To provide students with substantive knowledge of the major developments in contemporary societies 1. Understand the genesis of social problems; 2. Understand the specific development patterns of Portuguese society as a society of intermediate development; 3. Develop the ability to observe and interpret socio-cultural diversity within Portuguese society itself.
Programme
1. Development asymmetries, migration and urbanisation 1.1 Development asymmetries in Portuguese society and internal migration 1.1.1 The processes of coastalisation and urbanisation: transformation of lifestyles and spatialisation of social inequalities 1.2 Dynamics of economic, social and political development and large-scale migration movements 1.2.1 Micro and macro-sociological theories explaining migratory movements 1.2.2 Consequences of migration on the sending and receiving societies 1.2.3 The social and cultural integration of migrants in host societies
2. Expansion of schooling and unequal distribution of opportunities to access valued cultural resources 2.1 Economic development, political democratisation and the education system 2.2 Extending schooling and the complexities of entering adult life 2.3 School institutions and social inequalities
3. Family changes in Western societies: an irremediable factor in the weakening of primary solidarity? 3.1 Main functions of the family 3.2 Main changes in family structures 3.2.1 From production unit to income and consumption unit; generalisation of women's paid work 3.2.2 From the patriarchal hierarchisation of parental roles to the democratisation of intra-family relations
3.2.3 Transformations in marital patterns: the impact of the growth of the "middle" classes 3.2.4 Mismatches between marital and parental relationships - family recompositions 3.3 Plurality of values and practices regarding the family in contemporary Portuguese society - families and social milieus
4. Population and ageing: major demographic trends 4.1 Demographic changes in Portuguese society 4.1.1 Double ageing 4.1.2 Causes and consequences of ageing
Demonstration of the syllabus coherence with the curricular unit's learning objectives
This subject provides a set of fundamental concepts and theories for interpreting social problems, namely those related to the inscription of social inequalities in the territory, the transformations of family institutions and their functions, namely the socialising function, the phenomenon of the expansion of schooling and the tensions, conflicts and ruptures that run through the education system and illness, ageing and death as situations that generate suffering associated with the socio-demographic transformations that permeate Portuguese society. Addressing this content is fundamental for an effective understanding of the genesis of social problems, overcoming common-sense views that prevent intervention that is truly geared towards the real causes of the problems (for example, combating individualistic and naturalistic views that place the responsibility for school failure on the students; understanding that economic changes, particularly the development of wage labour, have contributed to a change in the ties that unite the generations, with implications for family organisation).
Main literature
Peixoto. J.;As Teorias Explicativas das Migrações: Teorias Micro e Macro-Sociológicas. , Socius Working Papers, 11, SOCIUS: Centro de Investigação em Sociologia Económica e das Organizações, 2004
Almeida, J. F. (coord.);Introdução à Sociologia, Universidade Aberta,, 1994
Estevens, A. ;A cidade neoliberal., Deriva. (pp.21-31), 2017
Barreto, A. ;Mudar de vida. O fim da sociedade rural, Ed. Publico, 2007
Worsley, P. ;Introdução à Sociologia, D. Quixote, 1983
Giddens, A.;Sociology, Polity Press, 2021
Wacquant, L. ;A estigmatização territorial na idade da marginalidade avançada, Sociologia ¿ Revista da FLUP, 16, 27-39, 2006
Learning Methods
Social Phenomena 2 is a theoretical subject. However, the lessons are not merely an exposition of the content, but also include a variety of activities to stimulate learning: practical exercises to calculate various indicators with the aim of training reasoning; analysis of the results of calculations made or statistical data (on the Portuguese reality compared to other European countries) with the aim of identifying social phenomena and the specificity of the national reality, reading and discussion of texts provided, viewing films/documentaries on the Portuguese reality in terms of urbanisation and associated processes, as well as major demographic transformations and their consequences, particularly on family structures.
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
45
Individual test
Teste/Exame
2
Independent study
Study
78
Total:
125
Continuous Assessment
Students can choose one of the following assessment methods:
1. Distributed assessment (Article 11 of the Knowledge Assessment Regulations) which will consist of:
a) The completion of TWO individual written tests: weighting of 45% each test. The 1st test will take place on 20 March 2024; the 2nd test will take place on the day of the final exam.
b) Participation in classes: weighting of 10% (up to 1 value for students who attend 75% or more of classes + up to 1 value for active participation in classes).
2. Final Exam (Article 12 of the Knowledge Assessment Regulations): A final written exam on the contents of the four chapters of the course.
Final Exam
Distributed assessment
1st test = 45% 2nd test = 45% Class participation = 10%
OR
Final exam
Written exam (100%)
Proofs and special works
Not applicable.
Special Assessment (TE, DA, ...)
According to the Knowledge Assessment Regulations.
Improvement of final grade
According to the Knowledge Assessment Regulations.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Understanding and scientific analysis of the genesis of social problems closely related to the inscription of social inequalities in the territory, changes in family structures, developments in schooling and their consequences and ageing, as well as the ability to observe and interpret the socio-cultural diversity of Portuguese society, are incompatible with teaching methods that are merely expository and encourage memorisation rather than the effective internalisation of knowledge. Only pedagogical strategies that involve the active involvement of students in the learning and knowledge process, through the realisation of diversified practical exercises and their discussion, prove to be the most appropriate.
