Overall objectives:

1 - Acquire intelligibility and critical thinking regarding the main currents and theorists in the area of Sociology of Education.
2 - Knowing the results of research carried out in educational contexts in order to consistently ground a critical analysis of educational policies, texts, and authors.
3 - Understand the essence, the objectives, and the impact of educational policies and identify inequalities in education systems and their stakeholders.
4 - Support the critical reflection of future teachers, in view of the diversity of educational institutions, contexts, and actors, enabling them to plan plausible and consistent solutions, supported by a theoretical and conceptual framework of reference.
5 - Recognize the existence of a conceptual and epistemological pluralism in the analysis of educational organizations that does not exclude complementarity between paradigms.

Syllabus:

1. - Introduction to Sociology; concept, evolution and method.
1.1. - Conceitos operatórios: Socialização; Estrutura social; Papel social; Estatuto; Classe social.
1.2. - The social construction of education.
2. - Theoretical perspectives and operative concepts
2.1. - Emile Durkheim, Max Weber, Karl Marx.
2.2. - Pierre Bourdieu and Jean Claude-Passeron - The impact of social and cultural inequalities on school achievement.
2.3. - Christian Baudelot and Roger Establet: the school as a reproducer of the class structure.
3. - Social and political challenges of contemporary education: inequalities of achievement.
3.1. - The discipline of Physical Education in the context of school education.
3.2. - Concept of equality in education.
3.2.1. - Formal equality and real equality; between theory and practice.
3.3. - Promotion of equal use in the context of Physical Education and Mathematics.

Literature/Sources:

J. Bento, E. Lebre , 2004 , Professor de Educação Física: Ofícios da Profissão. , FADEUP
J. Formosinho , 1998 , A Construção Social da Educação Escolar , ASA
A. Freitas , 2011 , Entre o Tabu e o Sucesso - O Caso da educação diferenciada por Género , Papiro Editora
M.F. Mónica , s.d. , Escola e Classes Sociais ( Antologia ), , Editorial Presença
A. Mendonça , 2009 , O Insucesso Escolar: Políticas Educativas e Práticas Sociais, , Pedago
S. Stoer, P. Silva , 2005 , Escola-Família - Uma Relação em Processo de Reconfiguração , Porto Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Based on texts by selected authors, students analyze different studies conducted in educational contexts. The understanding of educational policies derives from the analysis of studies on this theme (nationally and internationally) as well as the reading of educational legislation. Documentaries and educational debates are viewed. Students should reflectively and critically position themselves and seek solutions using rational debate, logic and ethics. The accomplishment of two written tests (50% each) follows the logic of the teaching methodologies developed in the classes. That is, the exercises presented there involve critical reflection and practical mobilization of the contents discussed in the classes. Each test will be classified in the scale 0-20, assigned according to the following criteria: knowledge mobilization (6 values) critical reflection (5 values), conceptual speech accuracy (5 values) spelling and syntactic correction (4 values)