelong learning
7. Literacy and key competences assessment in international comparative studies
8. Adult education in Portugal. Policy developments and participation indicators
9. Methodologies and modalities of adult education and training in Portugal
10. Impacts and outcomes of adult education and training processes.
1. Assessment throughout the semester
Student evaluation in this method is based on the following elements:
- Oral presentation, in group, of a text, or Reading Form (30%);
- Individual written work (70%).
The individual work will be subordinated to a theme related to the program and should be based on bibliographic references validated by the teacher. The length of the paper should not exceed 10 pages. The paper may have a discussion, which will be considered in the final grade.
2. Assessment by exam
The assessment by exam is done by submitting an individual assignment on a topic related to the syllabus. The topic and the bibliography are available on the moodle platform at least 3 weeks before the due date. The paper should not exceed 12 pages. The work may have discussion, which will be considered in the final grade.
Title: AAVV (2020), Educação de Adultos: ninguém pode ficar para trás, CNE
Araújo, L. (2015), Educação de Adultos: Soluções Transitórias para um Problema Persistente", em Rodrigues (org.), 40 Anos de Políticas de Educação em PT, Almedina, p.353-392
Ávila, P. (2023). Estudos extensivos de literacia em Portugal: um balanço. Sociologia, Revista da FLUP. 45, 27-50
Ávila, P. (2023). Aprendizagem e educação de adultos em Portugal e na EU, Sociologia, Problemas e Práticas. 102, 9-39
Boeren, E. (2016), Lifelong Learning Participation in a Changing Policy Context, Palgrave Macmillan
Canário, R. (2000), Educação de Adultos: Um Campo e uma Problemática, EDUCA
Costa, António Firmino da (2003), "Competências para a sociedade educativa: questões teóricas e resultados de investigação", em AA.VV. (org), Cruzamentos de Saberes. Aprendizagens Sustentáveis, Lisboa, FCG
Field, J. (2006), Lifelong Learning and the New Educational Order
UNESCO (2022),5th Global Report on Adult Learning and Education
Authors:
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Title: - Alves, Mariana Gaio (2010), "Aprendizagem ao longo da vida: entre a novidade e a reprodução de velhas desigualdades", Revista Portuguesa de Educação, 23(1), pp. 7-28.
- Ávila, P. (2008), A Literacia dos Adultos. Competências-chave na Sociedade do Conhecimento, Celta;
- Benavente, Ana, Alexandre Rosa, António Firmino da Costa e Patrícia Ávila (1996), A Literacia em Portugal. Resultados de uma Pesquisa Extensiva e Monográfica, Lisboa, Fundação Calouste Gulbenkian / Conselho Nacional de Educação.
- Capucha, Luís (2018), "Educação de adultos: a ideologia conta", Forum Sociológico (32), pp. 17-27.
Commission European (2019), Key Competences for Lifelong Learning, Luxembourg, Publications Office of the European Union.
- Enguita, Mariano Fernández (2001), Educar en Tiempos Inciertos, Madrid, Morata.
- European Comission (2012), EU High Level Group of Experts on Literacy. Final Report, Bruxelas.
- Eurostat (2016), Classification of Learning Activities Manual, Luxembourg, Publications Office of the European Union.
- Fernández, Florentino Sanz (2006), As raízes históricas dos modelos actuais de educação de pessoas adultas, Lisboa, Educa.
- Milana, Marcella, Sue Webb, John Holford, Waller Richard e Peter Jarvis (orgs.) (2018), The Palgrave International Handbook on Adult and Lifelong Education and Learning, Palgrave Macmillan.
- Perrenoud, Philippe (2003), Porquê Construir Competências a Partir da Escola? Desenvolvimento da Autonomia e Luta contra as Desigualdades, Porto, Edições Asa.
- Rothes, Luís Areal (2009), Recomposição Induzida do Campo da Educação Básica de Adultos, Lisboa, Fundação Calouste Gulbenkian.
- Schuller, Tom, John Preston, Cathie Hammond, Angela Brassete-Grundy e John Bynner (2004), The Benefits of Learning. The Impact of Learning on Health, Family Life and Social Capital, Londres, Routledge-Falmer.
-UNESCO (2019), 4th Global Report on Adult Learning and Education. Leave no One Behind. Participation, Equity and Inclusion, Hamburg, UNESCO Institute for Lifelong Learning.
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Planning and Evaluation of Education and Training
At the end of the Curricular Unit, students should be able to:
LO1 - Define Planning and Evaluation in contexts of application to the design and development of educational and training organisations and programmes, at various levels of scale, sectors, segments and objects.
LO2 - Distinguish between the different planning and evaluation models and methodologies and their fundamentals, instruments, added value and risks.
LO3 - Identify the main planning and evaluation agencies in education and training contexts, and possible power relations.
LO4 - Design/execute planning and evaluation processes in participatory education and training contexts, considering the added value/challenges to be maximised/overcome.
PC1 - Planning and Evaluation in Education and Training (E&T):
1.1 Definition of the concepts applied to E&T,
1.2 Levels of scale, sectors, segments and objects in E&T.
PC2 - Planning and Evaluation Models:
2.1 Evolution of Planning and Evaluation models,
2.2 Fundamentals, instruments, added value and risks of the models.
PC3 - Planning and Evaluation Agencies in E&T:
3.1. Agents by level of scale (international agencies, national programmes, local management, institutional management, staff, teacher and student management) and power relations,
3.2 Contributions and responsibilities of agents by level of scale.
PC4 - Planning and Evaluation Processes in E&T:
4.1. The phases of the processes: Diagnosis/Prospective analyses, Decision/Planning (forecasting and resource management), Implementation/Monitoring, Evaluation,
4.2 Methodological strategies by phase: how to programme planning and evaluation, maximising opportunities and overcoming challenges,
4.3 The importance of participation.
The assessment system for this Curricular Unit is designed to measure student progress comprehensively throughout the semesters and covers both methods of assessment in the General Regulations for the Assessment of Knowledge and Competences:
1. Assessment Throughout the Semester, which includes the instruments listed below with their respective weightings for calculating the final grade (between 0 and 20 points):
- Attendance and Participation (10%): students are advised to attend classes regularly so that they can acquire the necessary skills, not only to complete the Curricular Unit, but also to apply in their professions.
- Individual assignments (40%): Each student will have to submit a minimum of three individual assignments via moodle throughout the semester, which will be proposed each week by the lecturer and selected according to the students' preferences and time. These assignments consist of analyses of case studies of international, national, local and organisational planning and evaluation processes, or mini essays on the program contents of this Curricular Unit (with a maximum of 2 pages for each individual assignment). If the student so wishes, he/she can do more work than the minimum number to obtain the grade for the assessment instrument; the teacher will give individualised feedback on all the work handed in via moodle. The grade for this instrument will be calculated from the arithmetic mean of the three assignments submitted via moodle with the highest marks.
- Group work (50%): Critical reflection essay on a practical case of the planning and evaluation process, presented and discussed in class, before the final submission on a date to be determined (maximum 12 pages).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, to promote progressive and continuous learning, and which is expected to take place informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
Continuous assessment requires a minimum mark of 7 in each assessment instrument for approval.
2. Assessment by Exam (100%): for students who opt for this form of assessment or who do not meet the minimum criteria in the modality of Assessment Throughout the Semester, the Final Exam will last 2 hours and will cover all the program content taught over the semester.
Title: - Capucha, L. (2008). Planeamento e Avaliação de Projetos. Lisboa: DGIDC-ME.
- Capucha, L. & Caramelo, S. (2024). Ciências Sociais Aplicadas – Planeamento e Avaliação de Políticas Públicas. Almedina (Economia e Finanças). ISBN: 9799894021353
- Ramalho, H. (2014). POLÍTICAS DE AVALIAÇÃO DE DOCENTES EM PORTUGAL. A avaliação do desempenho inserida no planeamento centralista da ação da docência. Centro de Estudos em Educação, Tecnologias e Saúde, IP Viseu.
- Santos. S., Neves, R., Marques, J. L. (2019). Políticas Educativas Locais, Cartas Educativas e Planos Estratégicos Educativos – desafios e decisões em dois contextos. Em Indagatio Didactica, vol. 11 (1). p. 301-321.
- UNESCO (2010a). Strategic Planning Concept and rationale. Education Sector Planning. WP1 UNESCO-IIPE.
- UNESCO (2010b). Strategic planning: Organizational arrangements. Education Sector Planning. WP2, UNESCO-IIPE.
- UNESCO (2010c). Strategic Planning: Techniques and Methods. Education Sector Planning. WP3, UNESCO-IIPE.
Authors:
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Title: - Afonso, A. J. (2010). Políticas educativas e auto-avaliação da escola pública portuguesa: apontamentos de uma experiência. Em Estudos em Avaliação Educacional, 21(46), p. 343-362.
- Abrantes, P. (2010). Políticas de avaliação e avaliação de políticas: o caso português no contexto ibero-americano. Em Revista Iberoamericana de Educación, 53, pp. 25-44.
- Almeida, S., Batista, S., Gonçalves (2018). Projetos Educativo e Curricular: contributo para o desenvolvimento de um modelo integrado. Projecto ESCXEL – Rede de Escolas de Excelência, CICS.NOVA.
- Batista, S., Gonçalves, E., Rosa, R., Trigo, M. (2012). Projectos Educativos – para um
- Candeias, A. (2005). Modernidade, educação, criação de riqueza e legitimação política nos séculos XIX e XX em Portugal. Em Análise Social, vol. XL (176), 2005, p. 477-498.
- Carneiro, R. (2017). Fundamentos da análise prospectiva e do planeamento estratégico?ensaio de aplicação à formulação da política educacional. Em Povos e Culturas, 20, 335-397.
- Coffey, D. et al. (2015). Innovative planning to meet the future challenges of elementary education. Em Educational Planning, 22 (1), pp. 5-14.
- Cordeiro, A. M.; Martins, H. A. & Ferreira, A. G. (2014). As cartas educativas municipais e o reordenamento da rede escolar no Centro de Portugal: das condições demográficas às decisões políticas. Em Ensaio: Avaliação e Políticas Públicas em Educação, 22 (84), pp. 581-608.
- Fernandes, D. (2007). A avaliação das aprendizagens no Sistema Educativo Português. Em Educação e Pesquisa, v.33, n.3, p. 581-600.
- Fung, A., Wright, E. O. (2001). Deepening Democracy: Innovations in Empowered Participatory Governance. Em Politics & Society, Vol. 29, Nº 1.
- Machado, J, Alves, J. M. (2015). A Carta Educativa como instrumento de planeamento e gestão. Universidade Católica Editora.
- Perestrelo, M. (2002). Planeamento estratégico e avaliação: metodologias de análise prospectiva. Em Cidades, Comunidades e Territórios, 4, pp. 33-43.
- Rodrigues, M. L. (org.) (2014). 40 Anos de Políticas Educativas em Portugal. Almedina.
- Santiago, P. et al. (2012). Portugal: OECD Reviews of Evaluation and Assessment in Education. OECD.
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Sociology of Educational Achievement
LO1. Relate changes in the educational context to more global societal changes;
LO2. Recognise the social dimension of school performance;
LO3. Identify trends in the differentiation of school performance, considering the set of social dimensions under study;
LO4. Use the different explanatory theories available to understand the social phenomena observed;
LO5. Relate school results to political and organisational variables;
LO6. Relate school results to individual and relational action variables at different levels (students, families and teachers);
LO7. Reflect critically, and in an informed manner, on the processes of producing differentiation in school performance, involving the diversity of analytical levels and the agents most directly involved.
1. The school as a project of modernity. Merit and the meritocratic society.
2. The relationship between structural conditions (macro level) and school performance: diagnosis of social selectivity (from primary to higher education).
3. Theories explaining the social selectivity of school performance.
4. The pupil effect: dynamics related to school results.
5. The family-community effect: dynamics that favour school performance.
6. The school effect: conditions and processes that affect school results.
7. Conditions and processes involved in the production of school performance (synthesis).
The assessment of the course is supported by tests at different times throughout the semester.
1.Throughout the semester, in pre-defined sessions, students analyse, in groups (three), a sociological portrait of a young person, focusing on their school career. Each of these moments corresponds to different stages of an integrative analysis of the contents under study.In the final phase, the cases analysed by each group are presented and discussed. Afterwards, a final summary report (around 4 pages) is submitted in writing. Weighting in the final classification: 30 per cent.
2. Individual response to questions posed by the teaching team, carried out by the students in autonomous work time (over two weeks). Weighting in the final grade: 70%. This final exercise includes the possibility of choosing topics, to be developed in summary form, in order to deepen knowledge that can be mobilised for the dissertation work to be carried out in the 2nd year of the course. This component must be handed in on the Moodle portal on the date of the 1st or 2nd term.
The assessment elements can be completed in other languages: English or Spanish.
Assessment by exam:
This situation applies to students who do not complete the assessment elements proposed throughout the semester and do not attend classes, as defined in the General Regulations for the Assessment of Knowledge and Competences (RGACC). Assessment by exam takes place exclusively during the assessment period and potentially covers the subject taught in the course unit. It must include a written test. Students who have opted for this assessment method and students who have not passed the assessment method during the semester are admitted to this assessment method. In specific situations, the teacher may hold an oral test or a discussion session on the assessment elements presented, for the purposes of clarifying the marks awarded.
Title: Albuquerque, A, Seabra,T, & Martins, SC(2022). Seletividade social na escola básica portuguesa: dinâmicas, condições e políticas (2008-2018). Análise Social, 57(244), 520–543
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Seabra, T., H Carvalho e P Ávila (2019), The effect of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school?, Portuguese Journal of Social Science, 18(1), 9-26
Seabra, T (2010), Adaptação e Adversidade: o desempenho escolar dos alunos de origem indiana e cabo-verdiana no ensino básico, ICS
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Title: Abrantes, P.; T. Seabra, T. Caeiro, S. Almeida & R. Costa (2016), ?A escola dos ciganos?: contributos para a compreensão do insucesso e da segregação escolar a partir de um estudo de caso. Configurações, 18, Ciganos e Educação, pp. 47-66. [ponto1]
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Burns, R. e D. Mason (2002), ?Class composition and student achievement in elementary school?, American Educational Research Journal, 39 (1), pp. 207-233.
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Canário, Rui, N. Alves e C. Rolo (2001), Escola e exclusão social, Lisboa, IIE/Educa.
Casimiro, E. (2008), Percursos escolares de imigrantes de origem cabo-verdiana em Lisboa e Roterdão, Lisboa, ACIDI.
Cousin, Olivier (1999), L´efficacité des collèges : Sociologie de l´effet établissement, Paris, Puf.
Costa, António F., J. T. Lopes e A. Caetano (org.) (2014), Percursos de estudantes no ensino superior : fatores e processos de sucesso e insucesso, Lisboa, Mundos Sociais.
Cipriano, G. & Martins, S. C. (2021), ?Beliefs on assessment and grade repetition among teachers in Portugal?, Meta: Avaliação. 13 (39), 248-273
Diogo, Ana M. e F. Diogo (org.) (2013), Desigualdades no Sistema Educativo: Percursos, Transições e Contextos, Lisboa, Mundos Sociais.
Diogo, Ana Matias (1998), Famílias e escolaridade - Representações parentais da escolarização, classe social e dinâmica familiar, Lisboa, Ed. Colibri.
Domingos, Ana M.; Helena Barradas; Helena Rainha; Isabel P. Neves (1986), A teoria de Bernstein em Sociologia da Educação, Lisboa, FCG, pp. 243-277.
Duarte, José B. (org.) (2002), Igualdade e Diferença numa Escola para Todos ? Contextos, Controvérsias, Perspectivas, Lisboa: Edições Universitárias Lusófonas.
Dubet, F. e Martuccelli, D. (1996), A l´école - sociologie de l´experience scolaire, Paris, Ed. Du Seuil.
Duru-Bellat, Marie (2002), Les inegalités sociales á l´école ? genèse et mites, Paris, PUF.
Duru-Bellat, Marie e A. Henriot-Van Zanten (1992), Sociologie de L´école, Paris, Armand Colin.
Education et Societé, nº 5, 2000/01 (Les inégalités d´éducation: un classique revisité).
Education et Societé, nº14, 2004/05 (Les classes moyennes, l´école et la ville: la reproduction renouvelée).
Enguita, M., L. Mena y J. Rivière (2010) : Fracaso y el abandono escolar en España, Fundación « La Caixa », colección Estudios Sociales, http://obrasocial.lacaixa.es/estudiossociales/coleccion_es.html
Grácio, Sérgio (1997), Dinâmicas da Escolarização e das Oportunidades Individuais, Lisboa, Educa.
Grácio, Sérgio, S. Miranda e Stephen Stoer (Org.) (1982), Sociologia da Educação I - Funções Da Escola E Reprodução Social, Lisboa, Liv.Horizonte.
Grácio, Sérgio e S. Stoer (Org.) (1982), Sociologia da Educação II - A construção social das práticas educativas, Lisboa, Liv.Horizonte.
Jarl, M. K. Andersson e U. Blossing (2021), ?Organizational characteristics of successful and failing schools: a theoretical framework for explaining variation in student achievement?, School Effectiveness And School Improvement, 32 (3), pp. 448?464 https://doi.org/10.1080/09243453.2021.1903941
Lahire, Bernard (2008), La raison scolaire ? École et pratiques d´écriture, entre savoir et pouvoir, Rennes, PUR.
Laurens, Jean-Paul (1992), 1 sur 500, la reussite scolaire en milieu populaire, Toulose, Press Universitaire du Mirail.
Lima, Jorge A. (2008), Em busca da boa escola: instituições eficazes e sucesso educativo, V. N. Gaia, Fundação Manuel Leão.
Mateus, Sandra (2002), ?Futuros Prováveis: um olhar sociológico sobre os projectos de futuro no 9º ano?, Sociologia, Problemas e Práticas, 39, 117-149.
Matos, M. e I. Duarte (2003), Identificação dos Riscos Educativos no Ensino Básico, Lisboa, CNE.
Mauritti, Rosário, e Susana da Cruz Martins (2007), "Estudantes do ensino superior: origens e contextos sociais", em António Firmino da Costa, Fernando Luís Machado, e Patrícia Ávila (orgs.), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Oeiras, Celta Editora, pp. 85-101.
Martins, SC (2020), ?Alargamento social e condições de vida dos estudantes do ensino superior: Portugal e o contexto europeu?, em A.J. Barbosa de Oliveira, E. R. Pereira e R. Mauritti (Ed.), Práticas Inovadoras em Gestão Universitária: Interfaces entre Brasil e Portugal. Rio de Janeiro: UFRJ e Iscte (ISBN: 9786580879007).
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Sarmento, Manuel Jacinto (2000), Lógicas de acção nas escolas, Lisboa, Instituto de Inovação Educacional.
Seabra, T. (2012), ?Desigualdades de desempenho escolar: etnicidade, género e condição social em escolas básicas da AML?, Sociologia, pp. 185-210.
Seabra, Teresa (2010), Adaptação e Adversidade: o desempenho escolar dos alunos de origem indiana e cabo-verdiana no ensino básico, Lisboa, ICS-UL.
Seabra, Teresa (2008), Desempenho Escolar, Desigualdades Sociais e Etnicidade: Os descendentes de imigrantes indianos e cabo-verdianos no ensino básico em Portugal, Lisboa/ISCTE (Tese de doutoramento).
Seabra, Teresa (2007), "Relações das famílias com a escolaridade e resultados escolares: comparando alunos de origem cabo-verdiana, de origem indiana e autóctones", em P. Silva (org.), Escolas, Famílias e Lares: Um caleidoscópio de olhares, Lisboa, Profedições.
Seabra, Teresa (1999), Educação nas famílias: etnicidade e classes sociais, Lisboa, IIE.
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Seabra, T., M.M. Vieira, P. Ávila, L. Castro, I. Baptista e S. Mateus (2014), Escolas que fazem melhor: o sucesso escolar dos alunos descendentes de imigrantes na escola básica, Relatório Final, CIES-IUL/FCT.
Seabra, Teresa, P. Ávila e L. Duarte (2013), « Imigração e condições sociais no desempenho escolar: resultados das provas de aferição em alunos da AML», L. Veloso e P. Abrantes (org.), Sucesso escolar : da compreensão do fenómeno às estratégias para o alcançar, Lisboa, Editora Mundos Sociais.
Seabra, Teresa, Ana Figueiredo, Leonor D. Castro e Mafalda Gomes (2012), Relatório de Avaliação : estudo sobre o impacto das Turmas com Percursos Curriculares Alternativos no ensino básico e dos Planos de Recuperação, Acompanhamento e Desenvolvimento no sucesso escolar, Lisboa, MEC/D.Geral Educação.
Seabra, Teresa e Sandra Mateus (2012), ?Trajectórias escolares, propriedades sociais e origens nacionais: descendentes de imigrantes no ensino básico português?, em Dayrell, Juarez, Maria Alice Nogueira, José Manuel Resende e Maria Manuel Vieira (org.), Família,Escola e Juventude: Olhares Cruzados Brasil-Portugal, Minas Gerais, EditoraUFMG, pp. 408-424.
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Trajectos e Projectos de Jovens Descendentes de Imigrantes à Saída da
Escolaridade Básica, Lisboa, ACIDI, IP.
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Seabra, Teresa e Sandra Mateus (2008), ?Imigração e escolaridade: trajectórias, quotidiano e aspirações?, em Guerreiro, Maria das Dores, Anália Cardoso Torres e Luís Capucha (org.), Quotidiano e Qualidade de Vida, em Portugal e a Europa: Sociedade, Estado, Quotidiano, Volume III, Lisboa, CIES-ISCTE e Celta.
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Thrupp, Martin (1999), Schools making difference: let´s be realistic!- school mix, school effectiveness and social limits of reform, Buckingham, Open University Press.
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Authors:
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Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
|
Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
Childhood and Youth: Transdisciplinary Perspectives
It is expected that students:
1. Understand how age is one of the most basic and universal principles of social organization.
2. Framing the social and historical emergence of Childhood and Youth and recognize their socially constructed character;
3. Understand the implications of the theoretical paradigm that looks at children and young people as active agents .
4. Convene the knowledge produced in these fields in order to interpret and understand the ways of being young and child in different sociocultural contexts and circumstances.
5. Identify specific issues and specific transversalities of modes of being a child and young man in contemporary societies.
6. Building a selective bibliography of studies on childhood and youth (depending on the interests of each student and in conjunction with your dissertation topic)
7. Communicate clearly and concisely theories, concepts and research results in the thematic area of the course.
1. Basics concepts and methods
1.1. The age as a basic principle of social organization in different social and cultural contexts
1.2. The childhood and youth as a social construction
1.3. Methods and sources in research on children and youth
2. Thematic
2.1. Children and young people in the family
2.2 Children and young people in school
2.3. Children and young people: media and ICT
2.4. Learning in relationships with peers
2.5. Rites of passage in contemporary societies
2.6. Being young child in a globalized world
2.7. Intervention projects for children and youth (meeting with guests)
The following assessment tools will be used:
Critical commentary on a text - 30%
Final essay - 70%
Final exam (100%) - for students who drop out or fail to pass the assessment throughout the semester.
Title: Seabra, T, (2006) ?A escola do ponto de vista das crianças ? avaliação, sentimentos e representações em alunos da escolaridade obrigatória? Cidades, Comunidades, Territórios, nº 11-12,105-119
Reis, F. (1991) Educação, Ensino e Crescimento. O jogo Infantil e a aprendizagem do cálculo económico Lisboa:Escher
Pinto, M; Sarmento, M.J. (coord.)(1999) Saberes sobre as Crianças: para uma bibliografia da Infância e as crianças em Portugal (1974-1998) Braga: Uni. Minho.
Pais, J. M. (2003) Culturas Juvenis Lisboa: Imprensa Nacional da Casa da Moeda
Nunes, A. (1999), A Sociedade das Crianças A?Uvê-Xavante. Por uma Antropologia da Criança Lisboa: Instituto de Inovação Educacional
Dayrell, J. et alli (org.) (2012). Família, escola e juventude: olhares cruzados Brasil-Portugal Minas Gerais: Ed.UFMG
Corsaro, W. A. (1997), The Sociology of Childhood Thousand Oaks:Pine Forge Press
Amit-Talai, V.; Wulf, H. (Eds) 1995 Youth Culture. A Cross-Cultural Perspective London and New York: Routledge
Authors:
Reference: null
Year:
Title: Núcleo de Estudos de Infância e Juventude (Cria/ISCTE-IUL)
Observatório Permanente da Juventude (ICS/UL)
Fontes de informação especializadas:
Vieira, Maria Manuel (org.) (2007). Escola, Jovens e Media, Lisboa: Imprensa de Ciências Sociais.
Reis, Filipe (2005), ?A Literacia enquanto Envolvimento? Diálogos com a Literacia, CIVITAS/Lisboa Editora, p. 71-82.
Reis, Filipe (1996), ?Oralidade e Escrita na Escola Primária: Programas e Práticas? em Raul Iturra (org.) O Saber das Crianças, Cadernos ICE nº3, Instituto das Comunidades Educativas, p.67-108.
Reis, Filipe (1994), "A domesticação escolar do pensamento infantil. Perspectivas teóricas para a análise das práticas escolares", Educação, Sociedade & Culturas, nº3, I, 37 ? 56, disponível em http://www.fpce.up.pt/ciie/revistaesc/ESC3/3-2-reis.pdf
Reis, Filipe (1994), ?Le jeu, ou coment passer de la subordination à l?entendement?, Denise Becker, Marie Elisabeth-Handman, Raul Iturra (org.) Échec Scolaire ou École en Échec? Têtes dures têtes vides. L?échec scolaire des Portugais dans leur pays et en France, ed. L?Harmattan, Paris.
Ponte, C. et alli (eds.) (2012) Crianças e internet em Portugal Coimbra: Minerva
Ponte, Cristina. 2012. Crianças & Media. Pesquisa internacional e contexto português do século XIX à actualidade. Portugal: Imprensa de Ciências Sociais.
Ponte, Cristina (ed.) 2009. Crianças e Jovens em Notícia. Lisboa: Livros Horizonte.
Pinto, Manuel e M. J. Sarmento (coord.)(1997). As crianças: contextos e identidades. Braga: Universidade do Minho.
Pais, José Machado (coordenação), 2003, 2ª Ed. (1ª Edição: 1999). Traços e riscos de vida. Uma abordagem qualitativa a modos de vida juvenis, Porto: Ambar.
Pais, José Machado, René Bendit e Vitor Sérgio Ferreira (org.) (2011). Jovens e Rumos, Lisboa: Imprensa de Ciências Sociais.
Pais, José Machado (2012). Sexualidades e Afectos Juvenis, Lisboa: Imprensa de Ciências Sociais
Marques, Margarida M., Joana L. Martins, José G.P. Bastos e Isabel Barreiros (2005), Jovens, Migrantes e a Sociedade da Informação e do Conhecimento. A Escola perante a Diversidade, Lisboa, ACIME.
Hardman, Ch. 2001 ?Can There Be An Anthropology of Children?? Childhood, 8(4): 501-517
Grassi, Marzia (2009). Capital Social e Jovens Originários dos PALOP em Portugal,Lisboa: Imprensa de Ciências Sociais.
Ferreira, Vítor Sérgio (Coordenador), Ana Matos Fernandes, Jorge Vieira, Pedro Puga, Susana Barrisco (2006), A Condição Juvenil Portuguesa na Viragem do Milénio, Colecção Estudos Sobre Juventude, n.º 10. Lisboa: IPJ.
Ferreira, Vitor Sérgio (2008). Marcas que Demarcam. Tatuagem, Body Piercing e Culturas Juvenis, Lisboa: Imprensa de Ciências Sociais.
Ferreira, M. Manuela (2000). Salvar os Corpos, Forjar a Razão: contributo para uma análise crítica da criança e da infância como construção social em Portugal (1880-1940). Lisboa: Instituto de Inovação Educacional.
Núcleo de Estudos de Infância e Juventude (Cria/ISCTE-IUL)
Observatório Permanente da Juventude (ICS/UL)
Fontes de informação especializadas:
Vieira, Maria Manuel (org.) (2007). Escola, Jovens e Media, Lisboa: Imprensa de Ciências Sociais.
Reis, Filipe (2005). ?A Literacia enquanto Envolvimento?, Diálogos com a Literacia, CIVITAS/Lisboa Editora, p. 71-82.
Reis, Filipe (1996), ?Oralidade e Escrita na Escola Primária: Programas e Práticas? em Raul Iturra (org.), O Saber das Crianças, Cadernos ICE nº3, Instituto das Comunidades Educativas, p.67-108.
http://www.fpce.up.pt/ciie/revistaesc/ESC3/3-2-reis.pdf
Disponível em:
Reis, Filipe (1994). "A domesticação escolar do pensamento infantil. Perspectivas teóricas para a análise das práticas escolares", Educação, Sociedade & Culturas, nº3, I, 37 ? 56.
Reis, Filipe (1994). ?Le jeu, ou coment passer de la subordination à l'entendement?, Denise Becker, Marie Elisabeth-Handman, Raul Iturra (org.), Échec Scolaire ou École en Échec? Têtes dures têtes vides. L'échec scolaire des Portugais dans leur pays et en France, ed. L'Harmattan, Paris.
Disponível em: http://www.revistas.uff.br/index.php/antropolitica/article/view/252/174
Raposo, Otávio (2014). ?'Nós representa a favela mano'?. B-boys da Maré superando estereótipos?, Antropolítica, n.37, 21-50.
Ponte, Cristina (2012). Crianças & Media. Pesquisa internacional e contexto português do século XIX à actualidade. Portugal: Imprensa de Ciências Sociais.
Ponte, Cristina (ed.) (2009). Crianças e Jovens em Notícia, Lisboa: Livros Horizonte.
Pinto, Manuel e M. J. Sarmento (coord.)(1997). As crianças: contextos e identidades, Braga: Universidade do Minho.
http://www.scielo.br/pdf/ln/n79/a07n79.pdf
Disponível em:
Pereira, Alexandre Barbosa (2010), ?As marcas da cidade: a dinâmica da pixação em São Paulo?, Lua Nova, n.79, 235-244.
Pais, José Machado (coordenação)(2003). Traços e riscos de vida. Uma abordagem qualitativa a modos de vida juvenis, Porto: Ambar.
Pais, José Machado, René Bendit e Vitor Sérgio Ferreira (org.) (2011). Jovens e Rumos, Lisboa: Imprensa de Ciências Sociais.
Pais, José Machado (2012). Sexualidades e Afectos Juvenis, Lisboa: Imprensa de Ciências Sociais.
Marques, Margarida M., Joana L. Martins, José G.P. Bastos e Isabel Barreiros (2005), Jovens, Migrantes e a Sociedade da Informação e do Conhecimento. A Escola perante a Diversidade, Lisboa, ACIME
Grassi, Marzia (2009). Capital Social e Jovens Originários dos PALOP em Portugal, Lisboa: Imprensa de Ciências Sociais.
Ferreira, Vítor Sérgio (Coordenador), Ana Matos Fernandes, Jorge Vieira, Pedro Puga, Susana Barrisco (2006), A Condição Juvenil Portuguesa na Viragem do Milénio, Colecção Estudos Sobre Juventude, n.º 10. Lisboa: IPJ.
Ferreira, Vitor Sérgio (2008). Marcas que Demarcam. Tatuagem, Body Piercing e Culturas Juvenis, Lisboa: Imprensa de Ciências Sociais.
Ferreira, M. Manuela (2000). Salvar os Corpos, Forjar a Razão: contributo para uma análise crítica da criança e da infância como construção social em Portugal (1880- 1940), Lisboa: Instituto de Inovação Educacional.
Outra Bibliografia Complementar
Disponível em: http://perio.unlp.edu.ar/teorias/index_archivos/margulis_la_juventud.pdf
Urresti (1996). ?La luventude es más que una palabra?, Mario Margulis e Marcelo Urresti (org), La luventude es más que una palabra. Ensayos sobre cultura y juventud, Buenos Aires: Biblos.
Disponível em: http://www.buala.org/pt/cidade/convivio-ouviolencia-os-meets-e-a-afirmacao-do-direito-a-cidade
Raposo, Otávio (2014). "Convívio ou violência. Os meets e a afirmação do direito à cidade", Buala.
http://www.scielo.mec.pt/pdf/spp/n64/n64a07.pdf
Disponível em:
Raposo, Otávio (2010). ?Tu és rapper, representa arrentela, és red eyes gang?: Sociabilidades e estilos de vida de jovens do subúrbio de Lisboa. Sociologia, Problemas e Práticas, n. 64, 127-147.
Ponte, Cristina; Ana Jorge; José Alberto Simões e Daniel S. Cardoso (eds.) (2012). Crianças e internet em Portugal, Coimbra: Minerva.
http://nau.fflch.usp.br/sites/nau.fflch.usp.br/files/up load/paginas/Artigo-Alexandre-Barbosa-Pereira.pdf
Disponível em:
Pereira, Alexandre Barbosa (2007), ?Muitas palavras: a discussão recente sobre juventude nas Ciências Sociais?, Ponto Urbe. Revista do Núcleo de Antropologia Urbana da USP, n.1, 1-15.
Magnani, José Guilherme (2005), ?Os circuitos dos jovens urbanos?, Sociologia. Revista do Departamento de Sociologia da FLUP, Porto, vol. 20, n.2, 13-38. Disponível em: http://ler.letras.up.pt/uploads/ficheiros/8785.pdf Margulis, Mario; Marcelo
Lapa da Silva, T. J. F. (2015). "A infância em rede: media e quadros de existência infantis na sociedade em rede." Tese de Doutoramento. Lisboa: ISCTE-IUL
Lapa da Silva, T. J. F. (2015). "A infância em rede: media e quadros de existência infantis na sociedade em rede." Tese de Doutoramento. Lisboa: ISCTE-IUL
Hardman, Charlotte [1973] (2001). ?Can There Be An Anthropology of Children??, Childhood, Vol. 8(4): 501-517.
http://www.articaonline.com/wp-content/uploads/2011/07/jovenes_culturas_ urbanas_completo.pdf
Disponível em:
Canclini, Néstor Garcia; Francisco Cruces e Maritza Urtega Castro (org.) (2012). Jóvenes, Culturas Urbana e Redes Digitales, Madrid: Fundation Telefonica.
Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104- 71832016000100279&lng=pt&nrm=iso&tlng=pt
Aderaldo, Guilhermo e Otávio Raposo (2016). ?Deslocando fronteiras: notas sobre intervenções estéticas, economia cultural e mobilidade juvenil em áreas periféricas de São Paulo e Lisboa?, Horizontes Antropológicos, vol. 22 n. 45, 279-305.
Authors:
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Comparative Education Systems
In accordance with the development of themes and work to be done, students should acquire knowledge and skills on:
a)The main theoretical and methodological perspectives within the framework of comparative education;
b)The comparative analysis in relation to the origins and the recognition of key features of the structure and functioning of educational systems in European and global terms;
c)The research, collection and processing of empirical information (primary and secondary), oriented toward a coordinated and integrated analysis of compared educational issues;
d) Critical reflection and interpretation in relation to the dominant views on the issues and dimensions of analysis of educational systems.
1 Education and educational systems: the diffusion of the school model
1.1 Origins and dissemination of school model
1.2 Organization and profiles (institutinal, training, curricular diversity)
1.3 Models of governance: centralization/decentralization and autonomy; public/private; state/market
1.4 Transnationalization of educational policies and European policies in education.
2 Massification of education and the schooling of the population
2.1 Educational systems: access, participation and performances
2.2 Patterns of education in Europe: certification and goals
2.3 International comparisons of school achievements and qualifications of the people
3. Educational systems and comparative perspective
3.1 Functions and uses of comparative analysis: balance on the potentialities and limits
3.2 Procedures for comparative research: planning, organization and development
3.3 Sources and international agencies: access; and compatibility and comparability of information
Assessment throughout the semester will consist of the following elements:
70%: individual exercise comparing one or more dimensions of analysis between educational systems.
30 per cent: oral presentation, in groups, of a text (which can be a book, institutional document/report, article, etc.) selected by the students from a set of possibilities listed by the teacher. Participation in the dynamics of the sessions will be valued in the final classification.
Exam assessment:
Students who do not carry out the assessment elements proposed in the assessment throughout the semester and do not attend the UC classes, as defined in the General Regulations for the Assessment of Knowledge and Competences (RGACC), are in this situation.
Assessment by exam takes place exclusively during the assessment period and potentially covers the subject taught in the course unit. It must include a written test. Students who have opted for this form of assessment and students who have not passed the assessment form during the semester are admitted to this form of assessment.
However, although this method is available, students are encouraged to follow the assessment throughout the semester, as it involves a more consistent and secure learning process of the content in question.
In specific situations, the teacher may organise an oral test or a discussion session on the assessment elements presented, in order to clarify the marks awarded.
Title: Archer, M. (1979), Social Origins of Educational Systems, London, Sage.
Azevedo, J. (2007), Sistema Educativo Mundial. Ensaio sobre a regulação transnacional da educação, Fundação Manuel Leão, VN de Gaia.
Dupriez, V., e X. Dumay (2006), "Inequalities in school systems: effect of school structure or of society structure?" Comparative Education, 42(2), pp. 243-260.
Gauthier, R.F. (2006), The Content of Secondary Education Around the World. Present Position and Strategic Choices, Paris, UNESCO.
Hofman, R. H., W. H. A. Hofman, J. M. Gray, e P. Daly (orgs.) (2004), Institutional Context of Education Systems in Europe: A Cross-Country Comparison on Quality and Equity,Dordrecht, Kluwer Academic Publishers.
Martins, S. C. (2012), Escolas e Estudantes da Europa: Estruturas, Recursos e Políticas de Educação, Lisboa, Editora Mundos Sociais.
Meyer, J., F. Ramirez, e Y. N. Soysal (1992), "World expansion of mass education, 1870-1970", Sociology of Education, 65, pp. 128-149.
Authors:
Reference: null
Year:
Title: Benavot, A. (2006), "The Diversification of Secondary Education: School Curricula in Comparative Perspective", em, IBE Working Papers on Curriculum Issues, UNESCO ed., Vol. 6, UNESCO, pp. 1-24.
Bourdieu, P., e J.-C. Passeron (1964), Les Héritiers: Les Étudiants et la Culture, Paris, Les Éditions de Minuit.
Bray, M., B. Adamson, e M. Mason (eds.) (2007), Comparative Education Research, Approaches and Methods, Hong Kong, Springer.
Christ, C., & M. Dobbins (2016) Increasing school autonomy in Western Europe: a comparative analysis of its causes and forms, European Societies, 18(4), pp. 359-388.
Dale, R. (2004), "Globalização e educação: demonstrando a existência de uma «cultura educacional mundial comum» ou localizando uma «agenda globalmente estruturada para a educação»?" Educação e Sociedade, 25(87), pp. 423-460.
Duru-Bellat, M., e B. Suchaut (2005), "Organisation and context, efficiency and equity of educational systems: what PISA tells us", European Educational Research Journal, 4(3), pp. 181-194.
Eurydice (2015), Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe, Bruxelas, CE.
Ferreira, A. G. (2008), "O sentido da Educação Comparada: Uma compreensão sobre a construção de uma identidade", Educação, 31(2), pp. 124-138.
Gorard, Stephen, e Emma Smith (2004), "An international comparison of equity in education systems", Comparative Education, 40(1), pp. 15-28.
Green, Andy (1999), "Êxito educativo em sistemas centralizados e descentralizados", em Manuel Jacinto Sarmento (org.), Autonomia da Escola: Políticas e Práticas, Porto, Edições ASA, pp. 67-94.
Howie, S., e T. Plomp (2005), "International comparative studies of education and large-scale change", em N. Bascia, A. Cumming, A. Datnow, K. Leithwood, International Handbook of Educational Policy, Dordrecht, Springer, pp. 75-100.
Martins, S.C., L. Capucha e J. Sebastião (orgs.) (2019), School autonomy, organization and performance in Europe: A comparative analysis for the period from 2000 to 2015, Lisboa, CIES-IUL.
Nóvoa, A.; J. Schriewer (eds.) (2000), A Difusão Mundial da Escola, Lisboa, Educa.
OCDE (2008, 2013, 2021, 2022), Education at a Glance, Paris.
OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris,
https://doi.org/10.1787/b5fd1b8f-en.
OCDE (2013), PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), Paris.
OCDE (2015), Education Policy Outlook 2015: Making Reforms Happen, Paris (http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-policy-outlook-2015_9789264225442-em page1).
Osborn, M., P. Broadfoot, E. McNess, C. Planel, B. Ravn, e P. Triggs (2003), A World of Difference? Comparing Learners Across Europe, Glasgow, Open University Press.
OCDE (2018), Education Policy Outlook 2018: Putting Student Learning at the Centre, OECD Publishing, Paris.
Rinne, R., T. Järvinen, J. Tikkanen & M. Aro (2016) Changes in education policies and the status of schools in Europe: the views of school principals from eight European countries, Compare: A Journal of Comparative and International Education, 46(5), pp. 764-788.
Rowley, KJ, CC Edmunds, MJ Dufur, JA Jarvis & F. Silveira (2020), Contextualising the achievement gap: assessing educational
achievement, inequality, and disadvantage in high-Income countries, Comparative Education, 56(4), 459-483, DOI: 10.1080/03050068.2020.1769928
Saha, Lawrence (2001), "The Sociology of comparative education", em Jack Demaine (ed.), Sociology of Education Today, Londres, Palgrave.
Authors:
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Learning Society
At the end of the curricular unit, students are expected to be able to:
1. Identify the transversal and multifaceted presence of educational dimensions, in a broad sense, in the constitution and dynamics of today's societies.
2. Demonstrate the aspects in which the educational dimension unfolds in today's society, and the ways in which it interconnects with different institutional and interaction domains.
3. Analyze the educational components of contemporary societies and current processes of modernization and development, in a context of globalization.
4. Identify and critically analyze specific initiatives and projects to promote skills in non-formal and informal contexts.
Classes will be organised according to the following programmatic contents:
1. Presentation, activity planning and initial problematisation.
2. Contemporary societies and social change.
3. Globalisation, knowledge and decoloniality
4. Network society, digital world and media.
5. Scientific culture in knowledge societies.
6. Art, culture and public education.
7. Migrations and cultural diversity.
8. Environment, risk and reflexivity.
9. Gender, diversity and social change.
10. Final assignment guidance, assessment and evaluation of the course unit
There are two types of assessment in the course: assessment throughout the semester or assessment by exam.
Assessment throughout the semester
It is designed to measure student progress through a set of activities that include: class participation; study of the bibliography; information research (theoretical and empirical); presentation of a group assignment, individual critical commentary and a final individual essay.
Assessment throughout the semester includes the following assessment instruments:
A. Group presentation (30% - up to 6 points). This presentation is based on an analysis of a specific initiative or project to promote skills in a non-formal or informal context, chosen by the group members. The analysis should be supported by the basic bibliography. It aims to promote skills in analysing non-formal and informal education processes.
B. Critical commentary on a presentation given by colleagues (20% - up to 4 points). Students are encouraged to analyse a presentation by colleagues in detail and assess its strengths and weaknesses, developing critical evaluation skills, reflecting on the content presented, comparing it with prior knowledge and other sources, and providing feedback in a constructive manner.
C. Individual essay (50% - up to 10 points). Students must apply the knowledge acquired in analysing a non-formal and informal education project.
An oral test is planned as a complementary assessment tool, whenever it is necessary to confirm a classification.
Students with a grade of 10 or more on the sum of the assessment instruments will pass. All assessment instruments must be submitted: failure to hand in an instrument means exclusion from the method of assessment throughout the semester.
Feedback mechanisms are formative in the case of the group work and summative in the case of the critical commentary and the final essay.
Assessment by exam
In the event of a personal choice or an inability to complete the assessment during the semester, students may take an exam (1st period and 2nd period), which will correspond to 100% of the final grade, and which includes all the syllabus content worked on during the semester. The exam consists of a written test lasting 2 hours.
Students who are legally entitled may also take part in the assessment special period.
Given the content and methodology of the course, students are encouraged to attend it on an assessment basis throughout the semester.
Title: Trilla, J. (1993), Otras educaciones: animación sociocultural, formación de adultos y ciudad educativa,Anthropos.
Rogers, A. (2014), The base of the iceberg: Informal learning and its impact on formal and non-formal learning,Barbara Budrich Publishers.
Giddens, A. (2000), Consequências da Modernidade, Oeiras, Celta Editora.
Enguita, M. F. (2007), Educação e Transformação Social, Mangualde, Edições Pedago.
Costa, A. F. da, F. L. Machado e P. Ávila (orgs.) (2007), Sociedade e Conhecimento, CIES-ISCTE e Celta Editora.
Costa, A. F. da (2003), ?Competências para a sociedade educativa: questões teóricas e resultados de investigação?, em AAVV, Cruzamento de Saberes, Aprendizagens Sustentáveis, Lisboa, Fundação Calouste Gulbenkian.
Castells, M. (2002), A era da informação: economia, sociedade e cultura - A sociedade em rede (vol.1), Lisboa, Fundação Calouste Gulbenkian.
Ávila, P. (2008), A Literacia dos Adultos. Competências-Chave na Sociedade do Conhecimento, Lisboa, Celta Editora.
Authors:
Reference: null
Year:
Title: Vieira, C. C. (2006), É menino ou menina? Género e educação em contexto familiar, Coimbra, Almedina.
Torres, A., H. Sant?ana e D. Maciel (org.)(2015), Estudos de Género Numa Perspetiva Interdisciplinar, Lisboa, Mundos Sociais.
Saleiro, S., & Sales Oliveira, C. (2018). Desigualdades de (cis e trans) género. Portugal no contexto europeu. Desigualdades de (cis e trans) género. Portugal no contexto europeu, 131-147.
Pereira, M. do M. (2010) ?Discursos de Género: Mudança e Continuidade nas Narrativas sobre Diferenças, Semelhanças e (Des)Igualdade Entre Mulheres e Homens?, em K. Wall, S. Aboim, V. Cunha (eds), A Vida Familiar No Masculino, Lisboa, CITE, pp.225?261.
Pereira, M. do M. (2012), Fazendo género no recreio: a negociação do género em espaço escolar, Imprensa de Ciências Sociais.
Ferreira, V. e S. Saleiro (coord.), R. Monteiro, M. Lopes e C. Múrias (2016), Guia para a Integração a Nível Local da Perspetiva de Género na Educação, CES ? Centro de Estudos Sociais da Universidade de Coimbra, disponível em [http://lge.ces.uc.pt/files/LGE_educacao_digital.pdf]
European Commission (2016), Strategic Engagement for Gender Equality, Luxembourg: Publications Office of the European Union.
Connell, R. (2009), Gender: In World Perspective, Cambridge, Polity.
Butler, J. (1999), Gender Trouble: Feminism and the Subversion of Identity, London & New York, Routledge.
Bourdieu, P. (1999), A Dominação Masculina, Oeiras, Celta Editora.
Amâncio, L. e J. M. Oliveira (2014), "Ambivalências e desenvolvimentos dos estudos de género em Portugal", Faces de Eva, 32: 23 - 42.
Amâncio, L. (1994), Masculino e Feminino. A construção Social da Diferença, Porto, Afrontamento.
Almeida, M. V. de (2000), Senhores de Si: Uma Interpretação Antropológica da Masculinidade, Lisboa, Fim de Século.
Género, cidadania e poder
Valente, S., & Ferreira, J. G. (2014). Ambiente: das preocupações às práticas. Ambiente, alterações climáticas, alimentação e energia. A opinião dos portugueses, 31-74.
Schmidt, L., Nave, J. Gil, Guerra, J. (2010), A Educação Ambiental: Balanço e Perspectivas para uma Agenda mais Sustentável, Lisboa: Imprensa de Ciências Sociais
Schmidt, L., & Delicado, A. (2014). Ambiente, alterações climáticas, alimentação e energia: a opinião dos portugueses. ICS. Imprensa de Ciências Sociais.
Nave, J. G. e S. Fonseca (2000), As Organizações Não-Governamentais de Ambiente? Elementos de Fenomenologia, Lisboa, OBSERVA.
Freitas, M. (2006), ?Educação Ambiental e/ou Educação para o Desenvolvimento Sustentável? Uma análise centrada na realidade portuguesa?, Revista Iberoamericana de Educación, 41, 133-147.
Ferrão, J. & A. Horta (Eds.), Ambiente, Território e Sociedade. Novas Agendas de Investigação, Lisboa, ICS. Imprensa de Ciências Sociais.
Dunlap, R. E. & R. J. Brulle (Ed.) (2015), Climate change and society: sociological perspectives, New York, Oxford University Press.
Delicado, A. (Coord.), Truninger, M., Figueiredo, E., Silva, L., Junqueira, L., Horta, A., Fonseca, S., Soares, F. (2015), Terras de Sol e de vento: dinâmicas sociotécnicas e aceitação social das energias renováveis em Portugal, Lisboa: ICS. Imprensa de Ciências Sociais.
Almeida, J. F. de (org.) (2004), Os Portugueses e o Ambiente. II Inquérito Nacional às Representações e Práticas dos Portugueses sobre o Ambiente, Oeiras, Celta Editora.
Ambiente, risco e reflexividade
Wieviorka, M. (2002), A Diferença, Lisboa, Fenda.
Solano, G., & Huddleston, T. (2020). Migrant integration policy index. Migration Policy Group.
Ouellet, F. (1991), L?Éducation Interculturelle: Éssai sur le Contenu de la Formation des Maitres, Éditions Harmattan, Paris
Mateus, S. (2013), "'As classificações classificam os classificadores?' Notas sobre os processos de categorização na construção de conhecimento sobre os descendentes de imigrantes", CIES e-Working Paper, Nº 144/2013, Lisboa, CIES-IUL.
Hall, S. (1997), A Identidade Cultural na Pós-Modernidade, DP&A Editora, Rio de Janeiro
Eurostat e European Commission (2011), Demography report 2010: older, more numerous and diverse Europeans, Luxembourg.
Conselho da Europa (2008). Livro branco sobre o diálogo intercultural: Viver juntos em igual dignidade. Estrasburgo: Conselho da Europa.
Castells, M. (2002), O Poder da Identidade, Fundação Calouste Gulbenkian, Lisboa
Bordes, V., Hugon, M. A., & Pezeu, G. (2010), Eduquer par la diversité en Europe: expérimentations croisées dans huit pays d'Europe, l'Harmattan.
Banks, J. (1994), An Introduction to Multicultural Education, Allyn and Bacon, Massachussets
Appadurai, A. (1996), Dimensões culturais da globalização. A modernidade sem peias, Lisboa: Ed. Teorema.
Agier, M. (2001), ?Distúrbios Identitários em Tempos de Globalização?, Mana 7 (2), pp. 7-33.
Globalização, migrações e diversidade cultural
Silva, A. S. (2007), Como abordar as políticas culturais autárquicas? Uma hipótese de roteiro. Sociologia, problemas e práticas, (54), 11-33.
Silva, A. S. (1997), ?Cultura: das obrigações do Estado à participação da sociedade civil?, Sociologia, Problemas e Práticas, 23, pp. 37-48.
Santos, H. (2003), ?A propósito dos públicos culturais: uma reflexão ilustrada para um caso português?, Revista Crítica de Ciências Sociais, 67, pp. 75-97.
Lopes, J. T. (2009), "Da democratização da Cultura a um conceito e prática alternativos de Democracia Cultural", Saber & Educar, 14, disponível em [http://revista.esepf.pt/index.php/sabereducar /article/view/121/90]
Gomes, R. T., V. Lourenço, T. D. Martinho, & N. F. Gomes (2006), Entidades culturais e artísticas em Portugal. Lisboa: Observatório das Actividades Culturais, disponível em [http://www.ics.ul.pt/rdonweb-docs/OAC_DOCS_8_EntidadesCulturais.pdf]
Garcia, J.L. (coord.) (2014), Mapear os Recursos, Levantamento da Legislação, Caraterização dos Atores, Comparação Internacional, Lisboa, Gabinete de Estratégia, Planeamento e Avaliações Culturais, Secretaria de Estado da Cultura.
Costa, A. F. da (2004), ?Dos públicos da cultura aos modos de relação com a cultura: algumas questões teóricas e metodológicas para uma agenda de investigação?, em AAVV, Públicos da Cultura, Lisboa, Observatório das Actividades Culturais, pp. 121-140.
Costa, A. F. da (1997), ?Políticas culturais: conceitos e perspectivas?, Obs, 2, pp. 10-14.
AA.VV. (2004), Públicos da Cultura, Actas do encontro organizado pelo Observatório das Actividades Culturais no Instituto de Ciências Sociais da Universidade de Lisboa, 24 e 25 de Novembro de 2003, Lisboa, Observatório das Actividades Culturais.
Arte, cultura e formação de públicos
Oliveira, L., & A. Carvalho (2013), Envolvimento e Participação dos Cidadãos na Ciência em Portugal e em Espanha: Evolução e Estado atual, CECS-Publicações/eBooks.
Granado, A. e J.V. Malheiros (2015), Cultura científica em Portugal: ferramentas para perceber o mundo e aprender a mudá-lo, Lisboa, Fundação Francisco Manuel dos Santos, disponível em [https://www.ffms.pt/FileDownload/54fca75d-9ddf-448c-b153-7c9c46753e58/cultura-cientifica-em-portugal]
Delicado, A. (2006), ?Os museus e a promoção da cultura científica em Portugal?, Sociologia, Problemas e Práticas, (51), 53-72.
Coutinho, A. G.; S. J. Araújo & Bettencourt-Dias, M. (2004), 'Comunicar Ciência em Portugal: uma Avaliação das Perspectivas Para o Estabelecimento de Formas de Diálogo entre Cientistas e o Público', Comunicação e Sociedade, 6: 113-134.
Costa, A. F. da, P. Ávila e S. Mateus (2002), Públicos da Ciência em Portugal, Lisboa, Gradiva.
Costa, A. F. da, C. P. Conceição, e P. Ávila (2007), ?Cultura científica e modos de relação com a ciência?, em A. F. da Costa, F. L. Machado e P. Ávila (orgs.), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Lisboa, Celta Editora.
Costa, A. F. da (1996), ?Ciência e reflexividade social?, em M. E. Gonçalves (coord.), Ciência e Democracia, Venda Nova, Bertrand Editora.
Conceição, C. P. (2011), Promoção de Cultura Científica. Análise Teórica e Estudo de Caso do Programa Ciência Viva, Departamento de Sociologia do ISCTE-IUL, Lisboa (tese de doutoramento).
Cultura científica nas sociedades do conhecimento
Viana, J., & Peralta, H. (2020). Aprender na era digital: Do currículo para todos ao currículo de cada um. Revista Portuguesa de Educação, 33(1), 137-157. Disponível em: https://doi.org/10.21814/rpe.18500.
United Nations - Economic and Social Council (2018). Building digital competencies to benefit from existing and emerging technologies, with a special focus on gender and youth dimensions. Report of the Secretary General. Geneva: Commission on Science and Technology for Development.
Prensky, M. (2001), ?Digital natives, digital immigrants?, On the Horizon, 9 (5), pp. 1-6.
Pinto, M. (2003), ?Correntes da educação para os media em Portugal: retrospectiva e horizontes em tempo de mudança?, Revista Iberoamericana de Educación, nº 32, pp. 119-143.
Lapa, T., Vieira, J., Azevedo, J., & Cardoso, G. (2018). As desigualdades digitais e a sociedade portuguesa: Divisão, continuidades e mudanças. Desigualdades sociais: Portugal e a Europa, 257-270.
Castells, M.l, G. Cardoso (org.) (2006), A Sociedade em Rede. Do Conhecimento à Acção Política, Lisboa, INCM. Disponível em: [http://eco.imooc.uab.pt/elgg/file/download/51670] (pp.9-61)
Castells, M. (2004), A Galáxia Internet, Lisboa, Fundação Calouste Gulbenkian.
Castells, M. (2002), A era da informação: economia, sociedade e cultura - A sociedade em rede (vol.1), Lisboa, Fundação Calouste Gulbenkian.
Cardoso, G., A. F. da Costa, C. P. Conceição, M. do C. Gomes (orgs.), (2005), A sociedade em Rede em Portugal, Porto, Campo das Letras.
Cardoso, G. (2006), Os Media na Sociedade em Rede, Lisboa, Fundação Calouste Gulbenkian.
Sociedade em rede, mundo digital e media
Young, M. (2010), "Alternative Educational Futures for a Knowledge Society", European Educational Research Journal, 9(1), pp. 1-12.
UNESCO (2005), Towards Knowledge Societies, disponível em [http://www.unesco.org/new/en/com munication-and-information/resources/publications-and-communication-materials/publications/full-list/towards-knowledge-societies-unesco-world-report/]
Medel-Añonuevo, C., T. Ohsako and W. Mauch (2013), Revisiting Lifelong Learning for the 21st Century, UNESCO Institute for Education.
IFTF (2011), Future Work Skills 2020 Report, Institute for the Future for the University of Phoenix Research Institute.
Costa, A. F. da, F. L. Machado e P. Ávila (orgs.) (2007), Sociedade e Conhecimento (Portugal no Contexto Europeu, vol. II), Lisboa, CIES-ISCTE e Celta Editora.
Costa, A. F. da (2003), ?Competências para a sociedade educativa: questões teóricas e resultados de investigação?, em AAVV, Cruzamento de Saberes, Aprendizagens Sustentáveis, Lisboa, Fundação Calouste Gulbenkian.
Comissão Europeia (2007), Competências-chave para a Aprendizagem ao Longo da Vida: Quadro de Referência Europeu, Luxemburgo: Serviço das Publicações Oficiais das Comunidades Europeias.
Benavente, A., A. Rosa, A. F. da Costa e P. Ávila (1996), A Literacia em Portugal. Resultados de uma Pesquisa Extensiva e Monográfica, Lisboa, Fundação Calouste Gulbenkian.
Ávila, P. (2008), A Literacia dos Adultos. Competências-Chave na Sociedade do Conhecimento, Lisboa, Celta Editora.
Competências em contexto de globalização e inovação
Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning: Formal, non?formal and informal learning in the context of the use of problem?solving skills in technology?rich environments. British Journal of Educational Technology, 50(4), 1759-1770.
Lahire, B. (2003), O Homem Plural. As Molas da Acção, Lisboa, Instituto Piaget.
Gohn, M. (2014). Educação Não Formal, Aprendizagens e Saberes em Processos Participativos. Investigar em Educação - II ª Série, Número 1, 35-50.
Giddens, A. (2000), As Consequências da Modernidade, Oeiras, Celta Editora.
Enguita, M. F. (2007), Educação e Transformação Social, Mangualde, Edições Pedago (ed. orig. 2001).
Castells, M. (2003b), A era da informação: economia, sociedade e cultura: O fim do milénio (vol.3), Lisboa, Fundação Calouste Gulbenkian.
Bruno, A. (2014), "Educação formal, não formal e informal: da trilogia aos cruzamentos, dos hibridismos a outros contributos", Medi@ções, 2(2), 10-25.
Bourdieu, P. (1997), Razões Práticas. Sobre a Teoria da Acção, Oeiras, Celta Editora.
Beck, U., A. Giddens e S. Lash (2000), Modernização Reflexiva. Política, Tradição e Estética no Mundo Moderno, Oeiras, Celta Editora.
Beck, U. (1999), World Risk Society, Cambridge, Polity Press.
Beck, U. (1992), The Risk Society. Towards a New Modernity, London, Sage.
Sociedades contemporâneas, mudança social e educação
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Research Methods in Social Sciences
By the end of the CU, each student should have acquired the necessary competencies to:
OA1. Define the stages of a research process in the social sciences, identifying the role of methods and research techniques in the production of scientific knowledge;
OA2. Distinguish between extensive and intensive methodological strategies, demonstrating their characteristics, potentials, and limitations;
OA3. Develop and validate instruments for data collection in the context of extensive research, including defining the sampling process and constructing questionnaires;
OA4. Develop and validate instruments for use in intensive research, including designing interview guides and defining fieldwork;
OA5. Understand the structure of a database, classify variables, and interpret tables and graphs;
OA6. Analyze and interpret qualitative data, using content analysis of interviews and other documents.
CP1 - The Research Process
1.1 Introduction to the Research Process in Social Sciences
1.2 The Stages of the Research Process
1.3 Research Methods and Techniques: Key Notions and Characteristics
CP2 - Extensive Research
2.1 Extensive Research: Main Characteristics
2.2 Planning and Conducting Surveys using Questionnaires
2.3 Key Sampling Techniques
2.4 Types of Questions, Construction, and Validation of Questionnaires
2.5 Online Surveys
CP3 - Intensive Research
3.1 Intensive Research: Main Characteristics
3.2 Types of Interviews and Levels of Directiveness
3.3 Planning and Conducting Interviews
3.4 Developing Interview Guides
3.5 Observation and Fieldwork
CP4 - Analysis and Interpretation of Quantitative and Qualitative Data
4.1 Exploitation and Analysis of Databases using SPSS
4.2 Production and Interpretation of Tables and Graphs
4.3 Content Analysis of Interviews and Other Documents
Students can choose one of the two assessment methods established for this UC in accordance with the General Regulation on Assessment of Knowledge and Skills (RGACC) of ISCTE: Assessment throughout the semester and Assessment by exam.
Assessment throughout the semester: This assessment method consists of two components: Methodological Applications Pathway (60%) and Group Assignment (40%).
a) Methodological Applications Pathway: This component consists of a sequence of methodological exercises that challenge students to apply the knowledge acquired in each block of programmatic contents of the UC. The exercises are completed individually throughout the semester, either synchronously or asynchronously, allowing for continuous assessment of students and their progress in the field of social research methods. To remain assessed throughout the semester, students may opt to skip the submission of only one of the proposed methodological exercises. The grade obtained in this component accounts for 60% of the final grade for the UC.
b) Group Assignment: This component involves analyzing two empirical studies, one intensive and one extensive, based on the examination of two master’s theses related to the students' areas of interest. Preference should be given to analyzing master’s theses developed within the scientific field of the student's enrolled master's program. The work can be done in groups (two members) or individually. The document must be written according to the structure proposed by the teaching team. To remain assessed throughout the semester, students must achieve a minimum grade of 10 points on the Group Assignment. The grade obtained in this component accounts for 40% of the final grade for the UC.
In addition to the minimum requirements for each component, assessment throughout the semester requires students to attend at least 60% of the classes.
Assessment by exam: This assessment occurs exclusively during the exam period and covers all the material taught in the curricular unit, with both theoretical and theoretical-practical questions. It consists of an individual written exam designed to evaluate both the practical skills for applying social research methods and the theoretical knowledge gained from reading the main bibliography. Students who have chosen this assessment method, as well as those who did not pass the assessment throughout the semester, are eligible for this assessment method.
Title: Albarello, L. et al. (2011). Práticas e métodos de investigação em ciências sociais. Gradiva.
Bardin, L. (2020). Análise de conteúdo (Edição revista e ampliada). Edições 70.
Beaud, S., & Weber, F. (2007). Guia para a pesquisa de campo. Editora Vozes.
Bryman, A. (2022). Social research methods (6th ed.). Oxford University Press.
Campenhoudt, L. V., Marquet, J., & Quivy, R. (2023). Manual de investigação em ciências sociais (2ª ed. rev.). Gradiva.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Foddy, W. (1996). Como perguntar – Teoria e prática da construção de perguntas para entrevistas e questionários. Celta Editora.
Ghiglione, R., & Matalon, B. (1992). O inquérito – Teoria e prática. Celta Editora.
Maroco, J. (2021). Análise estatística com o SPSS Statistics (7ª ed.). ReportNumber.
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Title: Becker, H. (1997). Métodos de pesquisa em Ciências Sociais. Hucitec.
Bertaux, D. (2020). As narrativas de vida. Mundos Sociais.
Bryman, A. & Cramer, D. (1993). Análise de dados em ciências sociais: introdução às técnicas utilizando o SPSS. Celta Editora.
Burgess, R. (2001). A pesquisa de terreno: uma introdução. Celta Editora.
DeCastellarnau, A. (2018). A classification of response scale characteristics that affect data quality: A literature review. Quality & Quantity, 52(4), 1523-1559. https://doi.org/10.1007/s11135-017-0533-4
Della Porta, D., & Keating, M. (Orgs.). (2008). Approaches and methodologies in the social sciences: A pluralist perspective. Cambridge University Press.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications.
Laureano, R., & Botelho, M. C. (2017). IBM SPSS Statistics: O meu manual de consulta rápida (3ª ed.). Sílabo.
Moreira, J. M. (2004). Questionários: Teoria e Prática. Almedina.
Oliveira, A. et al. (2021). O questionário online na investigação em educação: reflexões epistemológicas, metodológicas e éticas. Universidade Aberta.
Paugam, S. (Coord.). (2015). A pesquisa sociológica. Editora Vozes.
Silva, A. S., & Pinto, J. M. (2014 [1986]). Metodologia das ciências sociais. Edições Afrontamento.
Silverman, D. (2011). Interpreting qualitative data (4th ed.). SAGE Publications.
Sue, V. e Ritter, L.A. (2012). Conducting Online Surveys (2ª ed.), Thousand Oaks, Sage.
Vicente, P., Reis, E. & Ferrão, F. (2001). Sondagens. A amostragem como factor decisivo de qualidade. Sílabo.
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Sociological Theory
(a) Acquisition of basic knowledge about the main currents of sociological theory.
(b) Acquisition of basic knowledge about key issues in sociological theory.
(c) Development of skills for use of key sociological concepts and analytical statements.
01 Introduction: controversies and domains in sociological theory
I History of sociological theory
02 Classical sociological theory
03 Modern sociological theory
04 Contemporary sociological theory
II Domains of sociological theory
05 Interaction as exchange
06 Symbolic interaction
07 Stratification
08 Institutions
09 Groups and networks
10 Organisations
One individual paper, with a maximum of 20,000 characters including spaces, on a subject that each student choose from a fixed list. Deadline: December 29, 2023.
Title: Pires, Rui Pena (2007), ?Árvores conceptuais: uma reconstrução multidimensional dos conceitos de ação e de estrutura?, Sociologia, Problemas e Práticas, 53, pp. 11-50.
Scott, John (2011), Conceptualising the Social World: Principles of Sociological Analysis, Cambridge, Cambridge University Press.
Turner, Jonathan H. (1994, 1999), Sociologia: Conceitos e Aplicações, São Paulo, Makron Books.
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Title: * Bibliografia de trabalho / referências das aulas
Baert, Patrick, e Filipe Carreira da Silva (2014), Teoria Social Contemporânea, Lisboa, Mundos Sociais:
cap. 3, ?O enigma da vida quotidiana: o interacionismo simbólico, a abordagem dramatúrgica e a etnometodologia?, pp. 81-112.
Fulcher, James, e John Scott (2011), Sociology, 4.ª ed., Oxford, Oxford University Press: cap. 2, ?Theories and theorizing?, pp. 20-68.
Pires, Rui Pena (2014), ?Modelo teórico de análise sociológica?, Sociologia, Problemas e Práticas, 74, pp. 31-50.
Ritzer, George, e Jeffrey Stepnisky (2018), Sociological Theory, 10.ª ed., Nova Iorque, McGraw-Hill:
[complementar] cap. 6, ?A historical sketch of sociological theory: The later years?, pp. 261-311;
cap. 13, ?Micro-macro and agency-structure integration?, pp. 592-647.
Turner, Jonathan H. (1991), The Structure of Sociological Theory, 5.ª ed., Belmont (Cal.), Wadsworth: cap. 1, ?Sociological theory: diversity and disagreement?, pp. 1-30.
Turner, Jonathan H. (1994, 1999), Sociologia: Conceitos e Aplicações, São Paulo, Makron Books:
cap. 1, ?A natureza e as origens da sociologia?, pp. 1-16;
cap. 2, ?Propostas teóricas e metodológicas na sociologia?, pp. 17-32;
cap. 7, ?Grupos e organizações?, pp. 93-110;
cap. 8, ?Desigualdades: classe, etnia e género?, pp. 111-134;
cap. 9, ?Instituições?, pp. 137-166.
Turner, Jonathan H. (2010), Theoretical Principles of Sociology, vol. 1, Macrodynamics,
Nova Iorque, Springer:
[complementar] cap 4, ?The dynamics of institutional domains?, pp. 105-151.
[complementar] cap 5, ?The dynamics of stratification systems?, pp. 153-214.
Turner, Jonathan H. (2012), Theoretical Principles of Sociology, vol. 3, Mesodynamics,
Nova Iorque, Springer:
[complementar] cap. 5, ?The dynamics of groups?, pp. 171-212;
[complementar] cap. 6, ?The dynamics of organizations?, pp. 213-301.
Turner, Jonathan H. (2013), Theoretical Sociology: 1830 to Present, Londres, Sage:
[complementar] cap. 15, ?Exchange theorizing?, pp. 520-573.
Turner, Jonathan H. (2014), Theoretical Sociology: A Concise Introduction to Twelve Sociological Theories, Londres, Sage:
cap 5, ?Exchange theorizing?, pp. 73-95;
[complementar] cap. 6, ?Symbolic interactionist theorizing?, pp. 96-116;
[complementar] cap. 7, ?Dramaturgical theorizing?, pp. 117-135.
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Master Dissertation in Education and Society
Conduct an empirical investigation theoretically oriented.
1. Critical analysis of projects developed in Research Design (1st year).
2. Construction of the analysis model to be adopted in research, supported by the literature review conducted.
3. Development of tools for collecting information.
4. Analysis of information collected.
It is not planned a final grade. The work will be considered at the time of the dissertation.
BibliographyTitle: -Não se aplica
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Title: -Not applicable.
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Master Project in Education and Society
The students who complete this course must be able to:
a)Elaborate a pertinent problem for an applied project
b)Develop the respective literature review
c)Use theories, concepts and research data to structure a theoretical framework of the problem to be studied
d)Select methods and techniques adjusted to the problem and to the theoretical framework
e)Analyse results of his own study and discuss it critically
f)Communicate orally and write a report on his own master project.
1. Critical analysis of the projects developed in Research Design (1st year).
2. Survey information necessary for the design of the project intervention.
3. Communication of results.
Not expected a final score. The work will be considered at the time of the defense of design work.
Title: Não se aplica.
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Title: Not applicable.
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2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
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Recommended optative
The first year includes 8 compulsory and 2 elective curricular units. Electives may be freely chosen from those offered in this course (indicated below), or those offered in other courses at Iscte.
Optional courses will only be held if they achieve a minimum number of enrollments.
1st Year, 1st semester
Intervention in Non Formal Education Contexts: principles and methods
1st Year, 2nd semester
Descendants of Immigrants and Education
Evaluation of School Organizations
2nd Year, 1st semester
Education Policies
In the second semester, students will complete 2 elective curricular units (including possibility Traineeship in Education and Society) and a Dissertation or Final Project.
Objectives
(i) Provide theoretical and practical training that permits the enhancement of students' capacities of analysing formal and informal education contexts, as well as questioning the social issues which they encounter;
(ii) Develop skills for planning, implementing and evaluating activities of an educational nature and national, sectoral, local, and organizational education policy;
(iii) Deepen knowledge related to the procedures of research on education.
Accreditations