Policies of the difference, Education and Social Inclusion

Code:

OP126

Acronym:

PDEIS

Keywords
Classification	Keyword
CNAEF	Social Studies/Public Policies / Educational Sciences

Instance: 2020/2021 - 2S (since 08-02-2021 to 28-05-2021)

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=407235
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	15	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

Introduction: Education, especially formal education, is framed by  the State, the economy and civil society and aims at training citizens, workers and the development of individuals and groups. With public education organized around this triple mandate, in the first historical stage of development of educational systems, differences (ethnicity, gender, age, way of life, etc.) were absent from their political concern. With the emergence of 'disorganized' capitalism, with the growing affirmation of the identities of groups, individuals and 'new social movements', in the context of globalization, the triple mandate is reconfigured both around the new demands of the global economy and around what could be called "new forms of citizenship". This curricular unit aims to analyze the emerging relations between education, with an emphasis on formal / public education, economic and social development and the emergence of 'differences' and their social and political demands in their various dimensions. This analysis of the politics and policies of difference will be carried out on the basis of the five 'sites' where educational mandates and differences meet and confront: body, work, citizenship, identity and territory.

Objectives:

-To identify the modern matrix of discourses in education

      • To relate the mandates addressed to education with the development of capitalism.

- To relate the educational mandates to global, national and local levels (and their interactions).

- To know theories about how the state, economy and society are developing and reconfiguring educational mandates.

-  To characterize emerging forms of citizenship based on identity affirmation and social reflexivity.

- To analyze the 'sites' (the body, work, citizenship, identity and territory) in their interaction with education.

       • To identify the impacts of (and on) the 'sites' in the educational policies and education texts.

- To analyze  educational policies in Portugal in the context of the “knowledge economy” and society.

• To draw conclusions for the Portuguese context of the reconfiguration of the mandate addressed to the education system by the "Europe of knowledge".

Learning outcomes and competences

 

 - Mediation between the demands arising from 'differences' between individuals and groups and the requirements and standards of national and local policies in the field of education
• Identification of the impacts of education on social and economic indicators in given contexts.
• Relationship between educational indicators and socio-cultural development in given contexts.
• Comparison of the development of educational policies in different contexts and scales (local, national, European and global)
• Identification of mandates addressed to education by transnational, national and local institutions and actors.

- Advice and consultancy in the design of projects and strategic plans in the field of education / training.
• Identification of critical issues in projects’s objectives and their strategies for social change.
• Consistently argue the need for the creation and implementation of projects and strategies focused on education / training.

- Integration into teams that design and manage projects in the scope of education / training.

Working method

Presencial

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

n.a.

Program

Modernity, education and school: the triple educational mandate

        1. Preparation for work;
        2. Taining of citizens;
      3. Individual and social development.

Education, network society and knowledge: the reconfiguration of the triple educational mandate;

The five sites in which education and differences are confronted:

• the body;
• the work;
• citizenship;
• identity;
• the territory

Mandatory literature

ROBERTSON, S. L e DALE, R. ; Towards a ‘critical cultural political economy’ account of the globalising of education” , Globalisation, Societies And Education Vol. 13 Iss.1. , 2015
MAGALHÃES, A. M. e STOER, S. R. ; A Escola para Todos e a Excelência Académica, Porto: Profedições, 2002
SANTOS, B. Sousa; Por uma concepção multicultural de direitos humanos, Revista Crítica de Ciências Sociais, 48, 1-32., 1997
STOER, S. R. e MAGALHÃES, A. M. ; A Diferença Somos Nós – a gestão da mudança social e as políticas educativas e sociais, Porto: Afrontamento, 2005
STOER, Stephen R., MAGALHÃES, António M. e RODRIGUES, David; Os Lugares da Exclusão Social, S.Paulo: Cortez Editora., 2004

Teaching methods and learning activities

- Presentations by the teacher
- Team work
- Group discussion of texts
- Individual work

keywords

Social sciences > Educational sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	25,00
Trabalho escrito	75,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	20,00
Estudo autónomo	45,00
Frequência das aulas	33,00
Trabalho de campo	8,00
Trabalho de investigação	34,00
Trabalho escrito	22,00
Total:	162,00

Eligibility for exams

The students must attend at least 75% of the sessions

Calculation formula of final grade

The assessment of the curricular unit includes:

1) participation in the tasks assigned for the sessions;

 

2) design and production of teaching materials which may form the basis of a training course for practitittioners in social inclusion (team-work)

3) individual reflection, based on the theorization of inclusion/exclusion sites, on a selected theme / case (scripto, audio, video) and eventually based on personal experience.

The final mark of the curricular unit is expressed in a 0-20 scale. It will take into account the involvement of students in the tasks relating to item 1 - 20%. Item 2), referring to the design and production of teaching materials which may form the basis of a training course for practitittioners in social inclusion (team-work) - 40%. Item 3) individual reflection, based on the theorization of inclusion/exclusion sites, on a selected theme / case (scripto, audio, video) and eventually based on personal experience - 40%.

Examinations or Special Assignments

n.a.

Internship work/project

n.a.

Special assessment (TE, DA, ...)

The students legally authorised to not attending the sessions will deliver, besides the paper referred above, two reports on the bibliography of the course.

Classification improvement

Those students wishing to improve their evaluation or those who not meet regular procedures can (re)write the paper or be submitted to an oral examination about it.

Observations

The classes were undeveloped online until the 19th April 2021.