Education and Equity in Contemporary Society
Courses Degree in Education
Assuming as a starting point of this program the promotion of an approach to Education and Equity from a sociologic perspective, the contents aim to match the objectives and skills defined.
The route begins with a first conceptual discussion focused on equity, equality, equal opportunities, equality of results, and inequality(ies). Still maintaining a theoretical point of view the students identify several perspectives about equity, namely focusing on issues such as social reproduction, social exclusion, classes and social differentiation, and social change.
Finally, the knowledge about categories and areas of vulnerability such as mobility and development, and (re)configurations of work and employment.
Transversally, the objectives and the contents contribute to the development of the skills defined. Namely, integration and pluralism, respect and diversity in their professional practice. It is important to stress the development of skills of critical understanding of the complexity of present societies.
In summary, we consider that, as a whole, the programme’s objectives and contents contribute to the development of the necessary skills for the profile of the graduate in Education.
Sociological Perspectives on Equity
Equity Education
Social Development
At the end of this program it is expected that the student has developed the following skills:
• To integrate pluralism and respect for diversity
• To understand the complexity of current societies
• To develop an analytical and critical sense
The curricular unit is organized into three main thematic units that will be developed sequentially:
I– Studying equity from a sociologic perspective – conceptual opacity
- Equality
- Equity
- Equal opportunities
- Equality of Results
- Inequality(ies)
II – Sociologic theories and Equity
- Social reproduction
- Social exclusion
- Classes and social differentiation
- Social change
III – Social categories and vulnerability areas
. Vulnerability profiles
. Mobility and development
. (Re)Configurations of work and employment
Abrantes, P. (2011). Revisitando a teoria da reprodução: debate teórico e aplicações ao caso português, Análise Social, 46(199), 261-281.
Alvino-Borba, A. & Mata-Lima, H. (2011). Exclusão e inclusão social nas sociedades modernas: um olhar sobre a situação em Portugal e na União Europeia, Serviço Social & Sociedade, 106, 219-240.
Carmo, R.; Cantante, F.; Carvalho, M. (2018). Desigualdades como problema: que políticas?, Observatório das Desigualdades.
Casaca, S. (2005). Flexibilidade, trabalho e emprego: ensaio e conceptualização, SOCIUS working papers, nº 10, em https://www.repository.utl.pt/bitstream/10400.5/2025/1/wp200510.pdf
CIG (2017). Igualdade de Género em Portugal - indicadores-chave 2017, Lisboa: Comissão para a Cidadania e a Igualdade de Género.
Diogo, F. (2021). Faces da pobreza em Portugal. Fundação Francisco Manuel dos Santos.
Documento de apoio ao estudo: "Agrupamentos Sociais".
Eurydice Síntese. (2020, dezembro). A Equidade na Educação Escolar na Europa: estruturas, políticas e desempenho dos alunos. Direção-Geral de Estatísticas da Educação e Ciência (DGEEC).
Instituto Europeu para a Igualdade de Género (2020). Índice de Igualdade de Género 2020 – PORTUGAL. https://eige.europa.eu/publications/gender-equality-index-2020-portugal
Maia, C.; Ribeiro, D.; Honório, F. & Sá Marques, T. (2017). Perfis de vulnerabilidade social em Portugal. In T. Sá Marques, J. A. Rio Fernandes, J. Teixeira, P. Abrantes, F. Matos & L. Soares (Coords.), XI Congresso da Geografia Portuguesa, As dimensões e a responsabilidade Social da Geografia, Livro de Atas (pp. 339-343). (ISBN: 978-989-54030-2-8)
Martins, S. (2020). A Educação e a COVID-19: Desigualdades, Experiências e Impactos de uma Pandemia não Anunciada. In R.M. Carmo, I. Tavares & A.F. Cândido (orgs.), Um Olhar Sociológico sobre a Crise Covid-19 em Livro (pp. 37-54), Observatório das Desigualdades, CIES-Iscte.
Observatório Nacional Luta contra a Pobreza (2020, outubro). Pobreza e exclusão social em Portugal (Relatório). Rede Europeia Anti-Pobreza.
E-learning
Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).
Marta.Abelha@uab.pt