Code: | E606 | Acronym: | SDC |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Sociology of Education |
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 |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
LCED | 42 | Official Curricular Structure | 3 | - | 6 | 57 | 162 |
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.
• 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.
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
- Face to face presentation by the teacher
- Reading and analysis of texts
- Team work
- Face to face and online debates in small and large group
designation | Weight (%) |
---|---|
Exame | 50,00 |
Trabalho laboratorial | 50,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Elaboração de projeto | 7,00 |
Estudo autónomo | 55,00 |
Frequência das aulas | 57,00 |
Trabalho de campo | 8,00 |
Trabalho de investigação | 30,00 |
Trabalho escrito | 5,00 |
Total: | 162,00 |
75% of attendance of the classes are required to be eligible for evaluation.
The final mark corresponds to the following calculation: team work (50%) + exam (50%) as expressed in a 0 to 20 scale. The students who do not deliver the assessment or have a negative mark in it will take a final exam covering all the contents of the curricular unit.
Students who are legally allowed not to attend the session must deliver a report on one of the themes of the program plus (deliveray dates are to be negociated with the teacher) and the final exam.
Students who want to improve their mark may use the special exam period for the purpose.