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Presentation
Presentation
The notions of social interaction and communication find their genealogy and privileged use in North
American philosophy and sociology, namely in pragmatism with John Dewey, in the Chicago School with
George Herbert Mead and Robert Park, in symbolic interactionism and sociology by Erving Goffman. In
addition, the course seeks to provide a perspective on theories that see the interaction in processes of
knowledge formation. Furthermore, it is intended to explore, in the context of contemporary theories of
communication, the role of technology in promoting original processes of social interaction, the
constitution of identities and the relationship with the world.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Doctorate | Semestral | 10
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULHT1099-12549
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
I. Social interaction and communication as interaction
1. The notions of social interaction and communication as interaction in north-American pragmatism.
John Dewey: ‘social interaction’, ‘experience’, communication and ‘public’. Communication as participation and condition of culture, and the constitution of publics and "public opinion".
2. Chicago School and symbolic interactionism.
Charles Cooley, George Herbert Mead and Robert Ezra Park.
3. Erving Goffman's dramaturgical theory.
4. Social construction of reality.
5. Risk society and management of risk in a multimediated society.
6. Cyberculture and networked society.
7. Networked self, mediated sociability and identities.
8. Deep mediatization. Datafication and quantified self.
9. Theories and research methods in communication and interaction.
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Objectives
Objectives
It is intended to learn historically situated theories and concepts, with a view to acquiring skills in their use
and application, enabling students to understand and discuss theories and to apply concepts for critical
discussion and analytical purposes, treatment of empirical objects, data or corpus.
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Teaching methodologies and assessment
Teaching methodologies and assessment
Teaching methodologies include presentation and critical discussion of concepts and theories combined
with the analysis and debate of ideas from previously selected texts or multimedia resources. Reflections
on the students' ongoing projects will be encouraged.
The assessment consists of a research project or a report with a selection of relevant theoretical
framework from the syllabus, with discussion and critical analysis of the topics covered, conceptualization
and design (project)/empirical application (report).
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References
References
Beck, U., & Beck-Gernsheim, E. (2002). Losing the Traditional: Individualization and «Precarious Freedoms». Em Individualization: institutionalized individualism and its social and political consequences (pp. 1-21). Sage.
Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A treatise in the sociology of knowledge. Doubleday.
Couldry, N., & Hepp, A. (2017). The mediated construction of reality. Polity Press.
Dewey, J. (1929). Experience and Nature [Versão electrónica]. Open Court.
Van Dijck, J. (2010). The network society: social aspects of new media (2. a ed.). Sage.
Goffman, E. (1993 [1959]). A Apresentação do Eu na Vida de Todos os Dias. Relógio d’Água.
Papacharissi, Z. (2010). A Networked Self: Identity, Community, and Culture on Social Network Sites. Routledge.
Wahl-Jorgensen, K. (2013). The Chicago School of Sociology and Mass Communication Research. In A. N. Valdivia (Ed.), The International Encyclopedia of Media Studies (pp. 554-577). Wiley.
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Office Hours
Office Hours
Nome do docente
Horário de atendimento
Sala
Ana Jorge
Flexível, por marcação
U.1.2 ou videoconferência
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Mobility
Mobility
No