Socio anthropology of Development and Culture

Code:

E606

Acronym:

SDC

Keywords
Classification	Keyword
OFICIAL	Sociology of Education

Instance: 2017/2018 - 2S

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=381711
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	51	Official Curricular Structure	3	-	6	57	162

Teaching language

Portuguese

Objectives

1. The course of Socioanthropology of Development and Culture (SDC) is a curricular unit (6 ECTS)of the 6th semestre of the 1st degree in Education Sciences.

2. SDC belongs to the scientific area of social sciences and draws on anthropological and sociological theories of development and culture. Its main goal is to convene and deepen previous knowledge and competencies developed in other curricular units, namely those located in the same scientific area.

3. SDC aims at contributing to a deeper understanding of the impacts of globalisation on the present social contexts, mainly in Portuguese society,with an emphasis on the education field.

SDC approaches three core concepts: tradition, modernity and postmodernity. It idoes so by convening empirical work developed in the field of Sociology and Antrhropology of Education. Globalisation and its impacts on social and educational policies frame the development of the course underlining their implications for the professional practices of the graduates.

Objectives:

• To contribute for the reflexive conceptualisation of the social practices, namely in the field of education, whereas processes of management of social change.

• To Problematise the concept od 'development' 

• To contextualise the issues of the managment of social change in the context of Portuguese society in the light of the processes of globalisation.

• To identify the impacts of globalisation on the existing and emerging sociabilities.

• To contribute to professenial reflexivity of those who are engaged in projects elaborated for 'the others' (defined as ethny, class, gender, life styles, etc.) .

• To identify individual and group 'differences' as active subjects of their own individual and social action.

 

 

Learning outcomes and competences

• Analysis of projects on education while instances/instruments for social change.

• Identification of the political assumptions in texts and practices where projects of development via education are designed.

• Identification in educational contexts of the sociologigical and epistemological statutes attributed to those for whom the projects are designed.

• Identification of the models of the relationship with the 'differences' in given policies and projects.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

n.a.

Program

1. The impacts of globalisation: economy, politics and epistemology

2. Tradition and modernity: issues and dilemmas of modernisation and social development

3. The debate on postmodernity and the education field

4. ‘Us’ and ‘Them’ – Models of relatioship to the differences

5. Development and Culture: the role of education

Mandatory literature

Magalhães, António M.; Pensar as Diferenças: contributos para a educação inclusiva” in David Rodrigues (org.), Educação Inclusiva: dos conceitos às práticas de formação”, Instituto Piaget, 2011. ISBN: 978-989-659-091-8
Magalhães, António M.; A Escola na Transição Pós-Moderna, Instituto de Inovação Educacional, 1998
Stoer, Stephen R. e Magalhães, António M.; A Diferença Somos Nós: a gestão da mudança social e as políticas educativas., Edições Afrontamento, 2005. ISBN: 972-36-0761-1
Stoer, Stphen R., Magalhães e Rodrigues, David; Os Lugares da Exclusão Social - um dispositivo de diferenciação pedagógica, Cortez Editora, 2004
Vieira, Ricardo; Educação e diversidade cultural: Notas de Antropologia da Educação, Edições Afrontamento e CIID/IPL, 2011

Complementary Bibliography

Dale, Roger; ),“A Globalização e a Reavaliação da Governação Educacional. Um caso de ectopia sociológica“ in António Teodoro, Carlos Alberto Torres (orgs.), Educação Crítica e Utopia: Perspectivas para o Século XXI., : Edições Afrontamento, : Edições Afrontamento

Teaching methods and learning activities

- Presentation by the teacher

- Reading and analysis of texts

- Team work

- Debate in small and large group

keywords

Social sciences > Anthropology > Cultural anthropology
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	50,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	7,00
Estudo autónomo	60,00
Frequência das aulas	57,00
Trabalho de campo	8,00
Trabalho de investigação	30,00
Total:	162,00

Eligibility for exams

75% of attendance of the classes are required to be eligible for evaluation.

Calculation formula of final grade

The final mark corresponds to the following calculation: assessment (50%) + exam (50%) as expressed in a 0 to 20 scale. The students that do not deliver the assessment or have a negative mark in it will make a final exam covering all the contents of the curricular unit.

Examinations or Special Assignments

n.a.

Internship work/project

n.a.

Special assessment (TE, DA, ...)

Students who are legally allowed not to attend the session must deliver a report on one of the themes of the program.

Classification improvement

Students who want to improve their mark may use the special exam period for the purpose.

Observations

n.a.