I - Introduction. 1.1 Object of study, methods and paradigms of the Sociology of Work; 1.2 From the historical origins (and national traditions) of Sociology to the areas of specialization associated to work and organizations
II - Organization of work and of the enterprise: 2.1 Rationalization of work: from classical approaches to human relations; 2.2 Organization and work systems in industry and services; 2.3 Industrial and tertiary work, reconfigurations and interactions; 2.4 Collective actors, trade union and enterprise associations
III - The work at organizational and societal level: 3.1 From qualification to competence at work: Training, employment and activity; 3.2 Decent work and non-decent work: study of various problematic issues; 3.2.1 Concept of decent work (ILO); 3.2.2 Precarity and legal models of (in)decent work; 3.3 Non-legal models of non-decent work: trafficking in human beings, sex work and child labour
1 Mandatory Bibliography
Freire, João (2001), Sociologia do Trabalho: uma introdução, Afrontamento, Porto
Grint, Keith (1998), Sociologia do Trabalho, Piaget, Lisboa
Mintzberg, H. (1995) Estrutura e dinâmica das organizações, Dom Quixote, Lisboa
Corcuff, Philippe (1995) Les nouvelles sociologies, Paris, Éditions Nathan, 1995, pp.68-75.
Crozier, Michel (1964) Le phénomène bureaucratique, Paris, Le Seuil, (ver o Cap. 7 “Le système d’organisation bureaucratique”, pp. 233-268).
Friedman, Georges (1968) O Futuro do Trabalho Humano, Lisboa, Moraes Editores, pp. 117-122 e pp. 265-270.
Friedberg, Erhard (1995), O Poder e a Regra – dinâmicas da acção organizada, Lisboa, Instituto Piaget, 1995, pp. 79-91.
Goleman, David. (2000), Trabalhar com a inteligência emocional, (2ª edição), Lisboa, Temas e debates.
Kovacs, Ilona (coord.), Sara F. Casaca, Maria C. Cerdeira, João Peixoto (2014) Temas Actuais da Sociologia do Trabalho e da Empresa, Coimbra, Almedina.
MATERIALS IN MOODLE
Teaching Methodologies and Assessment Criteria
Team based learning (TBL) is a methodology increasingly used in the university context with impressive results in terms of the development in students of autonomy, scientific literacy, group dynamics, critical thinking and argumentation. The fact of combining this methodology of team learning with individual and continuous assessment moments throughout the semester allows each student to be part of the process and to reflect on their own learning.