Presentation

It is intended, based on the theoretical preparation of this curricular unit - where several examples will complement each other - to create competences in several areas:

- In the domain of theoretical knowledge and sociological problematizations;

- Capacity for sociological reflection (sociological imagination, within logic and coherence) from the authors and their concepts, notions and categories seized;

- Instrumental skills for the investigation of society, with the determination of "objects of study" (social problems) according to the identification of "sociological problems" understood as "real objects";

- Capacity in the critical analysis on the contemporary society (in the diversity of problems, interests and needs);

- Competences for the encounter of the reflection subordinated to the exercise of citizenship with the use of the theories studied.

Part of this Programme

Sociology and Labour Economics: Economic Intelligence and Cooperation in Lusophone Space

Level of Qualification|Semesters|ECTS

| Semestral | 6

Year | Type of course unit | Language

1 |Mandatory |Português

Code

ULHT1730-14793

Recommended complementary curricular units

Not applicable

Prerequisites and co-requisites

n/a

Professional Internship

Não

Syllabus

The logic of theoretical construction and empirical analysis.

Birth and evolution of sociology and increasing complexity (social, economic, political and symbolic). The Chicago School (Park, Burgess and Wirth) and functionalist theories (Merton) to structuralists and structural-functionalism (Parsons). The interest of symbolic interactionism (Goffman) and the understanding of the civilizational process (Elias). The Frankfurt School emphasizes communicative action and the world of life (Habermas), mass culture (Adorno), industrialism and consumerism (Marcuse). The conflict theory refers to the functions of conflict (Coser) and the articulation between social cohesion and political freedom (Dahrendorf). In the French School the social movements (Touraine) are mentioned. In constructivist structuralism it is aimed at the perspectives of the symbolic, field, habitus and capital (Bourdieu). Reflective modernization, risk society, security and territory (Giddens, Beck and Foucault).

Objectives

The objectives of this curricular unit are to deepen the theoretical proposals of contemporary authors - definition and articulation of concepts, notions, categories and respective scientific works - with the aim of providing theoretical tools for sociological analysis.
The acquisition of theoretical instrumentalization is carried out in a systematic way, taking into account the large currents where the authors are inserted, allowing an adequate knowledge for the theoretical work and for the future empirical investigations.
Derived goals focus on:

Understanding the emergence and indispensability of theories;

Motivation for the great structuring fields of contemporary sociology;

The usefulness of theories for theoretically oriented empirical work;

Preparation of sociological reasoning, consistently critical-analytical;

Development of this reasoning, creative but with the maximum of assertive rigor, for application in the understanding of the problems of the society.

Teaching methodologies and assessment

In the teaching methodologies we integrate theoretical classes (expository) and theoretical-practical classes (in direct work with the students).

Theoretical classes will be presented theories, authors and selected themes.

Each program content will be rigorously identified and developed, presenting students with a detailed motivational program.

With a part of the theoretical-practical class, students are expected to participate actively in the reflection and debate of ideas. In these classes students will be encouraged to work on the thematic contents of the program, either through the analysis of texts, worksheets, or through oral presentations and debate that, together, counts towards the evaluation.

The participation of the students and the requirement of prior readings, or accompaniment, with the works properly oriented, will be important elements of class development.

References

Beck, U (2015). Sociedade de risco mundial. Lisboa: Edições 70

Beck, U & Gidens, A., Lash, S. (2000). Modernização Reflexiva. Oeiras: Celta

Bourdieu, P (1997). Razões Práticas. Oeiras: Celta

Bourdieu, P (1997). O Poder Simbólico. Algés: Difel

Ferreira, J. et al. (1995). Sociologia. Alfragide: Editora McGraw-Hill de Portugal

Foucault, M (2008). Segurança, Território, População. S. Paulo: Martins Fontes

Foucault, M (2005). Em Defesa da Sociedade. S. Paulo: Martins Fontes

Goffman, E (1988). Estigma. Rio de Janeiro: Guanabara

Giddens, A (2000). Sociologia. Lisboa: Fundação Calouste Gulbenkian

Giddens, A (2000). O Mundo na Era da Globalização. Lisboa: Presença

Merton, Robert K (1968). Sociologia. Teoria e Estrutura. S. Paulo: Editora Mestre Jou

Parsons, T (1969). Sociedades. São Paulo: L. Pioneira Editora

Tar, Zoltan (s/d). A Escola de Francoforte. Lisboa: Edições 70

Touraine, A (1996). O Retorno do Actor. Ensaio de Sociologia. Lisboa: Instituto Piaget

Turner, B (2002). Teoria Social. Miraflores: Difel

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