Accreditations
Tuition fee EU nationals (2025/2026)
A propina de cada ano pode ser paga de uma vez só ou em prestações.
The degree in Sociology lasts for three years (180 ECTS), with a solid training at the theoretical, methodological and courses specific to Sociology and offering the possibility of deepening specialised themes, through a wide range of optional courses.
The study plan includes multidisciplinarity, by opening to courses from other social sciences and from different disciplinary areas offered in other undergraduate programmes at the Iscte-University Institute of Lisbon.
In the framework of the plan, in addition to what has been mentioned, the following aspects stand out:
- In the second semester of the second year of the degree, it is possible to know other Social Sciences related with Sociology;
- In the third year of the degree there is the possibility of choosing between the branches of Sociology and Public Policy;
- Also in the third year, in the field of Sociology, students get in contact with several domains of sociology, with three mandatory specialised sociologies in each semester;
- In the last semester of the degree, an internship in Sociology is offered as an optional course, allowing direct contact with the labour market.
Some courses are taught both in Portuguese and in English, at different schedules. The option for a course in English represents an added value for the CV, in addition of enabling a deeper knowledge of the language.
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Inferential Data Analysis for the Social Sciences
6.0 ECTS
|
Common Branch | 6.0 |
|
Extensive Research Methods
6.0 ECTS
|
Common Branch | 6.0 |
|
Classical Sociological Theory
6.0 ECTS
|
Common Branch | 6.0 |
|
Culture and Society
6.0 ECTS
|
Common Branch | 6.0 |
|
Institutions and Social Change
6.0 ECTS
|
Common Branch | 6.0 |
|
Sociological Theory: Major Schools of Thought
6.0 ECTS
|
Common Branch | 6.0 |
|
Descriptive Data Analysis for the Social Sciences
6.0 ECTS
|
Common Branch | 6.0 |
|
Laboratory: Statistical Sources and Indicators
6.0 ECTS
|
Common Branch | 6.0 |
|
Object and Method of Sociology
6.0 ECTS
|
Common Branch | 6.0 |
|
Introduction to Excel
2.0 ECTS
|
Optional Courses > Transversal Skills > Mandatory | 2.0 |
|
Writing Scientific and Technical Texts
2.0 ECTS
|
Optional Courses > Transversal Skills > Mandatory | 2.0 |
| 2nd Year | ||
|
Dependency Models in Data Analysis for the Social Sciences
6.0 ECTS
|
Common Branch | 6.0 |
|
Social Classes and Stratification
6.0 ECTS
|
Common Branch | 6.0 |
|
Multivariate Data Analysis for the Social Sciences
6.0 ECTS
|
Common Branch | 6.0 |
|
Intensive Research Methods
6.0 ECTS
|
Common Branch | 6.0 |
|
Laboratory: Observational Field Research
6.0 ECTS
|
Common Branch | 6.0 |
|
Laboratory: Ethics and Profession in Sociology
6.0 ECTS
|
Common Branch | 6.0 |
|
Contemporany Sociology Theory
6.0 ECTS
|
Common Branch | 6.0 |
| 3rd Year | ||
|
Laboratory: Research Report in Sociology
6.0 ECTS
|
Common Branch | 6.0 |
|
Laboratory: Research Project in Sociology
6.0 ECTS
|
Common Branch | 6.0 |
|
Evaluation Methodologies
6.0 ECTS
|
Public Policy | 6.0 |
|
Administration Sciences
6.0 ECTS
|
Public Policy | 6.0 |
|
State and Public Policy
6.0 ECTS
|
Public Policy | 6.0 |
|
Modernity and the Social Question
6.0 ECTS
|
Public Policy | 6.0 |
|
Society and Social Policy
6.0 ECTS
|
Public Policy | 6.0 |
|
Planning Methodologies
6.0 ECTS
|
Public Policy | 6.0 |
|
Sociology Placement
6.0 ECTS
|
Optional Courses > Free - 3rd Year, 2nd Semester | 6.0 |
Inferential Data Analysis for the Social Sciences
Students should: know how to identify, define and use the fundamental concepts of inferential statistics (LO1), calculate the size of a sample (LO2), estimate and interpret a confidence interval (LO3), choose the test to use in each situation (LO4), apply and interpret statistical tests (LO5), perform the chosen test in SPSS (LO6) and report the statistical results in a report (LO7); construct and analyze composite variables (LO8).
ProgramPC1. Basic concepts of inferential statistics
PC2. Estimation
2.1 Confidence intervals for the mean and proportion
2.2 Determining sample size
PC3. Hypothesis tests
3.1 One-sample t-test
3.2 Two-sample t-test
3.3 Chi-squared test of independence
PC4. Creating and analyzing composite variables (with SPSS)
Assessment throughout the semester: written test (60%), construction of a data analysis report (30%) and SPSS test (10%).
In the assessment throughout the semester, the report component and the SPSS test will be carried out on the same day.
Assessment by exam: written component (60%), report (30%) and SPSS component (10%).
In these two forms of assessment (throughout the semester and by exam) the student cannot score less than 7 marks in all components.
Title: - Marôco, João (2021) - Análise Estatística com o SPSS Statistics (8ªed.), Report Number.
- Laureano, Raul (2022) - Testes de Hipóteses com o SPSS Statistics: O meu manual de consulta rápida, Silabo.
- Field, Andy (2017) - Discovering Statistics Using Ibm Spss Statistics, Sage.
- Material didático preparado pela equipa e disponível no Moodle.
- Laureano, Raul (2022) - Testes de Hipóteses e Regressão, Lisboa, Edições Sílabo.
- Marôco, J. (2018) - Análise Estatísti- Marôco, J. (2018) - Análise Estatística com o SPSS Statistics (7ªed.), Pêro Pinheiro, Report Number.
ca com o SPSS Statistics (7ªed.), Pêro Pinheiro, Report Number.
Authors:
Reference: null
Year:
Extensive Research Methods
At the end of the CU, students should be able to:
LO1. Define the main concepts associated with empirical research processes (object of study, theory, concepts, method, technique, hypotheses, indicators, universe, sample, etc.);
LO2. Identify the stages of an empirical research process
LO3. Design a research project using a questionnaire survey
LO4. Construct sampling plans
LO5. Create instruments for collecting information (questionnaire survey)
LO6. Analyse, interpret and present statistical data resulting from a questionnaire survey.
PC1. Research, methods and operationalization of conceptual units
1. Sociological and socio-political research: extensive methods
2. Framework for analysis and operationalisation of concepts
PC2. Delimiting the empirical field: population and sample definition
1. Statistical representativity
2. Main sampling techniques
PC3. Survey questionnaire
1. Construction of the questionnaire
2. Application of the survey
3. Online surveys
4. Planning data processing
PC4. Analysing survey data
1. Analysing the results
2. Presenting the results
Students can choose one of the two assessment methods provided for in the CU: 1) assessment throughout the semester; 2) assessment by exam.
- Assessment throughout the semester consists of: written group work (in two reports, a progress report and a final report) and an individual written test. The final grade is the result of a weighted average of the three assessment moments: group progress report (20%); final group report (40%); and individual written test (40%), provided it is equal to or higher than 7 points. Students who do not obtain a minimum mark of 7 in the test will fail the CU and will be admitted to assessment by exam. Assessment throughout the semester requires students to attend at least 50% of the classes. If the teachers deem it necessary, there is the possibility of an oral test, in complement to the written assessment components, as an additional element in the assessment (e.g. in situations where there is a need for additional clarification in the classifications).
- Assessment by exam takes place exclusively during the assessment period and covers all the material taught in the curricular unit. It consists of an individual written test. Students who have opted for this form of assessment and students who have not been approved in the assessment throughout the semester are admitted to this form of assessment.
Title: Bryman, A (2012), Social Research Methods (4ªed), New York, Oxford UP
Campenhoudt, LV et al. (2023), Manual de Investigação em Ciências Sociais (2ªed), Lisboa, Gradiva
Frade, S (2024). “Estudos online: Questionários”, in Prada M. (Coord.). Caderno de laboratório, LAPSO, Iscte
Foddy, W (1996), Como Perguntar. Teoria e Prática da Construção de Perguntas para Entrevistas e Questionários, Oeiras, Celta
Ghiglione, R & Matalon, B (2001), O Inquérito-Teoria e Prática (4ªed), Oeiras, Celta
Giddens, A (2013), “Métodos de Investigação em Sociologia”, in Sociologia (9ªed), Lisboa, FCG
Lima, L & Correia, I (2017), “Atitudes: medida, estrutura e funções”, in Vala, J. & Monteiro, M.B., Psicologia Social (10ªed), Lisboa, FCG
Osuna, JR (2005), Métodos de Muestreo. Casos Prácticos (2ªed), Madrid, CIS
Pestana, MH & Gageiro, JN (2014), Análise de Dados para Ciências Sociais (6ªed), Lisboa, Sílabo
Sierra-Bravo, R (2003), Técnicas de Investigación Social: Teoria y Ejercicios (14ªed), Madrid, Thomson
Authors:
Reference: null
Year:
Title: Blaikie, N. & Priest, J. (2019), Designing Social Research: the logic of anticipation (3ª ed.), Cambridge, Polity Press.
Boudon, R. (1990), Os Métodos em Sociologia, Lisboa, Rolim.
Bourdieu, P., Chamboredon, JC. & Passeron, JC. (1999). A profissão de Socíólogo: preliminares epistemológicas, Petropolis, Vozes.
Bryman, A. & Cramer, D. (1993), Análise de Dados em Ciências Sociais - introdução às técnicas utilizando o SPSS (2ª ed.), Oeiras, Celta.
Cea D’Ancona, M.A. (1996), Metodología Quantitativa. Estrategias y técnicas de investigación social, Madrid, Síntesis,
Cresswell, J.W. & Cresswell, J.D., (2018), Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (5ª ed.), Thousand Oaks/London/New Delhi, Sage.
Dillmand, D.A., Smyth, J.D. & Christian, L.M. (2009), Internet, Mail and Mixed-Mode Surveys: the tailored design method (3ª ed.), New Jersey, John Wiley.
Ferreira, V. “O inquérito por questionário na construção de dados sociológicos”, in Silva, A.S. e Pinto, J.M. (coord.) (2014), Metodologia das Ciências Sociais (16ª ed.), Porto, Afrontamento.
Frankfort-Nachmias, C. & Nachmias, D. (2000). Research Methods in the Social Sciences (6ª ed.). New York, Worth Publishers.
García Ferrando, M. et al. (2015), El Análisis de la Realidad Social; métodos y técnicas de investigación (4ª ed), Madrid, Alianza Editorial.
Laureano, R. & Botelho, M.C. (2017), IBM SPSS Statistics: o meu manual de consulta rápida (3ª ed.), Lisboa, Sílabo.
Silva, A.S. & Pinto, J.M. (coord.) (2014), Metodologia das Ciências Sociais (16ª ed.), Porto, Afrontamento.
Moreira, J. M. (2004), Questionários: Teoria e Prática, Coimbra, Almedina.
Oliveira, A. et al. (2021), O questionário online na investigação em educação: reflexões epistemológicas, metodológicas e éticas, Lisboa, Universidade Aberta.
Sue, V. & Ritter, L.A. (2012), Conducting Online Surveys (2ª ed.), Thousand Oaks, Sage.
Vicente, P, Reis, E. & Ferrão, F. (2001), Sondagens. A amostragem como factor decisivo de qualidade, Lisboa, Sílabo.
Podem ser recomendadas outras referências bibliográficas complementares, de caráter temático, para suporte aos trabalhos dos/as estudantes.
Other complementary bibliographical references with a thematic focus can be recommended to support the students' work.
Authors:
Reference: null
Year:
Classical Sociological Theory
(a) The acquisition of basic knowledge about the main theories, schools of thought, and authors of classical sociology. (b) The acquisition of basic skills in the use of key concepts and analytical statements of those theories. (c) The acquisition of basic skills of discussion and comparison of those concepts and statements.
Program1. Introduction:
1.1. The emergence of sociological thought
1.2. The founders: Comte and Spencer
2. Emile Durkheim
2.1 The rules of sociological method
2.2 Division of labour and modes of solidarity
2.3 The study of the suicide
3 Karl Marx and Friedrich Engels
3.1 Dialectical materialism
3.2 Historical materialism
3.3 Classes, state and ideology
3.4 The origins and development of capitalism
4. Max Weber
4.1 Interpretative sociology
4. 2 Society as power system: domination and stratification
4.3 The protestant ethics and capitalism
5. Georg Simmel
5.1 The study of social forms
5.2 Individualization, conflict and change as social forms
Individual study of the bibliography specified for each topic is guided and supported by class attendance.
Students can be assessed in the normal/1st assessment period in one of two ways: periodic assessment or final assessment.
Periodic assessment, consisting of the following elements:
1. group work (50%)
4 oral presentations on each of the authors based on the main bibliography,
2. A written test based on the texts in the main bibliography (50%).
The test will be taken on the first day of the final exam, on a date to be decided by the Year Council.
Failure to complete any of the elements of the periodic assessment will immediately result in failure in the periodic assessment and assessment by final exam in the normal season/1st assessment period.
Final assessment
Failure to fulfil one of the elements of the periodic assessment, or failure in this assessment, sends the student to a final examination (appeal period/2nd period) on the whole subject. The final exam is taken without consulting texts.
Title: Weber, M. ([1904 e 1917] 1979). Sobre a Teoria das Ciências Sociais. Lisboa: Presença.**
* Para a abordagem das temáticas do autor contempladas nesta obra, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23). **Para a abordagem das temáticas do autor, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23) da obra Cruz, Manuel B. da (org.) (1989). Teorias Sociológicas. Os Fundadores e os Clássicos. Lisboa: Fundação Calouste Gulbenkian., * Para a abordagem das temáticas do autor contempladas nesta obra, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23). **Para a abordagem das temáticas do autor, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23) da obra Cruz, Manuel B. da (org.) (1989). Teorias Sociológicas. Os Fundadores e os Clássicos. Lisboa: Fundação Calouste Gulbenkian., 2023, * Para a abordagem das temáticas do autor contempladas nesta obra, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23). **Para a abordagem das temáticas do autor, trabalhar sobre os textos selecionados e colocados na plataforma e-learning (moodle23) da obra Cruz, Manuel B. da (org.) (1989). Teorias Sociológicas. Os Fundadores e os Clássicos. Lisboa: Fundação Calouste Gulbenkian.,
Textos retirados de:
Durkheim, E. ([1893] 1977). A Divisão do Trabalho Social. 2 vols. Lisboa: Presença.
Durkheim, E. ([1895] 1980). As Regras do Método Sociológico. Lisboa: Presença.
Durkheim, E. ([1897] 1977). O Suicídio. Lisboa: Presença.
Giddens, A. ([1971] 1994). Capitalismo e Moderna Teoria Social. Uma Análise das Obras de Marx, Durkheim e Max Weber. Lisboa: Presença.
Marx, K., e Friedrich E. (1980-1985). Obras Escolhidas. 3 vols. Lisboa: Edições Avante [https://www.marxists.org/portugues/marx/escolhidas/]
Simmel, G. ([1908] 2021). Sociologia. Estudo sobre as formas de sociação. Porto Alegre: Editora Fundação Fenix.*
Weber, M. ([1905] 1982). A Ética Protestante e o Espírito do Capitalismo. Lisboa: Presença.**
Weber, M. ([1922] 1984). Economia y Sociedad. México: Fondo de Cultura Económica.**
Authors:
Reference: null
Year:
Title: Manuais, antologias e obras de referência Aron, R. ([1967] 2010). As Etapas do Pensamento Sociológico. 9.ª ed. Lisboa: Dom Quixote. Craib, I. (1997). Classical Social Theory. An Introduction to the Thought of Marx, Weber, Durkheim and Simmel. Oxford: Oxford University Press. Cruz, Manuel B. da (org.) (1989). Teorias Sociológicas. Os Fundadores e os Clássicos. Lisboa: Fundação Calouste Gulbenkian. Nisbet, R. ([1966] 1969). "Las Dos Revoluciones" in Nisbet, R. La Formación del Pensamento Sociológico. Buenos Aires: Ed. Amorrurtu. Turner, Jonathan H. (2013). Theoretical Sociology. 1830 to the Present. Londres: Sage.
De e sobre Emile Durkheim (1858-1917) Durkheim, E. ([1912], 2012). As Formas Elementares da Vida Religiosa. Oeiras: Celta. Duvignaud, J. (1984). Durkheim. Lisboa: Edições 70. Silva, A. Santos (1988). Entre a Razão e o Sentido. Durkheim, Weber e a Teoria das Ciências Sociais. Porto: Afrontamento. Thompson, K. (2002). Emile Durkheim. 2.ª ed. Londres: Routledge.
De e sobre Karl Marx (1818-1883) e Friedrich Engels (1820-1895) Marx, K. ([1867] 1991-1996). O Capital, Livro I. Lisboa: Edições Avante, 3 vols. Engels, F. ([1845] 1975). A Situação da Classe Trabalhadora na Inglaterra. Lisboa: Presença. Elster, J. (1985). Making Sense of Marx. Cambridge: Cambridge University Press. McLellan, D. ([1972] 1974). O Pensamento de Karl Marx. Uma Introdução. Coimbra: Coimbra Editora.
De e sobre Max Weber (1864-1920) Weber, M. ([1917 e 1919] 1979). O Político e o Cientista. Lisboa: Presença. Gerth, H. e Wright Mills, C. (1946, 1982). (orgs). Ensaios de Sociologia. Rio de Janeiro: Zahar. Swedberg, R. (org.) (2005). The Max Weber Dictionary. Stanford: Stanford University Press.
De e sobre Georg Simmel (1858-1918) Simmel, G. (1964). Conflict and the Web of Group Affiliations. Londres: The Free Press. Simmel, G. ([1900] 2011). The Philosophy of Money. Londres: Routledge. Frisby, D. (1984). Georg Simmel. Chichester: Ellis Horwood.
Authors:
Reference: null
Year:
Culture and Society
This curricular unit provides students with their first contact with sociological science and its central concepts and themes. The main learning outcomes are to provide the following: a) To know the central concepts of sociological analysis and the main theoretical perspectives of its approach: culture, socialization, social interaction, social deviation, social control, structure and action. b) To develop the ability to relate the concepts studied with empirical research; c) To build critical sociological reflection, developing sociological imagination (C.W. Mills) in the study of social reality; d) To contribute to the development of general skills, such as: studying and researching individually, team working, interpreting texts and relating theory to empirical reality.
Program1. Culture and Society: an introduction to sociology
1.1. Previous questions and obstacles to sociological knowledge
1.2. Possible definitions of sociology. What is sociology and what does it do?
1.3. The historical conditions of the emergence of sociology.
2. Culture and Society: central themes and concepts
2.1. The sociological concept of culture
2.2. Socialization processes: cultural transmission and social structuring of the individual
2.3. Social interaction
2.4. Deviance and social control
2.5. Ways of structuring societies: groups and organizations
2.6. The centrality of the concepts of structure and action in sociology.
Assessment throughout the semester requires attendance of at least 2/3 of classes and consists of the following: a) Participation in classes (20%); b) An analytical form, carried out in class, on text to be provided in advance by the teacher (30%); c) A written exercise (test) carried out on the date of the first exam period (50%). Alternatively, or in case of failure in the assessment throughout the semester, a final exam covering all subjects in the syllabus. The 1st season exam is intended for students who did not choose to be assessed during the semester. Students who choose to take the assessment throughout the semester and who have not passed it (failed or withdrew), can only seek approval in the 2nd exam period, also known as the appeal period.
Participation in classes consists of the involvement of students in carrying out practical exercises as a team, as well as in their oral interventions required by the presentations of these exercises and in their interaction with the teacher. The reading sheet on text(s) selected by the teaching team will reflect the students' ability to distinguish what the text's problematics are, its main concepts, its main propositions. The final written exercise aims for students to be able to articulate the themes and concepts of the program, and the theoretical diversity of its approach, in an adequate, comprehensive, and developed way.
Title: - Campenhoudt, Luc Van (2012), Introdução à Análise dos Fenómenos Sociais, 2ª ed., Lisboa, Gradiva.
- Costa, António Firmino da (2009), Sociologia, Lisboa, Quimera, 6ª. edição.
- Demartis, Lucia (2012), Compêndio de Sociologia, Lisboa, Edições70.
- Giddens, Anthony (2014), Sociologia, Lisboa, Gulbenkian, 9ª edição.
- Wieviorka, Michel (2010), Nove Lições de Sociologia, Lisboa, Editora Teorema.
Authors:
Reference: null
Year:
Title: - Berger, Peter e Luckmann, Thomas (2010), A Construção Social da Realidade, Lisboa, Dinalivro.
- Javeau, Claude (1998), Lições de Sociologia, Oeiras, Celta Editora.
- Elias, Norbert (2011), Introdução à Sociologia, Lisboa, Edições 70.
- Costa, António Firmino da (2008), Sociedade de Bairro, 2ª ed., Lisboa, Celta Editora.
- Turner, Jonathan (2000), Sociologia: conceitos e aplicações, São Paulo, Makron Books.
Authors:
Reference: null
Year:
Institutions and Social Change
The learning objectives of this course derive from the substantive sociological contents of each one of the main parts of the syllabus: Institutions (1st part) and Modernity, Social Change and Globalization (2nd part). Regarding the first part, this involves:
LO1: an introduction to the main institutions that sociology deals with.
With regard to the second parte, this involves:
LO2: defining the processes of globalization in modernity, highlighting such central features as risk, social inequalities, population, technology, environment and the economy.
Introduction:
1. Modernity, institutions and social change
2. Social differentiation and institutions: Class, gender and ethnic-racial origin
Part I- Institutions
1. Family and gender
2. Education and school
3. Economy, labour market and employment
4. The State, political power and politics
5. Religion
Part II- Contemporary Social Change
1. Globalization, communication and network society
2. Surveillance society
3. Social change and social movements in the contemporary world
Assessment throughout the semester is based on four components of the final grade:
1. An in-class individual report of reading based on 3 assigned texts dealing with part I of the program (25%);
2. A group presentation and report that further develops and empirically illustrates a topic of the program (25%);
3. A comprehensive test covering the topics of the program (40%);
4. Class attendance and participation (10%).
A minimum grade of 8 is required in the items 1, 2 and 3.
Title: Giddens, Anthony (2013), Sociologia, Lisboa, Fundação Calouste Gulbenkian
Authors:
Reference: null
Year:
Title: Almeida, João Ferreira da (org) (1994) Introdução à Sociologia. Lisboa: Universidade Aberta.
Berger, Peter L. e Luckmann, Thomas (2004) A construção social da realidade. Lisboa: Dinalivro.
Cardoso, Gustavo et al. (2015) A Sociedade em Rede em Portugal. Uma Década de Transição, Lisboa, Almedina.
Carmo, Renato et al. (2018) Desigualdades Sociais: Portugal e a Europa, Mundos Sociais.
Costa, António Firmino da (2012) Desigualdades Sociais Contemporâneas. Lisboa: Mundos Sociais.
Santos, Boaventura de Sousa (2001) Globalização: fatalidade ou utopia? Porto, Edições Afrontamento.
Torres, Anália (coord.) (2018) Igualdade de Género ao Longo da Vida. Portugal no contexto europeu. Lisboa, FFMS.
Viegas, José Manuel Leite e Costa, António Firmino da (orgs) (1998) Portugal que Modernidade? Oeiras: Celta Editora.
Wieviorka, Michel (2010) Nove Lições de Sociologia: como abordar um mundo em mudança. Lisboa: Teorema.
Authors:
Reference: null
Year:
Sociological Theory: Major Schools of Thought
(1) To contribute to the assimilation of a set of theoretical schemes (concepts, conceptual schemes, theories) likely to help individual thought in situations of research, writing, and critical debate.
(2) To contribute to strengthening the following skills:
(2.1.) to orient oneself in the sociological literature and in neighbour domains;
(2.2.) to read thoroughly academic texts, in particular original writings of classical authors;
(2.3.) to take advantage of texts written in foreign languages, in particular in english;
(2.4.) to reason about / by means of concepts;
(2.5.) to write scientific texts.
(3) All these objectives are linked to one central didactic aim: to lead the students to an effective reading and using of scientific texts.
(More details on http://cadeiras.iscte-iul.pt/TS3/ )
Introduction: Authors, Schools of Thought, Theories, Concepts
I. Strutural-functionalism
1. The "Grand Theory" (Talcott Parsons)
2. "Theories of the Middle Range" (Robert K. Merton)
II: Conflict Theories
1. The functions of the conflict (Lewis Coser)
2. Functionalism superseded? (Ralf Dahrendorf)
III. Symbolic Interactionnism - Erving Goffman
1. From reflexive identity to society (George H. Mead, Herbert Blumer)
2. From the dramaturgy of everyday life to the theory of interaction (Erving Goffman)
IV. Critical Theories
1. The critique of technical and scientific rationality (Max Horkheimer, Herbert Marcuse)
2. The theory of communicative activity (Jürgen Habermas)
(More details on http://cadeiras.iscte-iul.pt/TS3/ )
Assessment of Sociology and Sociology PL students.
Assessment throughout the semester:
Includes two written tests; with consultation of the Syllabus. In addition, interested students may hand in a 3rd assignment: a short essay on a recent conference or publication. This assignment only will be taken into account if its result improves the final mark.
Assessment by exam:
The student may opt by final exam, no consultation material allowed.
Assessment of students of the Social Work degree - See FUC Observations field.
(More details on http://cadeiras.iscte-iul.pt/TS3/ )
Title: Blumer, H. (1981), "G. H. Mead", in: Rhea (ed.), The Future of Sociological Classics.
Coser, L. A. (1956), The Functions of Social Conflict.
Dahrendorf, R. (1958) "Out of Utopia", AJS.
Goffman, E. (1959 / 1993), A apresentação do eu (...).
-(1983), «The Interaction Order», ASR, 48.
Habermas, J. (1981, 1987), "Tendências da juridicização", SPP 2: 185-204.
Habermas, J. (1985 / 1990), "O conteúdo normativo da modernidade", in: O Discurso Filosófico da Modernidade.
Horkheimer, M. (1937 / 2003), "Teoría tradicional y teoría crítica" in: Id., Teoría crítica.
Marcuse, H. (1941), «Some Social Implications of Modern Technology», StPhSS.
Mead, G. H. (1930), "Cooley's Contribution (...)", AJS.
Merton, R. K. (1948), "Discussion", ASR.
- (1968), Social Theory and Social Structure.
Parsons, T. (1948), "The Position of Sociological Theory", ASR.
- (1961), "An Outline of the Social System", in Parsons et al. (eds.), Theories of Society.
Authors:
Reference: null
Year:
Title: Introduções gerais; literatura de apoio
* Referências básicas de enquadramento
Alexander, Jeffrey C. ([1987] 1996), "The Centrality of the Classics", in: Stephen Turner (ed.), Social Theory and Sociology - The Classics and Beyond, Oxford, Blackwell, 1996, pp. 21-38 (+ bibl. : pp. 274-294) (republicação; versão original, mais desenvolvida, em Anthony Giddens e Jonathan Turner (eds.), Social Theory Today, Cambridge, Polity Press, 1987: pp. 11-57).
Baert, P., e F.C. da Silva ([2010] 2014), Teoria Social Contemporânea, Lisboa, Mundos Sociais.
Coser, Lewis A., (1971), Masters of Sociological Thought. Ideas in Historical and Social Context, San Diego et al., Harcourt Brace Jovanovich.
Cuin, Charles-Henry, e François Gresle (1992, 1995), História da Sociologia, Lisboa, Dom Quixote [ed. original francesa: Histoire de la Sociologie, Paris, La Découverte, 1992].
Ferreira, J. M. Carvalho, João Peixoto, Anabela Soriano Carvalho, Rita Raposo, João Carlos Graça, Rafael Marques (1995), Sociologia, Amadora, Editora McGraw-Hill de Portugal.
Giddens, Anthony, e Jonathan H. Turner (orgs.) (1987), Social Theory Today, Cambridge, Polity.
Ritzer, George (org.) (2003), The Blackwell Companion to Major Classical Social Theorists, Oxford, Blackwell.
Ritzer, George (org.) (2003), The Blackwell Companion to Major Comtemporary Social Theorists, Oxford, Blackwell.
Ritzer, George, e Douglas J. Goodman (2003), Sociological Theory, 6.ª ed., Nova Iorque, McGraw-Hill.
Scott, John (2012), Sociological Theory. Contemporary Debates, 2.ª edição, Cheltenham, Edward Elgar.
Oxford, Blackwell.
Turner, Bryan S. (org.) ([2000] 2006), Teoria Social, Lisboa, Difel, 2006 [ed. original inglesa: The Blackwell Companion to Social Theory, 2.ª ed., Oxford, Blackwell, 2000].
Turner, J.H. (2003), The Structure of Sociological Theory, 7.ª ed., Belmont, Call., Wadsworth.
Turner, Jonathan H. (2013), Theoretical Sociology: 1830 to the Present, Londres, Sage.
Waters, Malcolm (1994), Modern Sociological Theory, Londres, Sage.
* Referências para aprofundamento das aulas de enquadramento
* O estrutural-funcionalismo
** Textos originais
Merton, Robert K. (1949, 1968), Social Theory and Social Structure, Nova Iorque, The Free Press (3.ª ed. revista e aumentada, 1968), nomeadamente pp. 73-138, de 1949, "Manifest and latent functions".
Merton, Robert K. (1976), Sociological Ambivalence and Other Essays, Nova Iorque, The Free Press.
Merton, Robert K., Elinor Barber (2004), The Travels and Adventures of Serendipity: A study in sociological semantics and the sociology of science, Princeton, Princeton University Press.
Parsons, Talcott (1937), The Structure of Social Action. A Study in Social Theory with Special Reference to a Group of Recent European Writers, Nova Iorque, The Free Press.
Parsons, Talcott (1951, 1991), The Social System (prefácio de Bryan S. Turner), Londres, Routledge [trad. espanhola: El Sistema Social, Madrid, Revista de Occidente, 1976].
Parsons, Talcott (1966), Societies. Evolutionary and Comparative Perspectives, Englewood Cliffs, NJ, Prentice Hall.
Parsons, Talcott (1967), Sociological Theory and Modern Society, Nova Iorque, The Free Press.
Parsons, Talcott (1971), The System of Modern Societies, Englewood Cliffs, NJ, Prentice Hall.
- (1971), "Social Interaction", in: AA. VV., International Encyclopedia of the Social Sciences, London et al., MacMillan et al., vol. 7, pp. 429-441.
- (1982), On Institutions and Social Evolution: Selected Writings, Leon H. Mayhew (ed.), Chicago, The University of Chicago Press, 1982
** Introduções, comentários, debates
Alexander, Jeffrey C. (1983), Theoretical Logic in Sociology, vol. 4, The Modern Reconstruction of Classical Thought. Talcott Parsons, Berkeley, CA, University of California Press.
Chazel, François (2011), La Sociologie Analytique de Talcott Parsons, Paris, Presses de l'Université Paris-Sorbonne.
Crothers, Charles (1987, 1994), Robert K. Merton, Oeiras, Celta, 1994 [orig. ingl.: Robert K. Merton, Routledge, 1987].
Elias, Norbert (1939, 1969, 1989), O Processo Civilizacional. Investigações Sociogenéticas e Psicogenéticas, Lisboa, Dom Quixote, 1989, pp. 11-47 ("Introdução" à edição em inglês de 1969) [ed. original em alemão: 1939; trad. em inglês: 1969].
Hamilton, Peter (1983), Talcott Parsons, Londres, Routledge.
Robertson, Roland, e Bryan S. Turner (1991), Talcott Parsons: Theorist of Modernity, Londres, Sage.
Sztompka, Piotr (1986), Robert K. Merton. An Intellectual Profile, Londres, Macmillan.
Rocher, Guy (1972), Talcott Parsons et la sociologie américaine, Paris, Presses universitaires de France.
Wright Mills, Charles (1[959] 1982), A imaginação sociológica, Rio de Janeiro, Zahar, 1982 (publ. orig. em inglês: 1959), cáp. 2: "Grand Theory".
* As teorias do conflito
** Textos originais
Coser, Lewis A. (1956), The Functions of Social Conflict, Nova Iorque, The Free Press.
Coser, Lewis A. (1957), "Social conflict and the theory of social change", The British Journal of Sociology, 8 (3), pp. 197-207.
Coser, Lewis A., (1971), Masters of Sociological Thought. Ideas in Historical and Social Context, San Diego et al., Harcourt Brace Jovanovich.
Dahrendorf, Ralf ([1958] 2012), Homo sociologicus, Lisboa, Quetzal [ed. orig. em alemão do artigo principal: 1958].
Dahrendorf, Ralf (1958), "Toward a theory of social conflict", The Journal of Conflict Resolution, 2 (2), pp. 170-183.
Dahrendorf, Ralf (1959), Class and Class Conflict in Industrial Society, Stanford, Stanford University Press.
Dahrendorf, Ralf (1968), Essays in the Theory of Society, Stanford, Stanford University Press.
** Introduções, comentários, debates
Turner, Jonathan H. (1991), Marx and Simmel Revisited. Reassessing the Foundations of Conflict Theory, Aldershot, Edward Elgar Publishing.
* O interaccionismo simbólico e Erving Goffman
** Textos originais
Blumer, Herbert (1969), Symbolic Interactionism. Perspective and Method, Berkeley, University of California Press, em particular: pp. 1-60: "The methodological position of symbolic interaccionism".
Blumer, Herbert, 2004, George Herbert Mead and Human Conduct, edited, with an Introduction, by Thomas J. Morrione, Walnut Creek, CA, AltaMira Press.
Goffman, Erving (1959, 1993), A Apresentação do Eu Na Vida de Todos os Dias, Lisboa, Relógio d'Agua [ed. original inglesa: The Presentation of Self in Everyday Life, Nova Iorque, Anchor Books, 1959).
Goffman, Erving (1961), Asylums: Essays on the Social Situation of Mental Patients and Other Inmates, Nova Iorque, Doubleday.
Goffman, Erving (1961), Encounters: Two Studies in the Sociology of Interaction, Indianapolis, Bobbs-Merrill.
Goffman, Erving (1963), Behavior in Public Places: Notes on the Social Organization of Gatherings, Nova Iorque, The Free Press.
Goffman, Erving (1963), Stigma: Notes on the Management of Spoiled Identity, Englewood Cliffs, NJ, Prentice-Hall.
Goffman, Erving (1967), Interaction Ritual: Essays on Face-to-Face Behavior, Nova Iorque, Anchor Books.
Goffman, Erving (1971), Relations in Public: Microstudies of the Public Order, Nova Iorque, Basic Books.
Goffman, Erving (1974), Frame Analysis. Essays on the Organization of Experience, Nova Iorque, Harper.
Goffman, Erving (1981), Forms of Talk, Philadelphia, University of Pennsylvania Press.
Goffman, Erving (1988 / 1999), Os momentos e os seus homens (Yves Winkin org.), Lisboa, Relógio d'Água, 1999 (publ. orig. em Francês: 1988).Mead, George Herbert Mead, George H. (1925), "The genesis of the self and social control", International Journal of Ethics, 35 (3), pp. 251-277.
Mead, George H. (1932, 1980), The Philosophy of the Present, edited, with an Introduction, by Arthur E. Murphy, preface by John Dewey, Chicago, The Chicago University Press.
Mead, George H. (1934), Mind, Self, and Society from the Standpoint of a Social Behaviorist, edited, with an Introduction, by Charles W. Morris, Chicago, The University of Chicago Press.
Mead, George H. (1938), The Philosophy of the Act, edited, with an Introduction, by Charles W. Morris, Chicago, University of Chicago Press.
Mead, George H. (1964), Selected Writings, edited, with an Introduction, by Andrew J. Reck, Chicago, The University of Chicago Press.
- (1982), The Individual and the Social Self, Chicago, The University of Chicago Press.
** Introduções, comentários, debates
Bulmer, Martin (1984), The Chicago School of Sociology. Institutionalization, Diversity, and the Rise of Sociological Research, Chicago, Chicago University Press.
Burns, Tom (1992), Erving Goffman, Londres, Routledge.
Chapoulie, Jean-Michel (2001), La tradition sociologique de Chicago 1892-1961, Paris, Seuil.
Fine, Gary Alan (1995), A Second Chicago School? The Development of a Postwar American Sociology, Chicago, The University of Chicago Press.
Habermas, Jürgen (1992), "Individuation through socialization: on George Herbert Mead's theory of subjectivity," em Jürgen Habermas, Postmetaphysical Thinking. Philosophical Essays, Cambridge, Mass., MIT Press, pp. 149-204.
Joas, Hans (1980), G.H. Mead. A Contemporary Re-examination of his Thought, Cambridge, Polity Press.
Manning, Philip (1992), Erving Goffman and Modern Sociology, Cambridge, Polity Press.
Plummer, Ken (1991) Symbolic Interactionism, Aldershot, Edward Elgar.
Silva, Filipe Carreira da (2008), Mead and Modernity. Science, Selfhood, and Democratic Politics, Lanham, MD, Lexington Books.
Tomasi, Luigi (org.) (1998), The Tradition of the Chicago School of Sociology, Aldershot, Ashgate.
* As teorias críticas
** Textos originais
Adorno, Theodor W. (1950 / 2007), Études sur la personnalité autoritaire, Paris, Allia, 2007 (publ. orig. em inglês_ 1950).Adorno, Theodor W. ([1973] 2003), Sobre a Indústria da Cultura, Coimbra, Anglus Novos (ed. original alemã: 1973).
Habermas, Jürgen ([1968] 1987), "Técnica e ciência como 'Ideologia'", in: ID., Técnica e Ciência como 'Ideologia', Lisboa, Edições 70, 1987, pp. 45-92; publ. orig.: in: ID. Technik und Wissenschaft als "Ideologie", Frankfurt am Main, Suhrkamp
Habermas, Jürgen ([1968] 1987), Knowledge and Human Interests, Cambridge, Polity Press.
Habermas, Jürgen ([1973] 1976), Legitimation Crisis, Londres, Heinemann.
Habermas, Jürgen ([1981] 1984), The Theory of Communicative Action, Londres, Heinemann.
Habermas, Jürgen ([1985] 1990), O Discurso Filosófico da Modernidade, Lisboa, Dom Quixote, nomeadamenta pp. 309-350, "O conteúdo normativo da modernidade"(ed. orig. alem. 1985) (Engl. transl.: "The Normative Content of Modernity", in: ID., The Philosophical Discourse of Modernity: Twelve Lectures Studies in Contemporary German Social Thought, Cambridge MA, MIT Press, 1987).
Habermas, Jürgen ([1988] 2002), "Acções, actos de fala, interacções linguisticamente mediadas e o mundo da vida" e "Para uma crítica da teoria do significado", em Jürgen Habermas (2002), Racionalidade e comunicação, Lisboa, Edições 70, pp. 103-147 e 149-182 (publicação original destes dois capítulos em Nachmetaphysisches Denken, Francoforte, Suhrkamp).
Habermas, Jürgen ([2010] 2009), Fundamentação Linguística da Sociologia, Lisboa, Edições 70, 2010 (recolha de artigos publicados originalmente entre 1971 e 1996, reeditados num volume em alemão em 2009).
Horkheimer, Max, ([1936] 1983), Autoridade e Família. Parte Geral, Lisboa, Materiais Críticos, 1983 (ed. orig. alem. 1937).
Horkheimer, Max ([1937] 2002), Critical Theory. Selected Essays, Nova Iorque, The Continuum Publishing Company
Horkheimer, Max, Theodor W. Adorno ([1947] 1974), La Dialectique de la Raison, Paris, Gallimard.
Herbert Marcuse ([1964] 1991), One-Dimensional Man. Studies in the Ideology of Advanced Industrial Society, 2.ª ed., Londres, Routledge & Kegan Paul
** Introduções, comentários, debates
Adorno, Theodor W., Hans Albert, Ralf Dahrendorf, Jürgen Habermas, Harald Pilot, Karl Popper (1969 / 1979), Der Positivismusstreit in der deutschen Soziologie, Neuwied / Berlin, Luchterhand [trad. fr. De Vienne à Francfort. La Querelle Allemande des Sciences sociales, Bruxelles, Éditions Complexes, 1979].
Anderson, Perry (1976), Considerations on Western Marxism, New Left Books.
Jay, Martin (1973), The Dialectical Imagination, Boston, Little Brown.
Outhwaite, William (1994), Habermas. A Critical Introduction, Cambridge, Polity.
Ray, Larry (ed.) (1990), Critical Sociology, Aldershot, Edward Elgar Publishing (col. Schools of Thought in Sociology).
Thompson, J.B., e David Held (orgs.) (1982), Habermas. Critical Debates, Londres, Macmillan.
Wiggershaus, Rolf (1986), The Frankfurt School: its History, Theories and Political Significance, Cambridge, Polity Press.
* Selecção de algumas obras de outros autores importantes para esta etapa do pensamento sociológico
Arendt, Hannah ([1951] 2004), As origens do totalitarismo, Lisboa, Dom Quixote, 2004 (1ª edição em inglês: 1951), em particular pp. IX-XII, o prefácio à primeira edição, redigido em 1950, e pp. 609-634, o capítulo final, "Ideologia e terror: uma nova forma de governo" (publicado pela primeira vez em 1953).
Kuhn, Thomas S. (1962), The Structure of Scientific Revolutions, Chicago, Chicago University Press.
Luhmann, Niklas (1967, 2005), "Iluminismo sociológico", in: Santos, José Manuel (org.), O pensamento de Niklas Luhmann, Covilhã, Ta Pragmata, 2005, pp. 19-70 (ed. original em alemão: 1967].
Mannheim, Karl ([1929] 1976), Ideologia e utopia, Rio de Janeiro, 1976 [ed. original em alemão: 1929].
Park, Robert E., Burgess, Ernest W. ([1921] 1970), Introduction to the Science of Sociology, Chicago, University of Chicago Press [1.ª ed. 1921, reed. 1970].
Popper, Karl (1945, 1962), A sociedade aberta e os seus inimigos, Lisboa, Editorial Fragmentos [ed. original em inglês: The Open Society and Its Enemies (2 vols.), Londres, Routledge, 1945].
Simmel, Georg ([1908] 1955), Conflict & The Web of Group Affiliations, Nova Iorque, The Free Press.
Wright Mills, Charles ([1959] 1982), A Imaginação Sociológica, Rio de Janeiro, Zahar, 1982 [ed. original em inglês: 1959].
Authors:
Reference: null
Year:
Descriptive Data Analysis for the Social Sciences
The student must:
LO1. Define, explain and use the concepts of descriptive statistics.
LO2. Know how to calculate, justify the use and interpret a set of statistical indicators and graphical representations.
LO3. Develop critical assessment skills for the choice and interpretation of statistical techniques.
LO4. Use the SPSS program (creation of a database, transformation of variables, construction of graphs and calculation of statistical indicators).
LO5. Present and discuss the results of a data analysis.
P1. Basic Concepts of Statistics
P2. Quantitative Data Analysis
a) Univariate - indicators, tables and graphs
b) Bivariate - indicators, tables, graphs and correlation
P3. Analysis of Nominal Variables
a) Univariate - indicators, tables and graphs
b) Bivariate - indicators, tables, graphs and association measures
P4. Analysis of Ordinal Variables
a) Univariate - indicators, tables and graphs
b) Bivariate - indicators, tables, graphs and measures of association and correlation
P5. Structuring and manipulating a database - construction, data import, case selection and variable recoding
The assessment system for the ADCS: Descriptive curricular unit considers two modalities provided for in the General Regulation for the Assessment of Knowledge and Skills (RGACC):
1. Assessment throughout the semester:
• 1st individual test (70%)
• 2nd individual test (30%)
For the students to continue being assessed throughout the semester, they cannot have a grade lower than 7 in any of the individual tests.
2. Assessment by exam:
• Individual exam (100%).
Title: - Material didático de ADCS: Descritiva, preparado pela equipa docente (disponível no Moodle)
- Laureano, Raul e Maria do Carmo Botelho (2017) - SPSS. O meu Manual de Consulta Rápida, (3ªed), Ed. Silabo c
- Maroco, João (2021) - Análise Estatística com o SPSS Statistics, (8ª ed), Ed. ReportNumber
Authors:
Reference: null
Year:
Title: - Diez, David; M Cetinkaya-Rundel; Christopher D Barr (2019) - OpenIntro Statistics? cap. 1 e cap.2 -, (4thEd), Ed. Openintrod.org
Sites:
- OpenIntro Statistics - https://www.openintro.org/book/os/
- Instituto Nacional de Estatística (INE) - http://www.ine.pt/
- Pordata - http://www.pordata.pt/
- Eurostat - http://epp.eurostat.ec.europa.eu/
- European Social Survey - http://www.europeansocialsurvey.org/
Authors:
Reference: null
Year:
Laboratory: Statistical Sources and Indicators
Students who successfully complete this course will be able to:
LO1. Identify the main sources and areas of statistical production in Portugal, as well as the main international statistical agencies;
LO2. Describe the different methods and objectives of statistical production, the information they incorporate and their interpretative limits; Make an informed comparison between the different sources of statistical production, assess their quality and rigour and demonstrate the differences found;
LO3. Master the main platforms for searching for and compiling national (INE, bodies with delegated powers) and international (Eurostat, OECD, UN agencies) statistical data;
LO4. Read, analyse and interpret tables and graphs correctly;
LO5. Produce tables, charts and graphs suitable for academic work;
LO6. Reconcile statistical information with other sources.
CP1. Statistics and Society. The use of statistical indicators as a basis for knowledge about relevant dimensions of social life: population, economy, education, employment, culture, among others.
CP2. Statistical meta-information. Caution when reading and interpreting statistical information.
CP3. National statistical system: history, organisation and institutions. Data access platforms.
CP4. International statistical system. Data access platforms.
CP5. Organising and presenting statistical information. Drawing up tables and graphs with Excel.
CP6. Statistical themes
a) Population and families.
b) Education.
c) Economy, labour market and employment.
d) Political and civic participation.
e) Information society
f) Income inequalities.
1) There will be five stages of assessment throughout the semester: four group assignments (weighting 45%) and an individual written test in the 1st Exam Period (weighting 40%). Attendance and participation in class will also be taken into account (15%). This system reveals written and oral skills, the quality of the research carried out and the knowledge acquired.
2a) Students who do not pass the assessment during the semester will have to take the assessment by exam, with a written test in the second term.
2b) Students can choose to take an exam in the first term at any time.
2c) The option to improve their grade will only take place in the 2nd season.
3d) Students may also opt for the Special Season if they are covered by the applicable legislation.
Title: Levitas, Ruth, Guy, Will (1996), Interpreting Official Sstatistics, Londres, Routledge.
Jannuzzi, Paulo (2002), "Considerações sobre o uso, mau uso e abuso dos indicadores sociais na formulação e avaliação de políticas públicas municipais", in Revista de Administração Pública, vol. 36 (1), pp. 51-72.
INE/DME (2005), Sistema Integrado de Metainformação ? Lisboa, INE.
Cunha, Adrião (1997), "Em torno da engenharia dos Sistemas Estatísticos Nacionais, in Revista de Estatística, vol.1 (1º quadrimestre), pp. 75-97.
Besson, Jean-Louis (1992b), "Les statistiques: vraies ou fausses?", in Jean-Louis Besson (org.), La cité des chiffres ou l'illusion des statistiques, Paris: Autrement, pp. 26-62.
Besson, Jean-Louis (1992) (org.), La Cité des Chiffres ou l'illusion des Statistiques, Paris: Autrement.
Bacelar, Sérgio (1996), "Para uma sociologia da produção estatística: virtualidades duma leitura sintomática da informação estatística", in Revista de Estatística, vol. 1 (1), pp. 47-61.
Authors:
Reference: null
Year:
Title: Visser, Jelle (2006), "Union membership statistics in 24 countries", in Monthly Labor Review (January), pp. 38-49.
Sousa, Fernando (1995), História da Estatística em Portugal, Lisboa, INE.
Sorrentino, Constance (2000), "International unemployment rates: how comparable are they", Monthly Labor Review (June), pp. 3-20.
Singly, François (1984), "Les bons usages de la statistique dans la recherche sociologique", in Économie et Statistique, (168), pp. 13-21.
Silva, Ana Alexandrino (2006), Gráficos e Mapas ? Representação de Informação Estatística, Lisboa, Lidel.
Neto, Wadih; Jannuzzi, Paulo; Silva, Pedro (2008), "Sistemas de indicadores ou indicadores sintéticos: do que precisam os gestores de programas sociais?", Caxambu: Comunicação ao XVI Encontro Nacional de Estudos Populacionais.
Merllié, Dominique (1984), "Que mesure la statistique?", in Économie et Statistique, (168), pp. 2-4.
Mauriti, Rosário et al. (2002), "Utilização de bases de dados de microdados na investigação em ciências sociais, in Revista de Estatística, vol. 2 (2º quadrimestre), pp. 47-64.
Martins, Clítia; Oliveira, Naia (2005), "Indicadores de sustentabilidade: a necessária integração das dimensões social, económica e ambiental", Comunicação ao VI Encontro da Sociedade Brasileira de Economia Ecológica.
Martin, Olivier (2001), "Da estatística política à sociologia estatística. Desenvolvimento e transformações da análise estatística da sociedade (séculos XVII-XIX)", in Revista Brasileira de História, vol. 21 (41), pp. 13-34.
Lemel, Yannick (1988), "Qu'est-ce qu'une enquête statistique? Problèmes de collecte et d'observation", in Les Collections de l'INSEE, (572), Série M.
Leite, Sofia (2002), "População presente e população residente segundo o sexo e idades através dos censos", in Revista de Estudos Demográficos, (32), pp. 5-50.
Jannuzzi, Paulo (2001), Indicadores Sociais no Brasil. Conceitos, Fontes de Dados e Aplicações, Campinas, Alínea Editora.
Héran, François (1984), "L'assise statistique de la sociologie", in Économie et Statistique, (168), pp. 23-35.
Guimarães, José; Jannuzzi, Paulo (2004), "Indicadores sintéticos no processo de formulação e avaliação de políticas públicas: limites e legitimidades", Caxambu, Comunicação ao XIV Encontro Nacional de Estudos Populacionais.
Ghiglione, Rodolphe, Matalon, Benjamin (2001), O Inquérito. Teoria e Prática, Oeiras, Celta.
Gama, Ana (1996), "A realização de estudos nos institutos de estatística", in Revista de Estatística, vol. 1 (2º quadrimestre), pp. 71-80.
Freire, João (1999), "Problemas técnico-metodológicos em inquéritos sociológicos: a propósito de questões de valores e orientações dos sujeitos em matéria sócio-económica", Revista Crítica de Ciências Sociais, (55), pp. 37-51
Freire, André; Magalhães, Pedro (2003), "A abstenção portuguesa em perspectiva comparativa", in Eleições, (7), pp. 7-36.
Freire, André (2005), "Eleições de segunda ordem e ciclos eleitorais no Portugal democrático, 1975-2005", in Análise Social, vol. XL (177), pp. 815-846.
Freire, André (2000), "Participação e abstenção em eleições legislativas, 1975-1995", in Análise Social, vol. XXXV (154), pp. 115-146.
Fouquet, Annie (1992), "Les statistiques dans le débat social", in Jean-Louis Besson (org.), La cité des chiffres ou l'illusion des statistiques, Paris: Autrement, pp. 118-129.
Ferreira, Maria João; Tavares, Isabel (s.d.), Notas sobre a História da Estatística, Lisboa, INE.
Desrosières, Alain (1992), "Entre la science universelle et les traditions nationales", in Jean-Louis Besson (org.), La cité des chiffres ou l'illusion des statistiques, Paris: Autrement, pp. 146-159.
Demetriades, Stavroula; Pedersini, Roberto (2008), Industrial Relations in the EU and other Global Economies, 2006-2007, Dublin, EIRO.
Comte, Maurice (1992), "Trois millions de chômeurs", in Jean-Louis Besson (org.), La cité des chiffres ou l'illusion des statistiques, Paris: Autrement, pp. 86-99.
Comissão Europeia (2007), Key Figures 2007 on Science, Technology and Innovation ? Towards a European Research Area, Bruxelas, Directorate-General for Research CE.
Casimiro, Fernando (2003), "Os conceitos de família e núcleo familiar nos recenseamentos da população em Portugal", in Revista de Estudos Demográficos, (33), pp. 5-21.
Carvalho, Marília Pinto de (2001), "Estatísticas de desempenho escolar: o lado avesso", in Educação & Sociedade, vol. XXII (77), pp. 231-252.
Carrilho, Maria José (1996), "População activa: conceito e extensão através dos censos", in Revista de Estatística, vol. 1 (3º quadromestre), pp. 71-88.
Carley, Mark (2008), Developments in Industrial Action, 2003-2007, Dublin, EIRO.
Bradbury, Katharine (2006), "Measurement of unemployment", in Public Policy Briefs, n.º 06-2.
http://www.eurofound.europa.eu/
http://www.ilo.org
http://www.unesco.org
http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/home/
http://www.oecd.org
http://www.ine.pt
Bases de Dados de Informação Estatística:
Authors:
Reference: null
Year:
Object and Method of Sociology
Students are expected to:
LO1. Know and understand the ways of constructing scientific knowledge, as well as its strategies and methodologies.
LO2. Know and understand the specificities of social sciences, and particularly sociology, in their own ways of knowing social reality.
LO3. Understand in a generic and introductory way the main methodological strategies and technical instruments of sociology.
LO4. Know research on the most varied aspects of social reality, reflecting on concrete ways of using scientific methodology and the respective results.
0. Introduction: programme and bibliography, teaching-learning and assessment
I. Object of Sociology
01. Preliminary definition of the object of sociology
02. Social determination of common sense
03. Science and epistemological rupture
04. Epistemological obstacles
05. Structure and action
06. Social problems and sociological problems
07. Specificity of sociology
II. Sociological method
08. Object of research
09. Strategies of knowledge
10. Methodological perspectives
11. Research stages
12. Methods and techniques
Students can achieve a pass in the Normal Assessment Season (aka 1st Season) in one of two ways: Continuous Assessment or Final Exam.
The option of final assessment by written exam (1st season) implies that students notify their teacher and that they do not take any assessment during the school term. If the student has taken any assessment during the term, regardless of the grade (positive or negative), he or she is considered to be in the process of continuous assessment in the first term.
Students who opt for a final exam may attend and participate in classes.
Continuous assessment involves the following types of work and their respective weightings in the final classification:
1. Attendance (5%): each student must attend at least 16 classes.
2. Participation (5%):
a. Individual presentation (optional).
b. Intervention in class (optional).
3. Group work and class presentation (30%) - compulsory.
4. Compulsory exercise in class 1 (25%).
5. Compulsory exercise in class 2 (35%).
Failure to complete any compulsory assessment element will immediately result in failure in continuous assessment and in the 1st Season.
Students are strongly advised to opt for continuous assessment.
The 1st season final exam, without consultation, covers the entire syllabus of the course and will have a degree of difficulty equivalent to the entire continuous assessment process.
In the event of failure in the 1st season, there is still the possibility of taking the exam in the Appeal Season (aka 2nd Season).
Likewise, students who are legally entitled to do so can also take part in the Special Assessment Period.
Students should consult the Assessment Instructions document provided by the teaching team.
Title: ALMEIDA, João Ferreira de (coord.) et al., Introdução à Sociologia, 1995, S.112 Int,
COSTA, António Firmino da, Sociologia, 2001, S.111 COS*Soc,
QUIVY, Raymond & LucVan CHAMPENHOUD, Manual de Investigação em Ciências Sociais, 2003, S.112 QUI*Man,
Authors:
Reference: null
Year:
Title: TEXTO 1: COSTA, António Firmino da (2001), “Sociologia: Perguntas e Respostas”, Sociologia, Lisboa: Difusão Cultural (3ª ed.), 13-28.
TEXTO 2: ALMEIDA, João Ferreira de (coord.) et al. (1995), “Ciências Sociais e Sociologia”, Introdução à Sociologia, Lisboa: Univ. Aberta, 13-33.
TEXTO 3: JAVEAU, Claude (1998), “Génese e Objecto da Sociologia”, Lições de Sociologia, Oeiras: Celta, 1-13.
TEXTO 4: ELIAS, Norbert (2005), “Introdução”, Introdução à Sociologia, Lisboa: Edições 70, 13-34.
TEXTO 5: PINTO, José Madureira (1994), “A produção de conhecimentos científicos: uma perspectiva global”, Proposta para o Ensino das Ciências Sociais, Porto: Afrontamento, 59-76.
TEXTO 6: SILVA, Augusto Santos & José Madureira PINTO (1986), “Uma visão global sobre as Ciências Sociais”, in A.S. Silva & J.M. Pinto (orgs.), Metodologia das Ciências Sociais, Porto: Afrontamento, 9-27.
TEXTO 7: SILVA, Augusto Santos (1986), “A ruptura com o senso comum nas ciências sociais”, in A.S. Silva & J.M. Pinto (orgs.), Metodologia das Ciências Sociais, Porto: Afrontamento, 29-53.
TEXTO 8: COSTA, António Firmino da (1998), “Classificações Sociais”, Leituras: Revista da Biblioteca Nacional, 3 (2): 65-75.
TEXTO 9: LENOIR, Rémi (1996), “Objeto sociológico e problema social”, in Patrick Champagne et al., Iniciação à Prática Sociológica, Petrópolis: Vozes, 59-106.
TEXTO 10: QUIVY, Raymond & LucVan CHAMPENHOUD (2003), “Objectivos e Procedimento”, Manual de Investigação em Ciências Sociais, Lisboa: Gradiva, 15-28.
TEXTO 11: ALMEIDA, João Ferreira de (coord.) et al. (1995), “O Trabalho da Sociologia”, Introdução à Sociologia, Lisboa: Univ. Aberta, 193-222.
TEXTO 12: PINTO, José Madureira (1994), “Da teoria à observação empírica em ciências sociais: principais problemas”, Proposta para o Ensino das Ciências Sociais, Porto: Afrontamento, 77-104.
Authors:
Reference: null
Year:
Introduction to Excel
At the end of the course, students should be able to:
LO1: Identify and use basic concepts of spreadsheets;
LO2: Perform mathematical operations, applying absolute and relative references;
LO3: Analyze quantitative data using appropriate simple or conditioned functions;
LO4: Manipulate and summarize data through counting, sorting, and rounding techniques;
LO5: Organize and analyze data using tables, filtering and sorting;
LO6: Create and interpret charts for effective data presentation.
These objectives ensure that students acquire practical and applicable skills, aligned with the syllabus and the general objectives of the course.
SYL1. Basic concepts of spreadsheet, data entry, and editing.
SYL2. Formatting cells and sheets; Manage the spreadsheet; Impression
SYL3. Calculation process: data, mathematical operations, absolute and relative references
SYL4. The simple and conditioned SUM functions
SYL5. The simple, weighted, and conditioned AVERAGE functions
SYL6. The functions of counting, ordering, and rounding
SYL7. Analyze and organize data: the notion of a table, the filtering and ordering commands, and the function Subtotal
SYL8. Graphical representation and analysis
The Introduction to Excel course's evaluation process follows the General Regulation for the Assessment of Knowledge and Skills (RGACC) guidelines. The evaluation modalities provided for in the RGACC are evaluation throughout the semester and evaluation by exam:
1. Evaluation Throughout the Semester: This modality is regular during the curricular period, using different instruments of continuous and formative assessment:
1.1. Participation and Attendance (20%):
1.1.1. Attendance (30%): The minimum attendance is 80% (5 classes). The student must automatically register their attendance with their student card at the beginning of each lesson.
1.1.2. Participation (70%):
- Individual practical exercises to be carried out in class (50%), such as online quizzes in Moodle and/or exercises using Excel;
- Individual practical exercises to be carried out at home (50%), and using Excel.
1.2. Online Course (10%): The completion of the Introduction to Excel online course, including quizzes after each module. The student must complete the online course by 11:59 pm on the day before the 6th class of the shift in which the student is enrolled, including the response to the survey available after completing the online course.
1.3. Individual Assessment Test (70%): It takes place in the 6th class, and multiple-choice questions and/or exercises using Excel may be considered. If the test is made available via Moodle, it must be taken on the computers available in the classroom.
2. Evaluation by Exam: Evaluation by exam takes place during the evaluation period, focusing on all the subjects taught in the UC. The student can opt for the 1st or 2nd exam season or the special exam season, which is only available for eligible students. This method only presupposes the following element of evaluation:
2.1. Written Test (100%): Final written exam, covering all syllabus, and may consider multiple-choice questions and/or exercises using Excel. If the exam is made available via Moodle, it must be taken on the computers available in the classroom.
Requirements for Taking the Exam:
- Completion of the online course, as described in point 1.b., by 11:59 p.m. on the day before the exam. The completion of the online course is mandatory but is not weighted in the final grade in the exam evaluation modality;
- Prior registration for the exam is up to 48 hours before the date with the SGE or available platforms.
General Observations:
- In the evaluation modality throughout the semester, the student cannot have a classification lower than 7.0 values in any of the evaluation elements or will have to move on to the evaluation modality by exam;
- The teacher reserves the right to request the performance of an oral test on any student, regardless of the type of evaluation, whenever it is considered necessary to complement the other evaluation elements.
Title: Alexander, A., and Kusleika, R. (2022). Excel 365 Bible - The Comprehensive Tutorial Resource. Indiana: John Wiley & Sons, Inc.
Curto, J., and Gameiro, F. (2023). Excel para Economia e Gestão, 5ª Edição. Lisboa: Edições Sílabo
Authors:
Reference: null
Year:
Title: Martins, A., e Alturas, B. (2022). Aprenda Excel com Casos Práticos, 2ª Edição. Lisboa: Edições Sílabo
Martins, A. (2020). Excel Aplicado à Gestão, 5ª Edição. Lisboa: Edições Sílabo
McFedries, P., and Harvey, G. (2022). Excel All-in-One For Dummies. New Jersey: John Wiley & Sons, Inc.
Authors:
Reference: null
Year:
Writing Scientific and Technical Texts
LO1. Develop skills in identifying and understanding the basic processes of scientific research.
LO2. Know, identify and summarise the essential elements of a scientific article.
LO3. Identify the structure of writing in research papers and technical reports. LO4. Know how to use APA Standards in scientific writing and academic reports (standards for dissertations and theses at Iscte-IUL).
The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which favours experiential learning. Classes will consist of activities such as:
- Group discussions;
- Oral presentation and defence;
- Analysing texts;
- Project presentations;
- Individual reflection.
CP1: Introduction to scientific research: concepts and processes. Research questions. Processes: stages (Identifying the problem; Reviewing the literature; Defining objectives and hypotheses; Selecting the methodology; Collecting data; Analysing data; Conclusions and recommendations).
CP2: Techniques for summarising and analysing scientific articles. Identifying relevant sources, evaluating the literature and synthesising information. Ethics, informed consent, confidentiality and integrity in research. Data collection methods.
CP3: Structure and organisation of research papers: pre-textual elements (cover, title page, abstract, keywords, table of contents), textual elements (introduction, literature review, methodology, results, discussion) and post-textual elements (conclusion, references, appendices, annexes). Preparation of a structure based on topics provided by the lecturer.
CP4: Application of APA Standards in scientific writing and academic reports.
The assessment of the course aims to gauge the students' acquisition of skills in essential aspects of writing texts in an academic context. Assessment throughout the semester includes activities covering different aspects of the technical and scientific writing process, including group and individual work activities:
Group activities (70%) [students are organized into groups of 4, randomly selected].
1- Group discussions with case studies (20%):
Description: each group is given a case study to analyze, and must identify the type of text; the research problem(s), hypotheses, methodologies used and data sources. The results of their work are presented in class to their colleagues (Time/group: presentation - 3 min; debate - 5 min).
Assessment (oral): based on active participation, the quality of the analysis and the clarity of the presentation.
2 - Research exercises and application of APA standards (20%).
Description: Students carry out practical research exercises in a (thematic) context on bibliographical references, their formatting and citation according to APA Norms. Assessment (written work to be submitted on Moodle): The exercises will be corrected and assessed on the basis of accuracy and compliance with APA Standards.
3 - Project Presentation Simulations (30%):
Description: groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (Time/group: presentation 3 min.; debate: 5 min.). The work is then reviewed following the comments.
Assessment: (Oral component and written/digital content to be submitted on Moodle): organization, content, correct use of the structure and procedures of academic work, ability to answer questions posed by colleagues and the teacher.
Individual activities (30%):
1 - Summary of a scientific article (20%).
Description: Each student must read and summarize a scientific article.
Assessment: The summaries made in class will be assessed on their ability to identify and summarize the essential elements of the text.
2 - Participation in activities throughout the semester (10%).
Description: This component aims to assess the specific contributions of each student in the activities carried out throughout the semester. Assessment: Interventions in the classroom; relevance of the student's specific contributions to debates; collaborative relationship with colleagues. In order to be assessed throughout the semester, the student must be present at 80% of the classes and have more than 7 (seven) marks in each of the assessments. If there are doubts about participation in the activities carried out, the teacher may request an oral discussion.
Final assessment: In-person written test (100%).
Title: American Psychological Association (2020). Publication manual of the American Psychological Association, 7 edição APA.
Macagno, F. & Rapanta, C. (2021). Escrita académica: argumentação, lógica da escrita, ideias, estilo, artigos e papers. Pactor.
Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.
Authors:
Reference: null
Year:
Title: Cottrell, S. (2005). Critical thinking skills: developing effective analysis and argument. Palgrave McMillan.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
D'Alte, P., & D'Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos académicos. Revista Bibliomar, 22 (1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Duarte, N. (2008). The art and science of creating great presentations. O'Reilly Media.Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Hofmann, A. (2016). Scientific writing and communication: papers, proposals, and presentations. Oxford University Press.
Kuhn, Deanna (1991). The skills of argument. Cambridge University Press.
Marcos, I.(2016). Citar e referenciar: o uso ético da informação. http://hdl.handle.net/10400.2/3929
Martínez, J. (2016). Cómo buscar y usar información científica: Guía para estudiantes universitários. Santander. http://hdl.handle.net/10760/29934
OIT. (2021). Ajustar as competências e a aprendizagem ao longo da vida para o futuro do trabalho. OIT Genebra.
OIT. (2020). Guia sobre como e porquê recolher e utilizar dados sobre as relações laborais. OIT Genebra.
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483-520.
Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.
Rodrigues, A. D. (2005). A Partitura invisível. Para uma abordagem interacional da linguagem. Colibri.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: essential tasks and skills. University of Michigan Press.
Umberto, E. (2016). Como se faz uma Tese em Ciências Humanas. Editorial Presença.
Manuais: http://www.apastyle.org/ http://www.apastyle.org/learn/tutorials/index.aspx
Authors:
Reference: null
Year:
Dependency Models in Data Analysis for the Social Sciences
During the learning process, students should achieve the following objectives:
LO1) Recognize the potential of Analysis of Variance and Linear Regression in social science research, as well as the situations and conditions in which they can be used;
LO2) Understand the key concepts underlying Analysis of Variance and Linear Regression;
LO3) Interpret accurately the various elements of the results of these analyses;
LO4) Conduct, in SPSS, the Analysis of Variance and Linear Regression, as well as all the procedures necessary for the preparation / processing of the input variables;
LO5) Systematize, present and interpret the results obtained in order to be used in a data analysis report or an article.
1. One-way ANOVA
a) Introduction;
b) Assumptions; Model and hypotheses; F-test;
c) A posteriori comparisons;
d) Discussion and presentation of the results;
e) Applications with SPSS.
2. Two-way ANOVA
a) Assumptions; Model and hypotheses; F tests;
b) A posteriori comparisons: with non-significant and with significant interaction effect;
c) Interpretation and presentation of results;
d) Applications with SPSS.
3. Linear Regression Model
a) Definition and assumptions;
b) Estimation of parameters; multiple correlation and multiple determination coefficients; Model inference;
c) Partial and semi-partial correlation coefficients;
d) Discussion and presentation of results;
e) Applications with SPSS.
Assessment throughout the semester results from 2 individual components: 2 written tests (40%+40%) and 1 SPSS test (20%). If the final grade is less than 10, students will be evaluated by exam.
Evaluation by exam includes 2 individual components: Written exam (80%) and SPSS Exam (20%).
Students may be excused of the written or the SPSS exam if the result of this component in the first period is positive (at least 10 out of 20). This condition does not apply to grade improvement, which implies taking both exams.
Title: Bryman, Alan e Duncan Cramer (2003), Análise de Dados em Ciências Sociais: Introdução às Técnicas Utilizando o SPSS para Windows (3ª edição), Oeiras, Celta Editora.
Field, Andy (2018) Discovering Statistics Using IBM SPSS Statistics (5th edition), London, Sage Publications.
Hair Jr., Joseph F., William C. Black, Barry J. Babin, and Rolph E. Anderson (2019), Multivariate Data Analysis (8th edition), Hampshire, Cengage.
Laureano, Raul e Maria do Carmo Botelho (2017), SPSS Statistics: O meu manual de consulta rápida, Lisboa, Sílabo.
Marôco, João (2021), Análise Estatística com o SPSS Statistics (8ª edição), Pero Pinheiro, Report Number.
Equipa docente, Folhas preparadas pela equipa docente e disponibilizadas via Moodle no decorrer do semestre., 2023, Folhas preparadas pela equipa docente e disponibilizadas via Moodle no decorrer do semestre.,
Equipa docente, Vídeos com fichas técnicas SPSS preparados pela equipa docente e disponibilizados via Moodle no decorrer do semestre., 2023, Vídeos com fichas técnicas SPSS preparados pela equipa docente e disponibilizados via Moodle no decorrer do semestre.,
Laureano, Raul M. S. (2022), Testes de Hipóteses com o IBM SPSS Statistics, (3ª edição), Lisboa, Sílabo.
Authors:
Reference: null
Year:
Title: Cohen, Jacob, Patricia Cohen, Stephen G. West and Leona S. Aiken (2003), Applied Multiple Regression-correlation Analysis for the Behavioral Sciences (3rd edition), Mahawh, Laurence Erlbaum.
Tabachnick, Barbara, Linda S. Fidell (2000), Computer-assisted Research Design and Analysis, Boston, Ally and Bacon.
Tacq, Jacques (1997), Multivariate Analysis Techniques in Social Science Research: From Problems to Analysis, London, Sage.
Authors:
Reference: null
Year:
Social Classes and Stratification
The goal of this discipline is to ensure the following acquisitions:
a) Understanding one of the central themes of sociology, the problematic of social classes and stratification;
b) Knowledge of the main concepts and theories in this domain;
c) Competence in the analytical operationalization of those concepts, specially in social characterization using social indicators;
d) Knowledge of concrete aspects of contemporary societies (portuguese, european, global), analized with the theoretical and operative instruments of the sociology of social classes and stratification;
e) Capacity of studying and personal research, team work, interpreting texts and data, relating theory and empirical information, comunicating information and analysis, both written and oral.
1. Social classes and stratification - theories
1.1. Marxist, weberian, elites and functionalist theories
1.2. Class structure, class positions
1.3. Stratification, hierarchies, status
1.4. Trajectories, mobility
1.5. Class formation: fields and institutions, collective action and social movements
1.6. Practice and symbolical distinction: lifestyles, identities, networks
1.7. Classes, gender, ethnicity - intersectionality
1.8. Classes and economic inequality
2. Operationalization procedures
2.1. Stratification scales and class typologies
2.2. Socioprofessional and socioeducational indicators
2.3. Structural and diachronic analysis: social space, social change, mobility, biography
2.4. Social classifications, status attributions and cognitive maps of social classes
3. Classes and stratification in local, national and global contexts
3.1. Portuguese society: extensive and intensive analysis
3.2. International comparisons and transnational analysis
The components of the continuous evaluation procedure in this discipline and it's weight in the final classification are: presence and participation in class (10%), submission to an exam (30%), presentation of a relevant text in class (team work) (20%), and elaboration of a final written individual text (8 to 10 pages; Arial 12; spacing: 1.5; margins: 3 cm) (40%).
The evaluation of the final written individual text may include an oral discussion with the lecturer of the work done by the student.
There is also the alternative possibility of a final exam.
Title: Almeida, J.F. de (1999), Classes Sociais nos Campos, Oeiras, Celta.
Bourdieu, P. (1994), Distinction, London, Routledge Pub.
Capucha, L. (2005), Desafios da Pobreza, Oeiras, Celta.
Casanova, J.L. (2004), Naturezas Sociais, Oeiras, Celta.
Costa, A.F.da (1999), Sociedade de Bairro, Oeiras, Celta.
Devine, F., et ali (ed.) (2005), Rethinking Class, Houndmills, Palgrave Macmillan.
Erikson, R., et ali (1993), The Constant Flux, Oxford, Oxford Univ. Press.
Estanque, E. (2000), Entre a Fábrica e a Comunidade, Porto, Afrontamento.
Machado, F.L. (2002), Contrastes e Continuidades, Oeiras, Celta.
Pereira, V.B. (2005), Classes Sociais e Culturas de Classe das Famílias Portuenses, Porto, Afrontamento.
Rose, D., et ali (2010), Social Class in Europe, Routledge.
Savage, Mike(2015), Social Class in the 21st Century, London, Penguin.
Wright, E. O. (2015), Understanding Class, London, Verso.
Authors:
Reference: null
Year:
Title: Aguiar, João Valente (2010), Classes, Valor e Acção Social, Lisboa, Página a Página.
Almeida, João Ferreira de (2013), Desigualdades e Perspectivas dos Cidadãos - Portugal e a Europa, Lisboa, Mundos Sociais.
Almeida, João Ferreira de , Fernando Luís Machado, and António Firmino da Costa (2006), "Social classes and values in Europe", Portuguese Journal of Social Science, 5 (2), pp. 95-117.
Almeida, João Ferreira de, Fernando Luís Machado, Luís Capucha, e Anália Torres (1994), "Desigualdades, identidades e valores", em João Ferreira de Almeida (coord.), Introdução à Sociologia, Lisboa, Universidade Aberta, pp. 131-189.
Atkinson, W. (2015), Class, Polity Press, Cambridge.
Atkinson, Will (2010), Class, Individualization and Late Modernity: in Search of the Reflexive Worker, Hampshire, Palgrave Macmillan.
Bertaux, Daniel , and Paul Thompson (1997), Pathways to Social Class: A Qualitative Approach to Social Mobility, Oxford, Oxford University Press.
Carmo, R. M., M. Carvalho, F. Cantante (2015), "The persistence of class inequality: the Portuguese labour force at the turn of the millennium", Sociological Research Online, 20 (4), 16.
Carmo, Renato Miguel do (org.) (2013), Portugal, Uma Sociedade de Classes - Polarização Social e Vulnerabilidade, Lisboa, Edições 70 - Le Monde Diplomatique.
Carmo, R. M., e N. Nunes (2013), "Class and social capital in Europe - A transnational analysis of the European Social Survey", European Societies, vol. 15, pp. 373-387.
Casanova, J. L., J. F. de Almeida (2018), ?Nacional populismo: trajectória das desigualdades e heteronomia (França e Portugal na UE, 2002-2014)?, in Renato M. do Carmo et al (orgs.), Desigualdades Sociais ? Portugal e a Europa, Lisboa, Editora Mundos Sociais, CIES-IUL-ISCTE, pp. 185-210.
Chen, Jie, e Chunlong Lu (2010), "Democratization and the middle class in China: the middle class's attitudes towards democracy", Political Research Quarterly, 64 (3), pp. 705-719.
Costa, António Firmino da (2012), Desigualdades Sociais Contemporâneas, Lisboa, Mundos Sociais.
Costa, F. F. da (1987), "Novos contributos para velhas questões da teoria das classes sociais", Análise Social, vol. XXIII (98), pp.635-686.
Costa, António Firmino e Mauritti, Rosário (2018), "Classes sociais e interseções de desigualdades: Portugal e a Europa", em Carmo, RM et al (orgs) (2018), Desigualdades Sociais: Portugal e a Europa, Lisboa, Mundos Sociais: 109-129.
Costa, António Firmino da, Rosário Mauritti, Susana da Cruz Martins, Fernando Luís Machado, e João Ferreira de Almeida (2000), "Classes sociais na Europa", Sociologia, Problemas e Práticas, 34, pp. 9-46.
Coxon, A. P. M., P. M. Davies, and C. L. Jones (1986), Images of Social Stratification: Occupational Structure and Class, London, Sage Publications.
Crompton, Rosemary (2008), Class and Stratification (3rd edition), Cambridge, Polity.
Crompton, Rosemary (2003), "Class and gender beyond the 'cultural turn'", Sociologia, Problemas e Práticas, 42, pp. 9-24.
Csanyi, Gergely, e Eszter Kovats (2020), "Intersectionality: time for a rethink", Social Europe (online), 16 de Setembro.
Della Porta, Donatella, and Mario Diani (1999), Social Movements: An Introduction, Oxford, Blackwell Publishers, pp. 1-23.
Duke, Vic, and Stephen Edgell (1987), "the operationalisation of class in British sociology: theoretical and empirical considerations", British Journal of Sociology, 38 (4), pp. 445-463.
Estanque, Elísio (2017), "Onde pára a classe média?", Sociologia, Problemas e Práticas, 83: 37-54.
Estanque, Elísio (2012), A Classe Média: Ascensão e Declínio, Lisboa, Fundação Francisco Manuel dos Santos.
Giddens, Anthony (2004), "Classe, estratificação e desigualdade", "Pobreza, previdência e exclusão social", em Sociologia (4ª edição, revista e actualizada), Lisboa, Fundação Calouste Gulbenkian, pp. 282-345.
Grusky, David B., and Szonja Szelényi (ed.) (2006), Inequality. Classic Readings in Race, Class, and Gender, Boulder, Westview Press.
Hugrée, C., E. Penissat, A. Spire (2017), Les Classes Sociales en Europe - Tableau des Nouvelles Inégalités sur le Vieux Continent, Marseille, Agone.
Lahire, B. (2006), A Cultura dos Indivíduos, Porto Alegre, Artmed.
Lopes, João Teixeira, Francisco Louçã, e Lígia Ferro (2019), As Classes Médias em Portugal. Quem São e Como Vivem, Lisboa, Bertrand.
Lopes, João Teixeira, Francisco Louçã, e Lígia Ferro (2017), As Classes Populares. A Produção e a Reprodução da Desigualdade em Portugal, Lisboa, Bertrand.
Louçã, Francisco, João Teixeira Lopes, e Jorge Costa (2014), Os Burgueses. Quem São, Como Vivem, Como Mandam, Lisboa, Bertrand.
Machado, Fernando Luís, e António Firmino da Costa (1998), "Processos de uma modernidade inacabada: mudanças estruturais e mobilidade social", em José M. L. Viegas e António F. da Costa (orgs.), Portugal: Que Modernidade?, Oeiras, Celta Editora, pp. 17-44.
Machado, Fernando Luís, António Firmino da Costa, Rosário Mauritti, Susana da Cruz Martins, José Luís Casanova, e João Ferreira de Almeida (2003), "Classes sociais e estudantes universitários: origens, oportunidades e orientações", Revista Crítica de Ciências Sociais, 66, pp. 45-80.
Mauritti, R. Susana da Cruz Martins, Nuno Nunes, Ana Lúcia Romão, e António Firmino da Costa (2016), "The social structure of european inequality: a multidimensional perspective", Sociologia, Problemas e Práticas, 81, pp. 75-93.
Mauritti, Rosário., Susana da C. Martins (2014), "Consumos de classe média num Portugal em crise: cultura de lazer e tecnologias de informação", Sociologias, Porto Alegre, nº 17, pp. 144-175.
Matos, J. N., Domingos, N. (org) (2012), Novos Proletários. A Precariedade entre a "Classe Média" em Portugal, Lisboa, Edições 70/Le Monde Diplomatique.
Neri, Marcelo (2012), A Nova Classe Média, São Paulo, Saraiva.
Nunes, Nuno (2013), Desigualdades Sociais e Práticas de Acção Colectiva na Europa, Lisboa, Mundos Sociais.
Oesch, Daniel (2013), Occupational Change in Europe: How Technology and Education Transform the Job Structure, Oxford, Oxford University Press.
Oesch, Daniel (2006), "Coming to Grips with a Changing Class Structure: An Analysis of Employment Stratification in Britain, Germany, Sweden and Switzerland", International Sociology, 21-2.
Pikketty, Thomas (2013), Le Capital au XXI Siècle, Paris, Ed. Du Seuil.
Sassen, Saskia (2005), "New global classes: implications for politics", em A. Giddens, e P. Diamond (eds.), The New Egalitarianism, Cambridge, Polity Press, pp. 143-153.
Savage, Mike, et ali (2013), "A new model of social class: findings from the BBC's Great British Class Survey Experiment", Sociology, Sage.
Scott, J. (1996), Stratification and Power, Cambridge, Polity Press.
Silva, M. C. (2009), Classes Sociais, Porto, Húmus.
Silva, Manuel Carlos, e João Valente Aguiar (orgs) (2013), Classes, Políticas e Culturas de Classe: Capital, Trabalho e Classes Intermédias, Vila Nova de Famalicão, Húmus, ISBN: 9789898549618.
Stiglitz, J. E. (2013), The Price of Inequality - How Today's Divided Society Endangers Our Future, London, Penguin Books.
Therborn, Goran (2013), The Killing Fields of Inequality, Polity.
Todd, Emmanuel (2020), Les Lutes de Classes en France au XXIe Siècle, Paris, Seuil.
Vester, Michael (2003), "Class and culture in Germany", Sociologia, Problemas e Práticas, 42, pp. 25-64.
Wagner, Anne-Catherine (2007), Les Classes Sociales dans la Mondialisation, Paris, La Découverte.
Wilkinson, R., et ali (2010), The Spirit level, London, London, Penguin Books.
Wright, E.O. (1997), Class Counts, Cambridge, Cambridge Univ. Press.
Hugrée, C., et al (eds.) (2022), Class Boundaries in Europe: the Bourdieusian Approach in Perspective, Routledge, London.
Baraud, A. et al (2022), “On the borders of class analysis- Questioning the demarcation of economic activity”, em Cédric Hugrée, C., et al (eds.) (2022), Class Boundaries in Europe: the Bourdieusian Approach in Perspective, Routledge, London.
Pereira, V. B. (2022), “Class formation and social reproduction strategies in the Portuguese construction industry: elements for a relational sociological analysis”, em Cédric Hugrée, C., et al (eds.) (2022), Class Boundaries in Europe: the Bourdieusian Approach in Perspective, Routledge, London.
Authors:
Reference: null
Year:
Multivariate Data Analysis for the Social Sciences
Students who successfully complete this course will be able to:
LG1. Identify the main goal of each of the methods explored in the course.
LG2. Apply and interpret the results of PCA.
LG3. Build new composite variables.
LG4. Analyze the reliability of the new variables (Cronbach's Alpha).
LG5. Apply and interpret the results of MCA.
OA6. Report statistical results.
1.Principal Component Analysis (PCA)
1.1.Introdução
1.2.Definition of principal components
1.3.Eigenvalues and communalities
1.4.Criteria for the number of the principal components to extract
1.5.Interpreting the principal components
1.6.Rotation of the components: orthogonal and non-orthogonal methods
1.7.Computing and interpreting factor scores
1.8.Creating summated scales; Reliability analysis (Cronbach's Alpha)
2.Multiple Correspondence Analysis (MCA)
2.1.Introduction
2.2.Description of input matrixes to the MCA through SPSS
2.3.Optimal and multiple quantification of qualitative data
2.4.Eigenvalues, inertia and discrimination measures: selection and interpretation
2.5.Selection and interpretation of the dimensions
2.6.Interpretation of the MCA plans
2.7.Projection of supplementary variables in the space of active variables
1. Assessement throughout the semester:
a) Two written tests (40% each)
b) One individual assignment using SPSS (20%)
2. Evaluation by final exam: written exam (80%) and assignment with SPSS (20%).
To improve their grade students must complete the written exam (80%) and the assignment with SPSS (20%).
Title: Carvalho, Helena, 2017, Análise de Multivariada de Dados Qualitativos, Utilização da Análise de Correspondências Múltiplas com o SPSS. 2ª ed., Lisboa, Sílabo.
Maroco, J., 2018. Análise Estatística com o SPSS, 7ª edição, Pero Pinheiro, Report Number.
Folhas preparadas pela equipa docente e disponibilizadas via e-learning aos alunos no decorrer do semestre.
Authors:
Reference: null
Year:
Title: Field, Andy, 2013, Discovering Statistics Using IBM SPSS Statistics, London, Sage Publications, 4th Edition.
Hair, J., Black, W.C., Babin, B.J., and Anderson, R.E., 2014. Multivariate Data Analysis, 7th Edition, Pearson Educational.
Reis, Elizabeth, 2001, Estatística Multivariada Aplicada, 2ªed, Lisboa, Edições Sílabo.
Tabachnick, B., e Fidell, L., 2013. Using Multivariate Statistics, 6th Edition, Pearson International Edition.
Authors:
Reference: null
Year:
Intensive Research Methods
OA1 – Understanding of intensive research methods, based on direct observation, semi-directive interviews / biographical narration / life stories, and documents produced in different social fields.
OA2 – Understanding the construction of a research design associated with the identification of empirical objects (cases) and construction of analysis problems, using qualitative information;
OA3 – Development of skills to producing/selecting and analyzing qualitative information, particularly that resulting from direct observation, interviews, textual documentation, not produced by the researcher;
OA4 - Development of critical reflection skills on the observed reality
CP1 Empirical research in Social Sciences. The classification of methods (quantitative, qualitative, mixed);
CP2 The sources of information: Documentation; Observation; Inquiry;
CP3 Object, objectives and research designs.
a) Formulation of questions and research design: delimitation of the field of observation and production of information. a1 Research in documentary archives; a2 Participant observation; a3 Interviews and life stories.
b) The selection of cases, the question of sampling: selection of documents; selection of "observables"; selection of interviewees.
c) Production of information and validity of the information produced;
CP4 Techniques for collecting, recording and analyzing information:
a) Recording and analyzing the information collected in the research field
b) Analyzing the content of interviews
c) Analyzing the content of documents not produced by the researcher (media, official documents...).
Assessment throughout the semester includes two components:
1. Development of a research project (40%)
2. Individual written test (60%)
Conditions:
Students must obtain a minimum grade of 7 in all components, and must be present in at least 50% of classes.
The final grade awarded to each student in the group component may vary depending on the performance demonstrated during the work.
Final exam.
Students who are not undergoing assessment throughout the semester may opt for a final exam, which will correspond to 100% of the final grade.
Title: Albarello, L., et.al, Práticas e métodos de investigação em Ciências Sociais
Burgess, R.G., A pesquisa de terreno: uma introdução
Flick, U., Métodos Qualitativos na Investigação Científica
Ghiglione, R., Matalon, B., O inquérito. Teoria e Prática
Lee, R., M., Métodos não interferentes em pesquisa social
Santos Silva e Madureira Pinto (orgs.) Metodologia das Ciências Sociais
Authors:
Reference: null
Year:
Title: Bardin, L. Análise de conteúdo
Beaud, S., Weber, F., Guia para a pesquisa de campo
Atkinson, Robert, The Life Story Interview, Qualitative Research Methods, California, Sage Publications, 1998.
Becker, H. Métodos de pesquisa em Ciências Sociais. São Paulo: Hucitec, 1997.
Berg Bruce L., Lune Howard, Qualitative research methods for the social sciences, Upper Saddle River, Pearson, 2012
Blaikie, N., Designing Social Research, Cambridge, Polity Press, 2000
Burton, D., Research training for social scientists, Londres, Sage, 2000
Camargo, A. Os Usos da história oral e da história de vida: trabalhando com elites políticas. Revista de Ciências Sociais, v. 27, n. 1, p. 5-28, 1984.
Creswell, John W. Qualitative inquiry & research design : choosing among five approaches, London, Sage Publications, 2007
Denzin, Norman K, Lincoln, Yvonna S., Handbook of Qualitative Research, California, Sage Publications, 1994
Emmel Nick, Sampling and choosing cases in qualitative research : a realist approach, Thousand Oaks : Sage, 2013
Foddy,W., Como perguntar, Teoria e prática da construção de perguntas em entrevistas e questionários, Oeiras, Celta, 1996
Gilbert, N (org.) Researching social life, Londres, Sage, 2001
Morse, J.M., Aspectos essenciais de Metodologia de Investigação Qualitativa, Coimbra, Formasau, 2007
Scott, J., A matter of record - Documentary sources in social research, Cambridge,Polity Press, 1990, [caps. 1,2,3]
Silverman, David (ed.) (2011), Qualitative Research, London, Sage
Thompson, P., The voice of the pass: oral history, Oxford University Press, 1985
Authors:
Reference: null
Year:
Laboratory: Observational Field Research
LO1. Developing skills in observing, recording and interpreting the information gathered as part of the research;
LO2. Contact with the research field in its various contexts, open and closed, formal and informal, close and unknown;
LO3. Identifying and regulating situations of interaction in different observational contexts and with different interlocutors;
LO4. Acquiring relational skills and the ability to approach people and organisations related to the objects of study;
LO5. Establishing strategies and conditions for accessing observables, through formal procedures and mobilising informal relationships and inter-knowledge;
LO6. Mastery of the deontological principles guiding the sociologist's conduct in contact with observables;
LO7. Development of study and research skills, teamwork, interpretation of texts and data, relationship between theory and data.
PC1. Sociological observation: What and how?; How to record, analyse and interpret? Theoretically orientated observation; Observational concepts; Familiarisation and distancing; Emic and etic observation;
PC2. Observation contexts: Open and closed spaces; Formal and informal contexts; Organisational and non-organisational contexts;
PC3. Observational interaction: Establishing contacts; Situations of interaction and definition of the situation; Communication processes; Regulation of interaction; Roles and identities in the interactive relationship.
PC4. Access to observation: Establishing access; Access strategies; The importance of inter-knowledge and informal relationships; Stages and boundaries.
PC5. Observation records: Recording media; Recording forms and instruments; Observation guides, grids and categories.
PC6. Analysis and interpretation: Treatment of observational records; Sociological analysis of observations.
PC7. Exercises
Assessment takes place over the course of the semester and requires a minimum attendance of 2/3 of the classes taught.
Assessment is based on active and regular participation and attendance at classes and the development of the activities provided in them (namely the planning of observation work and the presentation and discussion of observation results); the presentation of a text; the preparation of a final individual reflection on the knowledge acquired in the CU.
Weighting of the different elements that contribute to assessment:
Attendance and participation in activities: 20%
Presentation of individual text: 10%
Final individual report: 20%
Group portfolio (set of group exercises): 50%
Given the laboratory nature of this course, students will not be assessed by exam.
Title: Beaud, S. e Weber, F. (2007 [1998]), Guia para pesquisa de campo. Produzir e analisar dados etnográficos, Rio de Janeiro, Vozes;
Burgess,R. (2001), A Pesquisa de Terreno. Uma Introdução, Oeiras, Celta Editora;
Costa, A. F. (1986), «A Pesquisa de Terreno em Sociologia», em J. M. Pinto e A. Santos Silva, Metodologia das Ciências Sociais, Porto, Edições Afrontamento;
Peretz, H. (2000), Métodos em Sociologia, Lisboa, Temas e Debates;
Sieber, T. (2008), Ruas da cidade e sociabilidade pública: um olhar a partir de Lisboa?, em Graça Índias Cordeiro e Frédéric Vidal (org.) A rua. Espaço, tempo, sociabilidade, Lisboa, Livros Horizonte, 47-62;
Velho, G. (1981), Observando o Familiar, em Individualismo e Cultura, Rio de Janeiro, Zahar;
Velho, G. (1994), Unidade e Fragmentação em Sociedades Complexas? em Projeto e Metamorfose, Rio de Janeiro, Zahar;
White, W. F. (2005), Sociedade de Esquina, Rio de Janeiro, Zahar.
Authors:
Reference: null
Year:
Title: Becker, Howard S. 1997 (1958) «Problemas de inferência e prova na observação participante» in Métodos de Pesquisa em Ciências Sociais, São Paulo: Editora Hucitec, pp.47-64
Benavente, Ana, Costa, António Firmino da, Machado, Fernando Luís e Neves, Manuela Castro (1991), «Perspectivas e Métodos da Sociologia no Estudo dos Meios Sociais», em Do Outro Lado da Escola, Lisboa, Editorial Teorema
Campenhoudt, Luc Van (2001), Introdução à Análise dos Fenómenos Sociais, Lisboa, Gradiva
Denzin, Norman K. (2000), Handbook of Qualitative Research, London, Sage Publications
Ghiglione, Rodolphe e Benjamin Matalon (1992) «A aplicação de um inquérito» em O Inquérito. Teoria e Prática, Oeiras, Celta, pp.159-174
Goffman, Erving (1963), Behaviour in Public Places, New York, The Free Press
Goffman, Erving (1999), Os Momentos e os seus Homens, Lisboa, Relógio d'Água
Lee, Raymond M. (2002), Métodos não Interferentes em Pesquisa Social, Lisboa, Gradiva
Hall, Edward T. (1986), A Dimensão Oculta, Lisboa, Relógio d'Água
Hall, Edward T. (1984), A Dança da Vida, Lisboa, Relógio d'Água
Pais, José Machado (2002), Sociologia da Vida Quotidiana, Lisboa, ICS
Pereira, Maria do Mar (2012), Fazendo Género no Recreio, Lisboa, Imprensa de Ciências Sociais
Ruquoy, Danielle (1997), «Situação de entrevista e estratégia do entrevistador» em Luc Albarello et al, Práticas e Métodos de Investigação em Ciências Sociais, Lisboa, Gradiva, pp. 84-116
Simões, José Alberto (2012), ?Investigando a rua através da internet (e vice-versa): considerações teórico-metodológicas sobre um itinerário etnográfico?, Análise Social, 205, XLVII, pp. 792-817
Smith, Dorothy E. (2005), Institutional Ethnography: A Sociology for People, Oxford, Altamira Press
A.P.S., Associação Portuguesa de Sociologia, Código Deontológico, http://www.aps.ics.pt
Authors:
Reference: null
Year:
Laboratory: Ethics and Profession in Sociology
Acquisition, by carrying out practical activities to:
a) information on the plurality of the professional activities of sociologists in Portugal and internationally;
b) skills of direct contact with sociologists to pursue work in various professional contexts;
c) knowledge about problems and solutions encountered by sociologists in the implementation of sociological training for professional activities;
d) knowledge of ethical issues faced by sociologists in their work and professional code of ethics for sociologists;
e) analysis of the skills profiles of professional sociologists, according to their main dimensions characterizing;
f) ability to contextualize these profiles in contemporary societies;
g) general research skills, teamwork, applying theories and methods, recognition of civic and ethical implications of sociological labor.
1. Sociology and the professionalization of sociologists
1.1 Science, education, profession
1.2 Education-profession relationships in today's society
1.3 Comparing with other professions
2. The sociologists' scientific and professional group
2.1 History and statistical indicators
2.2 Institutionalization and associations
2.3 Plurality of activity areas and professional roles
2.4 Comparing with other countries
3. Sociologists' professional activities and experiences
3.1 Activity areas and organizational contexts
3.2 Profissional roles, profissional skills, team work
3.3 Profissional cultures and ethics code
3.4 Profissional trajectories and professional updating
3.5 Problems and problem-solving in sociologists' professional activities
Given the laboratory nature of this curricular unit, classes consist mostly of practical activities, to be performed by the students, individually or in groups, under the supervision of the teacher. Each week there is a main activity to develop. This activity is proposed and organized by the teacher at the beginning of the week. The students then form working groups (2 to 4 students) and, under the guidance of the teacher: i) prepare the necessary instruments; ii) carry out the activity, involving work both in the classroom and in other appropriate places; iii) at the end, prepare a summary report of the activity developed, to be included in a group dossier; iv) the weekly teaching time ends with a report on the activity. At the end of the semester, the work is presented by the groups and debated in a seminar. In this context, the promotion of academic success in the curricular unit seeks to reconcile, in each year and in each class, the recognition of the student's interests and orientations with the learning and programmatic objectives. To that end, it is frequent, outside class time, that students request the scheduling of tutorial meetings, especially during the phase in which they carry out location and contact exercises with sociologists or afterward in the organization of the contents in the interview analysis grid built in class with the participation of the whole class. From the beginning, students are challenged to choose the texts which best correspond to their interests, from among those which make up the list of references included in the basic bibliography of the curricular unit.
Whenever possible, bibliographical resources available in digital format are accessible through the platforms Fenix and Modle (including older monographs that have been digitalized).
The evaluation throughout the semester aims to assess to what extent the student has achieved the expected learning objectives (knowledge and competencies). The elements on which it is based include individual and teamwork components, involving the following items: 1) assiduity in class and student participation in autonomous work activities proposed by the teacher (20%); 2) Group work (group work carried out according to a guide provided by the teacher) (50%); 3) individual report with an in-depth reflection on ethical and professional issues raised in the exercise of sociology outside the academy (30%).
To complete the course unit in the evaluation throughout the semester, each student must conduct at least one interview with a sociologist who has worked in a non-academic context for at least five years.
Although not recommended, students can opt for a final assessment by written examination (100%).
Title: Ramos, M, Capucha, L & Tavares, I (coord) (2018), Quem são e o que fazem os sociólogos em Portugal?, Editora Mundos Sociais
Mineiro,J (2012), Será possível profissionalizar uma ciência? CIES e-WP,135
Mauritti,R, Costa,AF (2014), Formação e empregabilidade dos sociólogos em Portugal, VIII Cong. Port. Sociologia, APS
Costa,AF (1988), Cultura profissional dos sociólogos, Sociologia Problemas e Práticas,5
Costa,AF (2004), Será a sociologia profissionalizável?, em Gonçalves,C et al(orgs), Sociologia no Ensino Superior, FLUP
Costa,AF, Mauritti,R, Veloso,L (orgs) (2015), Desafios à empregabilidade dos sociólogos em Portugal, Sociologia OnLine, APS,9
Burawoy,M (2005), For public sociology, Am. Sociological Rev.,70
APS,Código Deontológico
AAVV (2014 a,b) O que é ser sociólogo hoje? IS WP,9/11
Abrantes, P et al. (2022). Inserções, identidades e competências dos sociólogos em Portugal, Sociologia Problemas e Práticas,100.
Authors:
Reference: null
Year:
Title: Veloso, L, Freire, J., Oliveira, L., Lopes, N. et al (2012). Questões deontológicas e de metodologia de investigação em sociologia, Sociologia Problemas e Práticas, 69, pp. 87-98.
Valente, Isabel, Fernando Luís Machado e António Firmino da Costa (orgs.) (1995, 1990), Experiências e Papéis Profissionais de Sociólogos, Lisboa, Associação Portuguesa de Sociologia.
Tavares, David (2011), Sociólogos e campos profissionais na saúde: perfis de actividades e desafios, Sociologia On Line: Revista da APS, 3.
Silva, Sara Franco (2019), O campo da profissionalização da sociologia, dissertação de mestrado, ISCTE.
Rodrigues, Maria de Lurdes (2012), Profissões: Lições e Ensaios, Lisboa, Almedina.
Piriou, Odile (2006), La face caché de la sociologie. À la découverte des sociologues praticiens, Paris, Éditions Belin.
Pinto, José Madureira (2004), Formação, tendências recentes e alternativas de desenvolvimento da sociologia em Portugal, Sociologia Problemas e Práticas, 46.
Pinto, José Madureira (2007), A Sociologia em Portugal: formação, tendências recentes e alternativas de desenvolvimento, em Indagação Científica, Aprendizagens Escolares, Reflexividade Social, Porto, Afrontamento.
Pimentel, Duarte (2016), Sociologia em Contextos. Um Inventário de Monografias Sobre Práticas Profissionais, Lisboa, Sílabo.
Portfólio Profissional de Sociólogos: https://portfolioprofissionaldesociologos.wordpress.com/
Machado, Fernando Luís (1996), Profissionalização dos sociólogos em Portugal, Sociologia Problemas e Práticas, 20
Machado, Fernando Luís (2009), Meio século de investigação sociológica em Portugal: uma interpretação empiricamente informada, Sociologia, Revista da FULP, 19.
Machado, F. L. (2022). O campo sociológico em Portugal: da pré-história à institucionalização avançada. Em: Investigação sociológica em Portugal: Um Guia Histórico e Analítico. Edições Afrontamento, pp. 35-65.
Lahire, Bernard (dir.) (2002), À quoi sert la sociologie?, Paris, Éditions La Découverte.
Gonçalves, Carlos Manuel, Cristina Parente e Luísa Veloso (2001), Licenciados em Sociologia: ritmos e formas de transição ao trabalho, Sociologia Revista da FLUP, 11.
Gonçalves, Carlos Manuel (2007/2008), Análise sociológica das profissões: principais eixos de desenvolvimento, Sociologia Revista da FLUP, 17/18.
Costa, António Firmino da (1993), Prática sociológica e deontologia profissional dos sociólogos, em Estruturas Sociais e Desenvolvimento, Actas do 2º. Congresso Português de Sociologia,, vol. II, Lisboa, Editorial Fragmentos.
Carreiras, Helena, Fátima Freitas e Isabel Valente (orgs.) (1999), Profissão Sociólogo, Oeiras, Celta Editora.
Baptista, Luís e Paulo Machado (2010), Our (scientific) community and our society: rethinking the role and dilemmas of national sociological associations: the Portuguese case, Sociologia On Line: Revista da Associação Portuguesa de Sociologia, 1, pp. 1-24.
Associação Portuguesa de Sociologia (2013), Primeiro Inquérito às Práticas Profissionais dos Diplomados em Sociologia. Principais resultados http://www.aps.pt/?area=000&mid=000&sid=000&sid=000&cid=CNT5384506b8d9e9
Authors:
Reference: null
Year:
Contemporany Sociology Theory
(a) The acquisition of basic knowledge about the main theories, schools of thought, and authors of contemporary sociology;
(b) the acquisition of basic skills in the use of key concepts and analytical statements of those theories;
(c) the acquisition of basic skills of discussion and comparison of those concepts and statements.
Controversies and schools of thougt in contemporary sociological theory
I Contemporary systemic theory
Contemporary systemic prospects. The neofunctionalist theory of social differentiation. The social network analysis.
II Contemporary interactionist theory
Contemporary interactionist prospects. The theory of interaction rituals. Symbolic order and interaction: contributions of ethnomethodology.
III Contemporary theories of rational action
Reason, exchange and choice. General principles of exchange theory. Theories of rational choice and norms. Methodological individualism. The analytical sociology.
IV Action-structure integration in contemporary sociological theory
Modes of action-structure integration. Internalization of structure. Internalization and the dispositional plurality. Duality of structure. Dualism of action and structure. Integration in modernity.
Dilemmas and challenges of diversity in sociological theory
Assessment during the academic period consists of three individual tests carried out in class, with equal weighting: the first on contemporary systemic and interactionist theories (parts I and II of the programme), the second on theories of rational action (part III) and the third on theories of action-structure articulation (part IV). The tests take place after the lectures on the parts of the programme being assessed have been completed. The final mark is the simple average of the marks for the three tests.
Alternatively, or in the event of failure in the assessment during the teaching period, the student takes a two-hour final exam, corresponding to the same level of knowledge and skills in question in the assessment during the teaching period.
Title: Baert, Patrick, e Filipe Carreira da Silva (2014), Teoria Social Contemporânea, Lisboa, Mundos Sociais.
Ritzer, George, e Jeffrey Stepnisky (2018), Sociological Theory, 10.ª ed., Nova Iorque, McGraw-Hill.
Turner, Jonathan H. (2013), Theoretical Sociology: 1830 to the Present, Londres, Sage.
Turner, Jonathan H. (2014), Theoretical Sociology: A Concise Introduction to Twelve Sociological Theories, Londres, Sage.
Authors:
Reference: null
Year:
Title: Amândio, Sofia Lai (2014), “O fio constitutivo da sociologia empírica de Bernard Lahire”, Sociologia, Problemas e Práticas, 76, pp. 33-49.
Baert, Patrick, e Filipe Carreira da Silva (2014), Teoria Social Contemporânea, Lisboa, Mundos Sociais: cap. 2, “A metáfora biológica: funcionalismo e neo-funcionalismo”, pp. 47-80; cap. 3, “O enigma da vida quotidiana: o interacionismo simbólico, a abordagem dramatúrgica e a etnometodologia”, pp. 81-112; cap. 4, “A invasão do homem económico”, pp. 113-140.
Berthelot, Jean-Michel (2001), “Programmes, paradigmes, disciplines: pluralité et unité des sciences sociales”, em Jean-Michel Berthelot (org.) (2001), Épistémologie des Sciences Sociales, Paris PUF, pp. 457-519.
Bonnewitz, Patrice (2002), Premières Leçons sur la Sociologie de Pierre Bourdieu, Paris, PUF: cap. 3, “Une vision spatiale de la société: espace et champs”, pp. 41-60; cap. 4, “L’homo sociologicus bourdieusien: un agent social”, pp. 61-74.
Carvalho, Bruno Sciberras de (2010), “Individualismo metodológico, racionalidade e ação instrumental: a proposta cognitiva de Raymond Boudon”, Revista de Sociologia e Política, 18 (37), pp. 303-309.
Casanova, José Luís (1995), “Uma avaliação conceptual do habitus”, Sociologia, Problemas e Práticas, 18, pp. 45-68.
Collins, Randall (2004), Interaction Ritual Chains, Princeton, Princeton University Press: cap. 2, “The mutual-focus/emotional-entrainment model”, pp. 47-101.
Dubois, Michel (2000), Premières Leçons sur la Sociologie de Raymond Boudon, Paris, PUF: cap. 2, “L’individualisme méthodologique: principes de la sociologie de l’action”, pp. 21-42.
Hedström, Peter, e Lars Udehn (2009), “Analytical theory and theories of the middle range”, em Peter Hedström e Peter Bearman (orgs.) (2009), The Oxford Handbook of Analytical Sociology, Oxford, Oxford University Press, pp. 25-47.
Oliveira, Nuno (2011), “Entre Cila e Caríbdis: o realismo social de Margaret Archer”, Sociologia, Problemas e Práticas, 65, pp. 119-139.
Parker, John (2000), Structuration, Buckingham, Open University Press: cap. 6, “Archer: ‘structuration’ and the defence of ‘analytical dualism’”, pp. 69-85.
Pires, Rui Pena (1999), “Uma teoria dos processos de integração”, Sociologia, Problemas e Práticas, 30, pp. 9-54.
Pires, Rui Pena (2007), “Árvores conceptuais: uma reconstrução multidimensional dos conceitos de ação e de estrutura”, Sociologia, Problemas e Práticas, 53, pp. 11-50.
Ritzer, George, e Jeffrey Stepnisky (2018), Sociological Theory, 10.ª ed., Nova Iorque, McGraw-Hill: cap. 6, “A historical sketch of sociological theory: The later years”, pp. 261-311; cap. 13, “Micro-macro and agency-structure integration”, pp. 592-647.
Turner, Jonathan H. (2003), The Structure of Sociological Theory, 7.ª ed., Belmont, CA, Wadsworth-Thomson: cap. 3, “Systems funcionalism: Niklas Luhmann”, pp. 54-72; cap. 17, “Behavoristic exchange theory: George C. Homans”, pp. 285-293; cap. 20, “Rational choice theory”, pp. 325-340; cap. 25, “Ethnomethodological theory”, pp. 419-431; cap. 28, “Structuration theory: Anthony Giddens”, pp. 476-490; cap. 30, “Network theory”, pp. 503-514.
Turner, Jonathan H. (2014), Theoretical Sociology. A Concise Introduction to Twelve Sociological Theories, Londres, Sage: cap. 2, “Functional theorizing”, pp. 7-31; cap. 5, “Exchange theorizing”, pp. 73-95; cap. 6, “Symbolic interactionist theorizing”, pp. 96-116; cap. 7, “Dramaturgical theorizing”, pp. 117-135.
Authors:
Reference: null
Year:
Laboratory: Research Report in Sociology
The main competencies to be developed are:
a) empirical identification and formulation of sociological questions;
b) use of theory, concepts, and methods of sociological analysis applied to specific questions;
c) collection and processing of empirical data;
d) use of bibliographical sources, documents and statistical data;
e) quantitative and qualitative analysis of data and statistical techniques;
f) learning to elaborate a research report and presentation of results according to current technical norms and deontological rules, as well as the strengthening of inherent formulation and writing skills.
1. Brief presentation of the research projects and revision of data collection tools.
2. Data collection using research instruments and data sources previously prepared and defined.
3. Construction and validation of data.
4. Selection of methodologies for processing and analysis of data.
5. Analysis, interpretation, and formal presentation of data (analytical schemes, tables, graphs, etc.).
6. Systematization of results and elucidation of scientific and technical arguments.
7. Planning and formal organization of the report according to scientific, technical, and current deontological norms.
8. Preparation of research report for written and oral presentation.
9. Oral presentation and final discussion of research reports.
Students will participate in a number of systematic exercises covering main steps required to complete a research project in Sociology. This includes dealing out with original and secondary data available, favoring original data collection, processing, analysis, and interpretation, so as to accomplish oral and written reporting of research results. This course includes laboratory classes in research practices and techniques, fieldwork, seminars, tutoring, and group work.
Given the practical nature of learning, assessment complies with the model and rules of Assessment throughout the semester, there being neither final exam nor improvement of classification. Therefore, the assesment process requires participation in at least 2/3 of scheduled classes and includes class attendance and participation (10%), research materials for data processing and analysis (20%), the final report of research carried out (60%), and oral presentation and discussion of its main conclusions (10%).
Title: - Bryman, Alan & Duncan Cramer (2009), Quantitative Data Analysis with SPSS 14, 15 and 16: a guide for social scientists, London: Routledge.
- Bryman, Alan & Melissa Hardy (2004), Handbook of data analysis. London: Sage Publ.
- Burton, Dawn (ed.) (2000), Research Training for Social Scientists. London/Thousand Oaks/New Delhi: Sage Publ.
- Creswell, J.W. (2003), Research Design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publ.
- Denzin, Norman K, Lincoln, Yvonna S. (2005), The Sage Handbook of Qualitative Research. Thousand Oaks: Sage Publ.
- David (ed.) (2004), The Sage handbook of quantitative methodology for the social sciences. Thousand Oaks: Sage Publ.
- Guerra, I. (2006), Pesquisa Qualitativa e Análise de Conteúdo. Sentidos e formas de uso, S. João do Estoril: Principia.
- Krippendorf, K. (2004), Content Anlysis: An Introduction to its metodology. Newbury Park: Sage Publ.
Authors:
Reference: null
Year:
Title: - Bardin, Laurence (2009), Análise de Conteúdo. Lisboa: Edições 70.
- Bryman, Alan (2012) Social research methods. Oxford: Oxford University Press.
- Bryman, Alan and Duncan Cramer (2003), Análise de dados em ciências sociais: introdução às técnicas utilizando o SPSS para Windows. Oeiras: Celta Editora.
- Creswell, John W. (2007), Qualitative inquiry and research design: choosing among five approaches. London: Sage Publications
- Dochartaigh, Nial Ó (2002), The Internet Research Handbook: a Pratical Guide for Students and Researchers in the Social Sciences. Londres: Sage Publications.
- Foddy, William (1996), Como Perguntar. Teoria e Prática da Construção de Perguntas para Entrevistas e Questionários. Oeiras: Celta Editora.
- Lahire, Bernard (2002), Portraits Sociologiques - Dispositions et Variations Individuelles. Paris: Nathan.
- Poirier, Jean (1995), Histórias de Vida. Teoria e Prática. Oeiras: Celta Editora.
- Quivy, Raymond e Luc Van Campenhoudt (2008), Manual de Investigação em Ciências Sociais. Lisboa: Gradiva.
Authors:
Reference: null
Year:
Laboratory: Research Project in Sociology
By actively participating and sharing the task of constructing a sociological research project, it is intended that students develop practical competencies necessary to construct a research project with empirical focus, with relevance to the consistency between theory, methodology and analytical planning. Thus, the main competencies to be developed are: a) capacity to identify empirically and define sociologically informed questions; b) capacity to work with sociological concepts, methods and techniques and relate them to social questions; c) data collection and treatment of both primary and secondary sources; d) use of bibliographical sources, documents, data sets including electronic data sets; e) preparing a written sociological project and presenting it orally.
Program1. Organisation of the project (individual or group) and definition of research topic.
2. Bibliographical research and elaboration of reviews of the articles and other materials consulted.
3. Preparation and discussion of reference materials.
4. Access and use of available data bases.
5. Definition of the research question; construction of hypotheses and analytical model; methodology and research techniques.
6. Presentation and discussion of the analytical model, the methodology and the research techniques.
7. Preparation of data collection tools.
8. Research planning and chronogram.
9. Formal organisation of the research projects in both written and oral form.
10. Presentation and final discussion of the research projects.
The assesment in this course applies to practical competencies as defined in the objectives and complies with the rules and model of Assessment throughout the semester. It requires participation in at least 2/3 of scheduled classes and includes:
1) participation in classes (10%);
2) three oral presentations and three reading sheets (20%). Presentations are group presentations, but with individual assessments. Reading sheets are individual;
3) two research materials prepared and evaluated in a group (20%);
4) oral presentation of the research project (10%). The presentation is for a group, but the assessments are individualized;
5) written report of the research project (40%). The report is a single document with a common part and individual parts (one for each group member) duly identified. The classification of the report is individual, taking into account the common part and the individual parts.
By its nature, this course does not offer evaluation by exam.
Title: - Bell, J., (1997), Como realizar um projeto de investigação, Gradiva,
- Burton, D. (ed.), (2002), Research Training for Social Scientists, Sage Publications,
- Campenhoudt, L.V.; Quivy, R. & Marquet. J. (2019), Manual de Investigação em Ciências Sociais., Gradiva,
- Creswell, J. W., & Creswell, J. D. (2018). Research design (5th ed.). SAGE Publications.
- Foddy, W., (1996). Como Perguntar. Teoria e Prática da Construção de Perguntas para Entrevistas e Questionários, Celta Editora,
- Machado, F. L., (2022), Investigação Sociológica em Portugal. Um guia histórico e analítico, Edições Afrontamento,
Authors:
Reference: null
Year:
Title: - Almeida, J. F. de & J. M. Pinto, (1990), A Investigação nas Ciências Sociais, Editorial Presença,
- Gilbert, N. (ed.), (2008), Researching Social Life., Sage Publications.,
- Nogueira, L. C., M, Ángel., J. M. Navarro & E. Lizcano, (2005), La observación científica: aproximación metodológica. Em L. C. Nogueira; M. Á. C. Nogueira & J. M. Navarro. Metodología de las Ciencias Sociales. Una Introducción Crítica (pp. 108-118).,Tecnos,
- Scott, John, A Matter of Record. Documentary Sources in Social Research, 1990, Polity Press,
- Velho, G.,(1981), Observando o Familiar. Em Gilberto Velho. Individualismo e Cultura: notas para uma antropologia da sociedade contemporânea, Zahar,
- Silva, A. S. & J. M. Pinto (orgs.), (1999), Metodologia das Ciências Sociais, Edições Afrontamento,
Authors:
Reference: null
Year:
Evaluation Methodologies
The Curricular Unit has the following main learning objectives: (i) understanding the specificity of evaluation in the live cycle of public policies context as well its main objectives and areas of intervention, (ii) acquisition of knowledge concerning main methods to support the design and analysis of different evaluation components exercises, (iii) developing the capacity to design evaluation processes in different areas.
Program1. INTRODUCTION TO THE EVALUATION OF PUBLIC POLICY
1.1. Social science and evaluation.
1.2. Evaluation purpose and objectives.
1.3. Generic types of evaluation.
1.4. Relevant concepts.
1.5. The evaluation in the public policy programming cycle.
2. METHODS OF SUPPORT DESIGN AND PLANNING IN EVALUATION
2.1. The evaluation questions
2.2. The main dimensions of evaluation
2.3. Assessment instruments and techniques
2.4. Examples of methodological approaches
3. CHALLENGES TO THE PRACTICE OF EVALUATION
3.1. Elements for evaluation improvement
3.2. Locks and difficulty of measuring
3.3. Political interference in the evaluation process
3.4. Communication and discussion of results
To evaluate the student must submit two works. The final score is obtained using the following weighting:
- Work No. 1 (individual) - 60% of the final grade;
- Work No. 2 (group) - 40% of the final grade.
To pass the student must have a minimum of 75% of class attendance.
Title: Bamberger, M. & Mabry, L. (2020). RealWorld evaluation. Working under budget, time, data and political constrains. (3th. Ed.). London: Sage.
Rossi, P., Lipsey, M. & Henry, G. (2019). Evaluation: a systematic approach. (8th. Ed.). London: Sage.
Patton, M. (2018). Facilitating evaluation: principles in practice. Thousand Oaks: Sage.
Fox, C., Grimm, R. & Caldeira, R. (2017). An introduction to evaluation. London: Sage.
Chen, H. (2015). Practical program evaluation: theory-driven evaluation and the integrated evaluation perspective. (2nd. Ed.). Thousand Oaks: Sage.
Authors:
Reference: null
Year:
Title: Wholey, J., Harty, H. & Newcomer, K. (eds.) (2015). Handbook of practical program evaluation. (4th. Ed.). Washington: Jossey-Bass.
White, H. & Raitzer, D. (2017). Impact evaluation of development interventions. Manila: Asian Development Bank.
Westhorp, G. (2014). Realist impact evaluation: an introduction. London: Overseas Development Institute.
Wauters, B. (2018). Process tracing and congruence analysis to support theory-based impact evaluation. In Evaluation, 24(3), pp. 284-305.
Trevisan, M. & Walser, T. (2015). Evaluation assessment: improving evaluation quality and use. Thousand Oaks: Sage.
Torralbo, R. & Roldán, S. (2019). A evaluación de políticas públicas con enfoque de género. Sevilla: Instituto Andaluz de Administración Pública.
Stufflebeam, D. & Shinfield, A. (2014). Evaluation theory, models and applications. (2nd. Ed.). London: Wiley and Sons.
Stockmann, R. & Meyer, W. (eds.) (2016). The future of evaluation: global trends, new challenges, shared perspectives. London: Palgrave Macmillan.
Shah, A. (2020). Policy, program and project evaluation: a toolkit for economic analysis in a changing world. Cham: Palgrave Macmillan.
Scupola, A. (2019). Digital transformation of public administration services in Denmark: a process tracing case study. In Journal of NBICT, Vol. 1, 261-284.
Schmid, C., Stijnen, T. & White, I. (eds.) (2021). Handbook of meta-analysis. Boca Raton: CRC Press.
Saunders, R. (2016). Implementation monitoring and process evaluation. Thousand Oaks: Sage.
Ruiz, C. (2016). Guía para el diseño, gestión y utilización de evaluaciones de programas y políticas públicas. Documento de Trabajo nº 45. Madrid: Programa EUROsociAL.
Ruiz, A. (coord.) (2015). Guía práctica para el diseño y la realización de evaluaciones de políticas públicas. Madrid: Agencia Estatal de Evaluación de las Políticas Públicas y la Calidad de los Servicios.
Rubin, A. (2020). Pragmatic program evaluation for social work: an introduction. Cambridge: Cambridge University Press.
Rico, J. (2020). Guía de evaluación de resultados de políticas públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Preskill, H. & Russ-Eft, D. (2016). Building evaluation capacity. (2nd. Ed.) London: Sage.
Posavac, E. & Linfield, K. (2018). Program evaluation: methods and case studies. (9th. Ed.). London. Routledge.
Perret, B. (2016). L?evaluation des politiques publiques. Paris: La Découverte.
Peck, L. (2019). Experimental evaluation design for program improvement (Vol. 5). Thousand Oaks: Sage.
Patton, M., McKegg, K & Wehipeihana, N. (2016). Developmental evaluation exemplars. New York: The Guilford Press.
Patton, M. (2017). Principles-focused evaluation: the guide. New York: The Guilford Press.
Pasanen, T. & Shaxson, L. (2016). How to design a monitoring and evaluation framework for a policy research project. London: Methods Lab.
Padia, E. (2019). Bases para la evaluación de impacto de políticas públicas. Sevilla: Instituto Andaluz de Administración Pública.
OECD/DAC (2019). Better criteria for better evaluation. Revised evaluation criteria definitions and principles for use. Paris: OECD DAC Network on Development Evaluation.
Nkwake, A. (2020). Working with assumptions in international development program evaluation. (2nd. Ed.). Cham: Springer Nature.
Nkwake, A. (2015). Credibility, validity, and assumptions in program evaluation methodology. Cham: Springer.
Monteros, J. (2017). Guía de evaluación ex ante de políticas públicas. Sevilla: Instituto Andaluz de Administración Pública.
Mertens, D. (2018). Mixed Methods design in evaluation. Thousand Oaks: Sage.
Mertens, D. & Wilson, A. (2018). Program evaluation theory and practice: a comprehensive guide. (2nd. En.) New York: The Guilford Press.
McKegg, K., Patton, M. & Wehipeihana, N. (2016). Developmental evaluation exemplars: principles in practice. New York: The Guilford Press.
Mcdavid, J., Huse, I. & Hawyhorn, L (2019). Program evaluation and performance measurement. An introduction to practice. (3th. Ed.). Thousand Oaks: Sage.
Markiewicz, A. & Patrick, I. (2015). Developing monitoring and evaluation frameworks. Thousand Oaks: Sage.
Kenneth J. & Posavac, E. (2018). Program evaluation: methods and case studies. (9th. Ed.). London: Routledge.
Josselin, J. & Maux, B. (2017). Statistical tools for program evaluation methods and applications to economic policy, public health, and education. Cham: Springer.
HM Treasury (2020). Magenta book: guidance for evaluation. London: Crown Copyright.
HM Treasury (2018). The green book central government guidance on appraisal and evaluation. London: Crown Copyright.
Hardy, A., Preiser, W. & Schramm, U. (2017). Building performance evaluation: from delivery process to life cycle phases. (2nd. Ed.). Cham: Springer International Publishing.
Grinnell, R., Gabor, P. & Unrau, Y. (2019). Program evaluation for social workers: foundations of evidence-based programs. (8th. Ed.). Oxford: Oxford University Press.
Grinnell, R. & Unrau, Y. (2018). Social work research and evaluation. (7th. Ed.). Oxford: Oxford University Press.
Gertler, P., Martinez, S., Premand, P., Rawlings, L. & Vermeersch, C. (2018). Avaliação de Impacto na Prática. (2th. Ed.) Washington: World Bank Publications.
Fröhlich, M. &; Sperlich, S. (2019). Impact evaluation, treatment effects and causal analysis. Cambridge: Cambridge University Press.
Fink, A. (2015). Evaluation fundamentals: insights into program effectiveness, quality and value. (3th. Ed.). Thousand Oaks: Sage.
Ferrão, J. & Paixão, J. (eds.) (2018). Metodologias de avaliação de políticas públicas. Lisboa: Imprensa da Universidade de Lisboa.
European Commission (2020). How to use administrative data for European Social Funds counterfactual impact evaluations. A step-by-step guide for managing authorities. Luxembourg: Publications Office of the European Union.
European Commission (2019). Advanced counterfactual evaluation methods: Guidance document. Luxembourg: Publications Office of the European Union.
European Commission (2018). Programming period 2014-2020: Monitoring and evaluation of European Cohesion Policy. August 2018. European Commission.
Duffy, D. (2017). Evaluation and governing in the 21st century: disciplinary measures, transformative possibilities. London: Palgrave Macmillan UK.
Donaldson, S., Christie, C. & Mark, M. (2015). Credible and actionable evidence: the foundation for rigorous and influential evaluations. (2nd. Ed.) Thousand Oaks: Sage.
Desplatz, R. (2019). L?évaluation des politiques publiques eaux États-Unis. Document de travail n.º 12. France Stratégie.
Desplatz, R. & Lacouette-Fougère, C. (2019). L?évaluation des politiques publiques en France. Document de travail n.º 13. France Stratégie.
Desplatz, R. & Ferracci, M. (2016). Comment évaluer l?impactdes politiques publiques? Un guide à l?usagedes décideurs et praticiens. France Stratégie.
Debu, S. (2019). L?évaluation des politiques publiques au Royaume-Uni. Document de travail n.º 14. France Stratégie.
Cousins, J. (2019). Collaborative approaches to evaluation: principles in use. Thousand Oaks: Sage.
Chyung, S. (2018). 10-Step Evaluation for Training and Performance Improvement. Thousand Oaks: Sage.
Chouinard, J. & Cram, F. (2019). Culturally responsive approaches to evaluation: empirical implications for theory and practice. Thousand Oaks: Sage.
Chiappini, H. (2017). Social impact funds: definition, assessment and performance. London: Palgrave Macmillan.
Chan, K., Nguyen, T. & Tran, T. (2018). Developing cross-cultural measurement in social work research and evaluation. (2nd. Ed.). Oxford: Oxford University Press.
Casillas, C., Macía, M. & Rico, J. (2020). Guía de evaluación de diseño de políticas públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Casillas, C., García, L., Lago, E. & Macía, M. (2020). Guía de evaluación de implementación de políticas públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Casillas, C., García, L. & Macía, M. (2020). Guía de evaluabilidad de intervenciones públicas. Madrid: Ministerio de Política Territorial y Función Pública.
Byrne, D. (2016). Qualitative comparative analysis: a pragmatic method for evaluating intervention. Surrey: Centre for the Evaluation Complexity Across the Nexus.
Burch, P. & Heinrich, C. (2016). Mixed Methods for policy research and program evaluation. Thousand Oaks: Sage.
Bono, P. (et. al.) (2018). Vingt ans d?évaluations d?impacten France et à l?étranger. Document de travail n.º 6. France Stratégie.
Befani, B. (2016). Pathways to change: Evaluating development interventions with qualitative comparative analysis (QCA). Report for the Expert Group for Aid Studies, Report 05/16. Stockholm: EBA.
Barrett, N. (2016). Program evaluation: a step-by-step guide. Springfield: Sunnycrest Press.
Bakken, L. (2018). Evaluation practice for collaborative growth: a guide to program evaluation with stakeholders and communities. Oxford: Oxford University Press.
Baiz, A. (et. al.) (2019). Vingt ans d?évaluationsd?impact en France et à l?étranger: Analyse comparéedes pratiques dans six pays. Document de travail n.º 16. France Stratégie.
Altschuld, J. & Engle, M. (eds.) (2015). Accreditation, certification, and credentialing: relevant concerns for U.S. evaluators. Danvers: Wiley Periodicals.
Alegre, M., Farré, M., Sabes-Figuera, R. & Todeschini, F. (2017). Guia pràctica d?avaluació de programes del tercer sector social. Barcelona: Ivàlua.
Authors:
Reference: null
Year:
Administration Sciences
It is intended to analyze and discuss with the students:
- the construction of the administrative and social identity of the administrative institution, seeking to understand the historical evolution of the State and the Administration;
- the relationship between political power, legal order and Public Administration;
- the models of administrative organization and the respective functions and dysfunctions (with particular emphasis on the Bureaucratic models, New Public Management; New Public Governance)
- the key aspects of administrative action, from decision making to evaluation;
- the essential characteristics of administrative culture and its relationship with public ethics;
- the organization and functioning of the Portuguese public administration;
- the challenges it faces in the context of public policies, digital transition and the deepening process of participatory democracies
1.Public Administration, Society and Governance
1.1.The Science(s) of Administration: problematic and object of study
1.2.Construction of administrative identity
1.3.Governance and good public management
2.Ethics, Administrative Power and Policy-Administration Dichotomy
2.1.State, political power and administrative culture
2.2.Public service ethics
2.3.Administrative elites: Politicization, professionalization and hybrid regimes
2.4.Accountability, control and transparency systems
3.Paradigms and models of administrative reform and/or modernization
3.1.Evolution of the State and Administration
3.2.Reform VS Administrative Modernization
3.3.From bureaucratic organization to New Public Management
3.4.The New Public Governance
4.Administration and challenges of contemporary democracies
4.1.Active citizenship, public participation and co-production of public services
4.2.Digital transition and prospective public policies
4.3.Skills for the (new) public worker: what profile?
The evaluation of this course unit takes place:
1)Throughout the semester (with a minimum attendance of 75%) and includes:
a) A written test (exam) at the end of the semester (50% of the final grade);
b) An individual or group project to be completed during the semester (30% of the final grade);
c) Class participation (20% of the final grade).
or
2) Final exam, consisting of a written test (100% of the final grade).
Title: Mozzicafreddo, Juan e J. Salis Gomes (orgs.) (2011), Projectos de inovação na gestão pública, Lisboa, Mundos Sociais
Marques, R. & Ferraz., David. (orgs) (2015). Governação integrada e administração pública. Lisboa:Ina
ISCTE-IPPS (2021), Reforma e Reorganização Administrativa - A quimera administrativa: pessoas e organizações, David Ferraz (coord.Cient)
Ferraz, D. (2020). Administração (a)política? O retrato e os fatores de seleção do dirigente público. Revista de Administração Pública,54(5)
Ferraz, D. (2020). Políticas Públicas e Segurança Social: génese, funções, tensões e Equilíbrios. In SEGURANÇA SOCIAL: SISTEMA, PROTEÇÃO, SOLIDARIEDADE E SUSTENTABILIDADE
Ferraz, D. (2020). Quais são afinal as funções que queremos que o Estado assegure? In R. P. Mamede; & P. A. e. Silva (Eds.), O Estado da Nação e as Políticas Públicas 2020: Valorizar as Políticas Públicas (1.ª edição ed., pp. 73-80). IPPS | ISCTE
Caupers, João (2002), Introdução à Ciência da Administração Pública, Lisboa, Ãncora
Authors:
Reference: null
Year:
Title: Shafritz, Jay M e Albert C. Hyde, Classics of Public Administration, Wadsworth Publishing
Shafritz, Jay M. et alii (2009), Introducing Public Administration, Longman
Rosenbloom, David H., R. S. Kravchuk e R. M. Clerkin (2009), Public Administration: Understanding Management, Politics and Law in the Public Sector, Nova Iorque, McGraw Hill
Rocha, J. A. Oliveira (2001), Gestão Pública e Modernização Administrativa, Oeiras, INA
Ongaro, E., & etal. (2017). The Palgrave Handbook of Public Administration and Management in Europe: Palgrave
OECD (2001), Citizens as Partners - Information, consultation and public participation in policy making, Paris
Mozzicafreddo, Juan, J.Salis Gomes e J. S. Baptista (orgs.) (2007), Interesse Público, Estado e Administração, Oeiras, Celta
Moreira, José Manuel (2002), Ética, Democracia e Estado, Cascais, Principia
Mayntz, Renate (2005), Sociología da la Administración Pública, Madrid : Alianza Editorial
Lane, Jan-Erik (2009), State management - An enquiry into models of public administration and management, Routledge, Londres e Nova Iorque
Kuhlmann, S., & Wollmann, H. (2019). Introduction to comparative public administration: Administrative systems and reforms in Europe: Edward Elgar Publishing.
Kjaer, Anne Mette (2008), Governance, Polity, Cambridge
Huron, David e Jacques Spindler (coord) (2008), Le management public en mutation, L'Harmattan, Paris
Hood, Christopher C. e Helen Z. Margetts (2007), The Tools of Government in the Digital Age, Palgrave Macmillan, Hampshire e Nova Iorque
Heady, Ferrel (2001), Public Administration: A Comparative Perspective, Nova Iorque, Marcel Decker
Gomes, Maria Teresa Salis (coord.) (2003), A face oculta da governança: cidadania, Administração Pública e sociedade, INA, Oeiras
Gomes, João Salis (2000), "Qualidade da regulação jurídica e redefinição estratégica da gestão pública", separata da Revista de Administração Local, nº 179, pp. 635-648
Ferraz, D. (2013). Política, Administração e responsabilização de dirigentes públicos: Implicações das teorias, modelos e reformas da Administração, in ?Handbook de Administração Pública?. Lisboa: INA, 173-185.
Denhardt, Robert B. et alii (2008), Public Administration: An Action Orientation, Wadsworth Publishing
Demmke, Christoph (2005), Are civil servants different because they are civil servants? European Civil Services between Tradition and Reform, EIPA, Maastricht
Català, Joan Prats I (2005), De la burocracia al management, del management a la gobernanza, Madrid, Instituto Nacional de Administración Pública
Chevallier, Jacques (2007), Science administrative, Paris, PUF
Canotilho, José Joaquim Gomes (1999), Estado de direito, Lisboa, Edição Gradiva
Canotilho, J. J. Gomes (2000), "Paradigmas de Estado e paradigmas de administração pública", in Moderna Gestão Pública. Dos meios aos resultados, Acta Geral do 2º Encontro Oeiras, INA, pp. 21-34
Bresser-Pereira, Luiz Carlos e Nuria Cunill Grau (coords.) (2006), Responsabilização na Administração Pública, São Paulo, CLAD/Fundap
Bossaert, Danielle (2005), The flexibilisation of the employment status of civil servants: From life tenures to more flexible employment relations, Maastricht, EIPA
Bevir, Mark (2009), Key Concepts in Governance, Londres, Sage
Alcázar, Mariano etal. (2001), Curso de Ciencia de la Administración, Madrid, Editorial Tecnos
Authors:
Reference: null
Year:
State and Public Policy
Allow the acquisition of knowledge about:
LO1-Origins and historical development of the State
LO2-Concept of power
LO3-Theoretical debates about the state
LO4-Characteristics and effects of the welfare state models
LO5-Intervention and regulation of markets by the state
LO6 Factors conditioning the public policies
LO7-European dimension of public policies
LO8-Main stages of development of public policies
(ST= Syllabus Topic)
ST 1. WHAT IS THE STATE?
ST 1.1. Origins and historical evolution
ST 1.2. The concepts of power and influence: the instruments of the state
ST 1.3. Theoretical debates on the state: institutions, globalisation and the transformation of the state
ST 2. MODERN STATE, WELFARE STATE AND ECOLOGICAL STATE: THE EXPANSION OF THE FUNCTIONS OF THE STATE
ST 2.1. From the modern state to the welfare state and the ecological state: characteristics and effects of the models
ST 2.2. State and economy: between intervention and regulation
ST 3. PUBLIC POLICIES
ST 3.1. Characteristics, design and the study of public policies
ST 3.2. The steps in the policy cycle as analytical lenses on the policy making process
ST 3.3. Theories of the political process (national/European/international)
ST 3.4 Public policies in Portugal
Students can opt for assessment throughout the semester, in which case they will have to carry out a brief analysis of a public policy (written work, maximum 5 pages, 60%) and a group work presented and discussed in class on an area of public policy (40%), and attendance must be equal to or greater than 2/3 of the classes taught.
Assessment by exam consists of a written individual public policy analysis (max. 7 pp).
Title: Bourdieu, P (2014) Sobre o Estado. Lisboa: Edições 70.
Cairney, P. (2020). Understanding Public Policy: Theories and Issues (2nd ed.). Red Globe Press.
Dingwerth, K., & Jörgens, H. (2015). Environmental Risks and the Changing Interface of Domestic and International Governance. In: The Oxford Handbook of Transformations of the State (pp. 338?354). Oxford University Press.
Ferrera, M (2008) The European Welfare State: Golden Achievements, Silver Prospects. West European Politics, 31(1-2): 82-107.
Hay, C., Lister, M., & Marsh, D. (Eds.). (2006). The State: Theories and Issues. Palgrave.
Hood, C., & Margetts, H. (2007). The Tools of Government in the Digital Age. Palgrave.
Knill, C., & Tosun, J. (2020). Public Policy: A New Introduction (2nd ed.). Red Globe Press.
Mozzicafreddo, J (2000) Estado-Providência e cidadania em Portugal. Oeiras: Celta.
Pierson, C (2011) The modern State. Devon: Routledge.
Scott, J (2001). Power. Cambridge: Polity Press
Authors:
Reference: null
Year:
Title: Araral, E., Fritzen, S., Howlett, M., Ramesh, M., & Wu, X. (Eds.). (2013). Routledge Handbook of Public Policy. Routledge.
Bardach, E., & Patashnik, E. M. (2016). A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th ed.). CQ Press.
Baumgartner, F. R., & Jones, B. D. (2009). Agendas and Instability in American Politics (2nd ed.). The University of Chicago Press.
Birkland, T. A. (2016). An Introduction to the Policy Process: Theories, Concepts, and Models of Public Policy Making (4th ed.). Routledge.
Chevallier, J (1999). L'État. Paris: Dalloz.
Dye, T. R. (2017). Understanding Public Policy (15th ed.). Pearson.
Dyson, K (1980) The State Tradition in Western Europe: a study of an idea and institution. Colchester: ECPR.
Esping-Anderson, G (1996). Welfare State in transition. Londres: Sage.
Esping-Anderson, G (1999). Um Estado providencia para o Século XXI? In Robert Boyer et al. (2000), Para uma Europa da Inovação e do Conhecimento. Oeiras: Celta.
Ferrão, J e Paixão, JMP (2018) Metodologias de avaliação de políticas públicas. Lisboa: UL.
Flora, P e Heidenheimer, A, eds. (1990). The Development of Welfare State in Europe and America. New Jersey: Transaction Publishers
Heinelt, H., & Münch, S. (Eds.). (2018). Handbook of European Policies: Interpretive Approaches to the EU. Edward Elgar.
Howlett, M., & Mukherjee, I. (Eds.). (2017). Handbook of Policy Formulation. Edward Elgar.
Kersbergen, K e Vis, B (2014) Comparative Welfare State Politics - Development, Opportunities and Reform. Cambridge: Cambridge University Press.
Leibfried, S e Zürn, M (2005). Transformation of the State? Cambridge: Cambridge University Press.
Lukes, S (2005). Power. A Radical View. Nova Iorque: Palgrave Macmillan.
Majone, G (1994). The rise of the regulatory State in Europe?, West European Politics, 17(3): 77-101.
Majone, G (1997). From the positive to the regulatory State: Causes and consequences of changes in the mode of governance?, Journal of Public Policy, 17(2): 139-167.
Mamede, R P (2017). O papel do Estado no desenvolvimento das capacidades produtivas. In Rodrigues, J et al. Economia com todos. Lisboa: Relógio de Água, p. 71-88.
Moran, M, Rein, M e Goodin, R (2008). The Oxford Handbook of Public Policy. Oxford: Oxford University Press.
Mozzicafreddo, J (1998). Estado, Modernidade e Cidadania? In Viegas, J M L e Costa, A F da, orgs., Portugal, que Modernidade? Oeiras: Celta Editora.
Muller, P (1990). Les Politiques Publiques. Paris: PUF.
Offe, C (1984). Problemas Estruturais do Estado Capitalista. Rio de Janeiro: Tempo Brasileiro.
Offe, C (1996). "Social-scientific aspects of the regulation-deregulation debate". In Modernity and the State - East, West, Cambridge: Polity Press, p. 72-89.
Peters, B G (1996). The Future of Governing: Four Emerging Models, Kansas: University Press of Kansas.
Rocha, J A Oliveira (2010). Gestão do processo político e políticas públicas. Forte da Casa: Escolar Editora.
Sorensen, G (2010). La transformación del Estado. Valencia: Tirant lo Blanch.
Waters, M (1999). Globalização. Oeiras: Celta.
Wu, X., Ramesh, M., Howlett, M., & Fritzen, S. (2012). The Public Policy Primer: Managing the Policy Process. Routledge.
Wu, X., Ramesh, M., Howlett, M., & Fritzen, S. (2014). Guia de Políticas Públicas: Gerenciando Processos. Enap.
Zahariadis, N. (Ed.). (2016). Handbook of Public Policy Agenda Setting. Edward Elgar.
Políticas Públicas em Portugal
Carmo, R M do e Rodrigues, J, coord. (2009). Onde Pára o Estado? Políticas Públicas em tempo de crise. Lisboa: Edições Nelson de Matos.
Mamede, R. P., & Silva, P. A. e. (Eds.). (2020). O Estado da Nação e as Políticas Públicas 2020 - Valorizar as Políticas Públicas. IPPS.
Mamede, R. P., & Silva, P. A. e. (2019). O Estado da Nação e as Políticas Públicas 2019: Menos Reformas, Melhores Políticas. IPPS.
Rodrigues, ML, Garoupa, N, Magalhães, O, Gomes, C & Fonseca, R G, org. (2017). 40 anos de políticas de justiça em Portugal. Coimbra: Almedina.
Rodrigues, M de L e Silva, P A e, orgs. (2015). Governar com a Troika. Políticas públicas em tempo de austeridade. Coimbra: Almedina.
Rodrigues, ML e Heitor, M, orgs. (2015). 40 Anos de políticas de ciência e de ensino superior. Coimbra: Almedina.
Rodrigues, M de L e Silva, P A e, orgs. (2013). Políticas Públicas para reforma do Estado. Coimbra: Almedina.
Rodrigues, ML , org. (2012). 40 Anos de políticas de educação em Portugal. Coimbra: Almedina, 2 vols.
Rodrigues, M de L e Silva, P A e, orgs. (2012). Políticas públicas em Portugal. Lisboa: INCM.
Soromenho-Marques, V e Trigo Pereira, P, eds. (2015). Afirmar o Futuro: Políticas Públicas para Portugal. Lisboa: Fundação Calouste Gulbenkian.
Simões J, Augusto GF, Fronteira I, Hernández-Quevedo C. Portugal: Health system review. Health Systems in Transition, 2017; 19(2):1?184.http://www.euro.who.int/__data/assets/pdf_file/0007/337471/HiT-Portugal.pdf
Carapinheiro, G. & Pinto, M. (1987). Políticas de saúde num país em mudança. Sociologia, Problemas e Práticas. 3, 73-109. file:///C:/Users/user/Downloads/Pol%C3%ADticas%20de%20sa%C3%BAde%20num%20pa%C3%ADs%20em%20mudan%C3%A7a.pdf
Política Europeia
Wallace, H, et al. (2010). Policy-making in the European Union. Oxford: Oxford University Press, 6th ed.
http://www.euro.who.int/en/about-us/partners/observatory
Journal of European Public Policy
https://www.tandfonline.com/toc/rjpp20/current
European Unions Policy
https://ec.europa.eu/info/strategy_en
https://europarlamentti.info/en/values-and-objectives/policies/
Blogue: https://paulcairney.wordpress.com/
Authors:
Reference: null
Year:
Modernity and the Social Question
To train critical reading skills in both academic and opinion papers published in the media.
Critical reading must observe the following grid: a) the author's path; b) historical circumstances of its production; c) the object and purpose of the debate; d) the identification of the main concepts; e) the relationship with other papers or debates.
Critical reading aims to qualify students for intervention in contemporary social debates, training skills in formulating arguments and proposing innovative solutions within the scope of their professional or research practices.
1st Part
General Introduction
- Origins: Industrial Revolution, French Revolution, Liberal State and Citizenship, Enlightenment
- Stages: modernity, postmodernity, reflexive modernity, liquid modernity
2nd Part
Presentation of relevant authors for the debate on modernity:
- I.Kant
- T.H.Marshall
- J.Habermas
- M.Foucault
- U.Beck
- Z.Bauman
- A. Appadurai
- S. Zuboff
3rd Part
Application of acquired knowledge to the analysis of public debate on contemporary social problems, through student oral presentations on opinion articles recently published in the media.
Assessment throughout the semester:
1) Individual written test/work on the program contents, with consultation, the statement of which will be made available on the Moodle platform 36 hours before the delivery date (70%), to be delivered on the same platform.
2) Group work presented and discussed in class on an opinion article recently published in the media (30%).
Alternative:
Final exam, with consultation, remotely (100% - 2nd season and special season)
Grade improvement:
Students can choose one of two assessment methods. They can take the final exam in the 2nd season or in a special season, or, alternatively, carry out an individual essay, of 8-10 pages, based on the individual test/work prepared as part of the assessment throughout the semester. The specific characteristics of the essay must be articulated with the teacher.
Only final year students or those who have some type of Special Status, notably worker/student status, can undertake assessment in a special period.
Title: KANT, Immanuel (1974 [1783]), "Beantwortung der Frage: Was ist Aufklärung?", in AA.VV., Was ist Aufklärung?, Estugarda, Reclam; tradução portuguesa: "Resposta à pergunta: O que é o Iluminismo?".
MARSHALL, T.H. (1950), “Cidadania e Classe Social”, in T.H. Marshall e Tom Bottomore, Citizenship and Social Class, Zahar Editores, pp. 57-114.
HABERMAS, Jürgen, (1987 [1981]), "A Modernidade: Um projecto inacabado?", Crítica: Revista de Pensamento Contemporâneo, 2, pp. 5-23.
Foucault, M. (1994), «¿Qué es la Ilustración? [Qu'est ce que les Lumières?]», Actual, 28.
BECK, Ulrich (2000 [1994]), “A Reinvenção da Política – Rumo a teoria da modernização reflexiva”, in Ulrich Beck, Anthony Giddens e Scott Lash, Modernização reflexiva: Política, tradição e estética no mundo moderno, Oeiras, Celta
BAUMAN, Zygmunt (2001), “Emancipação”, in Zygmunt Bauman, Modernidade Líquida, Zahar Editores,
APPADURAI, Arjun (2017), “O cansaço da democracia?”
ZUBOFF, Shoshana (2021), “Lar ou exílio no futuro digital”
Authors:
Reference: null
Year:
Title: ***APPADURAI, Arjun (2017), "O cansaço da democracia", in Heinrich Geiselberger (org.), O grande retrocesso: um debate internacional sobre as grandes questões do nosso tempo, Lisboa, Penguin Random House, pp. 17-31 [ISCTE S.198 Gre trad. port.]; publ. orig. APPADURAI, Arjun (2017), "Democracy Fatigue", in Heinrich Geiselberger (org.), The Great Regression, Chichester, Wiley, pp. 1-12 [ISCTE S.198 Gre]; trad. fr. APPADURAI, Arjun (2017), “Une fatigue de la démocratie?”, in Heinrich Geiselberger (org.), L’âge de la régression, Paris, Premier Parallèle, pp. 17-34. (ver http://www.thegreatregression.eu/the-project).
ARENDT, Hannah (2001 [1958]), A Condição Humana, Lisboa, Relógio d'Água [ISCTE S.191 ARE*Con].
Baert, P. & Silva, F. C. D. (2014). Teoria social contemporânea. Mundos Sociais.
BANDEIRA, Mário Leston (1996), Demografia e Modernidade: família e transição demográfica em Portugal, Lisboa, IN/CM [ISCTE S.151 BAN*DEM].
BAUDRILLARD, Jean (1995 [1992]), A ilusão do fim ou a greve dos acontecimentos, Lisboa: Terramar [ISCTE S.191 BAU*Ill trad. port.]; publ. orig. BAUDRILLARD, Jean (1992) L'illusion de la fin: ou la grève des événements, Paris: Galilée [ISCTE S.111 BAU*Ill].
BAUMAN, Zygmunt (1989), Modernity and the Holocaust, Cambridge, Polity Press [ISCTE S.111 BAU*Mod].
***BAUMAN, Zygmunt (2000), Liquid Modernity, Cambridge, Polity Press. [ISCTE S.143 BAU*Mod]; trad. port. BAUMAN, Zygmunt (2001) Modernidade Líquida, Rio de Janeiro, Zahar.
BAUMAN, Zygmunt (2005), “Seeking shelter in Pandora’s box?”, City - Analysis of Urban Trends, Culture, Theory, Policy, Action, nº 9, vol. 2, pp. 161-168 [Open Access].
BAUMAN, Zygmunt (2006), Confiança e Medo na Cidade, Lisboa, Relógio d'Água (ver também "Sobre a vocação da sociologia na modernidade líquida", publicado pelo boletim da ISA Global Dialogue 2015, nº 2, pp. 26-32 [Open Access]).
BAUMAN, Zygmunt (2007), "Uncertainty and Other Liquid-Modern Fears", in Jiri Priban (org.), Liquid Society and its Law, Aldershot, Ashgate, pp. 17-37 [ISCTE D.113 Liq].
BECK, Ulrich (1992 [1986]), Risk Society: towards a new modernity, London, Sage [ISCTE S.143 BEC*Ris].
BECK, Ulrich (1999), World Risk Society, Cambridge, Polity Press [ISCTE S.143 BEC*Wor].
*** BECK, Ulrich, "A reinvenção da política", in Ulrich Beck, Anthony Giddens, Scott Lash (2000 [1994]), Modernização reflexiva: Política, tradição e estética no mundo moderno, Oeiras, Celta [ISCTE S.143 BEC*Mod] (este texto condensa argumentos que também se podem encontrar em BECK, Ulrich (1997), The Reinvention of Politics, Cambridge, Polity Press [ISCTE S.143 BEC*Rei]).
BECK, Ulrich (2017) A metamorfose do mundo: como as alterações climáticas estão a transformar a sociedade, Lisboa, Ed. 70 [ISCTE S.143 BEC*Met].
BECK, Ulrich & BECK-GERNSHEIM, Elisabeth (1995 [1990]), The Normal Chaos of Love, Cambridge, Polity Press [ISCTE S.152 BEC*Nor].
BENJAMIN, Walter (1975), A modernidade e os modernos, Rio de Janeiro, Tempo Brasileiro [ISCTE S.131 BEN*Mod].
BOLTANSKI, Luc & CHIAPELLO, Ève (1999), Le Nouvel Esprit du Capitalisme, Paris, Gallimard [ISCTE S.171 BOL*Nov]; trd. eng. BOLTANSKI, Luc & CHIAPELLO, Ève (2005 [1999]), The New Spirit of Capitalism, Londres, Verso [ISCTE S.171 BOL*Nov trd. eng.].
BOLTANSKI, Luc (2001), "A moral da Rede? Críticas e justificações nas evoluções recentes do capitalismo", Fórum Sociológico, nº 5/6 (II série), pp. 13-36 [ISCTE cota 694].
CASTEL, Robert (1995), Les Metamorphoses de la Question Sociale, Paris, Fayard [ISCTE S.182 CAS*Met]; trd. eng. CASTEL, Robert (2003 [1995]), From Manual Workers to Wage Laborers: Transformation of the Social Question, Nova Jersey, Transaction Publishers.
CHEVALIER, Louis (1978 [1958]), Classes Laborieuses et Classes Dangereuses, Paris, Librairie générale française.
COSTA, António Firmino da & VIEGAS, José Manuel Leite (orgs.) (1998), Portugal, que Modernidade?, Oeiras, Celta [ISCTE S.143 POR].
EVANS, Richard J. (2016), The Pursuit of Power: Europe 1815-1914, Londres, Penguin [ISCTE H.123(4) EVA*Pur].
FERNANDES, António Teixeira (1993), "A sociologia e a modernidade", in AA.VV., Estruturas Sociais e Desenvolvimento (Actas do II Congresso Português de Sociologia), Vol. 1, Lisboa, Fragmentos, pp. 33-53 [ISCTE S.104 Con,1].
FERREIRA, António Casimiro (2012), Sociedade da Austeridade e Direito do Trabalho de Exceção, Porto, Vida Económica [ISCTE D.125 FER*Soc].
FOUCAULT, Michel (2018 [1975]), Vigiar e Punir: o nascimento da prisão, Lisboa, Ed. 70 [ISCTE D.113 FOU*Sur trd. por]; publ. orig. FOUCAULT, Michel (1975), Surveiller et Punir: naissance de la prison, Paris, Gallimard [ISCTE D.113 FOU*Sur].
FOUCAULT, Michel (2012 [1978]), "O que é a crítica? (Crítica e Aufklärung)", Imprópria - Política e Pensamento Crítico, nº 1, pp. 57-80.
*** FOUCAULT, Michel (1994 [1984]), "Que es la Illustración?", Actual, nº 28, vol. IV, texto nº 339, pp. 562-578 (texto elaborado a partir de aulas proferidas no Collège de France em 5 de Janeiro de 1983, publicado originariamente em inglês em Paul Rabinow (ed.) (1984) The Foucault Reader, Nova Iorque, Pantheon Books; trd. fr. Paul Rabinow (ed.) (1994), Dits et Écrits, Paris, Gallimard [ISCTE S.101 FOU*Dit].
FRASER, Nancy & HONNETH, Axel (2003), Redistribution and Recognition, Londres, Verso.
*** FRASER, Nancy (2020), “Neoliberalismo progressista versus populismo reacionário: a escolha de Hobson”in Heinrich Geiselberger (org.), A Grande Regressão: Um debate internacional sobre os novos populismos — e como enfrentá-los, Estação Liberdade; FRASER, Nancy (2017), “Progressive neoliberalism versus reactionary populism: a Hobson's choice”, in Heinrich Geiselberger (org.), The Great Regression, Polity. [ISCTE S.198 Gre]
GIDDENS, Anthony (1992 [1990]), As Consequências da Modernidade, Oeiras, Celta [ISCTE S.111 GID*Con].
GUIBENTIF, Pierre (2005), "Avaliação e Reflexividade - A prática da Sociologia na terceira modernidade", Cidades - Comunidades e Territórios, nº 10, pp. 94-115 [ISCTE cota 1011].
GUIBENTIF, Pierre (2007), "The Liquidity and Solidity of Contemporary Social Reality: the example of social inclusion policies", in Jiri Pribán (org.), Liquid Society and its Law, Aldershot, Ashgate, pp. 173-197 [ISCTE D.113 Liq].
Habermas, Jürgen (1977 [1962]), "Natural Law and Revolution", in Theory and Practice, Londres, Heinemann, pp. 82-120 [ISCTE S.111 HAB*Teo trd. eng.].
*** HABERMAS, Jürgen (2017 [1980]), A Modernidade: um projecto inacabado?, Lisboa, Nova Vega, pp. 35-75; trd. eng. English: HABERMAS, Jürgen (1980/1997), “Modernity, An Unfinished Project?”, in Maurizio Passerin D'Entreves & Seyla Benhabib (eds.), Habermas and the Unfinished Project of Modernity, MIT Press, pp. 38-55 [ISCTE S.112 Hab,1]; trd. spa. HABERMAS, Jürgen (s.d. [1980]), “Modernidad: un proyecto incompleto?” (traducción producida para el Seminario de Análisis de Textos del Departamento de Literatura de la Universidad de Chile).
HABERMAS, Jürgen (1990 [1985]), O Discurso Filosófico da Modernidade, Lisboa, Dom Quixote [ISCTE S.112 HAB*Dis].
HABERMAS, Jürgen (1986 [1984]), “Une flèche dans le c?ur du temps présent”, Critique, 1986, n.º 471-472, pp. 794-799 [ISCTE S.193 Mic].
HESPANHA, Pedro, CARAPINHEIRO, Graça (orgs.) (2002), Risco Social e Incerteza. Pode o Estado Social Recuar Mais? (Vol. 3 de A Sociedade Portuguesa Perante os Desafios da Globalização), Porto, Afrontamento [ISCTE S.143 SAN*Soc v.3].
HORKHEIMER, Max & ADORNO, Theodor W. (1974 [1947]), La Dialectique de la Raison: fragments philosophiques, Paris, Gallimard, [ISCTE S.112 HOR*Dia]; trd. eng. HORKHEIMER, Max & ADORNO, Theodor W. (2002 [1947]), Dialectic of Enlightenment: philosophical fragments, Stanford, Stanford University Press.
*** KANT, Immanuel (1784), "Resposta à pergunta: o que é o Iluminismo?", disponível no site "Lusofonia" do Instituto de Filosofia Prática da Beira Interior; trd. ger. KANT, Immanuel (1974 [1784]),"Beantwortung der Frage: Was ist Aufklärung?", in AA.VV., Was ist Aufklärung?, Stuttgart, Reclam (publ. orig. na revista Berlinische Monatsschrift); trad. eng.: KANT, Immanuel (1991 [1784]), “An Answer to the question: What is enlightenment?”, in Immanuel Kant, Political Writings, Cambridge, Cambridge University Press, pp. 54-60 [ISCTE S.191 KAN*Pol]; trad. fr. KANT, Immanuel (1991 [1784]), “Réponse à la question: qu?est-ce que les Lumières ?”, in Immanuel Kant, Vers la paix perpétuelle. Que signifie s’orienter dans la pensée?, Paris, Flammarion, pp. 43-51; trd. esp. KANT, Immanuel (s.d.), “Que és la ilustración?” (available online; no publisher mentioned; translation checked; of good quality).
LIPOVETSKY, Gilles (1983), L'Ère du Vide: Essais sur l'individualisme contemporain, Paris: Gallimard [ISCTE S.131 LIP*Ere]; trad. port. LIPOVETSKY, Gilles (1988 [1983]), A Era do Vazio: Ensaios sobre o individualismo contemporâneo, Lisboa, Relógio d’Água [ISCTE S.131 LIP*Ere trd. por].
LUHMANN, Niklas (1998 [1992]), Observations on Modernity, Stanford, Stanford University Press [ISCTE S.111 LUH*Obs].
LYOTARD, Jean-François (1989 [1979]), A Condição Pós-Moderna, Lisboa, Gradiva [ISCTE S.112 LYO*Con].
MARTINS, Carla (2005), Espaço Público em Hannah Arendt: o político como relação e acção comunicativa, Coimbra, Minerva [ISCTE S.133 MAR*Esp].
MARTINS, Hermínio (1997/1998), “Risco, incerteza e escatologia - reflexões sobre o experimentum mundi em curso”, Episteme - Revista multidisciplinar da Universidade Técnica de Lisboa, I, n.º 1, pp. 99-121; Episteme -Revista multidisciplinar da Universidade Técnica de Lisboa, I, n.º 2, pp. 41-75.
***MARSHALL, T. H. (1992 [1950]), "Citizenship and Social Class", in T. H. Marshall & Tom Bottomore, Citizenship and Social Class, Londres, Pluto Press.
Martuccelli, Danilo (1999), Sociologies de la modernité: L'itinéraire du XXe siècle, Paris, Gallimard [ISCTE S.111 MAR*Soc]; trd. esp. Martuccelli, Danilo (2013 [1999]), Sociologías de la modernidad: Itinerario del siglo XX, Santiago do Chile, LOM Ediciones.
NISBET, Robert (1977 [1966]), “Las dos revoluciones”, in La Formación del Pensamiento Sociológico, Tomo I, Amorrortu Editores, Buenos Aires; publ. orig. NISBET, Robert (1966), “The Two Revolutions”, in Robert Nisbet, The Sociological Tradition, Nova Iorque, Basic Books, pp. 37-67 [ISCTE S.111 NIS*Tra vrs eng]; trd. fr. in Robert Nisbet (1984 [1966]), La tradition sociologique, Paris, PUF [ISCTE S.111 NIS*Tra].
PATRIARCA, Fátima (1995) A Questão Social no Salazarismo, Lisboa, IN/CM [ISCTE H.133 PAT*Que].
PEREIRA, Miriam Halpern (2012), Do Estado Liberal ao Estado-Providência: um século em Portugal, Bauru, Editora da Universidade do Sagrado Coração [ISCTE H.133 PER*Est].
PEREIRA, Miriam Halpern (2016), A Primeira República: na fronteira do liberalismo e da democracia, Lisboa, Gradiva [ISCTE H.133 PER*Pri].
PINTO, José Madureira (1993), "A sociologia e as dinâmicas da modernidade", in AA.VV., Estruturas sociais e desenvolvimento (Actas do II Congresso Português de Sociologia), Vol. 1, Lisboa, Fragmentos, pp. 54-61 [ISCTE S.104 Con,1].
PINTO, José Madureira & BORGES, Virgílio (orgs.) (2008), Desigualdades, Desregulação e Riscos nas Sociedades Contemporâneas, Porto, Edições Afrontamento [ISCTE S.191 Des].
REEMTSMA, Jan Philipp (2012 [2008]), Trust and Violence: An Essay on a Modern Relationship, Princeton, Princeton University Press [ISCTE S.191 REE*Tru]; publ. orig. REEMTSMA, Jan Philipp (2008), Vertrauen und Gewalt: Versuch über eine besondere Konstellation der Moderne, Hamburg, Hamburger Edition.
REIS, José (org.) (2014), A Economia Política do Retrocesso: Crise, causas e objectivos, Coimbra, Almedina/Centro de Estudos Sociais [ISCTE E.122(469) Eco,3].
SENNETT, Richard (1998), The Corrosion of Character. The Personal Consequences of Work in the New Capitalism, New York, W.W. Norton and co. [ISCTE S.182 SEN*Cor]; vrs. port. SENNETT, Richard (2001 [1998]), A Corrosão do Carácter: As consequências pessoais do trabalho no novo capitalismo, Lisboa, Terramar [ISCTE S.182 SEM*Cr trd. por]; SENNETT, Richard (2000 [1998]), Corrosión del Carácter: las consecuencias personales del trabajo en el nuevo capitalismo, Barcelona, Editorial Anagrama [ISCTE S.182 SEM*Cor trd esp].
SOROMENHO-MARQUES, Viriato (1998), Razão e progresso na filosofia de Kant, Lisboa, Colibri.
SUPIOT, Alain (2015), “What International Social Justice in the Twenty-First Century?”, Keynote address to the XXI World Congress of the International Society for Labour and Social Security Law, Cape Town, September 15 to 18 [Open Access].
TOURAINE, Alain (1994 [1992]), Crítica da Modernidade, Lisboa, Instituto Piaget [ISCTE S.111 TOU*Cri].
TURNER, Bryan S. (ed.) (1990), Theories of Modernity and Postmodernity, Londres, Sage [ISCTE S.111 The].
TURNER, Jonathan H. (2013), "Theoretical Sociology", in Jonathan H. Turner, Theoretical Sociology. 1830 to the Present, Londres, Sage, pp. 1-6.
WAGNER, Peter (2001), "Modernidade, capitalismo e crítica", Fórum Sociológico, n.º 5/6, pp. 41-70 [ISCTE, cota 694].
WALLERSTEIN, Immanuel, COLLINS, Randall, MANN, Michael, DERLUGUIAN, Georgi & CALHOUN, Craig (2013), Does Capitalism Have a Future?, Oxford, Oxford University Press.
*** ZUBOFF, Shoshana (2021), A Era do Capitalismo de Vigilância – A Luta por um Futuro Humano na Fronteira do Poder, Intrínseca; ZUBOFF, Shoshana (2019), The Age of Surveillance Capitalism – The Fight for a Human Future at the New Frontier of PowerPublic Affairs.
Authors:
Reference: null
Year:
Society and Social Policy
With the completion of the course students should be able to recognize and discuss the themes and concepts subject of the discipline, to analyze the historical evolution of the state and social policies in the context of European societies and, in particular in Portugal, and also to know the major institutions and social policies and the problems they seek to answer.
Program1. Social Policies: boundaries and definitions. Definition and scope in the public policies. Origins and historical development.
2. Welfare State and Social Policies: models, transformations and debates. Typologies, models and distinctive aspects of the Welfare States. Welfare States, drivers of change and adjustment paths. The specificities of the Southern Europe. European social model(s).
3. Social Policies in Portugal: traces, tracks and challenges. Portuguese society and social protection. Education, training and qualification. Social Protection. Health Policies.
The summative evaluation includes:
- Group component: oral presentation (25%),
- Individual component (75%)
The evaluation system also includes a final exam for students who opt for final evaluation form.
Title: - Rodrigues, M. L. ; Silva, P. A. (org.) (2012), Políticas Públicas em Portugal, Lisboa : INCS/ISCTE-IUL.
- Rodrigues, M. L.; Silva, P. A. (org.) (2013), Políticas Públicas para a reforma do Estado, Coimbra, Almedina.
- Pierson, P. (2001). The New Politics of the Welfare State. Oxford: Oxford University Press.
- Pierson, C. (1998). Beyond the Welfare State. The New Political Economy of Welfare. Cambridge: Polity Press.
- Mozzicafreddo, J. P. (1998). Estado Providência e Cidadania em Portugal. Oeiras: Celta Editora.
- Hemerijck, A. (2012). Changing Welfare States. Oxford : Oxford University Press.
- Ferrera, M. ; Hemerijck, A. ; Rhodes, M. (2000). O Futuro da Europa Social - Repensar o Trabalho e a Protecção Social na Nova Economia. Oeiras: Celta Editora.
- Castles, F. G. ; Leibfried, S. ; Lewis, J.; Obinger, H.; Pierson, C. (eds.) (2010). The Oxford Handbook of the Welfare State. Oxford: Oxford University Press.
Authors:
Reference: null
Year:
Title: - Wilthagen, Ton (2004), ?Balancing flexibility and security in European labour markets?, Paper presented at the Conference on Recent Developments in European industria lrelations, organised by the Dutch Socio-Economic Council (SER) within the framework of the Dutch EU presidency (The Hague, 7-8 October 2004) http://www.tilburguniversity.nl/faculties/law/research/reflect/publications/papers/fxp2004-10-wilthagenser.pdf
- Wilthagen, Ton and Frank TROS (2003), "The concept of flexicurity: a new approach to regulating employment and labour markets", Flexicurity Research Papers, 4-2003, Tilburg: Tilburg University. http://www.tilburguniversity.nl/faculties/law/research/flexicurity/publications/papers/fxp2003_4.pdf
- Viegas, José Manuel e António Firmino da Costa (org.) (1998), Portugal, que Modernidade?, Oeiras, Celta Editora.
- Van Parijs, Phillipe (2000), ?Basic Income: a simple and powerful idea for the XXI Century?, Basic Income European Network, VIII International Congress, Berlim, 6-7 Outubro 2000. http://www.etes.ucl.ac.be/bien/Files/Papers/2000VanParijs.pdf
- Torres, Anália Cardoso et al. (2000), ?Trabalho e vida familiar: problemas, soluções e perplexidades?, Cadernos de política social, nº2-3, Lisboa: Associação Portuguesa de Segurança Social, pp29-49.
- Silva, Pedro Adão e Silva (2002), ?Sul da Europa: reflexões sobre a utilidade de um conceito?, Sociologia Problemas e Práticas,
- Silva, Pedro Adão e (2002), ?O modelo de welfare da Europa do Sul: reflexões sobre a utilidade do conceito?, Sociologia Problemas e Práticas, nº 38, pp. 25-59. https://repositorio.iscte.pt/bitstream/10071/382/1/38.03.pdf
- SILVA, Pedro Adão e (1999), ?A crítica ao serviço dos surfistas?, Revista Crítica de Ciências Sociais, nº54, Junho, pp. 91-99.
- Schmid, Gunther and Klaus Schomann (2004), "Managing social risks through transitional labour markets: towards a european social model", Tlm.net Working Papers, 1-2004. http://www.siswo.uva.nl/tlm/root_files/seminalpaper.PDF
- Romero, Ricardo Montoro (1997), ?Fundamentos teóricos de la política social?, in Carmen Alemán Bracho e Jorge Garcés Ferrer (coords.), Política Social, Madrid: McGraw Hill, pp. 33-51.
- Planas, Jordi (2004), ?Formação ao longo da vida: a formação inicial como condição prévia e a sua articulação com a formação contínua?, Cadernos Sociedade e Trabalho, nº 4, Lisboa: MTS, pp.77-88.
- Pierson, Christopher (1998), ?Origins and development of the Welfare State 1880-1975?, in Beyond the Welfare State. The New Political Economy of Welfare, Cambridge: Polity Press, pp. 99-133.
- Pereirinha, José e Daniel Carolo (2006), ?Construção do Estado-Providência em Portugal no período do Estado-Novo (1935-1974): notas sobre a evolução da despesa social?, WP 30/2006. http://pascal.iseg.utl.pt/~depeco/wp/wp302006.pdf
- Palier, Bruno (2002), Gouverner la Securité Sociale, Les Réformes du Système Français de Protection Sociale depuis 1945, Paris: PUF, pp. 15-61.
- OECD (2005), Ageing and employment policies, Paris: OECD, especialmente 13-89 (vários capítulos)
- MTSS (2007), Livro Branco das Relações Laborais, Lisboa: MTSS. (partes II, III ou IV) http://www.mtss.gov.pt/docs/LivroBrancoDigital.pdf
- MTSS (2006), Livro Verde das Relações Laborais, Lisboa: MTSS. http://www.mtss.gov.pt/docs/Livro%20Verde%20sobre%20as%20Rela%C3%A7%C3%B5es%20Laborais.pdf
Mozzicafreddo, Juan (1998), Estado Providência e Cidadania em Portugal, Oeiras, Celta Editora.
- Montagut, Teresa (2004), Política Social: una introducción, Madrid: Ariel, pp.19-28
- Meulders, Danièle, Robert Plasman, Jérôme de Heneau, Leila Maron, Sile O?Dorchai (2007), Trabalho e maternidade na Europa, condições de trabalho e políticas públicas, in Cadernos de Pesquisa, v.37, pp. 611-640. http://www.scielo.br/pdf/cp/v37n132/a0637132.pdf
- Matias, Álvaro (1999), Economia da Segurança Social, Lisboa: Associação Portuguesa da Segurança Social, pp.87-140 e 150-197. http://www.portugal.gov.pt/NR/rdonlyres/BF2E7DA8-4F29-469D-ABDC-7D7089F116E5/0/Acordo_Reforma_Seguranca_Social.pdf
- Madson, Per K. (2002), "Security and flexibility, friends or foes? Some observations from the case of Denmark", comunicação à 2ª conferência França/OIT "The future of work, employment and social protection", Genéve: IILS/ILO http://www-ilo-mirror.cornell.edu/public/english/bureau/inst/download/madsen.pdf
- Leitão, Maria Josefina (2002), ?O sistema de relações de trabalho português no contexto europeu?, Lisboa/ Oeiras: MTS/Celta, Cadernos Sociedade e Trabalho, nº1, Trabalho e Relações Laborais, pp.213-231López, Luís Vila (1997), ?Política social europea? in Carmen Alemán Bracho e Jorge Garcés Ferrer (coords.), Política Social, Madrid: McGraw Hill, pp. 103-132.
- Karamessini, Maria (207), The southern european social model: changes and continuities in recent decades, Geneve: ILO
- Hemerijck, Anton (2006), "Recalibrating Europe's semi-sovereign welfare states", WZB discussion papers, Berlin: Social Science Research Center. http://skylla.wz-berlin.de/pdf/2006/i06-103.pdf
- Goméz; Manuel Herrera e Pedro Castón Boyer (2003), Las políticas sociales en las sociedades complejas, Madrid: Ariel, pp. 21-46.
- Goodin, Robert E., Bruce HEADEY, Ruud MUFFELS e Henk-Jan DIRVEN (2000), ?The real worlds of welfare capitalism?, in Christopher Pierson e Stephen Castles, The Welfare State Reader, Cambridge: Polity Press, pp. 171-188.
- Fundação Giacomo Brodolini (2006), Job instability and family trends, Roma: FGB, pp. 15-37.
- Freire, João (2002), ?O sistema de relações colectivas de trabalho em Portugal?, Lisboa/ Oeiras: MTS/Celta, Cadernos Sociedade e Trabalho, nº1, Trabalho e Relações Laborais, pp. 85-96.
- Flaquer, Lluis (2000), Las perspectives familiars en una perspectiva comparada, Madrid: Fundación ?La Caixa? http://obrasocial.lacaixa.es/StaticFiles/StaticFiles/fc6f75cd4a2ef010VgnVCM200000128cf10aRCRD/es/es03_esp.pdf
- Flaquer, Lluis (2000), ?Family policy and welfare state in Southern Europe?, WP nº 185, Barcelona: Institut de Ciències Politiques i Socials. http://www.recercat.net/bitstream/2072/1280/1/ICPS185.pdf
- Ferrera, Maurizio (1996), ?The 'southern model' of welfare in social Europe?, Journal of European Social Policy, 6 (1): 17-37.
- European Foundation for the Improvement of Living and Working Conditions (EIRO), Fertility and family issues in an enlarged Europe, Dublin: EIRO, especialmente 1-22 e 71-80.
- European Commission (2007), Europe?s demographic future: facts and figures on challenges and opportunities, Bruxelas: European Commission (vários capítulos).
- Erskine, Angus (2003), ?The approaches and methods of social policy?, in Pete Alcock, Angus Erskine e Margaret May (eds.), The student?s companion to social policy, Oxford: Blackwell Publishing, 2ª ed, pp. 11-16 [1ª ed: 1998].
- Dornelas, António (2008), ?Os trabalhos de Sísifo e o mundo do trabalho em Portugal?, in Cadernos de Ciências Sociais, nº 25-26, pp.55-95
- Dornelas, António (2007), "Que modelo de flexigurança?", comunicação à Conferência "Os desafios centrais da flexigurança", Presidência Portuguesa da União Europeia, Setembro 2007, Lisboa: MTSS. http://www.mtss.gov.pt/eu2007pt/preview_documentos.asp?r=377%20&m=PDF
- Dornelas, António (1997) ?As relações laborais em Portugal: é possível mudar? É possível não mudar??, Lisboa: MTS.
- Centeno, Luís (2006), Flexibilidade e segurança no mercado de trabalho português, Lisboa: MTSS.
- Carneiro, Roberto (2007), Baixas qualificações em Portugal, Lisboa: MTSS, Colecção Cogitum, nº 29, pp. 5-46 e 111-130.
- Carneiro, Roberto (coord.) (2000), Educar e Aprender no Século XXI, tendências e desafios, Lisboa: MTS, pp.75-110 e 255-274.
- Capucha, Luís (2005), Desafios da Pobreza, Lisboa: Celta.
- Carolo, http://www.xrepp.cat/typo/fileadmin/Image_Archive/seminaries/DC_Barcelona_2008-1.pdf
- Cabral, Nazaré da Costa (2001), O financiamento da segurança social e suas implicações redistributivas. Enquadramento e regime jurídico, Lisboa: Associação Portuguesa da Segurança Social, pp47-126.
- Briggs, Asa (2000), ?The Welfare State in historical perspective?, in Christopher Pierson e Stephen
- Bernardo, Joaquim (2004), ?Da educação e formação à educação-formação ? dois mundos complementares ou concorrentes??, Cadernos Sociedade e Trabalho, nº 4, Lisboa: MTS, pp.57-75
- Beck, Wolfgang, Van der MAESEN, Laurent e WALKER. Alan (orgs) (1997), The Social Quality of Europe, Londres, Kluwer Law International.
- Auer, Peter (2006), ?Mobilidade protegida para o emprego e o trabalho digno: segurança no mercado de trabalho num mundo globalizado?, in Sociedade e Trabalho, nº 27, Lisboa: MTSS, pp.
- Auer, Peter (2007), "From job security to labour market security: flexi-curity for reducing labour market segmentation", comunicação à Conferência "Os desafios centrais da flexigurança", Presidência Portuguesa da União Europeia, Setembro 2007, Lisboa: MTSS. http://www.mtss.gov.pt/eu2007pt/preview_documentos.asp?r=382%20&m=PDF
- Auer, Peter (2005), "Protected mobility for employment and decent work: Labour market security in a globalised world", Employment Strategy Papers, Genéve: OIT. http://www-ilo-mirror.cornell.edu/public/english/employment/strat/download/esp2005-1.pdf
- Arcanjo, Manuela (2006), ?Ideal (and real) types of welfare state?, Working Paper 06/2006, Lisboa: ISEG-UTL.
- Adnett, Nick e Stephen Hardy (2005), ?The future of the European Social Model: modernisation or evolution?, in The European Social Model, Londres: Edward Elgar, pp. 198-212.
- AA.VV (2002), Portugal 1995-2000, Perspectivas de evolução social, Oeiras, DEPP-MTS/Celta Editora.
Authors:
Reference: null
Year:
Planning Methodologies
- Acquisition of theoretical and conceptual knowledge about planning methodologies within the framework of public policies, with emphasis on the systemic approach.
- Acquisition of methodological and technical-operational knowledge about the methods and contents of the main phases of a planning methodology.
Module 1. PLANNING AND PUBLIC POLICIES
1.1 Framing in the public policies context
1.2 Operationalising public policy concept
1.3 Formulating, designing and programming public policies
1.4 Planning as an intervention for change
2. MAIN PHASES OF A METHODOLOGY FOR SOCIO-ECONOMIC PLANNING
2.1. Diagnostic
2.2. Strategy
2.3. Action Plan
2.4. Management, monitoring and evaluation
IThe evaluation throughout the semester uses the preparation of two practical assignments. The final grade will be obtained using the following weighting:
• First work (in group) - 70% of the final grade;
• Second work (individual) - 30% of the final grade.
The first work includes a public presentation of it.
To pass, it is necessary to have a minimum of 75% attendance at classes.
The course also includes the modality of evaluation by exam under the terms defined in the General Regulation for the Assessment of Knowledge and Skills.
Title: CAPANO, G., HOWLETT, M., RAMESH, M. e VIRANI, A. (2019). Making policies work: First- and second-order mechanisms in policy design. Edward Elgar Publishing.
CAPUCHA, L. & CARAMELO, S. (2024). Ciências sociais aplicadas: planeamento e avaliação de políticas públicas. Almedina.
HOWLETT, M. & MUKHERJEE, I. (eds) (2018). Routledge handbook of policy design. Routledge.
HOWLETT, M. (2019). Designing public policies: Principles and instruments. (2nd. Ed.). London: Routledge.
MCNABB, D. e LEE, C. (2020). Public sector strategy design: Theory and practice for government and nonprofit organization. Abingdon: Routledge.
Authors:
Reference: null
Year:
Title: BAMBERGER, M. J., RUGH, J. e MABRY, L. (2006), RealWorld evaluation. Working under budget, time, data and political constrains, Sage, London.
BAMBERGER, Michael (eds.) (2000), Integrating quantitative and qualitative research in development projects, The World Bank, Washington.
BARBIER, Jean-Marie (1996), Elaboração de projectos de acção e de planificação, Porto Editora, Porto.
BARBIER, René (1996), La recherche action, Anthropos, Paris.
BRYSON, John (1995), Strategic planning for public and non-profit organisation, Jossey-Bass, São Francisco.
BUSQUETS, Juan (1995), Planeamiento: pasado reciente y futuro proximo, Sociedade e Territorio, n.º 22, pp.10-21.
CALDAS, José Maria e PERESTRELO, Margarida (1998), Instrumentos de análise para o método dos cenários: I - Análise estrutural, Documento de Trabalho de DINÂMIA ? WP98/09, Novembro de 1998.
CALLEY, N. (2011), Program development in the 21st Century: an evidence-based approach to design, implementation and evaluation, Sage.
CASTRO CALDAS, José Maria (2001), Escolha e instituições: análise económica e simulação multiagentes, Celta Editora, Oeiras.
COMISSÃO EUROPEIA (1999), Evaluating socio economic development, Serviço das Publicações Oficiais das Comunidades Europeias, Luxemburgo.
COMISSÃO EUROPEIA (2003), Means collection: evaluating socio economic programmes ? the guide, sl.
DE COURSON, Jacques (1999), La prospective des territoires, concepts, méthodes, résultats, Éditions CERTU, Paris.
DGOTDU (1996), Guia para a Elaboração de Planos Estratégicos de Cidades Médias, DGOTDU, Lisboa.
DUROSE, C. e RICHARDSON, L. (2016). Designing public policy for co-prodution: Theory, practice and change. Policy Press.
ECKERT, Denis (1996), Évaluation et prospective des territoires, GIP RECLUS ? La Documentation Française, Paris.
FISCHER, Franc e FORESTER, John (eds.) (1993), The argumentative turn in policy analysis and planning, UCL Press, Londres.
FORESTER, John (1993), Critical theory, public policy and planning practice, State University of New York Press, Albany.
FRIEDMAN, John (1987), Planning in public domain: from knowledge to action, Princeton University Press, New Jersey.
FUNNELL, S. e ROGERS, P. (2011), Purposeful program theory: effective use of theories of change and logic models, Jossey-Bass, San Francisco.
GABINA, Juanjo; (1998), Prospectiva y Ordenación del Território, Marcombo Boixareu Editores, Barcelona
GODET, M (1991), Prospectiva e Planificación Estratégica, S. G. Editores, Barcelona
GODET, Michel (1993), Manual de prospectiva estratégica, da antecipação à acção, Publicações D. Quixote, Lisboa.
GODET, Michele DURANCE, Philippe (2008), La prospective stratégique : pour les entreprises et les territoires, Dunod, Paris.
GOUX-BAUDIMENT, Fabienne (2000), Donner du futur aux territoires, Éditions CERTU, Paris.
GREED, Clara (2000), Introducing Planning, The Athlone Press, Londres.
GUERRA, I. (2007), Fundamentos e processos de uma sociologia de acção: o planeamento em ciências sociais, 2.ª Ed., Princípia, Cascais.
GUERRA, Isabel (2000), Planeamento Estratégico das Cidades: Organização do Espaço e Acção Colectiva, Cidades ? Comunidades e Territórios, nº 1, CET/ISCTE, pp. 37-55.
GUERRA, Isabel (2005), O planeamento no contexto de uma sociologia da acção, Cidades - Comunidades e Territórios, n.º 10, pp. 13-24.
GUERRA, Isabel (2006), Participação e Acção Colectiva - Interesses, conflitos e consensos, Princípia, Cascais.
GUERRA, Isabel (2006), Pesquisa qualitativa e análise de conteúdo, Princípia, Cascais.
HATEM, Fabrice (1996), Introdution à la prospective, Economia, Paris.
HILL, Manuela e HILL, Andrew (1998), A construção de um questionário, Documento de Trabalho de DINÂMIA ? WP98/11, Outubro de 1998.
HOWLETT, M. (2019). The policy design primer: Choosing the right tools for the job. Routledge.
HOWLETT, M., RAMESH, M e PERL, A. (2020). Studying public policy: policy cycles and policy subsystems. (4th. Ed.) Oxford: OUP.
IMPERATORI, Emílio e GIRALDES, Mª Rosário (1993), Metodologia do Planeamento da Saúde, Escola Nacional de Saúde Pública, 3.ª Ed., Lisboa
JOUVENEL, Hughes (1999), La démarche prospective. Un bref guide méthodologique, Futuribles, n.º 247, pp. 47-67.
KETTNER, P., MORONEY, R. e MARTIN, L. (2013), Designing and managing programs: an effectiveness-based approach, 4. Ed., Sage, Thousand Oaks.
LEMAIGNAN, C. e DOMERGE, J. (1991), Développer une réflexion prospective en région, Aditech, Paris.
MAYER, Robert (et. al.)(2000), Méthodes de recherche en intervention sociale, Gaëtan Morin Éditeur, Boucherville.
MÉGAR, Dominique (2017), La communication publique et territoriale, 2.ª Ed., Dunod, Malakoff.
MINZTBERG, Henry (2004), Grandeur et décadence de la planification stratégique, Dunod, Paris.
NEVES, António (1996), Planeamento Estratégico e Ciclo de Vida das Grandes Cidades, Celta, Oeiras.
NORAD (1999), The logical framework approach: handbook for objectives-oriented planning, 4.ª Ed., NORAD, Oslo.
PERESTRELO, Margarida (2002), Planeamento Estratégico e Avaliação: Metodologias de Análise Prospectiva, Cidades ? Comunidades e Territórios, nº 4, CET/ISCTE, pp. 33-43.
PERESTRELO, Margarida e CALDAS, José (1996), Estratégia de actores: prospectiva e avaliação, Sociologia ? Problemas e Práticas, n.º 22, pp. 81-94.
PERESTRELO, Margarida e CALDAS, José Maria (2000), Instrumentos de análise para o método dos cenários: II ? Estratégia de actores, Documento de Trabalho de DINÂMIA ? WP2000/17, Março de 2000.
REEVES, D. (2005), Planning for diversity. Policy and planning in a world of difference, Routledge, Abingdon.
RIETBERGEN-MCCRACKEN, Jennifer e NARAYAN, Deepa (eds.)(1998), Participation and social assessment: tools and techniques, The World Bank, Washington.
RODRIGUES, Walter (2005), Planeamento e Governança Territorial: uma Reflexão Sociológica a Partir do Terreno, Cidades ? Comunidades e Territórios, nº 10, CET/ISCTE, pp. 25-34.
SORIANO, Fernando I. (2013), Conducting needs assessments: a multidisciplinary approach, second edition, Sage, Thousand Oaks.
WANDERSMAN, Abraham (et. al.) (1990), Getting to outcomes: methods and tools for planning, self-evaluation and accountability, CSAP, Rochville.
WITKIN, Belle e ALTSHULD, James (1996), Planning and conducting needs assessments: a practical guide, Sage, Londres.
WU, X., RAMESH, M., HOWLETT, M. e FRITZEN, S. (2017). The public policy primer: managing the policy process. (2nd. Ed.). Routledge.
Authors:
Reference: null
Year:
Sociology Placement
Students who attend Sociology Placement will be able to:
LO1- be familiar with sectors of the labour market where sociologist work
LO2- understand sociologists professional practice, the problems they face and the solutions encountered in the exercise of their professional activities
LO3- develop capabilities for using sociological theories and methodologies in the scientific and technical work conducted by sociologists
LO4- apply sociology deontological principles and acknowledge the ethical and civic implications of the professional activity of sociologists
LO5- make use of general skills in research, team work and problem solving
S1. Organisation of the student placement process;
S2. Definition of the placement location and schedule;
S3. Formalisation of the placement: preparation of protocol, identification of the external advisor, preparation of a work plan conjointly with the institution, definition of the placement general goals;
S4. Preparation to integrate the placement location: guiding sessions;
S5. Integration into the regular activities of the organisation/institution, within their valences and teams;
S6. Placement report on the work undertaken, including the characterisation of the organisation where the placement took place;
S7. Presentation in a seminar on the activities carried out during the placement and critical assessment.
Completion of a placement report(10-15pp)with the following elements: Characterisation of the institutional context(history, organization,mission, and services,organisational structure and mode of operation); Background of the department/service where the placement takes place; Description of the activities undertaken(roles, responsibilities,agents, work processes, used methodologies); Contributions of the sociological knowledge mobilised in carrying out those activities; Critical assessment; Bibliography
BibliographyTitle: Costa, A. F. (2004), "Será a sociologia profissionalizável?", em Gonçalves M.C. e outros (org.), Sociologia no Ensino Superior: Conteúdos, Práticas Pedagógicas e Investigação, Porto, FLUP.
Carreiras, H., F. Freitas e I. Valente (org.)(1999), Profissão Sociólogo, Oeiras, Celta Editora.
Capucha, Luís (2008), Planeamento e avaliação de projetos. Guião prático. Lisboa, ME/DGIDC
Associação Portuguesa de Sociologia, Código Deontológico.
Authors:
Reference: null
Year:
Title: Valente, I., F.L. Machado e A. F. Costa (orgs.) (1995), Experiências e Papéis Profissionais de Sociólogos, Lisboa, Associação Portuguesa de Sociologia.
Machado, F.L. (2009), "Meio século de investigação sociológica em Portugal: uma interpretação empiricamente informada", Sociologia, 19, pp. 283-343.
Authors:
Reference: null
Year:
Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
2nd year, 2nd semester 2022/2023
Daytime
Introduction to Anthropology
Introduction to Demography
Introduction to Political Science
Introduction to Economy
Introduction to Social Psychology
Evening
Introduction to Anthropology
Introduction to Economy
Introduction to Social Psychology
Introduction to Contemporary History
3rd year, 1st semester
Daytime
Sociology of the Media
Urban Sociology
Sociology of Health
Sociology of Law
Economic Sociology
Evening
Sociology of Culture
Sociology of Work
Sociology of International Migrations
3rd year, 2nd semester
Daytime
Sociology of communication
Sociology of Education
Environmental Sociology
Sociology of the Family
Evening
Sociology of Gender
Sociology of Development
Sociology of Networks and Information
Sociology of Consumption and of Lifestyles
Sociology Placement
For more information about curricular internship, please contact: career-services.espp@iscte-iul.pt
Objectives
The general objectives of the course are to provide a university degree in sociology that allows a fruitful platform, both to develop the employability of the trainee and to base subsequent postgraduate training, through appropriate articulation between them:
- Solid knowledge of the main debates and concepts of sociology and sociological theories.
- Pluridisciplinary coverage supported by a varied range of optional disciplines, introduction to other social sciences, areas of sociological specialization and free choice within the institution's training offer.
- Diversified and in-depth methodological skills, based on the teaching of extensive and intensive methods and extensive training in quantitative and qualitative data analysis.
- Technical operationalization of methodological skills and theoretical knowledge acquired, in laboratory training, aimed at testing their practical application (academic and professional).
Accreditations