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Main Bibliography |
- Almeida, A. N. (2009), Para uma Sociologia da Infância, Lisboa, ICS;
- Diana Maciel (2014), “Gender and individual life courses. Between reproduction and defiance”, in Sofia Aboim e Pedro Vasconcelos (ed.),, Gender, Sexuality and the Body: Critical Perspectives - Collection of Papers, ICS, Estudos e Relatórios 3;
- Elder, Glen H. Jr. et al. (2003). The Emergence and the Development of the Life Course”. In J.T. Mortimer and M.J. Shanahan (Eds.), Handbook of the Life Course. New York: Kluwer;
- Guerreiro, M., Abrantes P. (2007), Transições Incertas: os jovens perante o trabalho e a família, Lisboa, CITE.
- Sandefur, Gary (1994), Growing Up with a Single Parent, Cambridge: H. University Press;
Santos, Filomena (2007), Sem Cerimónia nem papéis – um estudo sobre as uniões de facto em Portugal. Phd Thesis;
- Santos, Filomena; Dias, Rita (2017), Homoparenthood: Family Dynamics and Individual Biographies (Conference abstracts). “Queering Parenting, 2ND Intimate International Conference”, 02-03 March 2017, Centre for Social Studies/CES, Coimbra, Portugal;
- São José, J.; Wall, K. (2004), Trabalhar e cuidar de um idoso dependente, Actas do V Congresso APS;
- Wall, K., Aboim, S. & Marinho, S. (2010), “Perfis de paternidade no Portugal contemporâneo” in K.Wall, S. Aboim e V. Cunha (Coord.), A Vida Familiar no Masculino, Lisboa, CITE;
- Wall, K. (2010), “Conciliação entre vida profissional e familiar em casais com filhos” in A Vida Familiar no Masculino, Lisboa, CITE;
- Wall, K. et al. (2008), Family Configurations from the Male Perspective: Exploring Diverity over the Life Course in E. Widmer R. Jallinoja (Eds.) Families in a Configurational Perspective, Berna:Peter Lang.
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Teaching Methodologies and Assessment Criteria |
a) Individual presentation (40%): made during classes after prior agreement and planning between teacher and students. To be presented in PowerPoint (if based on a text, article or book chapter). The facilitator of the session should always formulate 2 or 3 sociologically relevant questions, regarding the theme/problem chosen, in order to promote debate in the class. You can opt for other research materials in addition to texts (videos, films, documentaries, newspaper articles, comments on social networks, blogs…. ). In this last format, in addition to the questions for debate, the student must make a critical review of 10-15 minutes (with or without PowerPoint support).
b) Participation (10%)- based on the student's degree of interest and active participation in the class, including his/her performance during the presentation of colleagues (posing doubts and questions, participating in debates) and carrying out small jobs.
c) Final work of the discipline (50
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