Social Interaction and Communication
Part of this Programme
Level of Qualification|Semesters|ECTS
Doctorate | Semestral | 10
Year | Type of course unit | Language
2 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
150 | 30
Recommended complementary curricular units
Prerequisites and co-requisites
I. Social interaction and communication and interaction 1. The notions of social interaction and communication and interaction in American pragmatism, in symbolic interactionism and the Chicago School. 2. Analysis of the concepts of social interaction, experience, communication and pubic Dewey. Discussion on communication as participation and on the constitution of the public. 3. The contributions of the Chicago School (Mead Park), symbolic interactionism and Goffman's sociology in the study of the interaction and communication. 4. Garfinkel and ethnomethodological study of the communication situation. 5. Analysis of approaches to communication situation, reception and public sociology French-inspired pragmatist (Dayan, Cefaï). II. Social interaction and technology: the theory of mediation
The notions of social interaction and communication are the genealogy and its privileged use in philosophy and sociology, U.S., in particular with John Dewey's pragmatism, the Chicago School with George Herbert Mead, Robert Park, in symbolic interactionism and the sociology of Erving Goffman. Objective is to understand and discuss these approaches in order to understand communication as sharing and association, aiming to realize even the constitution of publics. In addition, we intend to explore in the context of contemporary theories of communication, the role of technology in promoting unique processes of social interaction.
Knowledge, abilities and skills to be acquired
It is intended learning concepts and theories in order to acquire skills in the use and application of the same, enabling students to understanding and discussion of the application of theories and concepts with the purpose of critical discussion and analytical purposes of treatment empirical objects, data or corpus.
Teaching methodologies and assessment
Presentation and critical discussion of concepts and theories combined with the analysis and debate of ideas from texts previously selected. Preparation of a report or research paper on the syllabus, with discussion and critical analysis of themes and treatment and application of concepts.
CEFAI and PASQUIER (ed.) (2003). Les Sens du public. Publics politiques, publics médiatiques, Paris: PUF DAYAN, D. (2006). "Television, the quasi-public", in ABRANTES, JC and DAYAN, D. (Ed.) Television: the public hearings. Lisbon: Horizon Books, pp. 29-50 DEWEY, J. (2010). The Public and its Problems, in The collected works of John Dewey. The later Works, vol.2, 1925-1927, Southern Illinois University Presse DEWEY, J. (1929). Experience and Nature, New York: Norton DEWEY, J. (2010). Art as experience, in The collected works of John Dewey. The later Works, vol.10, Southern Illinois University Presse Goffman, E. (1991). Les cadres de l'expérience, Paris: Minuit MEAD, GH (1963), L'Esprit, le Soi et la Société, Paris: E. And G. Kaelin Thibault, PUF