CP1 - Introduction to AI and Generative AI:
* Theoretical exposition on the historical context, evolution and important concepts about Artificial Intelligence (AI) and Generative AI
CP2 - Prompt Engineering:
* Explanation of good practices for interacting with generative language models
CP3 - Generative AI Tools:
* Exploration of multiple Generative AI tools, based on text, images and videos
CP4 - Formation of argumentative content:
* Development of creative solutions using argumentation practices and Generative AI tools
CP5 - Rules for scientific writing:
* Application of citation and referencing standards (APA standards) in academic writing

Assessment throughout the semester includes the following activities:
1. Individual activities (50%): will include assessment elements related to prompt engineering, the responsible use of Generative AI, and also oral defense in the group presentation.
2. Group activities (50%) [ students are organized into groups of up to 5 members, formed randomly]: will include the creation, revision, editing, and validation of AI-generated content, as well as the appropriate, strategic, and responsible use of generative AI tools and techniques, throughout the group work during classes, culminating in a presentation and peer review session in the final class.

General Considerations:
Given the theoretical-practical and applied nature of the UC, the assessment takes place in the form of assessment throughout the semester, with assessment by exam not being foreseen. Assessment in the 2nd season and special season will have an alternative assessment method, so any students wishing to carry out the assessment in these seasons must first contact the teacher to be informed of the assessment procedure.

For assessment purposes throughout the semester, attendance and participation in at least 80% of classes and having more than 7 points in each of the assessments is mandatory. Approval requires a minimum final grade of 10 points and compliance with the attendance and participation requirement mentioned above.
The group will have to ensure that there is at least one computer for each group to allow activities to be carried out in the classroom.

The curricular unit coordinator may determine the holding of a complementary oral discussion regarding any assessment element/instrument provided for in this Curricular Unit Sheet, whenever this proves necessary to confirm the acquisition of the knowledge and skills assessed, or clarify discrepancies between different assessment elements.

The complementary oral discussion does not constitute an autonomous assessment instrument, does not have its own weight in the final classification of the curricular unit and is intended exclusively for validating the classification of the respective assessment element/instrument. The classification previously assigned to this element/instrument is provisional in nature until the complementary oral discussion is carried out, and may be confirmed or revised depending on the validation carried out and the applicable evaluation criteria.

Mandatory

Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239.
d’Alte, P., & d’Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos acadêmicos. Revista Bibliomar, São Luís, 22(1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274.

Optional

Cowen, T., & Tabarrok, A. T. (2023). How to learn and teach economics with large language models, including GPT. GMU Working Paper in Economics No. 23-18. DOI: 10.2139/ssrn.4391863
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence‐written research papers and the ethics of the large language models in scholarly publishing.

Course Content
CC1: Definition and importance of Critical Thinking (CT)
CC2: Basic structure of an argument: premises and conclusion
Examples of simple and complex arguments
CC3: Methods for argument analysis
CC4: Logical fallacies and common reasoning errors
CC5: Criteria for evaluating the quality of arguments
CC6: Argument construction
CC7: Practical applications of CT
CC8: Lateral thinking and the foundations of the Six Thinking Hats model
CC9: Practical applications of each hat: data (white), emotions (red), risks (black), benefits (yellow), creativity (green), thought management (blue)
CC10: Parallel thinking dynamics in academic, professional, and ethical contexts; integration of argumentative methodologies and the Six Hats in simulations, debates, and written exercises

Assessment throughout the semester includes presentations, exercises, debates, readings, and case discussions (in small groups).
Active participation in practical sessions is expected and evaluated according to the following criteria:
Attendance and participation – In-class exercises and group debates (minimum 80% attendance): 20%
Homework assignments – Two tasks: one worth 5%, the other 10%: 15%
Individual essay applying the Six Thinking Hats to a real dilemma or situation: 30%
Final critical reflection, integrating course dimensions and articulating argumentative and parallel thinking: 35%
To successfully complete the assessment throughout the semester, students cannot score less than 7 points in any of the evaluation components listed.
Exam Periods
Written Work - 100%
Although not recommended, it is possible to choose assessment by exam; this assessment may also involve, at the teacher's discretion, an oral discussion (this oral component carries a weight of 40% in the final evaluation).

Mandatory

De Bono, E. (2016). Os Seis Chapéus do Pensamento. Lua de Papel.

Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment.

Fisher, A. (2011). Critical Thinking: An Introduction. Cambridge University Press.

Haber, J., (2020). Critical Thinking, MIT Press

Kahneman, D., & Tversky, A. (1982). The simulation heuristic. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 201-208). Cambridge University Press.

Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking: Concepts and Tools. Foundation for Critical Thinking.

Rosling, H. (2021). Factfulness. Dez razões pelas quais estamos errados acerca do mundo - e porque as coisas estão melhor do que pensamos.

Toulmin, S. (2003). The Uses of Argument. Cambridge University Press

Optional

Brookfield, S. (1987). Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

Bowell, T., & Kemp, G. (2002). Critical thinking: a concise guide. London: Routledge.

Cottrell, S. (2005). Critical Thinking Skills: Developing effective analysis and argument. New York: Palgrave McMillan.

Kahneman, D., & Tversky, A. (1979). Intuitive prediction: Biases and corrective procedures. TIMS Studies in Management Science, 12,313-327.

Morgado, P. (2003). Cem argumentos: A lógica, a retórica e o direito ao serviço da argumentação. Porto: Vida Económica.

Thayer-Bacon, B.J. (2000). Transforming critical thinking: thinking constructively. New York: Teachers College Press.

Weston, A. (2005). A arte de argumentar. Lisboa: Gradiva

1. Economic science

2. Economic systems
2.1 Households
2.2 Companies
2.3 Banks
2.4 State
2.5 International relations
2.6 Interdependencies and crises

3. Fundamental concepts and categories of economics
3.1 Goods, services and commodities
3.2 National accounts
3.3 Prices, inflation and deflation
3.4. Activity, employment, unemployment
3.5 Balance of payments
3.6 Stocks and flows
3.7 Causality and correlation
3.8 Productivity and competitiveness
3.9. State budget and public debt

4. Market dynamics and institutions
4.1 Labour markets
4.2 Financial markets
4.3. Contemporary Challenges: From Climate Change to Artificial Intelligence

Assessment throughout the semester:

- Four individual mini-tests (20%)
- A mid-term test in class (25%)
- Group debates: delivery of a text and presentation of a position (15%)
- Participation (10%)
- A final test (30%)

A minimum of 8 marks is required in each of the assessment elements. A minimum attendance of 3/4 of the classes is required.

Assessment by final exam: Individual written test (100%)

Those wishing to take the final exam must inform the teacher by 4 October, otherwise it is assumed that they will take part in the assessment throughout the semester.

Mandatory

The Core Team, The Economy (https://books.core-econ.org/the-economy-v1/index.html)

Optional

Chang, Ha-Joon (2016). Economia: Guia do Utilizador. Lisboa: Clube do Autor.
Louçã, F & Mortágua, F. (2021). Manual de Economia Política. Lisboa: Bertrand.

1. What is politics? What is political science? Why and how is political science done?
a. Introduction to the discipline
b. Methods and Methodologies
c. Subdisciplines and Interdisciplinarity
d. The concept of Power
e. State and Sovereignty

2. Themes in Political Science
f. Democracy(ies) and Autocracy(ies)
g. Is Democracy in Crisis?
h. Political Institutions and Actors
i. Political Representation
j. Social Movements
k. Gender and Feminism
l. Intersectionality

1st period
Class participation - 30%
Class discussion - 30%
Test - 40%
A minimum attendance of no less than 3/4 of classes is required.
Minimum mark: 10

2nd period
Final test - 100%
Minimum mark: 10

Special Period
Final test - 100%
Minimum mark: 10

Mandatory

Lowndes, Vivien; Marsh, David e Stoker, Gerry. (2017). “Theory and Methods in Political Science”.
Dahl, R.A. (1957), The concept of power. Syst. Res., 2: 201-215. https://doi.org/10.1002/bs.3830020303
Weber, Max (1919). Politics as a Vocation. Available at: http://fs2.american.edu/dfagel/www/class%20readings/weber/politicsasavocation.pdf
Schmitter, Philippe C & Karl, Terry Lynn, “What Democracy Is... and Is Not”. Journal of Democracy, 2-3: 75–88, 1991.
Bermeo, Nancy, "On Democratic Backsliding”, Journal of Democracy, 27-1: 5-19, 2016.

Optional

I: Epistemological foundations of sociology
– The nature and subject matter of sociology
– From common sense to scientific thought
– The sociological imagination
– Uses and applications of sociology

II: Origins and developments of sociology
– Founders of sociology
– Classical and contemporary theoretical approaches
» Positivism
» Historical materialism and neomarxism
» Functionalism and structural functionalism
» Comprehensive sociology and interactionism
» Post-modernism and post-structuralism
– Fundamental concepts in sociological work
– Current research and debates

III: Practices of sociology
– Social problems and sociological problems
– Research and interpretation of sociological texts and empirical evidence
– Preparation, presentation and discussion of results
– Application of sociological knowledge in social intervention

Assessment throughout the semester:
– Participation in classroom activities (30%), requiring a minimum attendance of 3/4 of the classes;
– Group work (30%), requiring the involvement of all group members in the tasks carried out;
– Final test (40%), individual evaluation to assess the knowledge and skills acquired throughout the semester.
Approval requires a positive mark (at least 50%) in each assessment component.

prova individual para aferição de conhecimentos e competências adquiridas ao longo do semestre.

Assessment by exam: Individual written test (100%), covering all contents of the course.

Mandatory

Almeida, João Ferreira de (coord.) (1995). Introdução à sociologia. Universidade Aberta.
Costa, António Firmino da (2009). Sociologia. Quimera.
Giddens, Anthony (2013). Sociologia. Fundação Calouste Gulbenkian.
Machado, Fernando Luís (2020). Sociologia em Portugal: Da pré-história à institucionalização avançada. Afrontamento.
Mills, C. Wright (1959). The sociological imagination. Oxford University Press.
Wieviorka, Michel (2010). Nove lições de sociologia. Teorema.

Optional

Abrantes, Pedro, Rui Banha, Madalena Ramos, Alexandra Aníbal e Paula Urze (2022). Inserções, identidades e competências dos sociólogos em Portugal. Sociologia, Problemas e Práticas 100, 65-85.
Bourdieu, Pierre (2005). Esboço para uma auto-análise. Edições 70.
Burawoy, Michael (2005). For public sociology. American Sociological Review 70, 4-28.
Casaca, Sara Falcão (2009). Revisitando as teorias sobre a divisão sexual do trabalho. Working Paper 04/2009 do SOCIUS - Centro de Investigação em Sociologia Económica e das Organizações.
Gilbert, Nigel (ed.) (2008). Researching social life. Sage.
Littler, Jo e Sylvia Walby (2022). Feminism is a project not an identity: Jo Littler interviews Sylvia Walby. Soundings: A Journal of Politics and Culture, 81, 128-142.
Mauritti, Rosário, Sara Franco da Silva e Sandra Palma Saleiro (2025). A sociologia na democracia: Continuidades e reconfigurações do campo de atuação profissional. Sociologia, Problemas e Práticas 109, 1-25.
Pais, José Machado (2012). A esperança em gerações de futuro sombrio. Estudos Avançados 26(75), 267-280.
Parsons, Talcott (1991). The social system. Routledge.
Wajcman, Judy (2017). Automation: Is it really different this time? The British Journal of Sociology 68(1), 119-127.

P1. Linear Algebra:
1.1. Systems of linear equations
1.2. Matrices and matrix algebra
1.3. Determinants
1.4. Eigenvalues and eigenvectors

P2. Limits and Derivatives:
2.1. Limit and continuity of a function
2.2. Derivatives and rates of change
2.3. Chain rule
2.4. Implicit differentiation
2.5. Linear approximation and differentials; Taylor polynomials
2.6. Applications of Differential Calculus

P3. Integrals:
3.1. Introduction to Integral Calculus; primitives
3.2. Integration techniques
3.3. Definite integral, Fundamental Theorem of Calculus, and indefinite integral
3.4. Applications of Integral Calculus

Passing requires a grade of no less than 10 out of 20 in one of the following modalities:
- Continuous assessment throughout the semester: 1 midterm mini-test (10%) + 1 group project of 3-4 members (20%) + Autonomous work (10%) + 1 final test on the first exam date (60%). A minimum grade of 8 out of 20 is required in both the final test and the average of other assessment moments throughout the semester.
- Assessment by exam (100%): Individual written test in any exam period.
- An oral assessment may be conducted after any assessment moment to validate the final grade.

Mandatory

Stewart, James, Daniel K. Clegg, and Saleem Watson. Calculus. Cengage Learning, 2020.
Anton, Howard, Irl C. Bivens, and Stephen Davis. Calculus: early transcendentals. John Wiley & Sons, 2021.

Optional

Howard Anton, Chris Rorres, Algebra Linear com Aplicações, 10ª Edição, 2012, Bookman. ISBN: 9788540701694
James Stewart, Cálculo Volume 1. Tradução de 8ª Edição Norte Americana, 2017, Cengage Learning. ISBN-13: 9788522125845
James Stewart, Calculus, Early Transcendentals, International Metric Edition, 8th Edition, Cengage Learning. ISBN: 9781305272378
Knut Sydsæter, Peter Hammond, Arne Strøm & Andrés Carvajal, Essential Mathematics for Economic Analysis, 5th edition, 2016, Pearson. ISBN-13: 9781292074610
Michael Hoy, John Livernois, Chris Mckenna, Ray Rees & Thanasis Stengos, Mathematics for Economics, 3rd edition, 2011, Cambridge, Massachusetts: The MIT Press. ISBN: 9780262516228
Boris Demidovich, Problemas e Exercícios de Análise Matemática, 2018, 978-8569853053,

PC1. Preparing for a presentation.
PC2. Non-verbal communication techniques.
PC3. Voice and body communication, audience involvement. PC4. Presentation practice and feedback. The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which emphasizes experiential learning. Classes will consist of activities such as: Theatrical experiences and group discussions; Practical activities; Presentations and exhibitions of autonomous work; Individual reflection.

The assessment of the Public Presentations with Theatrical Techniques course aims to gauge the development of students' skills in essential aspects of public presentations. The assessment structure includes activities covering different aspects of the experiential learning process involving both theatrical techniques and specific communication techniques.
Assessment throughout the semester includes activities covering different aspects of the process of preparing a public presentation, including group and individual work activities:
Group activities (50%) [students are challenged to perform in groups of up to 5 elements, made up randomly according to each activity proposal].
1-Practical Presentations: Students will be assessed on the basis of their public presentations throughout the semester:
Description: each group receives a presentation proposal and must identify the elements of the activity and act in accordance with the objective.
The results of their work are presented in class to their colleagues (Time/group: presentation - 5 to 10 min.; reflection - 5 min.). Assessment (oral): based on active participation, organization of ideas and objectivity in communication, vocal and body expression, the use of theatrical techniques and performance. Presentations may be individual or group, depending on the proposed activities.
Individual activities (50%)
1-Exercises and Written Assignments (Autonomous Work):
Description: In addition to the practical presentations, students will be asked to carry out exercises and written tasks related to the content covered in each class. These activities include reflecting on techniques learned, creating a vision board, analyzing academic objectives, student self-assessment throughout the semester, answering theoretical questions and writing presentation scripts.
Assessment: (Oral component and written content), organization, content, correct use of the structure and procedures of the autonomous work proposed in each class, ability to answer questions posed by colleagues and the teacher. Communication skills and the quality of written work will be assessed, with a focus on clarity of presentation. These activities will help to gauge conceptual understanding of the content taught.
There will be no assessment by final exam, and approval will be determined by the weighted average of the assessments throughout the semester.
General considerations: in the assessment, students will be given feedback on their performance in each activity.
To complete the course in this mode, the student must attend 80% of the classes. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

Mandatory

Prieto, G. (2014). Falar em Público - Arte e Técnica da Oratória. Escolar Editora.

Optional

Anderson, C. (2016). TED Talks: o guia oficial do TED para falar em público. Editora Intrinseca.
Luiz, P. (2019). Manual de Exercícios Criativos e Teatrais. Showtime. Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.

PC1. PART A: Microeconomics - Neoclassical Market
- Introduction, principles and models
- Market: demand, supply, equilibrium and efficiency
- Elasticities
- Government interventions in markets

PC2. PART B: Consumer Theory
- Utility and Preferences
- Budget constraint and Utility maximization
- Behavioral economics

PC3. PART C: Producer Theory
- Production and Costs
- Production and Profits

PC4. PART D: Market Structures
- Perfect Competition and the Supply Curve
- Monopoly
- Monopolistic competition
- Oligopoly and Introduction to Game Theory

PC5. PART E: Market failures and Failure of markets
- Market failures and the reality
- Externalities, Public Goods and Common access resources
- Failure of markets

Student must choose one of the following assessment methods:

Assessment throughout the semester
- Weekly Quizzes (25%)
- Mid-term test (25%)
- Group works: presentation (15%) and discussion (10%)
- Final test (25%)
In order to get a positive grade in the course, the mark in each of the four assessments cannot be below 8 values.
A minimum attendance of no less than 3/4 of classes is required.

Final Exam (100%): Individual written test

Mandatory

(Reflexão Crítica) - Hill, R., & Myatt, T. (2021), The Microeconomics Anti-Textbook: A Critical Thinker's Guide, Bloomsbury Publishing.
(Resumido) - Greenlaw, S., Shapiro, D. e Taylor. T. et al. (2017) Principles of Microeconomics 2e from OpenStax
(Aulas) - Krugman, P. e R. Wells (2018), Microeconomics, 5ª edição, Worth Publishers.

Optional

Louçã, F. e Mortágua, F. (2021), Manual de Economia Política, Lisboa: Bertrand.
Frank, R. e E. Cartwright (2016), Microeconomics and Behavior, 2ª edição, McGraw-Hill.
Chang, Ha-Joon (2014), Economics: The User’s Guide, Pelican.

1. Sociological theory
1.1 Types of social relationships: interaction, groups, systems
1.2 Dimensions of social life: material and cultural
1.3 Modes of explanation: causal and functional
2. Action and interaction
2.1 The concept of social action
2.2 Agents, actors and interaction
2.3 Aggregation processes
3. Rational action and instrumental interaction
3.1 Rationality and interests
3.2 Rationality and beliefs
3.3 Interaction as exchange
4. Interpretive action and symbolic interaction
4.1 Normative interpretation
4.2 Communication interpretation
4.3 Symbolic interactionism
5. Social networks
5.1 The concept of social network
5.2 Networks and social capital
5.3 Networks and trust
6. Social groups
6.1 The concept of social group
6.2 Types and modes of relationship with groups
6.3 Group effects

Assessment throughout the semester consists of three elements, whose weighted average corresponds to the final grade in the course. The minimum grade for each element is 9 out of 20.
Group Debate (20%): In pre-defined weekly sessions, two groups of students are responsible for answering the teacher's question on the class topic, based on the indicated resources, submitting it in writing in the Moodle Q&A forum (200-300 words), and debating it in person with the class (about 30 minutes).

Individual Written Assignment (40%): In-class writing of a brief critical-analytical essay (2-4 pages), consisting of the analysis of a current news article chosen by the student from two microsociological theories, based on the bibliography indicated by the teacher. The essay requires prior preparation during independent study time to be completed in a synchronous class (2 hours), with the possibility of consulting annotated bibliography.

Individual Response to Four Development Questions (40%): The questions will be provided mid-semester, to be answered by the students based on the indicated resources, during asynchronous work time, and submitted after the end of the curricular period. Students must choose one of three response modalities: (i) independently answering the four questions in writing; (ii) answering the four questions in writing, including a critical analysis of the responses obtained from Artificial Intelligence chatbots; (iii) submitting an original video (2-4 minutes) with the respective script, dynamically and substantively answering only one of the questions, highlighting the audiovisual format. Submission of collaboratively filmed/edited videos that combine individual responses from several students is allowed.

Attendance criteria: A minimum attendance of no less than two-thirds of the classes is required.

Assessment by examination (1st Exam Period if chosen by the student, 2nd Exam Period, and Special Exam Period): In-person exam (100% of the final grade).

Examination assessment consists of a two-hour written test, corresponding to the same level of knowledge and skills addressed in the continuous assessment throughout the semester.

Mandatory

Boudon, R. (1982). The Unintended Consequences of Social Action. London, MacMillan Press.
Collins, R. (2005). Interaction Ritual Chains. Princeton University Press.
Goffman, E. (1993 [1956]). A Apresentação do Eu na Vida de Todos os Dias. Lisboa, Relógio d’Água.
Harrington, B., & Fine, G. A. (2000). Opening the black box: small groups and twenty-first-century sociology. Social Psychology Quarterly, 63 (4), 312-323.
Kadushin, C. (2012). Understanding Social Networks – Theories, Concepts, and Findings. Oxford, Oxford University Press.
Pires, R. P. (2012). O problema da ordem. Sociologia, Problemas e Práticas, 69, 31-45.
Ritzer, G., & Stepnisky, J. (2018). Sociological Theory. Los Angeles, Sage.
Turner, B. S. (ed.) (1996 [2002]). Teoria Social. Lisboa, Difel.
Turner, J. H. (2010), Theoretical Principles of Sociology, vol. II – Microdynamics. New York, Springer.
Turner, J. H. (2014), Theoretical Sociology – A Concise Introduction to Twelve Sociological Theories. Newbury Park, Sage.

Optional

Berger, P., & Luckmann, T. (2003 [1985]). A Construção Social da Realidade – Tratado de Sociologia do Conhecimento. Petrópolis, Editora Vozes.
Goffman, E. (1983). The interaction order. American Sociological Review, 48 (1), 1-17. [versão PT-BR disponível]
Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78(6), 1360–1380. [versão PT-BR disponível]
Pais, J. M. (2003). Sociologia da Vida Quotidiana. Lisboa, Imprensa de Ciências Sociais.
Pires, R. P. (2014). Modelo teórico de análise sociológica. Sociologia, Problemas e Práticas, 74, 31–50.
Portes, A. (1998). Social capital: its origins and applications in modern sociology. Annual Review of Sociology, 24, 1–24.
Turner, J. H. (2012), Theoretical Principles of Sociology, vol. III – Mesodynamics. New York, Springer.
Turner, J. H. (2013), Theoretical Sociology – 1830 to the Present. Newbury Park (CA), Sage.
Walsh, M. J. (2022). About 'face’: Reconsidering Goffman’s theory of face-work for digital culture. In M. H. Jacobsen & G. Smith (Eds.), The Routledge International Handbook of Goffman Studies. London, Routledge, 207–218.
Weber, M. (2008 [1922]). Conceitos fundamentais de sociologia. In Cruz, M. B. (ed.). Teorias Sociológicas Clássicas – Os fundadores e os clássicos. Lisboa, Fundação Calouste Gulbenkian, 583-602.

Introduction: definition and distinction of the concepts of philosophy, science and theory. Relations between the theory and the political and social reality.

1. Background classics of modern political theory: Plato and Aristotle.
2. Nicolo Machiavelli: political realism and exercise of power
3. Thomas Hobbes: the logic of fear and the sovereign power
4. John Locke: the natural state and the rights of the individual
5. Montesquieu: moderation policy and separation of powers.
6. Jean-Jacques Rousseau: citizenship and people power.
7. Benjamin Constant: freedom of the olds and freedom the moderns.
8. Edmond Burke: liberal conservatism and tradition
9. Alexis de Tocqueville: equality and freedom in modern democracies.
10. Karl Marx and Friedricht Engels: clsse domination and political order
11. John Stuart Mill: representative Government and political participation
12. Max Weber: power distribution and forms of domination.

Regular Assessment:
1) test on points 1 to 6 of the programme (40% of final grade)
2) test on points 7 to 12 of the programme (40% of final grade)
3) presentation (in groups) and participation in classes - 20% of final grade.
To be approved it is necessary to: attend classes (more than 70%); perform all moments of evaluation; have a weighted average of 9.5 or more.

Mandatory

A Social History of Western Political Thought. London and New York. Verso Books.
Thinking Politics. Perspectives in Ancient, Modern and Postmodern Political Theory. London, Sage. 2nd edition.
As Grandes Obras Políticas de Maquiavel à Actualidade. Lisboa. Quimera.
História das Ideias Políticas, vol II, Coimbra, Almedina.

Optional

CP1: Introduction to data analysis – types, sources, and data lifecycle.
CP2: Organizing and cleaning data in Excel – formats, filters, validation. Basic and advanced Excel functions – statistics, logic, search, and reference.
CP3: Basics of Descriptive Statistics: Types of variables. Frequency tables and graphical representations. Measures of central tendency, dispersion, skewness, and kurtosis. Exploratory data analysis.
CP4: Basics of predictive data modeling: Simple and multiple linear regression, logistic regression.
CP5: Data visualization – graphs, conditional formatting, simple dashboards.

Assessment throughout the semester includes:

- Practical data analysis project completed in a group (maximum 3 students), including a report (15%), with mandatory midterm submission (15%) and oral defense with individual grading (20%). Minimum grade of 8 points.
- Individual exam (30%) to assess theoretical knowledge.
- In-class exercises and weekly assignments (20%).

The use of AI tools (e.g., ChatGPT) is permitted for technical support and must be clearly referenced with the prompts used.

The Final Exam is a written, individual, closed-book exam covering all material.

Those who do not opt ​​for assessment throughout the semester take the final exam in Period 1.

Those who did not successfully complete the assessment throughout the semester, or the exam in Period 1, with a score greater than or equal to 9.5 (out of 20), take the final exam in Period 2.

Mandatory

Wayne L. Winston, Microsoft Excel Data Analysis and Business Modeling (Office 2021 and Microsoft 365), 7th Edition (2021)

Elizabeth Reis, Estatística Descritiva, 7ª Edição, Edições Silabo (2008)

Cole Nussbaumer Knaflic, 'Storytelling with data: a data visualization guide for business professionals', John Wiley & Sons, Inc., 2015.

Optional

Será disponibilizada consoante os interesses dos estudantes e atualizações tecnológicas relevantes.

1. Transformations of work and employment: from the industrial society to the information and knowledge society
2. The challenge of studying work, organisations and technology
3. Rights and duties in the world of work
4. Social theories of technology: impacts, conflicts and assessments
5. Development, innovation and social inequalities
6. The future of work: prospective scenarios and dimensions of analysis
7. Responsibility and ethics in today’s workplace and organisations
8. Precarity in the digital age: concept, forms and practices of precarity
9. Trade unions and companies: participation, representation and collective bargaining
10. Digital transformation in Portugal: advancements and public policies

Assessment throughout the semester:
– Attendance and participation in classes, accounting for 10% of the final mark. A minimum attendance of ⅔ of the classes is required;
– Flipped classroom session, accounting for 20% of the final mark;
– Group assignment, accounting for a total of 35% of the final mark (15% for the written assignment and 20% for the discussion of the assignment);
– Individual written examination, accounting for 35% of the final mark.
Each assessment component has a minimum mark of 8. The final average of the various components must be 9.5 or above.

Exam-based assessment: individual written examination, accounting for 100% of the final mark, with a minimum mark of 9.5.

Mandatory

Agrawal, A., Gans, J, & Goldfarb, A. (2018). Prediction machines. Harvard Business Review Press.
Autor, D. (2022). The labour market impacts of technological change. Working Paper 30074, NBER Working Paper Series.
Benanav, A. (2020). Automation and the future of work. Verso.
Braun, J., Archer, M., Reichberg, G., & Sorondo, M. (2021). Robotics, AI and humanity. Springer.
Crawford, C. (2021). The atlas of AI. Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Edgell, S., & Granter, E. (2020). The sociology of work: Continuity and change in paid and unpaid work. Sage Publications.
Grunwald, A. (2018). Technology assessment in practice and theory. Routledge.
Organização Internacional do Trabalho (2020). As plataformas digitais e o futuro do trabalho. International Labour Office.
Wilkinson, A., & Barry, M. (Eds.) (2021). The future of work and employment. Edward Elgar.
Zuboff, S. (2019). The age of surveillance capitalism. Public Affairs.

Optional

Casilli, A. (2021). Waiting for robots: The ever-elusive myth of automation and the global exploitation of digital labor. Sociologias 57, 112-133.
Cerejeira, J., & Lopes, H. (2023). Economia do trabalho: Mercados e instituições. Edições Almedina.
Estanque, E., Costa, H. A., Fonseca, D., & Santos, A. (2018). Digitalização e precariedade laboral: Novos desafios para o sindicalismo e os movimentos sociais no contexto português. Século XXI, 8(2), 589-621.
Eurofound - European Foundation for the Improvement of Living and Working Conditions (2020). Game-changing technologies: Transforming production and employment in Europe. Publications Office of the European Union.
Hoff, S. S., Langheinrich, M., Hoff, J., Wendehorst, C., Pfeffer, J., Fuchs, T., & Grunwald, A. (2026), The power of 10: New rules for the digital world. Communications of the Association for Computing Machinery, 69(7), 46-59.
International Labour Organisation (2019). Work for a brighter future – Global Commission on the Future of Work. International Labour Office.
Lee, H., Sarkar, A., Tankelevitch, L., Drosos, I., Rintel, S., Banks, R., & Wilson, N. (2025). The impact of generative AI on critical thinking: Self-reported reductions in cognitive effort and confidence effects from a survey of knowledge workers. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery, Article 1121, 1-22.
Organisation for Economic Co-operation and Development (2019). How’s life in the digital age? OECD Publishing.
Standing, G. (2014), The precariat – The new dangerous class. Bloomsbury.
Wajcman, J., & Dodd, N. (2017). The sociology of speed: Digital, organizational, and social temporalities. Oxford University Press.
World Economic Forum (2025). Future of jobs report 2025. World Economic Forum.

P0. Capitalism and democracy: definitions and models
P1. The industrial and the French revolutions (1750-1815)
P2. The period of British supremacy (1815-1870)
P3. The globalization of the liberal era (1870-1914)
P4. The period between the two world wars (1914-1945)
P5. The era of growth and decolonisation (1945-1973)
P6. Neoliberal globalisation (1973-...?)
P7. Capitalism and democracy: contradiction or complementarity

Assessment throughout the semester:
- Written assessment (70%)
- Oral assessment (20%)
- Class participation (10%).

To pass, students must obtain a minimum mark of 8/20 in each assessment element. A minimum attendance of 3/4 of the classes is required.

Assessment through exam: Individual written test (100%).

Mandatory

Berman, S. (2019). Democracy and Dictatorship in Europe: From the Ancien Régime to the Present Day. Oxford: Oxford University Press.
Frieden, J. A. (2006). Global Capitalism: Its Fall and Rise in the Twentieth Century. New York: W. W. Norton.
Hobsbawm, E. (1994). The Age of Extremes: The Short Twentieth Century 1914-1991. London: Abacus.
Hobsbawm, E. (1989). The Age of Empire 1875-1914. New York: Vintage Books.
Hobsbawm, E. (1975). The Age of Capital 1848-1875. London: Abacus.
Hobsbawm, E. (1962). The Age of Revolution 1789-1848. New York: Vintage Books.
Lachmann, R. (2010). States and Power. Cambridge: Polity.

Optional

Tilly, C. (2007). Democracy. Cambridge University Press.
Thomas, G. (2017). Can Liberal Democracy Survive Capitalism?. Critical Review, 29(4), 530-544.
Kuttner, R. (2018). Can democracy survive global capitalism?. WW Norton & Company.
Kennedy, P. (2010). The rise and fall of the great powers: economic change and military conflict from 1500 to 2000. Vintage.
Iversen, T., & Soskice, D. (2019). Democracy and prosperity. Princeton University Press.
Held, D. (2006). Models of democracy. Polity.
Eichengreen, B. (2019). Globalizing capital. Princeton University Press.
Crouch, C. (2011). The strange non-death of neo-liberalism. Polity.
Boyer, R. (2007). «Capitalism Strikes Back: Why and What Consequences for Social Sciences?» Revue de la régulation, n. 1 (Abril): 1-22.
Amable, B. (2003). The diversity of modern capitalism. Oxford: Oxford University Press.

PC1. Basic concepts of descriptive statistics, inferential statistics, probabilities and normal distribution
PC2. Estimation
PC2.1. Confidence intervals for the mean and proportion
PC2.2. Determination of sample size
PC3. Hypothesis Tests: parametric tests and non-parametric tests
PC3.1. One-sample t-test
PC3.2. t/Mann-Whitney test for two independent samples
PC3. 3 One-factor ANOVA/Kruskal-Wallis
PC3.4. Chi-square independence test

1) Assessment throughout the semester:
a) Individual test (55%).
b) Group work 1 - Descriptive analysis (15%).
c) Group work 2 - Estimation (15%).
d) Group work 3 - Hypothesis Testing (15%).

Approval: a) min. 7.5 points in each of the assessment elements; b) minimum final classification. 10 points c) Minimum attendance of no less than 3/4 of classes is required.

2) Assessment by exam (1st period): written test (100%), with a minimum grade of 10.
3) Assessment by exam (2nd period): written test (100%) with a minimum grade of 10.

Scale: 0-20 points.

Mandatory

Laureano, Raul (2020) - Testes de Hipóteses e Regressão, Lisboa, Edições Sílabo.
Marôco, J. (2018) - Análise Estatística com o SPSS Statistics (7ªed.), Pêro Pinheiro, ReportNumber.
Mehmet, M. and Jakobsen, Tor G. (2022). Applied Statistics Using Stata: A Guide for the Social Sciences (2nd ed.). SAGE Publications.

Optional

PC1. PART 0/1: Macroeconomics - IS-LM model (short run)
- Introduction and brief history of Macro
- Goods market (IS)
- Financial market (LM)
- IS-LM model

PC2. PART 2: IS-LM-PC model (medium run)
- Labour market
- Phillips curve and inflation
- IS-LM-PC model

PC3. PART 3: Expectations
- Role of expectations in consumption and investment
- IS-LM model with expectations

PC4. PART 4: Open economy
- Open economy and exchange rates
- Goods market in an open economy
- IS-LM model in an open economy

PC5. PART 5: Economic policy
- Fiscal policy
- Monetary policy

Student must choose one of the following assessment methods:

Method A:
- Weekly Quizzes (10%)
- Mid-term test (35%)
- Group work and presentation (20%)
- Final test (35%)

Approval in the course unit requires a minimum mark of 8 in each assessment component and a minimum average of 9.5.

The lecturer reserves the right to conduct a complementary oral examination whenever deemed necessary to clarify questions regarding the submitted assessment elements.

Method B: Final Exam (100%)

Mandatory

Blanchard, O., Amighini, A., e Giavazzi, F. (2025), Macroeconomics. 9th Edition. Pearson, Addison-Wesley.

Optional

Myatt, T. (2022). The Macroeconomics Anti-Textbook: A Critical Thinker’s Guide. Bloomsbury.
Louçã, F. & Mortágua, M. (2021). Manual de Economia Política. Bertrand.

1. Social structure
1.1 The concept of social structure
1.2 Structure, system and structuration
2. Material structures
2.1 Inequality and differentiation
2.2 Classes and social stratification
3. Cultural structures
3.1 Culture in sociological theory
3.2 Structures of regulation and signification
3.3 Socialisation: the embodied structure
4. Power and conflict
4.1 Power and domination
4.2 Types of power
4.3 Power, conflict and resistance
5. Organisations
5.1 The concept of organisation in sociological theory
5.2 Organisational structure and culture
5.3 Organisation and power
6. Social change
6.1 Change and evolution
6.2 Change and social institutions
6.3 Change and social movements

Assessment throughout the semester comprises three components:
1. Practical in-class exercises (group work) (30%)
2. Oral presentations (group work) (30%);
3. Final assignment (individual) (40%)
The final mark is the weighted average of the marks awarded for the three elements. To remain eligible for assessment throughout the semester, students must obtain a minimum mark of 9 in each assessment component. Attendance at no fewer than two-thirds of classes is also required.
Assessment by examination consists of an individual written examination corresponding to the same level of knowledge and competences assessed throughout the semester.

Mandatory

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
Costa, A. F. da. (1999). Sociedade de bairro: Dinâmicas sociais da identidade cultural. Celta Editora.
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity Press.
Mouzelis, N. P. (2008). Modern and postmodern social theorizing: Bridging the divide. Cambridge University Press.
Nunes, N. (2013). Desigualdades sociais e práticas de ação coletiva na Europa. Mundos Sociais.
Pires, R. P. (2022). Poder social: Dimensões analíticas. Sociologia, Problemas e Práticas, 100, 41–63.
Silva, A. S. (1994). Tempos cruzados: Um estudo interpretativo da cultura popular. Afrontamento.
Weber, M. (1978). Economy and society: An outline of interpretive sociology (G. Roth & C. Wittich, Eds.). University of California Press.
Wright, E. O. (2015). Understanding class. Verso.

Optional

Alexander, J. C. (2003). The meanings of social life: A cultural sociology. Oxford University Press.
Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge University Press.
Costa, A. F. da. (2007). Sociologia (5.ª ed.). Quimera.
Costa, A. F. da, Mauritti, R., Martins, S. da C., Machado, F. L., & Almeida, J. F. de. (2000). Classes sociais na Europa. Sociologia, Problemas e Práticas, 34, 9–46. http://hdl.handle.net/10071/393
Della Porta, D., & Diani, M. (2020). Social movements: An introduction (3rd ed.). Wiley-Blackwell.
Durkheim, É. (1982). The rules of sociological method and selected texts on sociology and its method (S. Lukes, Ed.). Macmillan. (Original work published 1895)
Machado, F. L., & Costa, A. F. da. (1998). Processos de uma modernidade inacabada: Mudanças estruturais e mobilidade social. In J. M. Viegas & A. F. da Costa (Eds.), Portugal, que modernidade? (pp. 17–44). Celta Editora.
Marx, K., & Engels, F. (1970). The German ideology (C. J. Arthur, Ed.). International Publishers. (Original work published 1845–1846)
Pereira, V. B. (2023). Que força é essa? Dualismo, dominação, desigualdade e recomposições sociais aceleradas na compreensão sociológica da estrutura social portuguesa contemporânea. Análise Social, 58(249), 738–765.

1-Hegemony and Rovolution: António Gramsci
2 - The rejection of liberalism and the concept of enemy: Carl Schmitt
3 - School of Frankfurt I: Theodor Adorno e Max Horkheimer
4- School of Frankfurt II: Herbert Marcuse
5-Liberalism and his critics: Isaiah Berlin and Hannah Arendt
6-Justice and Equality I: John Rawls
7-Justice and Equality II: Michael Walzer
8-Sexual Contract: Carole Pateman
9-decolonialism: Frantz Fanon
10- Feminism: Judith Butler
11 - Power - Steven Lukes

Attendance is compulsory and cannot be inferior to 2/3 of the number of lectures
1st period (Assessment throughout the semester)
a) a spoken presentation of one author of the 12 selected authors by a small group of two students (15 minute max) - 25% of final mark),
b) attendance and participation in class - 25% of final mark
c) a written essay (max. 1500 words, excluding references) - 50% of final mark

2nd period and special period: written exam (duration of 2 hours)

Mandatory

Gramsci, A. (pp. 189-221) ou (pp. 222-245) em Forgacs, D. (2000) The Gramsci Reader. Selected Writings 1916-1935, New York University Press
Schmitt, C. (1933) O conceito do político. Edições 70. pp. 41-61
Horkheimer, M. e Adorno, T. (1942) Dialectic of Enlightenment. Stanford University press, pp.1-21)
Marcuse, Herbert O homem unidimensional : sobre a ideologia da sociedade industrial avançada. Letra Livre. (p.21- 41)
Arendt, H. (1962) Entre o Passado e o Futuro. Relógio d’Água, (pp.155-170)
Berlin, I. Esperança e Medo - Dois Conceitos de Liberdade. Guerra & Paz. Pp. 59-74
Rawls, J. (1971) Uma teoria da justiça. Lisboa : Editorial Presença. pp.27-40 e pp.62-70
Walzer, M. As Esferas da Justiça. Lisboa : Editorial Presença. Cap. 1,
Pateman, C. "O contrato sexual”. Terra e Paz, pp.15-38
Fanon, F. Os condenados da terra . Terra e Paz Pp. 31-51
Butler, J. Problemas de Género - Feminismos e subversão da identidade, pp. 55-66, e pp. 100-106
Lukes, S. Power. A radical view. , pp.14-29

Optional

Levy, D. (2015) Oxford Handbook of Classics in Contemporary Political Theory. Oxford University Press
Veiguinha, J. (2023) História Crítica do Pensamento Político - Volume II: Do Nascimento da Sociologia Política ao Retorno da Filosofia Política. Edições 70

1. Method in Comparative Politics
2. Democracy and Authoritarianism
3. Institutions and Actors
- Party System and Electoral System
- Cleavages, Electoral Behavior and Participation
- Presidentialism, Semi-Presidentialism and Parliamentarism
- Governments
4. Portugal and Southern Europe in the European Context

1. Assessment throughout the semester is based on three components (all individual):

a) Class participation (20%) — Attendance, relevant contributions demonstrating prior reading of the weekly materials, and active engagement in in-class debates and exercises will be valued.

b) Two written tests (40% + 40%).

Notes: There is no minimum attendance requirement. If any of the test grades is below 8/20, students will be required to sit the final exam.

2. Final exam for those who fail the periodic assessment or choose this option (100%).

Mandatory

Caramani, D. (ed.) (2023). Comparative Politics. Oxford: Oxford University Press.
Collier, D. (1993). The Comparative Method. In Ada W. Finifter, (ed.), Political Science: The State of the Discipline II. Washington, D.C.: American Political Science Association.
Dahl, R. (2000). Democracia. Lisboa: Temas e Debates.
Dahl, R. (2001). Poliarchy: Participation and Opposition. New Haven: Yale University Press.
Fernandes, J., Magalhães, P., e Costa Pinto, A. (2023). O Essencial da Política Portuguesa. Lisboa: Tinta da China.
Lijphart, A. (2012). Patterns of Democracy. Government Forms and Performance in Thirtysix Countries, New Haven: Yale University Press.
Lobo, M. C. e Espírito-Santo, A.(2024) O eleitorado português no século XXI. Lisboa: Tinta-da-China
Lisi, M. (2011). Os Partidos em Portugal: continuidade e transformação, Lisboa, Almedina

Optional

Carvalho, T. (2022). Contesting Austerity: Social Movements and the Left in Portugal and Spain (2008-2015), Amsterdão: Amsterdam University Press.
Dolezal, M. (2022). Social and Political Cleavages and Political Participation. In The Oxford Handbook of Political Participation. Oxford University Press.
Katz, R. e Mair, P. (1995). Changing models of party organization and party democracy: the emergence of the cartel party, Party Politics, 1 (1), pp. 5-28.
Lobo, M. C., Pinto, A. C. e Magalhães, P. C. (2009). As Instituições Políticas da Democracia Portuguesa. In : Cabral, M. V., Lobo, M. C., e Feijó, R. G. (Orgs.), Portugal Uma Democracia em Construção - Ensaios de Homenagem a David B. Goldey, Imprensa de Ciências Sociais, pp.141-174.
Lopes, F. F. (2004). Os Partidos Políticos. Modelos e Realidades na Europa Ocidental e em Portugal, Oeiras, Celta.
Magalhães, P. C. (2005). ‘Disaffected Democrats: Political Attitudes and Political Action in Portugal’, West European Politics Vol. 28 (5), pp.973 – 991.
Mair, P. (2004). Party System Change: approaches and interpretations, Oxford: Oxford University Press.

PC1. Linear Regression Model
PC1.1 - Introduction and motivation
PC1.2 - Assumptions
PC1.3 - Interpretation and Inference
PC1.4 - Collinearity and Heteroscedasticity
PC1.5 - Exercises and applications
PC2. Linear Regression with Qualitative Information
PC2.1 Dummy variables
PC2.2 Interactions with dummy variables
PC2.3 Interpretation
PC2.4 - Exercises and applications
PC3. Linear regression with time series
PC3.1 The nature of time series data
PC3.2 Examples of time series regressions
PC3.3 Trends and seasonality
PC3.4 Autocorrelation
PC3.5 Dynamically complete models
PC3.6 Autoregressive model
PC3.7 - Exercises and applications

1) Assessment throughout the semester:
- Individual test (60%).
- Individual work 1 - Sectional Data (20%).
- Individual work 2 - Temporal Data (20%).

Approval: a) min. 7.5 points in each of the assessment elements; b) minimum final classification. 10 values; c) Minimum attendance of no less than 3/4 of classes is required.

2) Assessment by exam (1st period): written test (100%), with a minimum grade of 10.
3) Assessment by exam (2nd period): written test (100%) with a minimum grade of 10.

Scale: 0-20 points.

Mandatory

Wooldridge, J.M. (2019). Introductory Econometrics: a Modern Approach, 7ª Ed., Cengage Learning, inc.

Optional

Baltagi, B.H. (2011). Econometrics, 5ª Ed., Springer.
Gujarati, D.N., D.C. Porter (2009). Basic Econometrics, 5ª Ed., McGraw-Hill.
Hill, R.C., W.E. Griffiths, G.C. Lim (2011). Principles of Econometrics, 4ª Ed., John Wiley & Sons.
Imbens GW, Rubin DB. (2015). Causal Inference in Statistics, Social, and Biomedical Sciences, Cambridge Univ. Press.
Johnston, J., J. Dinardo (2001). Métodos Econométricos, 4ª Ed., McGraw-Hill.
Kennedy, P. (2008). A Guide to Econometrics, 6ª Ed., Wiley-Blackwell.
Koop, G. (2013). Analysis of Economic Data, 4ª Ed., John Wiley & Sons.
Oliveira, M.M., L.D. Santos, N. Fortuna (2011). Econometria, Escolar Editora.
Stock, J.H., M.W. Watson (2010). Introduction to Econometrics, 3ª Ed., Addison-Wesley.

PC1. Integrated development environments. Introduction to programming: Logical sequence and instructions, Data input and output.
PC2. Constants, variables and data types. Logical, arithmetic and relational operations.
PC3. Control structures.
PC4. Lists and Lists of Lists
PC5. Procedures and functions. References and parameters.
PC6. Objects and object classes.
PC7. File Manipulation.

This course follows a semester-long project-based assessment model due to its predominantly practical nature and does not include a final exam.

Students are assessed based on the following components (A1 + A2 + A3):
A1: 3 Individual Learning Tasks with teacher validation [15% - 5% each]
Three learning tasks will be completed throughout the semester.
The A1 grade corresponds to the average of the grades from the 3 tasks. Minimum grade of 8 out of 20.

A2: ePortfolio [15%]. Challenges will be proposed throughout the semester, including activities to be carried out outside the classroom context (participation in workshops, seminars, or training). The A2 grade corresponds to the average of the grades calculated based on the number of challenges proposed. No minimum grade.

A3: Group Project (3) and individual theoretical-practical discussion [70%]
The A3 grade corresponds to a percentage applied to the project grade, which directly results from the performance demonstrated in the individual theoretical-practical discussion. Minimum grade of 9.5 out of 20.

Attendance:
Attendance is not mandatory.

Mandatory

Portela, F., & Pereira, T. (2023). Introdução à Algoritmia e Programação com Python. FCA. ISBN: 9789727229314.

Sobral, S. R. (2024). Introdução à Programação Usando Python (2.ª ed.). Edições Sílabo. ISBN: 9789895613878.

Downey, A. B. (2024). Think Python: How to Think Like a Computer Scientist (3rd ed.). O'Reilly Media. ISBN: 9781098155438.

Python Software Foundation. Python 3 Documentation. Disponível em: https://docs.python.org/3/

Optional

Menezes, N. N. C. (2019). Introdução à Programação com Python: Algoritmos e Lógica de Programação para Iniciantes. Novatec Editora. ISBN: 9788575227183.

Matthes, E. (2023). Python Crash Course (3rd ed.). No Starch Press. ISBN: 9781718502703.

Martins, J. P. (2015). Programação em Python: Introdução à Programação com Múltiplos Paradigmas. IST Press. ISBN: 9789898481474.

Reitz, K., & Schlusser, T. (2016). The Hitchhiker's Guide to Python: Best Practices for Development. O'Reilly Media. ISBN: 9781491933176.
Disponível em: https://docs.python-guide.org/

Beazley, D., & Jones, B. K. (2013). Python Cookbook: Recipes for Mastering Python (3rd ed.). O'Reilly Media. ISBN: 9781449340377.

1. Globalization and the World-System
1.1 World-System and Capitalism
1.2 Uneven Development
1.3 Core, Periphery, and Semi-Periphery

2. What is Globalization?
2.1 Globalization and Modernity
2.2 Properties of Globalization
2.3 Globalization as a Project

3. Economic Globalization
3.1 Transnational Economic Networks
3.2 Transnational Corporations and Nation-States
3.3 Patterns of Change

4. Political Globalization
4.1 The Diffusion of the Nation-State
4.2 International Political-Military Order
4.3 Global Governance

5. Cultural Globalization
5.1 Cultural Diffusion
5.2 Processes of Deterritorialization
5.3 Globalization and Reflexivity

6. Globalization and Development
6.1 Globalization and Poverty
6.2 Globalization and Inequalities
6.3 Globalization and the Environment

Assessment throughout the semester:
– Participation in classes, including practical activities (20%)
– Group work, with data collection and analysis (40%)
– Final test: individual written assignment (40%)
Approval requires a positive mark (at least 10 values) in each assessment component.
A minimum attendance of 3/4 of the classes is required.

Assessment by exam: individual written assignment (100%).

Mandatory

Castells M, Himanen P (2014), Reconceptualizing Development in the Global Information Age, Oxford University Press.
Constanza R, et al. (2020), Sustainable Wellbeing Futures, Edward Elgar.
Giddens A (1990), The Consequences of Modernity, Polity.
Hooks G (2016), The Sociology of Development Handbook, University of California Press.
Lewis SL, Maslin MA (2018), The Human Planet: How We Created the Anthropocene, Penguin.
Milanovic B (2018), Global Inequality: A New Approach for the Age of Globalization, The Belknap Press.
Piketty T (2014), Capital in the Twenty-First Century, Harvard University Press.
Sachs J (2020), The Ages of Globalization, Columbia University Press.
Sassen S (2007), A Sociology of Globalization, W.W.Norton.
Stiglitz J, Fitoussi JP, Durand M (2019), Measuring What Counts: The Global Movement for Well-Being, The New Press.
Therborn G (2011), The World: A Beginner’s Guide, Polity.

Optional

1. Bauman Z (2000), Liquid Modernity, Polity.
2. Bell D (1973), The Coming of Post-Industrial Society: A Venture in Social Forecasting, Basic Books.
3. Bourguignon F (2015), The Globalization of Inequality, Princeton University Press.
4. Castells M (1996), The Rise of the Network Society, vol. 1 de The Information Age: Economy, Society and Culture, Blackwell.
5. Mann M (2013), The Sources of Social Power, vol. IV: Globalizations, 1945-2011, Cambridge University Press.
6. Milanovic B (2019), Capitalism Alone, Belknap.
7. Nee V and Swedberg R (2005), The Economic Sociology of Capitalism, Princeton University Press.
8. Royce E (2015), Classical Social Theory and Modern Society: Marx, Durkheim, Weber, Rowman & Littlefield.
9. Sen A (1999), Development as Freedom, Anchor Books.
10. Wallerstein I (2004), World-Systems Analysis: An Introduction, Duke University Press.

Part 1: Overview

Classical liberalism
Critiques of classical liberalism
Welfare economics and Keynesianism
Neoliberalism
Institutionalism, structuralism and evolutionism
Behavioural economics


Part 2: contemporary debates

Provision and financing of public services - the case of health services
Freedom and competition
International trade
Social security
Financial crises
Industrial policy
Portuguese economy

#Assessment throughout the semester

- Final test (without consultation): 40%, with a minimum mark of 9.5
The final test assesses knowledge of the content taught throughout the semester and mastery of the UC bibliography.

- 3 written elements for individual assessment: 40%
These elements can include argumentative or critical reflection texts, reading sheets or others.

- In-class assessment elements: 20%
These elements may include: spontaneous participation in class; answering questions posed by the lecturer; organising class discussions; short oral presentations, among others.

A minimum attendance of no less than 3/4 of classes is required.

#Assessment by final exam
Individual written test: 100%
The final exam assesses knowledge of the content taught throughout the semester and mastery of the UC bibliography.

Mandatory

Chang, Ha-Joon (2016). Economia: Guia do Utilizador. Lisboa: Clube do Autor.
Trigo Pereira, Paulo; José Carlos Gomes Santos; Manuela Arcanjo e António Afonso (2016). Economia e Finanças Públicas (5ª Edição - Revista e Actualizada). Escolar Editora.

Optional

Akerlof, George A. (1970), The market for lemons: quality uncertainty and the market mechanism, Quarterly Journal of Economics 84: 488-500.
Arrow, Kenneth J. (1963), Uncertainty and the welfare economics of medical care, The American Economic Review vol. 53, nº. 5: 941-973.
Frey, B. S. (1997). Not Just for the Money. An Economic Theory of Personal Motivation, Edward Elgar: Cheltenham.
Keynes, J. Maynard (1967). The General Theory of Employment, Interest and Money, MacMillan: London.
Mill, John Stuart 1991 (1871). On liberty and Other Essays, Oxford University Press: Oxford.
Nussbaum, Martha C. (1997), Flawed Foundations: The Philosophical Critique of (A Particular Type of) Economics, The University of Chicago Law Review vol. 64, nº. 4: 1197-1214.
O'Neill, John (1998). The Market: Ethics, Knowledge and Politics, Routledge: London.
Sunstein, Cass R. (1997). Free Markets and Social Justice, Oxford University Press: New York.
Thaler, R. H., & Sunstein, C. R. Nudge: Improving decisions about health, wealth, and happiness.
Wolff, Jonathan (1996). Introdução à Filosofia Política, Gradiva: Lisboa.

S1: Essential AI concepts: definition, historical evolution, and multidisciplinary relevance.
S2: Predicate logic and knowledge-based systems: representation, deduction, and applications.
S3: Reasoning methods and heuristics: informed and uninformed search, selecting suitable strategies.
S4: Introduction to machine learning: basic notions, classification and regression algorithms, evaluation metrics.
S5: Simple predictive models: design, implementation, and results analysis in real-world scenarios.
S6: Generative AI: foundations, prompt engineering, and creative applications.
S7: Critical approach to AI limitations, ethical challenges, and socio-economic implications.

The assessment of this curricular unit follows the model of Assessment Throughout the Semester (ALS), provided for in the RGACC, and includes several moments, organized into three assessment blocks (AB), aimed at measuring progress and consolidating knowledge. It is made up as follows:
AB1: Written Exam (40%)
Assesses the fundamental concepts of artificial intelligence, machine learning, and generative AI. The exam evaluates both theoretical understanding and the ability to apply the concepts in practice.

AB2: Final Project in AI (60%)
Conducted individually or in groups, this project involves the design, implementation, and evaluation of a prototype or case study based on the course content. It encourages integration of knowledge and critical reflection on the topics covered. Evaluation is divided into a written report (60%) and an oral presentation (40%), delivered during the final session.

Additional rules:
Each assessment block requires a minimum score of 8.5 points.
If necessary, an individual oral discussion may be conducted to confirm knowledge.
The final course grade is the weighted sum of both blocks, with a minimum of 10 points required to pass.

Mandatory

Russell, S., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
→ Considerado a "bíblia" da IA, cobre desde fundamentos históricos até algoritmos modernos.

Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep Learning. MIT Press.
→ Introdução acessível e aprofundada ao deep learning.

Mitchell, T. M. (1997). Machine Learning. McGraw-Hill.
→ Livro clássico sobre fundamentos de aprendizagem de máquina.

Domingos, P. (2015). The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World. Basic Books.
→ Introdução mais popular, sem fórmulas, ideal para contexto geral.

Chollet, F. (2021). Deep Learning with Python (2nd ed.). Manning.
→ Didático, foca em exemplos práticos com Keras/TensorFlow.

Optional

Haenlein, M., Kaplan, A., Tan, C. T., Tan, B. C., & Zhang, P. (2019). Artificial Intelligence (AI) and Management Analytics. Journal of the Academy of Marketing Science, 48(3), 411–431.

Jordan, M. I., & Mitchell, T. M. (2015). Machine Learning: Trends, Perspectives, and Prospects. Science, 349(6245), 255–260.

Topol, E. (2019). High-performance Medicine: The Convergence of Human and Artificial Intelligence. Nature Medicine, 25, 44–56.

I. Readings on labour
Adam Smith (1776) – Wealth of nations
Karl Marx (1867) – The capital
Silvia Federici (2020) – Beyond the periphery of the skin: Rethinking, remaking and reclaiming the body in contemporary capitalism
Jayati Ghosh (2025) – Power, control, inequality, and democracy in the 21st century

II. Readings on the community
Alexis de Tocqueville (1835) – Democracy in America
John Stuart Mill (1859) – On liberty
Rosa Luxemburg (1925) – Introduction to political economy
Thomas Piketty (2022) – A brief history of equality
Sara Falcão Casaca (2023) – A contribuição da Sociologia Económica e das Organizações para a compreensão das desigualdades remuneratórias entre homens e mulheres

III. Readings on the institution
Max Weber (1905) – The protestant ethic and the spirit of capitalism
Erving Goffman (1956) – The presentation of self in everyday life
Mary Douglas (1986) – How institutions think
Richard Sennett (1998) – The corrosion of character

Assessment throughout the semester;
– Participation in classroom activities (10%);
– Written exercises (25%);
– Questionnaires on the readings (25%);
– Test (40%).
Approval requires a positive mark (at least 50%) in each assessment component.

Assessment by exam: Individual written test (100%).

Mandatory

Goffman, Erving (1993). A apresentação do eu na vida de todos os dias. Relógio d’Água.
Luxemburg, Rosa (1976). Introdução à economia política. Publicações Escorpião.
Marx, Karl (1974). O capital. Delfos.
Mill, John Stuart (2010). Sobre a liberdade. Edições 70.
Smith, Adam (2014). Riqueza das nações. Fundação Calouste Gulbenkian.
Tocqueville, Alexis de (2002). Da democracia na América. Principia.
Weber, Max (2016). A ética protestante e o espírito do capitalismo. Editorial Presença.

Optional

Casaca, Sara Falcão (2023). A contribuição da Sociologia Económica e das Organizações para a compreensão das desigualdades remuneratórias entre homens e mulheres. Análise Social, 58(249), 824-845.
Douglas, Mary (1986). How institutions think. Syracuse University Press.
Federici, Silvia (2025), Além da pele: Repensar, refazer e reivindicar o corpo no capitalismo contemporâneo. Orfeu Negro.
Ghosh, Jayati (2025). Power, control, inequality, and democracy in the twenty-first century. Monthly Review, 77(4), 1-17.
Piketty, Thomas (2022). Uma breve história da igualdade. Temas e Debates.
Sennett, Richard (2001). A corrosão do carácter: As consequências pessoais do trabalho no novo capitalismo. Terramar.

PC1. The research process
1.1 Methodological issues
1.2 Methods and techniques
PC2. Extensive methods
2.1 Population and sampling
2.2 Questionnaire survey
2.3 Statistical indicators
PC3. Intensive methods
3.1 Interviews and life stories
3.2 Observation and field research
3.3 Analysing documentary sources
PC4. Combined methods and e-research
4.1 Combining extensive and intensive methods
4.2 Use of the Internet in social science research

Assessment in the course can be done using one of the following methods: assessment throughout the semester or assessment by exam.

Assessment throughout the semester consists of two elements, the weighted average of which corresponds to the final assessment in the curricular unit. The minimum assessment for each element is 9 (in 20). Attendance at at least 75 per cent of classes is compulsory.
1. Individual written test (50 per cent), requiring students to study the course unit’s recommended reading list, held approximately halfway through the semester.
2. A group project (50 per cent), supervised throughout the semester, involving research, the collection and analysis of empirical data, with submission scheduled for the first term (end of the semester).

The course coordinator may decide to hold a supplementary oral discussion in relation to any assessment element or instrument set out in this curricular unit form, whenever this proves necessary to confirm the acquisition of the knowledge and skills being assessed, or to clarify discrepancies between different assessment elements.

The supplementary oral discussion is not a standalone assessment method; it does not carry its own weighting in the final mark for the course module and is intended solely to validate the mark for the relevant assessment element or method. The mark previously awarded for that assessment element or method is provisional until the supplementary oral discussion has taken place; it may be confirmed or revised depending on the outcome of the validation and the applicable assessment criteria.

The student will be notified of the supplementary oral discussion at least 24 hours in advance, specifying the date and time of the session. Failure to attend without a valid reason will result in the inability to validate the relevant assessment element or instrument, and the consequences set out for non-attendance or withdrawal will apply.

Assessment by exam takes place exclusively during the assessment period and covers all the material taught in the curricular unit. It must include a written test and may also include an oral and/or practical test. Students who have opted for this assessment method and students who have not passed the assessment method during the semester are admitted to this assessment method.

Mandatory

Fielding, N. G., Raymond M. L. & Grant. B. (Orgs.) (2017). The Sage Handbook of Online Research Methods. 2.ª ed. Sage.
Ghiglione, R. & Matalon. B. (1982, 1992). O Inquérito: Teoria e Prática. Celta.
Leavy, P. (2023). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. The Gilford Press.
Morin, J-F., Olsson, C. & Atikcan, E. Ö. (Orgs.) (2021). Research Methods in the Social Sciences: An A-Z of Key Concepts, Oxford University Press.
Scott, J. (1990). A Matter of Record: Documentary Sources in Social Research, Cambridge, Polity.
Silva, A. S. & Pinto, J. Madureira. (Orgs.) (1987). Metodologia das Ciências Sociais. Afrontamento.
Stockemer, D. (2019). Quantitative Methods for the Social Sciences: A Practical Introduction with Examples in SPSS and Stata, Springer.

Optional

Poderão ser disponibilizadas referências bibliográficas durante o semestre, que constituem exemplos de investigação e operacionalizam conceitos, para que os/as estudantes compreendam o lugar dos métodos e das técnicas nos processos de pesquisa.

Bertaux, D. (2016, 2020). As Narrativas de Vida, Mundos Sociais.
Bryman, A. (2012). Social Research Methods, 4.ª ed. Oxford University Press.
Burgess, R. G. (1984, 2001). A Pesquisa de Terreno: Uma Introdução. Celta.
Creswell, J. W. & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage.
Della Porta, D. & Keating, M. (Orgs) (2008). Approaches and Methodologies in the Social Sciences: A Pluralist Perspective, Cambridge University Press.
Foddy, W. (1996). Como Perguntar: Teoria e Prática da Construção de Perguntas em Entrevistas e Questionários. Celta.
Levitas, R. & Guy, W. (Orgs.) (1996). Interpreting Official Statistics. Routledge.
Howard, L. & Berg, B. L. (2017). Qualitative Research Methods for the Social Sciences, 9.ª ed., Pearson.
Campenhoudt, L. V., Marquet, J., & Quivy, R. (2023). Manual de Investigação em Ciências sociais (2ª ed. rev.). Gradiva.
Radermacher, W. J. (2020), Official Statistics 4.0: Verified Facts for People in the 21st Century, Springer.

PC1. Introduction to development learning in the context of advanced systemic competences in the contemporary knowledge society.
PC2. Co‑creation and design thinking.
PC3. Politics, economy and society in organisations.
PC4. Value creation in organisations.
PC5. Presentation of case studies and project themes (product, service or process).
• PC6. Selection of the project theme and framing within the organisation.
• PC7. Project development: organisational challenges and problem definition.
• PC8. Project development: state of the art and research methods to be applied.
• PC9. Project development: expected results and solutions.
• PC10. Communication of results.

Continuous assessment during the semester:
• Individual contribution to the interim report on the organisation’s challenges and the definition of the problem (15%).
• Individual contribution to the interim report on the literature review (15%).
• Individual contribution to the interim report on the application of social research methods (15%).
• Individual contribution to the interim report on solutions (15%).
• Group project: presentation and written report (25%).
• Participation and discussion in seminar sessions (15%).
Assessment of the individual contribution to the interim and final reports entails oral presentations to the lecturer.
A minimum mark of 8 out of 20 is required in all assessed components.
Assessment by exam (1st Sitting, if chosen by the student; 2nd Sitting; Special Sitting): On‑campus written exam (100% of the final grade).
Attendance criteria: a minimum attendance of at least two‑thirds of classes is required.

Mandatory

Berry R (2004), The Research Project: How to Write It, Routledge.
Brown T (2019), Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, Harper Collins.
Campenhoudt L et al. (2019), Manual de Investigação em Ciências Sociais, Gradiva.
Ekström, M. & Aalto, J. (2022) Sharing the Learning by Developing Model in an International Context. ICERI2022 Proceedings, pp. 2590-2596.
George A, and Bennet A (2005), Case Studies and Theory Development in the Social Sciences, MIT Press.
Horvath C, and Carpenter J (2020), Co-Creation in Theory and Practice, Policy Press.
Lewrick M et al. (2020), The Design Thinking Toolbox, Wiley.
Mazzucato M (2018), The Value of Everything, PublicAffairs.
Osterwalder A et al. (2014), Value Proposition Design, John Wiley & Sons.
Ragin C, and Amoroso L M (2018), Constructing Social Research: The Unity and Diversity of Method, Sage.
Tom C et al. (2019), How to do your Social Research Project or Dissertation, Oxford University Press.

Optional

1. Ahrne G (2009), Social Organizations: Interaction Inside, Outside and Between Organizations, Sage.
2. Becker H (2007), Telling About Society, The University of Chicago Press.
3. Blaikie N, and Priest J (2019), Designing Social Research: The Logic of Anticipation, Polity Press.
4. Booth W C et al. (2016), The Craft of Research, The University of Chicago Press.
5. Bukve O (2018), Designing Social Science Research, Palgrave Macmillan.
6. Byrne D and Ragin C (2013), The Sage Handbook of Case-Based Methods, Sage.
7. Creswell J and Clark V (2018), Designing and Conducting Mixed Methods Research, Sage.
8. Lareau A (2021), Listening to People, The University of Chicago Press.
9. Spiegelhalter D (2020), The Art of Statistics: Learning from Data, Pelican Books.
10. Toshkov D (2016), Research Design in Political Science, Palgrave.

Serão ainda disponibilizados recursos multimédia, como vídeos, podcasts e artigos online, que irão complementar a bibliografia e enriquecer os conteúdos programáticos estudados.

Hannah Arendt, As Origens do Totalitarismo (1951)
Mary Douglas, Como Pensam as Instituições (1986)
Erving Goffman, A Apresentação do Eu na Vida de Todos os Dias (1956)
Angela Davis, Mulheres, Raça e Classe (1981)
Richard Sennett, A Corrosão do Carácter (1998)
Pierre Bourdieu, As Estruturas Sociais da Economia (2000)
Margarida Marques, Migrações e Globalização (2016)
Thomas Piketty, Uma Breve História da Igualdade (2022)

Assessment throughout the semester;
– Participation in classes, including practical exercises (20%);
– Presentation of a text (15%);
– Questionnaires about the readings (25%);
– Final test: individual written test (40%).
Approval requires a positive mark (at least 50%) in each assessment component.
A minimum attendance of 3/4 of the classes is required.

Assessment by exam: Individual written test (100%).

Mandatory

Arendt, Hannah (2005). As origens do totalitarismo. Publicações Dom Quixote.
Bourdieu, Pierre (2000). As estruturas sociais da economia. Instituto Piaget.
Davis, Angela (2023). Mulheres, raça e classe. Orfeu Negro.
Douglas, Mary (1986). Como pensam as instituições. Syracuse University Press, tradução livre.
Goffman, Erving (1993). A apresentação do eu na vida de todos os dias. Relógio d’Água.
Marques, Margarida (2016). Migrações e globalização. In Diogo Ramada Curto (Org.), Estudos sobre a globalização (pp. 101-116). Edições 70.
Piketty, Thomas (2022). Uma breve história da igualdade. Temas e Debates.
Sennett, Richard (2001). A corrosão do carácter: As consequências pessoais do trabalho no novo capitalismo. Terramar.

Optional

S1. The digital transformation as a new civilizational paradigm.
S2. The impact of digital technologies on the economy.
S3. The impacts of digital technologies on work.
S4. The impact of digital technologies on inequalities.
S5. The impacts of digital technologies on democracy.
S6. The impacts of digital technologies on art.
S7. The impacts of digital technologies on individual rights.
S8. The impacts of digital technologies on human relations.
S9. The impacts of digital technologies on the future of humanity.
S10. Responsible Artificial Intelligence.
S11. The impact of quantum computing on future technologies.
S12. The impact of digital technologies on geopolitics.

The assessment process includes the following elements:

A) Ongoing assessment throughout the semester
A1. Group debates on issues and problems related to each of the program contents. Each group will participate in three debates throughout the semester. The performance evaluation of each group per debate will account for 15% of each student's final grade within the group, resulting in a total of 3 x 15% = 45% of each student's final grade.
A2. Participation assessment accounting for 5% of each student's final grade.
A3. Final test covering part of the content from the group debates and part from the lectures given by the instructor, representing 50% of each student's final grade.
A minimum score of 9.5 out of 20 is required in each assessment and attendance at a minimum of 3/4 of the classes is mandatory.

B) Final exam assessment Individual written exam, representing 100% of the final grade.

Mandatory

Chalmers, D. (2022). Adventures in technophilosophy In Reality+ - Virtual Worlds and the problems of Philosophy (pp. xi-xviii). W. W. Norton & Company.
Chin, J., Lin, L. (2022). Dystopia on the Doorstep In Deep Utopia – Surveillence State – Inside China’s quest to launch a new era of social control (pp. 5–11). St. Martin’s Press.
Dignum, V. (2019). The ART of AI: Accountability, Responsibility, Transparency In Responsible Artificial Intelligence - How to Develop and Use AI in a Responsible Way (pp. 52–62). Springer.
Howard, P. N. (2020). The Science and Technology of Lie Machines In Lie Machines - How to Save Democracy from Troll Armies, Deceitful Robots, Junk News Operations, and Political Operatives (pp. 1-4; 6-7; 10-18). Yale University Press.
Kearns, M., Roth, A. (2020). Introduction to the Science of Ethical Algorithm Design In The Ethical Algorithm - The Science of Socially Aware Algorithm Design (pp. 1-4; 6-8; 18-21). Oxford University Press.

Optional

(Principal - continuação)
Kissinger, H. A., Schmidt, E., Huttenlocher, D (2021). Security and World Order In The Age of AI - And Our Human Future (pp. 157–167, 173-177). John Murray Publishers.
Parijs, P. V., Vanderborght, Y. (2017). Ethically Justifiable? Free Riding Versus Fair Shares In Basic Income - A Radical Proposal for a Free Society and a Sane Economy (pp. 99–103). Harvard University Press.
Pentland, A. (2014). From Ideas to Actions In Social Physics – How good ideas spread – The lessons from a new science (pp. 4–10). The Penguin Press.
Zuboff, S. (2021). O que é capitalismo de vigilância? In A Era do Capitalismo de Vigilância - A luta por um futuro humano na nova fronteira de poder (pp. 21–25). Intrínseca.

***
(Complementar)
Acemoglu, D.; Johnson, S. (2023). What Is Progress? In Power and progress: our thousand-year struggle over technology and prosperity (pp. 1 - 7). PublicAffairs.
Bostrom, N. (2024). The purpose problem revisited In Deep Utopia – Life and meaning in a solved world (pp. 121–124). Ideapress Publishing.
Castro, P. (2023). O Humanismo Digital do século XXI e a nova Filosofia da Inteligência Artificial In 88 Vozes sobre Inteligência Artificial - O que fica para o homem e o que fica para a máquina? (pp. 563 – 572). Oficina do Livro/ISCTE Executive Education.
Gunkel, D. J. (2012). Introduction to the Machine Question In The Machine Question - Critical Perspectives on AI, Robots, and Ethics (pp. 1-5). The MIT Press.
Innerarity, D. (2023). O sonho da máquina criativa. In Inteligência Artificial e Cultura – Do medo à descoberta (pp. 15 – 26). Colecção Ciência Aberta, Gradiva.
Jonas, H. (1985). Preface to the English version of the Imperative of Responsibility In The Imperative of Responsibility: In Search of an Ethics for the Technological Age. (pp. ix - xii). University of Chicago Press.
Nakazawa, H. (2019). Manifesto of Artificial Intelligence Art and Aesthetics In Artificial Intelligence Art and Aesthetics Exhibition - Archive Collection (p. 25). Artificial Intelligence Art and Aesthetics Research Group (AIAARG).
Patel, N. J. (2022, february 4). Reality or Fiction - Sexual Harassment in VR, The Proteus Effect and the phenomenology of Darth Vader — and other stories. Kabuni. https://medium.com/kabuni/fiction-vs-non-fiction-98aa0098f3b0
Pause Giant AI Experiments: An Open Letter. (22 March, 2023). Future of Life Institute. Obtido 26 de agosto de 2024, de https://futureoflife.org/open-letter/pause-giant-ai-experiments/