Bruno Dionísio (Univ. de Évora)
Leonor Lima Torres (Instituto de Educação – Univ. do Minho)
Mariana Gaio Alves (Instituto de Educação – Univ. de Lisboa)
Equality and difference constitute dilemmatic dimensions of contemporary times, as well as central concerns in sociology of education, given that educational contexts (school and non-school) are crucial in the (re)construction of identities and inequalities. Within the theoretical-conceptual and empirical heritage of sociology of education, the issues around social inequalities occupy a prominent place that coexists with the disturbing and uncomfortable character that is often attributed to the debate about equal opportunities.
At a methodological level, if sociology of major indicators allows for comparative studies and for the characterization of social regularities in the educational field, it is equally important to develop research focused on the singularities and complexities of schools and educational processes. In any case, analysis that enables to explore the interconnections between educational processes and broader social processes should be privileged, in order to benefit deepen knowledge and reflecting on issues around equality and difference, while connecting it with the construction of identities as a particularly effervescent process nowadays.
The historical commitment of sociology of education to the great political flags of educational modernity is evident. Some of these promises have been fulfilled, while others have metamorphosed or changed their meaning, weakening the terms on which sociological criticism has been sustained. This accentuates the need to rebuild criticism and to rethink the ideals of educational justice, just like the preference for inequalities forces us to reorganize the bonds of solidarity in the educational world.
In spite of the crisis, uncertainties and contemporary contingencies, the educational world currently presents truly structuring features: from naturalization and universalization to the longevity of school careers, the monopoly of the “school form” has reformed families, work, childhood and youth, communities and cultural particularisms. Although education seems to be a prisoner of the so-called “school form”, educational environments and competitive dynamics of socialization emerge in its interstices that not only enter the school refuge, but also dispute the monopoly of the “school form”, deforming it and reforming it, from both the inside and the outside.
Within this context, the challenge of school inclusion (of a compulsory universal, long and lasting school stay and career) faces old inequalities that persist, unveiling new arrhythmias. Acknowledging that analyzing these themes requires us to examine an unfinished, asymmetrical and defective, highly composite and tensional picture, we call for the presentation in the XI Portuguese Congress of Sociology of works developed by sociologists and other social scientists, resulting from their research and/or professional action on various educational topics, among which we highlight:
1) Educational policies: between (trans) national regulation and school governance
2) School clusters: managing differences and (re) building identities
3) Dynamics of schooling: equality, difference and identities
4) Schools, families and communities: inequalities and educational inclusion
5) Education, training and work: reconfiguration of the “school form”
6) Lifelong education: (un)equal participation and plurality of learning contexts
7) Teachers and other education professionals: identity redefinition
Therefore, we invite all sociologists, and related researchers and professionals, to send proposals for the summary of work in an academic and non-academic context in response to our Call.
Posters and visual documents, such as short films focusing on projects or interventions, will be accepted. These proposals, despite the differences between academic and non-academic contexts, should be formulated considering a theoretical framework, objectives, methodologies used, diagnosis, results and conclusions.
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