The sociology of education in Portugal: towards a renewed critical space

Autor: Gaio Alves, Mariana, Torres, Leonor Lima, Dionísio, Bruno
Přispěvatelé: Universidade do Minho
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Zdroj: Repositório Científico de Acesso Aberto de Portugal
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Agência para a Sociedade do Conhecimento (UMIC)-FCT-Sociedade da Informação
Popis: This article aims to identify points from the past and present itinerary of the sociology of education in Portugal, through considering future horizons in three areas of activity: teaching, research and intervention. What state is the teaching of sociology in and what is the curricular space it occupies in teacher training? Which regularities can be identified in sociological research and which challenges can be seen in the production of knowledge regarding new phenomena, objects and approaches? Which constraints are faced in the public recognition of sociology and its intervention in socio-educational, school and non-school, formal and non-formal scenarios? The basis of these questions is a reflection which is being carried out through the coordination of the Sociology of Education Section of the Portuguese Sociology Association, especially through interviews with sociologists of education, a documental survey and organisation of symposia on these topics, which have been publicised in the Portuguese Jornal de Sociologia da Educação (Journal of the Sociology of Education). The aim of this portrait concerning Portugal is to broaden dialogue with other sociologists of education, particularly those from the South of Europe, to show common or diverging concerns, which challenge the communities of various countries, within a perspective which is both national and international.
Funding: This work is funded by UIDEF — Research and Development Unit on Education and training, project UID/CED/04107/2019, Instituto de Educação, Universidade de Lisboa, through national funds of FCT/MCTES-PT. This work is funded by CIEd—Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.
Databáze: OpenAIRE
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