Class Education, Human Rights and Citizenship

This Curricular Unit in Education enables the student to intervene in educational areas of central, regional, or municipal administration and act in several socio-educational spaces. It enables students to acquire skills to take responsibility for their acts and to respect the opinions of others and other cultures and ethnicities. Given the discipline program, it enables a personal organisation to manage its work plan autonomously.  

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I. Human Rights Human Rights and the Western tradition; Human Rights and human needs; Declaration of the Rights of Man and of the Citizen; Universal Declaration of Human Rights; Convention on the Rights of the Child. II. Citizenship National, European and global citizenship; Origin and evolution of the concept of citizenship; Liberal, republican and secular citizenship; Democratic citizenship; Citizenship and diversity. III. Education and Citizenship Citizenship Education (Basic Law of the Educational System - Law No. 46/86); National Citizenship Education Strategy (ENEC); Citizenship and Development Education (Decree-Law No. 55/2018, 6 July). IV. Policies and Foundations of Human Rights Education Sustainable Development Goals (2030 Agenda); The European Union and the 2030 Agenda for Sustainable Development; Good governance and principles of European democratic governance.

The organization of the teaching-learning process is predominantly based on face-to-face delivery, combining theoretical and theoretical-practical classes, in coherence with the pedagogical model of the study cycle. The methodology integrates the PBL Model (Problem-Based Learning), prioritizing learning through problem-solving and the analysis of real or simulated situations within the field of Global Citizenship Education and Human Rights Education. This approach enhances autonomy, critical thinking, evidence-based argumentation, and teamwork skills.   Assessment is aligned with the learning outcomes and prioritizes continuous assessment: Attendance and qualified participation in classes - 10% Group assignment with oral presentation in class (PBL model) - 40% Written test (mid-term assessment) - 50% Alternatively, students may choose final assessment by examination (100%).

  ONU. (2015). Transformar o nosso mundo: Agenda 2030. Gonçalves, M. N. (2004). O despontar da cidadania no Portugal de Oitocentos. Revista Lusófona de Educação, (3), 89-107. Serrão, J. (2023). Currículo e cidadania: crenças dos docentes. In J. Serrão, M. Neves, H. Bracons, J. Brás & A. Cabral (Eds.). Humanismo e desafios de cidadania. (pp. 26-39). Edições Universitárias Lusófonas. ISBN 978-989-757-231-9. DOI 10.24140/2023/HDC-978-989-757-231-9-2 Serrão, J., Gonçalves, M., Bracons, H. & Brás, J. (Eds.). (2025). Humanismo e Ciência: Um diálogo necessário. Edições Universitárias Lusófonas. ISSN 978-989-757-321-7 (papel); ISSN 978-989-757-322-4 Serrão, J., Neves, M., Bracons, H., Brás, J. & Cabral, A. (2022). Humanismo, Direitos Humanos e Cidadania Global: II Congresso Internacional 2021.Edições Universitárias Lusófonas. ISBN 978-989-757-204-3 Silva, A.M & Tavares, C. (2010). Políticas e Fundamentos em Direitos Humanos. Cortez.