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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
GARFINKEL, Harold (1996), Studies in Ethnomethodology, Cambridge, Polity Press
HELLER, Agnes (1977), Sociología de la Vida Cotidiana, Barcelona, Ed. Peninsula
LIPOVETSKY, Gilles (2006), A Felicidade Paradoxal – Ensaio sobre a Sociedade do Hiperconsumo, Lisboa, Edições 70
MACHADO PAIS, José (2002), Sociologia da Vida Quotidiana, Lisboa, Imprensa de Ciências Sociais
CRUZ, Isabel; GANGA, Rafaela e WAHLEN, Stefan (eds), Contemporary Collaborative Consumption, Springer VS.
LATOUCHE, Serge (2010), Degrowth, Journal of Cleaner Production, 18, 519-522.
SCHWARTZMAN, David (2012): A Critique of Degrowth and its Politics, Capitalism Nature Socialism, 23:1, 119-125.
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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