| Code: | SS2210223 | Acronym: | TS2 | |
| Predominant Scientific Areas: | Sociology | |||
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LSS1 | 75 | Viso nº 16918/2022 de 30 de Agosto | 2º | 4 ECTS | 45 | 100 |
| Teóricas: | 33,00 |
Teaching - Hours
|
A. To understand the main attempts of overcoming the great oppositions that marked the development of Sociology, namely when it comes to the dichotomies structure/action, consensus/conflict, macro/micro;
B. To understand society as objective reality (the process of institutionalization) and subjective reality (the socialization and identity construction, the maintenance and transformation of subjective reality);
C. To identify the decisive weight of objective structures in the building of the habitus and of social relations.
1. introduction: the main dilemmas that have crossed Sociology and the development of perspectives that seek to integrate the analysis of social structures and practices and interactions.
2. Pierre Bourdieu
2.1 Structuralist constructivism: the decisive weight of objective structures, i.e. power relations based on the unequal distribution of various types of capital; the importance of the symbolic dimension of power relations.
2.2 The concept of habitus.
2.3 Changes and pseudo-changes in contemporary society: the translation of structure. The case of the "democratization of schools".
3. Peter Berger and Thomas Luckmann
3.1 Society as an objective reality: the process of institutionalization:
- reciprocal typifications between actors;
- the objectification of ways of doing things: the construction of an expanding institutional order; the constitution of institutions as external and coercive facts; the process of transmission to the next generation; the importance of language in objectifying shared experiences and making them accessible to all within a community; social roles as a typification of performances that imply a social distribution of knowledge;
- legitimization;
- primary and secondary social control;
- sedimentation and reification.
The syllabus is coherent with the aims as it provides relevant information to understanding that lifestyles and the subjectivity of individuals are an inseparable pot of social reality and of the problems that the social worker is called on to intervene in, but also that are inseparable from the place occupied by individuals in their social structure and their social experiences. It allows understanding that it is essential to know the subjective social reality, as this is, for individuals, the social reality, but to achieve that the researcher must recognize the primacy of objective social reality. The syllabus also makes it possible to understand that as constraining as objective social reality can be, or institutionalized, it is nonetheless a human production that may, to some extent, be altered by social agents, particularly when they discover the relationships and meanings that are the genesis of institutions.
| Berger, P. e Luckmann, T.;A construção social da realidade, Lisboa, Dinalivro, 1999 |
| Bourdieu, P.;Razões Práticas: sobre a teoria da acção, Oeiras, Celta, 1997 |
| Bourdieu, P.;Escritos de Educação, Petropolis, Vozes, 1999 |
| Bourdieu, P. et al;La Misère du Monde, Paris, Seuil,, 1993 |
| Campenhoudt, L. V., ;Introdução à análise dos fenómenos sociais, Lisboa, Gradiva, 2003 |
| Corcuff, P., ;As novas sociologias: construções da realidade social, Queluz, Vral, 1997 |
Following the Bologna guidelines, the teaching methodology and respective teaching techniques focus on:
- theoretical sessions (T): sessions in which the lecturer analyzes the syllabus of the curricular unit, combining theoretical exposition with empirical illustration and student participation in the discussion.
- tutorial sessions (OT): sessions that include a set of scientific-pedagogical activities aimed at consolidating students' skills through the following activities: presentation of texts/other documents by students, individually and in small groups, with extended discussion.
Avaliação apenas com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 48 | |
| Total: | 48 |
The teaching methodology is coherent with the aims of the course unit as it gives particular emphasis to students¿ representations, encouraging their participation in the reflection of the institutionalized ways of doing, and on the practices of the users of the institutions where fieldwork is being developed for the seminar unit. lt allows students to understand how strong the tendency is to naturalize objective social reality, to make it uncontroverted and unchangeable, precisely under its objectivity. lt allows understanding that the changes that professionals try to introduce in the organization's ways of doing need to gain objectivity to truly ensure solid changes. Finally, it contributes to consolidating the rupture with ethnocentrism, encouraging students to understand the users¿ practices and the social conditions they result from, a crucial circumstance to avoid judging and labelling them.
