2025
Sociology of Education
Name: Sociology of Education
Code: SOC02411L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Sociology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
Sociology of Education intends to develop the skills of sociological analysis of social and educational realities. At the end of the semester, students should be able to:
1)To characterize the subject of study, the main concepts and theories of sociology of education;
2)To understand education as a result of the relations occurring in different educational contexts and social institutions;
3)To evaluate the importance of education for societies, particularly in processes of social control, social stratification and social change;
4)To question the relationship between education and development of territories;
5)To analyze, sociologically, the dynamics of the school as a social system consisting of structure and actors with different roles and status, which interact internally and externally;
6)To discuss the future of education face the new challenges of the "information society and knowledge."
1)To characterize the subject of study, the main concepts and theories of sociology of education;
2)To understand education as a result of the relations occurring in different educational contexts and social institutions;
3)To evaluate the importance of education for societies, particularly in processes of social control, social stratification and social change;
4)To question the relationship between education and development of territories;
5)To analyze, sociologically, the dynamics of the school as a social system consisting of structure and actors with different roles and status, which interact internally and externally;
6)To discuss the future of education face the new challenges of the "information society and knowledge."
Contents
Module 1: The Sociology of Education
Social nature of education;
Sociology of education as science;
Theoretical currents;
Sociology of education in Portugal.
Module 2: Education and Society
Individual & socialization; modalities of education;
Education as social control;
Education & social change.
Module 3: Education and (In)equality
Inequalities in education;
Social stratification, social mobility, and education;
Selectivity of education systems.
Module 4: Education and Development
Education & development;
Education, work, youth, and democratic citizenship;
Educational policies/strategies within the framework of "new development logics."
Module 5: Sociological Perspectives of School
Curriculum;
Educational assessment;
School as an organization;
Student condition/status;
Teaching and professional identity;
School-family-community relations.
Module 6: The Education of the Future / The Future of Education
School education in crisis;
Challenges for the 21st century;
"New" dynamics
Social nature of education;
Sociology of education as science;
Theoretical currents;
Sociology of education in Portugal.
Module 2: Education and Society
Individual & socialization; modalities of education;
Education as social control;
Education & social change.
Module 3: Education and (In)equality
Inequalities in education;
Social stratification, social mobility, and education;
Selectivity of education systems.
Module 4: Education and Development
Education & development;
Education, work, youth, and democratic citizenship;
Educational policies/strategies within the framework of "new development logics."
Module 5: Sociological Perspectives of School
Curriculum;
Educational assessment;
School as an organization;
Student condition/status;
Teaching and professional identity;
School-family-community relations.
Module 6: The Education of the Future / The Future of Education
School education in crisis;
Challenges for the 21st century;
"New" dynamics
Teaching Methods
The teaching and learning methodologies reflect the principles of the institutional pedagogical model, which is student-centred and values interdisciplinarity, critical reflection, and the production of knowledge grounded in practice. They were designed to promote active, critical, and reflective learning, aimed at developing skills for the sociological analysis of educational realities.
The teaching-learning process is organised into theoretical-practical (TP) sessions and tutorials, combining theoretical input, collective reflection, and active participation. The methodologies include the analysis and discussion of sociological texts, thematic debates, group dynamics, and student presentations, fostering critical thinking, argumentation skills, and the problematisation of the relationships between education and society. The facilitation of parts of the sessions by student groups also promotes communication, synthesis, critical analysis, collaboration, and shared responsibility.
Independent work also plays a central role, through guided reading, thematic research, and the preparation of content for sessions and for individual or group assignments, thereby fostering intellectual autonomy, theoretical development, and self-organisation skills.
Methodologies that combine theory and practice are also used, including case studies, observation of educational contexts, and the analysis of public policies, enabling students to understand school dynamics and educational inequalities in applied contexts. Open classes or seminars with researchers and education professionals strengthen the experiential dimension and the dialogue between academic knowledge and social practice.
The Moodle platform complements the learning process by supporting the sharing of materials, communication, continuous monitoring, and collaborative work, both synchronously and asynchronously.
Policy on the use of AI (Order No. 34/2026): the use of AI tools is permitted to support research and the organisation of information, linguistic and stylistic improvement, analytical support and brainstorming, and the creation of presentations based on content produced by the student. The following uses are prohibited: the full generation of answers or assignments, the automatic completion of assessed exercises, and the use of AI-generated analyses, data, or references without verification. Any work involving the use of AI must include a declaration of use (tool, purpose, and, whenever possible, a link to the session), and any generated content must be cited in accordance with APA 7th edition. Personal or confidential data must not be entered into AI systems. Improper or undeclared use is considered academic misconduct under Article 119 of the Academic Regulations.
The teaching-learning process is organised into theoretical-practical (TP) sessions and tutorials, combining theoretical input, collective reflection, and active participation. The methodologies include the analysis and discussion of sociological texts, thematic debates, group dynamics, and student presentations, fostering critical thinking, argumentation skills, and the problematisation of the relationships between education and society. The facilitation of parts of the sessions by student groups also promotes communication, synthesis, critical analysis, collaboration, and shared responsibility.
Independent work also plays a central role, through guided reading, thematic research, and the preparation of content for sessions and for individual or group assignments, thereby fostering intellectual autonomy, theoretical development, and self-organisation skills.
Methodologies that combine theory and practice are also used, including case studies, observation of educational contexts, and the analysis of public policies, enabling students to understand school dynamics and educational inequalities in applied contexts. Open classes or seminars with researchers and education professionals strengthen the experiential dimension and the dialogue between academic knowledge and social practice.
The Moodle platform complements the learning process by supporting the sharing of materials, communication, continuous monitoring, and collaborative work, both synchronously and asynchronously.
Policy on the use of AI (Order No. 34/2026): the use of AI tools is permitted to support research and the organisation of information, linguistic and stylistic improvement, analytical support and brainstorming, and the creation of presentations based on content produced by the student. The following uses are prohibited: the full generation of answers or assignments, the automatic completion of assessed exercises, and the use of AI-generated analyses, data, or references without verification. Any work involving the use of AI must include a declaration of use (tool, purpose, and, whenever possible, a link to the session), and any generated content must be cited in accordance with APA 7th edition. Personal or confidential data must not be entered into AI systems. Improper or undeclared use is considered academic misconduct under Article 119 of the Academic Regulations.
Assessment
To be eligible for assessment, students must attend at least 75% of the collective sessions.
Assessment will be carried out through one of the following modes:
1st Mode: Continuous Assessment
Two written tests on the course content (35% each) + one written assignment, completed individually or in a group of two students, and presented orally during a collective session (30%).
2nd Mode: Mixed Assessment
One examination (regular, resit or special examination period), weighted at 70% of the final grade + one written assignment, completed individually or in a group of two students, and presented orally during a collective session (30%).
Notes:
Under Continuous Assessment, the average grade obtained in the written tests must be equal to or higher than 9 out of 20. Under Final Assessment by Examination, the minimum grade required in the examination is 10 out of 20.
The final assessment may also take into account the student?s socio-affective profile, considering both contact hours with the lecturer and independent study, as well as attendance and participation in classes (including contributions made and engagement in assigned tasks). On this basis, the average grade may remain unchanged, increase or decrease by up to 1 mark.
Working students, students with equivalent status, and students benefiting from special regimes are not exempt from completing the assignment or from presenting it orally during a collective session, regardless of the assessment mode selected.
The assignment must be presented orally during one of the collective sessions and must take the form of a critical review of a text selected by the students from a list provided by the lecturer.
If deemed necessary, in order to verify the extent to which the student has developed the knowledge and competences established for the course unit, the teaching team may require the student to take an oral examination, pursuant to Article 110(13) of the Academic Regulations of the University of Évora, while ensuring the conditions established in Article 116(4) and Article 118(1) of the same Regulations. The oral examination will account for 70% of the final grade for the course unit. In this case, the oral examination will represent 70% of the final grade (FG) and the assignment 30%.
Use of AI in assessment (Order No. 34/2026): for assignments, the policy defined in the teaching methodologies applies, including the mandatory declaration of AI use; the use of AI is not permitted in in-person written tests. Failure to declare AI use, or improper use of AI, constitutes academic misconduct under Article 119 of the Academic Regulations of the University of Évora.
Assessment will be carried out through one of the following modes:
1st Mode: Continuous Assessment
Two written tests on the course content (35% each) + one written assignment, completed individually or in a group of two students, and presented orally during a collective session (30%).
2nd Mode: Mixed Assessment
One examination (regular, resit or special examination period), weighted at 70% of the final grade + one written assignment, completed individually or in a group of two students, and presented orally during a collective session (30%).
Notes:
Under Continuous Assessment, the average grade obtained in the written tests must be equal to or higher than 9 out of 20. Under Final Assessment by Examination, the minimum grade required in the examination is 10 out of 20.
The final assessment may also take into account the student?s socio-affective profile, considering both contact hours with the lecturer and independent study, as well as attendance and participation in classes (including contributions made and engagement in assigned tasks). On this basis, the average grade may remain unchanged, increase or decrease by up to 1 mark.
Working students, students with equivalent status, and students benefiting from special regimes are not exempt from completing the assignment or from presenting it orally during a collective session, regardless of the assessment mode selected.
The assignment must be presented orally during one of the collective sessions and must take the form of a critical review of a text selected by the students from a list provided by the lecturer.
If deemed necessary, in order to verify the extent to which the student has developed the knowledge and competences established for the course unit, the teaching team may require the student to take an oral examination, pursuant to Article 110(13) of the Academic Regulations of the University of Évora, while ensuring the conditions established in Article 116(4) and Article 118(1) of the same Regulations. The oral examination will account for 70% of the final grade for the course unit. In this case, the oral examination will represent 70% of the final grade (FG) and the assignment 30%.
Use of AI in assessment (Order No. 34/2026): for assignments, the policy defined in the teaching methodologies applies, including the mandatory declaration of AI use; the use of AI is not permitted in in-person written tests. Failure to declare AI use, or improper use of AI, constitutes academic misconduct under Article 119 of the Academic Regulations of the University of Évora.
Teaching Staff
- Lidia Patricia Santos Amaral Tomé [responsible]
Accreditations and Certifications
