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Main Bibliography |
BAUMAN, Zygmunt (2007), Liquid times: living in an age of uncertainty, Cambridge, Polity Press
BERGER, Peter e LUCKMANN, Thomas (1997), Construção Social da Realidade, Petrópolis, Ed. Vozes.
CRUZ, Isabel; GANGA, Rafaela e WAHLEN, Stefan (eds), Contemporary Collaborative Consumption, Springer VS.
FEVRE, Ralph (2003), The New Sociology of Economic Behaviour, Sage Publications.
LATOUCHE, Serge (2010), Degrowth, Journal of Cleaner Production, 18, 519-522.
LIPOVETSKY, Gilles (2006), A Felicidade Paradoxal – Ensaio sobre a Sociedade do Hiperconsumo, Lisboa, Edições 70.
POLANYI, Karl (2012), A Grande Transformação, Edições 70.
SCHWARTZMAN, David (2012): A Critique of Degrowth and its Politics, Capitalism Nature Socialism, 23:1, 119-125.
VAN den BERGH, J. (2011). Environment versus growth: A criticism of “degrowth” and a plea for “a-growth”, Ecological Economics, 70, 881-8
VEBLEN, Thorstein (2018), A Teoria da Classe de Lazer, Actual Editora.
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Teaching Methodologies and Assessment Criteria |
This curricular unit presents a very significant practical and reflective component.
Pedagogical Method: Project Based Learning (PBL) is a pedagogical method based on the assumption that learning tends to be more fruitful when students themselves actively seek knowledge about a particular theme, topic or issue. In this context, teachers take on the role of active mentors: they guide the readings, clarify doubts about substantive aspects of the topics, support students in their research activities, moderate class discussions, monitor the development of projects, assess their relevance and practical applicability, and evaluate the relationship between theory and practice. The method presupposes the reading and critical analysis of texts and teamwork.
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