Esta Página em Português  

Go to: Main Menu, Content, Options, Login.

Contextual Help  
home
Start > Programmes > Disciplinas > AF05
Main Menu
Authentication





Esqueceu a sua senha de acesso?
Mapa da ESE Setúbal
Interactive campus map. Select a building.

Family and Parental Educational Styles

Scholar Year: 2021/2022 - 1S

Code: AF05    Acronym: FEEP
Scientific Fields: Trabalho social e Orientação
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
TSPSFC 21 5,0 45 135,0

Teaching weeks: 15

Head

TeacherResponsability
Cristina Maria Gomes da SilvaHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 3,00
Cristina Roldão   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

This discipline has as main objective to allow students to reflect on some aspects of the process of socialization of children. But speaking in the process of socialization implies referring to the "promoter" institutions of this socialization. In this discipline two main institutions will be approached: the family, as a primary socialization agent, the school institution, and the peer group, as a context of what some authors have called "clandestine socialization."
We aim to provide students with critical and analytical skills in order to promote a more informed reflection about a diverse reality, but which many people insist on standardizing.
With this curricular unit, students are expected to be able to:
• Reflect on the diversity presented by the family reality
• Identify and characterize the social roles associated with the different actors present in families
• Reflect on the ways of organizing families and their educational styles
• To demonstrate capacities of observation and critical reflection on situations and family contexts as instances of primary socialization
• Reflect on the status of childhood and associate it with the educational styles tested by the families
• Reflect on current social problems in articulation with the identification of social policies directed to the family

Syllabus

1. Family: A concept (still) under construction. From the heterogeneity of reality to the diversity of the concept.
1.1. The family as a social system. Family forms and social roles
1.2. A reality under construction: The perspective of Historical Materialism. The transformations of the family in Portugal
1.3. Gender inequalities in the family. "The Second Sex" and "Gender Performativity"

2. Family (s), child and socialization process
2.1 Family educational models and heterogeneity of family learning
2.2 Educational objectives within families
2.3 Relations between families and other socialization agencies
2.4. Social Inequalities in School: Theories and Numbers

3. The concept of childhood
3.1 The status of children in family and society
3.2 Differentiated social constructions of the concept of childhood
3.3 Family policies and child protection


Demonstration of the syllabus coherence with the UC intended learning outcomes

The CU has a character of initiation to the knowledge of the conceptions of childhood, the morphology of the families, the characteristics of the social roles played in the family and the understanding of the diversity of the educational models and their characteristics, which allows to understand either the plurality of reality Familiarity with the way conceptions about childhood and the child's place in the family and in society relate to the characteristics of parental educational styles.
The approach allowed by the identification of the different parental educational styles is a good way of looking at family education, the status attributed to the child and the relationship with other socializing agencies, in order to reach the goals set for the CU.

Teaching methodologies

Program management strategies

The different themes to be addressed will be organized around the above programmatic contents and the sessions will focus on the presentation of their key elements and their discussion in plenary and / or small groups based on information provided essentially by the teacher or the groups of job. In both cases, the use of texts and other materials and the presentation of cases will be used.
The work processes will include: (a) reading, discussion and analysis of texts from the basic and / or thematic bibliography; (B) the preparation of written reviews and / or small critical comments on written or oral texts; (C) active participation in classes and, in particular, in collective debates; (D) the preparation of written papers, group, on one to the students' choice; (E) participation in the tutoring sessions to support the preparation of group work; (F) the presentation and discussion of group work in a collective session, which should count on the participation of all students.

It will also be presented and negotiated with the students a schedule of all activities related to the discipline (topics, debates, tutorial orientation, presentations of works and dates of delivery of written versions, exam, etc.).

Tutorial follow-up

The tutorial support will be developed in presence and distance. The moments of tutorial guidance of a presential nature presuppose, as a rule: (i) the prior appointment of the mentoring meeting; (Ii) the preparation of the students (readings, doubts, work plans, etc.); (Iii) the delivery to the teacher of a tutorial form. In the meetings already planned in the calendar of the UC, or in the meetings to be arranged on a case-by-case basis, support may be provided on other topics of the program that the students wish to put to the teacher ( "doubts", bibliographical orientation, etc.)

Student Participation

Each student is expected to: (a) be present in most classes and, in particular, in discussion sessions and mentoring orientation meetings; (B) participate in the discussion of the issues under analysis, as well as in group work; (C) read, analyze and be prepared to discuss the supporting texts presented; (D) perform scheduled, individual or group work.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

There are strategies and teaching-learning activities directed to the large group (theoretical, theoretical-practical and seminar sessions) and others directed to small groups or tutorial orientation sessions, of mandatory attendance.
Large-group lectures frequently use two types of materials, among others: (i) small texts on the topics under analysis and the presentation of key concepts for reading and debate; (Ii) texts on current issues, collected in media, which usually address problem situations that appeal to the intervention of social workers. In these sessions, the essence of teaching methodologies involves the introduction of the themes by the teacher, followed by group work and debate in small and / or large groups and a final synthesis developed by the teacher again. It is thus possible to "bridge" between the contents of the program, the basic themes of social work and reflection and analysis on the "present world". In this line, it is also made the presentation and comment, in all the sessions, of a "news of the week", task by a group of students, by the teaching session of this UC (1st semester).

The small group sessions focus on working in groups of 3 or 4 students around a previously identified topic - which is analyzed from previously distributed texts - and, for one of the groups, in its more detailed exploration, supported By the teacher, preparatory of the discussion to be held in the next class.

The tutorial sessions are usually carried out with groups of 3 or 4 students, require prior appointment and mandatory presence of all members of the group, and are preceded by the preparation and delivery to the teacher of a pre-project form (for the final work ), As soon as some general and specific readings have already been made. These sessions are usually followed by shorter contacts, where the topic and / or empirical object was identified - which allows a specific bibliography to be recommended.
The assessment methodologies, and the work processes associated with it, also seek to ensure the achievement of the learning objectives. In this sense, a test, which usually takes place about one month after the end of classes, seeks to ensure that concepts and key ideas of the main problems of the program are learned.

The group work must include, besides the "theoretical part", the study of an empirical object, which implies the visit to an institution. Although the field work carried out by the students is not in person accompanied by the teacher, the planning of this is the subject of a tutorial orientation session. Finally, the presentation to the group of the central ideas of all group work, with the obligatory presence of all groups, allows the approach, even if summary, of the respective themes / contents.

Assessment methodologies and evidences

Explanatory note:
The UC evaluation is governed by the ESE / IPS Frequency and Assessment Regulation (RFA), which may be continuous or periodic, always with the possibility of a final exam, except for the UC of Internship.
Taking into account the specificity of the training and the high percentage of technical training units, student attendance is at least 75% of the number of students attending the UC, except for students with special status (Article 24 of the FRG).
At the end of the study, the expected learning is centered on four main domains: (a) organization and management of information, evidencing the appropriation and use of differentiated concepts and knowledge of relevant policy measures within the discipline program ( Options, rationale and instruments); (B) production of texts of dimensions and on variable problems; (C) participation in debates, showing the ability to critically analyze and justify their "positions" and theoretical and social perspectives; (D) public presentation of works

The evaluation will be carried out in accordance with the proposed activities and the principles expressed in the program. The parameters as well as the main evaluation tools to be used (group work and test) will be presented before the students and will be object of collective appreciation.
Students will be able to choose one of the following three assessment modalities, according to their assessment of their conditions / opportunities for attendance at the UC.

Continuous evaluation
Students who choose this modality will be evaluated based on a set of activities developed during the semester, individually or in a group. The option for the continuous evaluation modality presupposes the acceptance of certain conditions: (i) the obligation to perform all the work components mentioned below; (Ii) attendance at class attendance; (Iii) relevant intervention in class; (Iv) obtaining a classification equal to or greater than 8 values at each evaluation product / moment.
The ongoing evaluation will be carried out in accordance with the proposed activities and the principles expressed in the program. The final evaluation of each student will be based on their performance in each of the following components:
A - individual component (50%) - reading and written analysis of a text in the bibliography (25%)
B - group component (35%) - oral presentation on work done
C - participation (15%) - participation in teaching activities and tutorial orientation meetings, which assumes regular attendance and active participation by students “enrolled” in the continuous assessment modality.

Students must obtain a grade of 8 or higher in any of the components.
Student-workers may enroll in the continuous assessment modality provided they ensure a minimum regularity of contact with the classes and the teacher / tutorials. Specific situations that may imply adjustments to the general model presented above will be analyzed and agreed on a case-by-case basis with the teacher.

Final exam
The option for the final exam can be made from the beginning, to be a resource for those who do not successfully complete a continuous assessment course, or for those who wish to do "mark improvement".

Bibliography

Almeida, Ana Nunes (1986), "Entre o dizer e o fazer: a construção da identidade feminina” Análise Social, vol. XXII (92-93).
Almeida, Ana Nunes, M. D. Guerreiro, C. Lobo, A. Torres, K. Wall (1998), “Relações familiares: mudança e diversidade”, in, J.M. Leite Viegas e A. Firmino da Costa (orgs.), Portugal que Modernidade?, Oeiras, Celta Editora.
Almeida, A. N. de, Vieira, M. M. (2006). A Escola em Portugal - Outros Olhares, Novos Cenários. Lisboa: Imprensa de Ciências Sociais
Almeida, Miguel Vale de (1995), Senhores de Si. Uma interpretação antropológica da masculinidade, Fim de Século Edições.
Amâncio, Lígia (1994), Masculino e Feminino, A construção Social da Diferença, Porto, Edições Afrontamento.
Andersen, Michael, (1984), Elementos para a História da Família Ocidental 1500-1914, Lisboa; Editorial Querco.
Aries,Philippe (1988), A criança e a vida familiar no Antigo Regime, Lisboa, Relógio d'Água.
Aries,Philippe; DUBY, Georges, (dir.), (1990), História da vida privada, Porto, Afrontamento
Bertaux, Daniel (1978), Destinos pessoais e estruturas de classe, Lisboa, Moraes Editores.
Chamboredon, J.C., Prevot, J., "O ofício de criança", in Stoer, Stephen e Grácio, Sérgio, (1982), Sociologia da Educação II - A construção social das práticas educativas (Antologia), Lisboa, Livros Horizonte, 51-77
Durkheim, Émile (1893,1977), A divisão do trabalho social I, Lisboa, Editorial Presença.
Engels, F. (1884, 1976), A origem da família da propriedade privada e do estado, Lisboa, Editorial Presença.
Ferreira, Virgínia, (1981), “Mulheres, Família e Trabalho Doméstico no Capitalismo”, in Revista Crítica de Ciências Sociais, nº 6, 47-86.
Ferreira, Virgínia, (1999), “A segregação sexual do mercado de trabalho”-perspectivas teóricas e políticas”, Sociedade e Trabalho, 6, 39-45.
Giddens, Anthony (2004), As mulheres e o trabalho. O trabalho e a família, in Giddens, A., Sociologia: 389-409; Lisboa, F.C. Gulbenkian
Kellerhals, Jean; Troutot, Pierre-Yves; Lazega, Emmanuel, (1989), Microssociologia da família, Mem-Martins, Publicações Europa-América
Lobo, Cristina (1994), Processos de Recomposição Familar: Estratégias e Trajectórias nas Famílias Recompostas, Dissertação de Mestrado em Sociologia, Lisboa, ISCTE.
Perrenoud, Ph., Montandon, C., (2001), Entre Pais e Professores. Um diálogo impossível? Oeiras, Celta Editora
Saraceno, Chiara e Manuela Naldini, (2003) Sociologia da Família, Lisboa, Editora Estampa Scanzoni.
Silva, Cristina Gomes da (1999); Escolhas escolares, heranças sociais, Oeiras, Celta editora
Torres, Anália Cardoso (1996), Divórcio em Portugal, Ditos e Interditos, Celta Editora, Oeiras.
Torres, Anália Cardoso e F.Vieira da Silva (1998), “Guarda das Crianças e Divisão do Trabalho entre homens e mulheres”, Sociologia, Problemas e Práticas, 28, pp.9-65.
Torres, Anália Cardoso, (2002), Casamento em Portugal. Uma Análise Sociológica, Oeiras, Celta Editora.
Torres, Anália e Rui Brites (2006), “Atitudes e valores dos Europeus: a perspectiva do género numa análise transversal”, in Vala e Torres Contextos e Atitudes Sociais na Europa, Lisboa, Imprensa de Ciências Sociais, Instituto de Ciências Sociais da Universidade de Lisboa.
Wall, Karin e Lígia Amâncio (org.) (2007), Família e Género em Portugal e na Europa, Lisboa, Imprensa de Ciências Sociais.
Vieira, M. M. (2011). Entre a casa e a escola: a lenta afirmação da escolaridade em Portugal. In Almeida, Ana Nunes (Eds.), História da vida privada em Portugal: os nossos dias (pp. 174-207). Lisboa: Círculo de leitores / Temas e debates

Options
Página gerada em: 2022-05-24 às 16:53:40