Teaching sociology of education in universities and polytechnics in Portugal: analysis of a tripartite curriculum space

Abstract

This research contributes to problematize the configuration within the teaching of sociology of education nowadays within undergraduate and master’s degrees in Portuguese universities and polytechnics. The empirical approach is based on the analysis of all the forms of curricular units operating in the academic year 2018/19, considering four fundamental curricular elements: where and when, what, how, and for what the subject is taught. The results reinforce the identification of three different curricular spaces – teacher training, sociology, and education – and suggest the presence of a transmissive pedagogical model mixed with practices typical of pedagogical paradigms anchored in student learning and communication.