In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Formulate the starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research problem and the specific goals
- Design a study to test the goals
- Create a procedure and the materials
- Carry out the study
- Analyse and interpret the results
- Elaborate the dissertation plan
- Write the dissertation
Throughout this process students will receive important information for the theme of their dissertations and for the conduction of the process itself, as, for example, literature that is relevant for their topic and indications on the design they should use.

The dissertation will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical and methodological adequacy.

Mandatory

Normas orientadoras para a dissertação ou trabalho de Projeto de Mestrado.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Gil, P.J.S. & Relvas, A.F.C (2015). O Pequeno Livro da Dissertação. IST.
McMillan, K., & Weyers, J. (2007). How to write dissertations & project reports. Pearson Education.

Optional

In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Identify/select a relevant environmental and/or sustainability problem
- Formulate the research problem based on the chosen problem
- Identify the relevant literature and elaborate a theoretical/empirical revision
- Formulate hypotheses
- Design an intervention
- Prepare materials
- Carry out the programme
- Analyse and interpret the results
- Assess the programme's efficiency
- Write a report
Throughout this process students will receive important information for the contentof their projects, as, for example, relevant literature for their topic and indications on the design they should use and on how to present the final report.

Two teaching methods will be used: (i) project guidance in direct contact with the supervisor in individual sessions or, seldom, in small groups of students whose project topics are very similar; (ii) attendance of seminars in which each student presents his/her project's progress, planned activities, difficulties met, etc. These seminars will focus on the project itself, on relevant applied research for the topics in analysis and in the report writing process.

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The project report will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical/methodological adequacy regarding interventions in environmental and sustainability problems.

Mandatory

ISCTE (2008), Normas orientadoras para a dissertação ou trabalho de Projeto de Mestrado.
Bransford, John (2010), How People Learn. Washington DC: National Academy Press.

Optional

CP1.Introduction: Levels of analysis in understanding person-environment interaction.
CP2. Relationship with place and community and implications for sustainability, social and personal change
CP3. Relationship to place and its relationship to community responses to urban place change, climate change and biodiversity conservation.
CP4. Psychosocial processes involved in public participation and the construction of environmental citizenship.
Climate activism and climate denialism. Implications and consequences.
CP6. Integration and conclusions.

The course can done by assessment throughout the semester or by evaluation by exam.
Assessment throughout the semester has 2 moments:
1. A group presentation in class of an indicated text (40%).
2. an individual written critical assessment of a text discussed in class, which includes how the text can frame the development and presentation of a research question related to a topic discussed in class (60%).
To succeed students need to have a mark of more than 8.5 in the two assessment instruments throughout the semester, and a final average of >or= 9.5.
Those who have not taken or who have failed the assessment throughout the semester can take an exam (passing requires at least 9.5). Assessment by exam will cover all the syllabus content.

Mandatory

Nicolosi, E.& Corbett J. B. (2018) Engagement with climate change and the environment: a review of the role of relationships to place, Local Environment, 23:1, 77-99, DOI: 10.1080/13549839.2017.1385002

O'Brien, K., E. Selboe, and B. M. Hayward. 2018. Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent. Ecology and Society 23(3):42. https://doi.org/10.5751/ES-10287-230342

Lloyd, S.& Gifford, R. (2024) Qualitative research and the future of environmental psychology. Journal of Environmental Psychology, 2024

Bonnes, M., Lee T. & Bonauito M. (Eds.) (2003). Psychological theories for environmental issues. UK: Ashgate

Bechtel R. & Churchman A. (Orgs) (2002). Handbook of environmental psychology (2nd ed.). New York: Wiley

Optional

França,T., Cairns, D., Malet Calvo, D. & Azevedo, L. (2021): Lisbon, the Portuguese Erasmus city? Mis-match between representation in urban policies and international student experiences, Journal of Urban Affairs, DOI: 10.1080/07352166.2021.
Cialdini, R. (2005). Basic social influence is underestimated. Psychological Inquiry, 16, 158-161
Boager, E. & Castro, P. (2021). Lisbon's unsustainable tourism intensification: contributions from social representations to understanding a depoliticised press discourse and its consequences, Journal of Sustainable Tourism, DOI: 10.1080/09669582.2021.1970173
Bonaiuto, M., Carrus, G., Martorella, H. & Bonnes, M. (2003). Local identity processes and environmental attitudes in land use changes: the case of natural protected areas. Journal of Economic Psychology, 23, 631-653
Carvalho A., Russill C. & Doyle J. (2021) Editorial: Critical Approaches to CC and Civic Action. Front. Commun. 6:711897. doi: 10.3389/fcomm.2021.711897
Castro, P., & Mouro, C. (2011). Socio-psychological processes in dealing with change in the community: Some lessons learned from biodiversity conservation. American Journal of Community Psychology.
Fonseca, A. & Castro, P. (2022). Thunberg´s way in the climate debate: making sense of climate action and actors, constructing environmental citizenship. Environmental Communication. 10.1080/17524032.2022.2054842
Pinto, B. & Castro, P. (2021). Contesting political decisions involving environmental issues: a case study in Portugal based on the press about offshore oil and gas drilling. Frontiers in Marine Science, section Marine Affairs and Policy
Stern, P.C. (2000). Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56, 407-424
Stevenson, C., Dixon, J., Hopkins, N., & Luyt, R. (2015). The social psychology of citizenship, participation and social exclusion: Introduction to the special thematic section. Journal of Social and political Psychology, 3(2), 1-19.

Soczka, L. (2005).Contextos humanos e psicologia ambiental. Lisboa: Fundação Calouste Gulbenkian

1. Fundamental concepts on biodiversity, ecosystems and ecosystem services
2. Changes in biodiversity and ecosystem services, assessment and trends
3. Biodiversity data sources to support decision-making
4. Synergies and trade-offs in the management of ecosystem services
5. Sustainable food systems and soil biodiversity
6. Legislation and international agreements
7. Sustainable management of biodiversity conservation areas
8. Economy and biodiversity: sustainability and interdependence between the economic system and natural capital
9. Action plans and strategies for biodiversity

There are two alternatives for evaluation, as follows:
a) Throughout the semester:
Worksheets: 20%
Group assignment: 30%
Written exam (1ª Época): 50% (minimum grade 8/20)

NOTE: The group assignment must include a statement about the use of AI tools, identifying which ones were used, at what stages of the work development, in what manner, and their relevance to the content of the final work. Students may be asked for an oral defense of their work.

b) Final (1ª ou 2ª Época) Students not in assessment throughout the semester or not approved in the first attempt:
Written Exam 100%

Mandatory

Díaz, S., Demissew, S., Carabias, J., Joly, C., Lonsdale, M., Ash, N., Larigauderie, A., Adhikari, J.R., Arico, S., Báldi, A. and Bartuska, A., (2015) The IPBES Conceptual Framework—connecting nature and people. Current opinion in environmental sustainability, 14, pp.1-16.

IPBES (2019) Summary for policymakers of the global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. IPBES secretariat, Bonn, Germany.

Johnson, C.N., Balmford, A., Brook, B.W., Buettel, J.C., Galetti, M., Guangchun, L. and Wilmshurst, J.M., 2017. Biodiversity losses and conservation responses in the Anthropocene. Science, 356(6335), pp.270-275.

Pereira, H. M., T. Domingos, L. Vicente, V. Proença (eds.) (2009) Ecossistemas e Bem-Estar Humano: Avaliação para Portugal do Millennium Ecosystem Assessment. Escolar Editora, Lisboa, Portugal.

Optional

Araújo, M.B. (Coordenação), Antunes, S., Gonçalves, E.J., Oliveira, R., Santos, S. & Sousa Pinto, I. 2022. Biodiversidade 2030: Nova agenda para a conservação em contexto de alterações climáticas. Universidade de Évora & Fundo Ambiental, Ministério do Ambiente e da Ação Climática, Lisboa.

CBD (2022) Kunming-Montreal Global Biodiversity Framework. https://www.cbd.int/decisions/cop/?m=cop-15

EU Commission (2021) EU biodiversity strategy for 2030. Bringing nature back into our lives.

Fisher, B., Turner, R.K. and Morling, P. (2009). Defining and classifying ecosystem services for decision making. Ecological economics, 68(3), pp.643-653.

ICNF (2015) Proposta de Revisão da Estratégia Nacional de Conservação da Natureza e da Biodiversidade, ENCNB 2020, Versão para Auscultação Pública, 29 junho 2015.

Lomba, A., McCracken, D., & Herzon, I. (2023). High Nature Value farming systems in Europe. Ecology and Society, 28(2).

Resolução do Conselho de Ministros n.º 55/2018 - Estratégia Nacional de Conservação da Natureza e da Biodiversidade. ENCNB 2030

WWF. 2022.Living Planet Report 2022 –Building a nature positivesociety. Almond, R.E.A., Grooten, M., JuffeBignoli, D. & Petersen, T. (Eds). WWF, Gland, Switzerland.

+additional references provided in lectures / +refs adicionais indicadas nas aulas

1. Environment and society (I): environmental sociology
1.1. Society, nature and environment: paradigmatic questions on social theory and environment.
1.2. Theoretical perspetives on environment and social change (I): from human ecology to the «new ecological paradigm».
1.3. Theoretical perspetives on environment and social change (II): risk society and ecological modernization.
1.4. State, collective action and citizenship in the environmental field: perspetives on social action towards sustainable development and sustainability.
2. Environment and society (II): contemporary problems and debates.
2.1. Environment, globalization and biodiversity.
2.2. Environmental risk, governance and new technologies.
2.3. Environmental change, participation and public perception.

a) Assessment along the semester (two essays):
1. an individual essay on Environmental Sociology's theoretical and paradigmatic perspectives.
2. a group essay based on an environmental/social problem selected by the group, discussing one of the themes explored in the second part of the syllabus (Environment and Society (II): problems and debates).
3. Each essay will count for 50% of the final grade. However, class participation may give rise to a bonus of up to 20% of the average of the two essays
4. Successful completion for those who score more than seven marks in both assessment essays and an average of 9.5 or higher.

b) Final written exam:
Students without periodic assessment or approval.

Mandatory

Spaargaren, G.; A. P.J. Mol & F. H. Buttel (eds.) (2000). Environment and Global Modernity. London: Sage Publications.
Eder, Klaus & Maria Kousis (eds.) (2001). Environmental Politics in Southern Europe: Actors, Institutions and Discourses in a Europeanizing Society. Doderecht/Boston/London: Kluwer Academic Publications.
Dunlap, Riley E.& W.Michaelson (eds.) (2002). Handbook of Environmental Sociology. USA: Greenwood Press.
Dunlap, Riley E. and F. H. Buttel, P. Dickens & A. Gijswijt (ed.s) (2002). Sociological Theory and the Environment. Classical Foundations, Contemporary Insights. N.Y/Oxford/Lanham/Boulder: Rowman & Littlefield Publishers.
Jasanoff, Sheila and M. Long Martello (eds.) (2004). Earthly Politics. Local and Global in Environmental Governance. The MIT Press.
Hess, David J. (2007). Alternative Paths in Science and Industry. Activism, Innovation, and the Environment in an Era of Globalizaztion. The MIT Press.

Optional

Dunlap, R. & Brulle, R. (2015). Climate Change and Society – Sociological Perspectives. Oxford: Oxford University Press.
Albrecht, G & Van Horn, G. (2016). Exiting the Anthropocene and entering to the Biocene. Human and Nature,
Goldman, M. & Schurman, R. (2000). Closing the Great Divide: New Social Theory on Society and Nature. Annual Review of Sociology, 26: 563-584.
Guerra, J. & Schmidt, L. (2013). Environmental Awareness, Ecological Values – The Portuguese casa in European context. Lisboa: Observa/ICS-ULisoba
Guerra, J. & Schmidt, L. (2016) Concretizar o whishfull thinking – Dos ODS à COP21. Ambiente e Sociedade. XIX (4): 157-174
Schmidt et al. (2018). Sustentabilidade - Primeiro Grande Inquérito em Portugal. Lisboa: Imprensa de Ciências Sociais.
Schmidt, l. & Guerra, J. (2019). Sustainability: dynamics, pitfalls, and transitions. In Delicado et al.(eds.) The diverse worlds of sustainability. Lisboa: Imprensa de Ciências Sociais
Spaargaren. G. & Mol, A. (2008). Sociology, environment, and modernity: Ecological modernization as a theory of social change. Society & Natural Resources: An International Journal, 5:4, 323-344, DOI:
10.1080/08941929209380797

1.Fundamentals of environmental law in an international and European context. Principles and sources of international environmental law; Law-making, implementation, and effectiveness of EU environmental law. 
Public regulation and self-regulation. Environmental law and risk regulation.
2.Portuguese environmental law in the European context. Overview of general and sectoral regimes: waters, air, conservation of nature and biodiversity; chemicals; waste; ozone layer.
3.Methods and instruments of environmental law: environmental licensing; environmental contracts; environmental impact assessment. Access to information, public participation in environmental regulatory procedures. Access to justice.
Case studies of environmental regimes and their enforcement: climate change; industrial waste; GMO.

Assessment throughout the semester is that occurring regularly, during the curricular period.
Students should write an essay on a topic. The evaluation will be done in this essay, as well as their oral presentation.
Of students expected to participate actively in class.

Mandatory

SANDS, P., Principles of International Environmental Law, Second Edition, Cambridge University Press, 2003.
LEE, M.., EU Environmental Law. Challenges, Changes, and Decision-Making, Oxford, Portland, 2005.

GONÇALVES. M. E., ?The precautionary principle in European law?, in Mariachiara Tallachini and Stefano Rodotà (eds.), Tratatto di Biodiritto, Milano, Giuffrè editore, 2010.

GONÇALVES. M. E., A. C. SANTOS e M.M. LEITÃO MARQUES, ?Direito do ambiente e regulação económica?, in Direito Económico, 6ª edição, Coimbra, Almedina, 2011.

Optional

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1. An introduction to sustainability transitions and innovation
2. Theories on sustainability transitions
2.1 Multi-level perspective (MLP)
2.2. Technological Innovation systems
2.3. Strategic niche management
2.4. Just transitions
2.5. Deep transitions
3. Transitions governance and policy mixes for sustainability transitions
4. Real-world examples of sustainability transitions

1. Assessment throughout the semester consists of two components:
- short essay (< 5000 words) with a critical analysis of one theoretic approach on sustainability transitions - 50%;
- test - 50% (minimum grade: 8)

2. Final assessment:
Written exam (1st and 2nd period) - 100%

Mandatory

F.W. Geels & B. Turnheim / Cambridge Univ Press., The Great Reconfiguration, 2022, ·, ·
L. Kanger, F. Bone, D. Rotolo, W. E. Steinmueller & J. Schot / Tech Forecast Socl Change, 177, 121491., Deep transitions: A mixed methods study of the historical evolution of mass production, 2022, ·, ·
J. Markard, H. Van Lente, P. Wells & X. S. Yap / Env Innov Soci Transit, 41, 39-41, Neglected developments undermining sustainability transitions, 2021, ·, ·
P. J. Newell, F. W. Geels & B. K. Sovacool / Env Res Letters, 17, 041006., Navigating tensions between rapid and just low-carbon transitions, 2022, ·, ·
K.S. Rogge & K. Reichardt / Res Policy, 45(8), 1620-1635., Policy mixes for sustainability transitions: An extended concept and framework for analysis, 2016, ·, ·
B. K. Sovacool, M. Martiskainen, A. Hook & L. Baker / Climatic Change, 155(4), 581-619., Decarbonization and its discontents: a critical energy justice perspective on four low-carbon transitions, 2019, ·, ·

Optional

T. Foxon, J. Köhler & C. Oughton / Edward Elgar Publishing, Innovation for a low carbon economy: economic, institutional and management approaches, 2008, ·, ·
F. W. Geels / Res policy, 31, 1257-1274, Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study, 2002, ·, ·
F. W. Geels / Env Innov Soci Transit, 1(1), 24-40., The multi-level perspective on sustainability transitions: Responses to seven criticisms, 2011, ·, ·
F. W. Geels & J. Schot / Res policy, 36, 399-417, Typology of sociotechnical transition pathways, 2007, ·, ·
S. Jacobsson & A. Bergek / Env Innov Soci Transit, 1, 41-57, Innovation system analyses and sustainability transitions: Contributions and suggestions for research, 2011, ·, ·
J. Markard / Tech forecast and soci change, 153, 119407, The life cycle of technological innovation systems, 2020, ·, ·
J. Markard & B. Truffer / Res policy, 37(4), 596-615., Technological innovation systems and the multi-level perspective: Towards an integrated framework, 2008, ·, ·
M. Mazzucato / Ind Corp Chang, 27(5), 803–815., Mission-oriented innovation policies: challenges and opportunities, 2018, ·, ·
R. Raven, S. Van den Bosch & R. Weterings / Int J of Tech Manag, 51, 57-74., Transitions and strategic niche management: towards a competence kit for practitioners, 2010, ·, ·
J. D. Sachs, G. Schmidt-Traub, M. Mazzucato, D. Messner, N. Nakicenovic & J. Rockström / Nature sustainability, 2(9), 805-814., Six transformations to achieve the sustainable development goals, 2019, ·, ·
J. Schot & F. W. Geels / Technol Anal Strateg Manag, 20(5), 537-554., Strategic niche management and sustainable innovation journeys: theory, findings, research agenda, and policy, 2008, ·, ·
B. S. Silvestre & D. M. Ţîrcă / J Cleaner Production, 208, 325-332., Innovations for sustainable development: Moving toward a sustainable future, 2019, ·, ·
A. Smith, A. Stirling & F. Berkhout / Re policy, 34(10), 1491-1510., The governance of sustainable socio-technical transitions, 2005, ·, ·
A. Smith, J. P. Voß & J. Grin / Res policy, 39(4), 435-448, Innovation studies and sustainability transitions: The allure of the multi-level perspective and its challenges, 2010, ·, ·
F. Steward / Technol Anal Strateg Manag, 24(4), 331-343., Transformative innovation policy to meet the challenge of climate change: sociotechnical networks aligned with consumption and end-use as new transition arenas for a low-carbon society or green economy, 2012, ·, ·
J. Ulmanen, A. Bergek & H. Hellsmark / PLOS Sustainability and Transformation, 1(10), e0000031., Lost in translation: Challenges in creating new transformative innovation policy practices, 2022, ·, ·
G. Verbong & D. Loorbach / Routledge, Governing the energy transition: reality, illusion or necessity?, 2012, ·, ·
K. M. Weber & H. Rohracher / Res policy, 41(6), 1037-1047., Legitimizing research, technology and innovation policies for transformative change: Combining insights from innovation systems and multi-level perspective in a comprehensive ‘failures’ framework, 2012, ·, ·

1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Evaluation
5. Report

The final assessment is the responsibility of the internal internship supervisor, taking into account the external supervisor's assessment, the report and its presentation/discussion.
The internship report, which the student must submit directly to the internal supervisor, has a maximum of 15 pages (5000 words) in A4 format (excluding annexes and references).
The report must include the following aspects:
a) Introduction;
b) Internship objectives
c) The trainee's work plan and how they fit into the organisation
d) Results of the internship (activities carried out, work products, degree of fulfilment of the work plan)
e) Reflection on the learning achieved with relevance to the master's programme, making a critical and theoretically grounded assessment of the internship
f) Lessons learnt (success factors, obstacles encountered)
g) Conclusions and recommendations
h) References

The final report must be submitted to the internal supervisor within the assessment timetable defined each year.
The report is presented/discussed in front of the internal supervisor and the coordinator of the 2nd Cycle Internship (Political Economy).
In this curricular unit there is no possibility of taking a final exam and no possibility of improving your grade.

Mandatory

Cameron, C., Freudenberg, B., & Brimble, M. (2013). Making economics real—The economics internship. International Review of Economics Education, 13, 10-25.
Maertz Jr, C. P., Stoeberl, P. A., & Marks, J. (2014). Building successful internships: lessons from the research for interns, schools, and employers. Career Development International, 19(1), 123-142.
Mruk, C., & Moor, J. (2020). Succeeding at Your Internship: A Handbook Written for and with Students. Bowling Green State University.
Reeher, G. & Mariani, M. (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books.
Stewart, A., Owens, R., O'Higgins, N., & Hewitt, A. (Eds.). (2021). Internships, employability and the search for decent work experience. Edward Elgar Publishing.

Optional

-

This course will operate in a seminar system with guests from disciplines from Environmental Sciences (Natural Sciences and Engineering and Technology - STEM) and from different sectors (academia, industry, NGOs), specialists in the areas of contemporary environmental science challenges to be focused.
These areas will include challenges such as climate change, the circular economy, waste management and life cycle analysis, energy efficiency and poverty, forest fire management, urban regeneration and spatial planning.

The course will be structured in seminars, but including practical examples and exercises to deepen critical analysis and knowledge of the main current challenges of environmental sciences in different areas.

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The evaluation is made through an assessment throughout the semester consisting of three elements:
a) 10% - Attendance [minimum grade 10];
b) 20% - Group participation in one of the seminars [minimum grade 10];
b) 70% - Individual written work - choice of one of the challenges of environmental sciences focused on classes and interdisciplinary critical analysis of this challenge, integrating the perspective of environmental sciences with the perspectives and knowledge of the social and human sciences of the environment acquired in the other UC of the MEAS [minimum grade 10].
This UC has no final exam given its nature. There is no resit exam.

Mandatory

The bibliography of this UC will be provided in the context of the seminars planned for the respective year.
A bibliografia desta UC será fornecida no contexto dos seminários previstos para o respetivo ano letivo.

Optional

P1. Environment and the human condition in the Anthropocene.
P2. The Improbable Primate.
P3. 'Oikoumene' and fenomenological perspective
P4. Anthropology, Biology, Complexity.
P5. Ontologies of Nature

Exam

Mandatory

ABRAM David, 2007, A Magia do Sensível. Percepção e Linguagem num mundo mais do que humano. Lisboa, Fundação Calouste Gulbenkian.
INGOLD Tim, 2000, The Perception of the Environment. Essays on Livelihood, Dwelling and Skill. London and New York, Routledge.
INGOLD Tim, 2011, Being Alive. Essays on Movement, Knowledge and Description. UK, USA, Routledge.
PATEL Raj and MOORE Jason W., 2018, A História do Mundo em Sete Coisas Baratas: Um Guia sobre o Capitalismo, a Natureza e o Futuro do Planeta. Lisboa, Editorial Presença.
WAHL Daniel Christian, 2016, Designing Regenerative Cultures. Axminster and Aberdeen, UK, Triarchy Press.

Optional

HASTRUP Kirsten and OLWIG Karen Fog (eds), 2012, Climate Change and Human Mobility. Global Challenges to the Social Sciences. Cambridge and New York, Cambridge University Press.
HASTRUP Kirsten and RUBOW Cecile, 2014, Living with Environmental Change. Waterworlds. London and New York, Routledge.
HOFFMAN Susanna M., ERIKSEN Thomas Hylland and MENDES Paulo (eds), 2022, Cooling Down. Local Responses to Global Climate Change. Oxford, New York, Berghahn Books.
KOTHARI Ashish, SALLEH Ariel, ESCOBAR Arturo, DEMARIA Federico, ACOSTA Alberto (eds), 2019. Pluriverse. A Post-development Dictionary. New Delhi, Tulika Books
SELIN Helaine (ed), 2003, Nature Across Cultures. Views of Nature and the Environmente in Non-Western Cultures. Dordrecht, Boston, London, Kluwer Academic Press.
WILLIAMS Lewis, ROBERTS Rose and MCINTOSG Alastair (eds), 2012, Radical Human Ecology. Intercultural and Indigenous Approaches. UK and USA, Ashgate.

1. Introduction. What is a master's dissertation
2. Types of research in social sciences
3. Qualitative and quantitative methodologies: main features, procedures amd types of conclusions. Examples of studies.
4. Presentation of the main phases of scientific research work and their theoretical, methodological and technical requisites. Types of data gathering and analysis. Examples of studies.
5. Specificities of academic and masters dissertation writing

Assessment throughout the semester based on:
Group assignment (30%: Evaluation of empirical research article, including reading notes and oral presentation.
Individual assignment (70%): Dissertation project (research theme, problem and proposed methodology) to be presented orally and in the report.
A minimum of 8 is required at each assignment.
Active participation in classes is valued. Students are expected to read and discuss the work materials.
This UC has no exam given its nature. There's no resit exam.

Mandatory

Silva, A. A. & Pinto, J. M. (Eds.). (2014). Metodologia das Ciências Sociais. Porto: Afrontamento. [S.112 Met 16ªed.]
Quivy, R. e Van Campenhoudt, L. (2008), Manual de investigação em ciências sociais, Lisboa, Gradiva (2ª edição original: 1995).

Punch, F. Keith. (2008). Developing effective research proposals. Sage Publications. [PS.112 PUN*Dev]

Gilbert, N. (Ed.) (2011). Researching social life. London, UK: SAGE. [S.112 Res]

Bryman, A. (2008). Social research methods. Oxford : Oxford University Press. [S.113 BRY*Soc]

Bauer, M.W., & Gaskell, G. (Eds.) (2004). Pesquisa qualitativa com texto, imagem e som. Brasil: Editora Vozes.

Bibliografia Básica

Optional

Moreira, J. M. (2004). Questionários: Teoria e Prática. Coimbra: Almedina.
Krueger, R., & Casey, M.A. (2000). Focus groups: a practical guide for applied research. Thousand Oaks.

Gauthier, Benoit (2003), Investigação social - da problemática à análise de dados, Loures , Ed. Lusociência.

Foody, W. (1996). Como perguntar: teoria e prática da construção de perguntas em entrevistas e questionários. Oeiras: Celta.

Flick, U. (2014). An introduction to qualitative research. London: Sage.

Eco, H. (1977/2015). Como se faz uma tese em ciências sociais e humanas. Editorial Presença.