CP1: What data are and how to think with data.
CP2: Types of problems addressed in Data Science and specificities in the domains of Science, Management, and Society.
CP3: Different traditions and research methodologies and definitions of knowledge acquisition.
CP4: Translating real challenges into technical concepts and using scientifically oriented language.
CP5: The ethical dimension of data use strategies.
CP6: Presentation of practical cases.

This course uses only assessment throughout the semester and does not include exams.
Assessment components:
a) Mini-tests (30%): 6 mini-tests (5% each, the vast majority to be taken at home)
b) Project (30%): group assignment
c) Final test (40%): Written test to be taken during the 1st season, 2nd season or special season (Art. 14, RGACC)

Passing requirement: Final test >= 8 points (out of 20 points)

The final grade for the Project will depend on the code, the reports, and the student's performance in presenting their work.

Mandatory

Cathy O'Neil, Rachel Schutt, Doing Data Science: Straight Talk from the Frontline, 2014, ISBN: 9781449358655,
Borgman, C. L., Big data, little data, no data: scholarship in the networked world, 2015, ISBN: 9780262529914,
Rob Kitchin, The data revolution: Big data, open data, data infrastructures and their consequences, 2014, https://doi.org/10.4135/9781473909472,

Optional

Davenport, T., Harris, J., and Morison, R., Analytics at work: smarter decisions, better results. Harvard Business Review Press, USA., 2010, ISBN: 9781422177693,
Turban, E., Sharda, R., Delen, D., Decision Support and Business Intelligence Systems (9th Eds), 2010, ISBN: 978-0136107293,
Davenport, T., Big Data at Work: Dispelling the Myths, Uncovering the Opportunities, 2014, ISBN: 978-1422168165,

PC1. Research, methods and operationalization of conceptual units
1. Sociological and socio-political research: extensive methods
2. Framework for analysis and operationalisation of concepts
PC2. Delimiting the empirical field: population and sample definition
1. Statistical representativity
2. Main sampling techniques
PC3. Survey questionnaire
1. Construction of the questionnaire
2. Application of the survey
3. Online surveys
4. Planning data processing
PC4. Analysing survey data
1. Analysing the results
2. Presenting the results

Students can choose one of the two assessment methods provided for in the CU: 1) assessment throughout the semester; 2) assessment by exam.
- Assessment throughout the semester consists of: written group work (in two reports, a progress report and a final report) and an individual written test. The final grade is the result of a weighted average of the three assessment moments: group progress report (20%); final group report (40%); and individual written test (40%), provided it is equal to or higher than 7 points. Students who do not obtain a minimum mark of 7 in the test will fail the CU and will be admitted to assessment by exam. Assessment throughout the semester requires students to attend at least 50% of the classes. If the teachers deem it necessary, there is the possibility of an oral test, in complement to the written assessment components, as an additional element in the assessment (e.g. in situations where there is a need for additional clarification in the classifications).
- Assessment by exam takes place exclusively during the assessment period and covers all the material taught in the curricular unit. It consists of an individual written test. Students who have opted for this form of assessment and students who have not been approved in the assessment throughout the semester are admitted to this form of assessment.

Mandatory

Bryman, A (2012), Social Research Methods (4ªed), New York, Oxford UP
Campenhoudt, LV et al. (2023), Manual de Investigação em Ciências Sociais (2ªed), Lisboa, Gradiva
Frade, S (2024). “Estudos online: Questionários”, in Prada M. (Coord.). Caderno de laboratório, LAPSO, Iscte
Foddy, W (1996), Como Perguntar. Teoria e Prática da Construção de Perguntas para Entrevistas e Questionários, Oeiras, Celta
Ghiglione, R & Matalon, B (2001), O Inquérito-Teoria e Prática (4ªed), Oeiras, Celta
Giddens, A (2013), “Métodos de Investigação em Sociologia”, in Sociologia (9ªed), Lisboa, FCG
Lima, L & Correia, I (2017), “Atitudes: medida, estrutura e funções”, in Vala, J. & Monteiro, M.B., Psicologia Social (10ªed), Lisboa, FCG
Osuna, JR (2005), Métodos de Muestreo. Casos Prácticos (2ªed), Madrid, CIS
Pestana, MH & Gageiro, JN (2014), Análise de Dados para Ciências Sociais (6ªed), Lisboa, Sílabo
Sierra-Bravo, R (2003), Técnicas de Investigación Social: Teoria y Ejercicios (14ªed), Madrid, Thomson

Optional

Blaikie, N. & Priest, J. (2019), Designing Social Research: the logic of anticipation (3ª ed.), Cambridge, Polity Press.
Boudon, R. (1990), Os Métodos em Sociologia, Lisboa, Rolim.
Bourdieu, P., Chamboredon, JC. & Passeron, JC. (1999). A profissão de Socíólogo: preliminares epistemológicas, Petropolis, Vozes.
Bryman, A. & Cramer, D. (1993), Análise de Dados em Ciências Sociais - introdução às técnicas utilizando o SPSS (2ª ed.), Oeiras, Celta.
Cea D’Ancona, M.A. (1996), Metodología Quantitativa. Estrategias y técnicas de investigación social, Madrid, Síntesis,
Cresswell, J.W. & Cresswell, J.D., (2018), Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (5ª ed.), Thousand Oaks/London/New Delhi, Sage.
Dillmand, D.A., Smyth, J.D. & Christian, L.M. (2009), Internet, Mail and Mixed-Mode Surveys: the tailored design method (3ª ed.), New Jersey, John Wiley.
Ferreira, V. “O inquérito por questionário na construção de dados sociológicos”, in Silva, A.S. e Pinto, J.M. (coord.) (2014), Metodologia das Ciências Sociais (16ª ed.), Porto, Afrontamento.
Frankfort-Nachmias, C. & Nachmias, D. (2000). Research Methods in the Social Sciences (6ª ed.). New York, Worth Publishers.
García Ferrando, M. et al. (2015), El Análisis de la Realidad Social; métodos y técnicas de investigación (4ª ed), Madrid, Alianza Editorial.
Laureano, R. & Botelho, M.C. (2017), IBM SPSS Statistics: o meu manual de consulta rápida (3ª ed.), Lisboa, Sílabo.
Silva, A.S. & Pinto, J.M. (coord.) (2014), Metodologia das Ciências Sociais (16ª ed.), Porto, Afrontamento.
Moreira, J. M. (2004), Questionários: Teoria e Prática, Coimbra, Almedina.
Oliveira, A. et al. (2021), O questionário online na investigação em educação: reflexões epistemológicas, metodológicas e éticas, Lisboa, Universidade Aberta.
Sue, V. & Ritter, L.A. (2012), Conducting Online Surveys (2ª ed.), Thousand Oaks, Sage.
Vicente, P, Reis, E. & Ferrão, F. (2001), Sondagens. A amostragem como factor decisivo de qualidade, Lisboa, Sílabo.

Podem ser recomendadas outras referências bibliográficas complementares, de caráter temático, para suporte aos trabalhos dos/as estudantes.

Other complementary bibliographical references with a thematic focus can be recommended to support the students' work.

Mandatory

Optional

Mandatory

Optional

1. Political Economy and Globalization: conceptual issues
2. Global dynamics and Political Economy debates in the long run
3. The Post-World War II order
4. Neoliberalism
5. Developmental States
6. Rethinking globalization: contemporary dynamics and challenges

Periodical Assessment:
Test 1 (35%)
Test 2 (35%)
Group work (30%)
(mandatory to participate in the three elements)
Or

Final Exam (100%)

In the second season, assessment also consists of a Final Exam (100%)

Mandatory

Ravenhill, John (org.) (2020). Global Political Economy, 6th edition, Oxford: Oxford University Press. [E.152 Glo 6ªed. ]
Dani Rodrik, The Globalization Paradox, 2011, Oxford UP,
Joseph Siglitz, Globalization and its Discontents Revisited, 2017, W.W. Norton and Company,

Optional

Acharya, Amitav (2017), After Liberal Hegemony: The Advent of a Multiplex World Order, Ethics and International Affairs 31:3, pp.271-285
Frieden, Jeffry (2006). Global Capitalism: Its fall and rise in the twentieth century. Nova Iorque: Norton
Moschella, Manuela and Catherine Weaver (2013), Players, power and paradigms in Manuela Moschella and Catherine Weaver eds., Handbook of Global Economic Governance (London: Routledge)
Norloff, Carla (2010), America´s Global Advantage: US Hegemony and International Coooperation (Cambridge: Cambridge University Press)
UNDP (2013), Human Development Report 2013, The Rise of the South: Human Progress in a Diverse World (UNDP Publishing)
Heillener, Eric (1994), States and the Reemergence of Global Finance: From Bretton Woods to the 1990s (Ithaca: Cornell University Press)
Germain, Randall (2013), The historical origins and development of global financial governance in Manuela Moschella and Catherine Weaver eds., Handbook of Global Economic Governance (London: Routledge)
UNCTAD (2015), Global Value Chains and South-South Trade, Economic Cooperation and Integration among Developing Countries, United Nations Conference on Trade and Development (UNCTAD)
Ravenhill, John (2014), Production Networks in Asia in Saadia Pekkanen, John Ravenhill and Rosemary Foot eds., Oxford Handbook of the International Relations of Asia (Oxford: Oxford University Press)
Bannerman, Gordon (2015), The Free Trade Idea in Lisa Martin, ed., Handbook of Political Economy of International Trade (Oxford: Oxford University Press)

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

The Semester-Long Assessment includes the following activities:
1. Individual Activities (50%)
1.1 Prompt Simulations with AI Tools in an Academic Context (20%):
* Description: The student must create a clear/justified, well-structured prompt, according to the script proposed by the instructor in class.
* Assessment: (submit in Moodle), communication and teamwork skills based on the quality of the prompt simulations performed.
1.2 Oral Defense - Group Presentation - 5 min. Discussion - 5 min. (30%):
* Description: Each student must present their contributions to the work completed to the class.
* Assessment: After the student's presentation, there will be a question-and-answer session.
2. Group Activities (50%) [students are organized into groups of up to 5 students, randomly selected], which include:
* Group presentations, reviews, edits, and validations of AI-generated content. The assessment (to be submitted in Moodle) includes gathering relevant information, assessing the clarity and innovative nature of the use of structured prompts.
* Development of strategies for reviewing, editing, and validating AI-generated content. Students will be asked to critically evaluate and reflect on the ethical challenges of integrating AI into an academic environment. The assessment (to be submitted in Moodle) will consist of correcting the work based on the accuracy and quality of the reviews and edits, as well as student participation in providing feedback to their peers.
* Final Project Presentation Simulations, where groups choose a topic and create a fictitious project following the structure of a technical report or scientific text. They present their project in class (5 min.) and discuss the topic (5 min.). The assessment (to be submitted in Moodle) will consider the organization, content, correct use of the structure, and procedures of the academic work.

General Considerations:
Feedback on student performance in each activity will be provided during the Semester Assessment.
To be assessed throughout the semester, students must attend 80% of classes and achieve a score of at least 7 points in each assessment.
If there are questions about participation in the activities, the instructor may request an oral discussion.
The group must ensure that at least one computer is available for each group to allow for classroom activities.
There will be no final exam assessment; passing will be determined by the weighted average of the assessments throughout the semester. Assessments in the second and special assessment periods will have an alternative assessment method, so any students wishing to take the assessment in these assessment periods should contact their instructor in advance to learn about the assessment procedure.

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

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

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.

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

CP1 Empirical research in Social Sciences. The classification of methods (quantitative, qualitative, mixed);
CP2 The sources of information: Documentation; Observation; Inquiry;
CP3 Object, objectives and research designs.
a) Formulation of questions and research design: delimitation of the field of observation and production of information. a1 Research in documentary archives; a2 Participant observation; a3 Interviews and life stories.
b) The selection of cases, the question of sampling: selection of documents; selection of "observables"; selection of interviewees.
c) Production of information and validity of the information produced;
CP4 Techniques for collecting, recording and analyzing information:
a) Recording and analyzing the information collected in the research field
b) Analyzing the content of interviews
c) Analyzing the content of documents not produced by the researcher (media, official documents...).

Assessment throughout the semester includes two components:
1. Development of a research project (60%)
2. Individual written test (40%)
Conditions:
Students must obtain a minimum grade of 7 in all components, and must be present in at least 50% of classes.
The final grade awarded to each student in the group component may vary depending on the performance demonstrated during the work.

Final exam:
Students who are not undergoing assessment throughout the semester may opt for a final exam, which will correspond to 100% of the final grade.

Mandatory

Albarello, L., et.al (2005), Práticas e Métodos de Investigação em Ciências Sociais, Lisboa, Gradiva.
Burgess, R.G. (1997), A pesquisa de terreno: uma introdução, Oeiras, Celta Editora.
Flick, U. (2005), Métodos Qualitativos na Investigação Científica, Lisboa, Monitor.
Ghiglione, R., Matalon, B. (1996), O Inquérito. Teoria e Prática, Oeiras, Celta Editora.
Lee, R., M. (2003), Métodos não interferentes em pesquisa social, Lisboa, Gradiva.
Silva, A. S. e Pinto, J. M. (orgs.) (2014), Metodologia das Ciências Sociais, Porto, Afrontamento.

Optional

Atkinson, Robert (1998), The Life Story Interview, Qualitative Research Methods, California, Sage Publications.
Bardin, L. (2000), Análise de conteúdo, Lisboa, Edições 70.
Beaud, S., Weber, F. (2007).Guia para a pesquisa de campo, Petropolis, Vozes Lda.
Becker, H. (1997), Métodos de pesquisa em Ciências Sociais. São Paulo, Hucitec.
Berg, Bruce L. (1998). Qualitative research methods for the social sciences (3rd ed). Boston, Allyn and Bacon.
Blaikie, N. (2000), Designing Social Research, Cambridge, Polity Press.
Burton, D. (2000), Research training for social scientists, Londres, Sage.
Creswell, John W. (2007), Qualitative inquiry & research design : choosing among five approaches, London, Sage Publications.
Denzin, Norman K, Lincoln, Yvonna S. (1994), Handbook of Qualitative Research, California, Sage Publications.
Emmel, Nick (2013). Sampling and choosing cases in qualitative research : a realist approach. Thousand Oaks, Sage.
Foddy, W. (1996), Como perguntar, Teoria e prática da construção de perguntas em entrevistas e questionários, Oeiras, Celta Editora.
Gilbert, N (org.) (2001), Researching social life, Londres, Sage.
Morse, J.M. (2007), Aspectos essenciais de Metodologia de Investigação Qualitativa, Coimbra, Formasau.
Scott, J. (1990), A matter of record - Documentary sources in social research, Cambridge, Polity Press [caps. 1,2,3].
Silverman, David (ed.) (2011), Qualitative Research, London, Sage.
Thompson, P. (1985), The voice of the past: oral history, Oxford, Oxford University Press.

S1. Introduction to Design Thinking and Stage 1: Empathy (3h)
S2. Steps 2 and 3: Problem Definition and Ideation (3h)
S3. Step 4: Prototyping (3h)
S4. Step 5: Testing and application of Design Thinking in different areas (3h)

Semester-long Assessment Mode:

• Class participation (20%): Evaluates students' presence, involvement, and contribution in class discussions and activities.

• Individual work (40%): Students will develop an individual project applying Design Thinking to solve a specific problem. They will be evaluated on the application of the stages of Design Thinking, the quality of the proposed solutions, and creativity.

• Group work (40%): Students will form groups to develop a joint project, applying Design Thinking to solve a real challenge. Evaluation will be based on the application of the steps of Design Thinking, the quality of the solutions, and collaboration among group members.

To complete the course in the Semester-long Assessment mode, the student must attend at least 75% of the classes and must not score less than 7 marks in any of the assessment components. The strong focus on learning through practical and project activities means that this course does not include a final assessment mode.

Mandatory

Brown, T. (2008). Design Thinking. Harvard Business Review, 86(6), 84–92.
Lewrick, M., Link, P., & Leifer, L. (2018). The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems. John Wiley & Sons.
Lockwood, T. (2010). Design Thinking: Integrating Innovation, Customer Experience and Brand Value. Allworth Press.
Stewart S.C (2011) “Interpreting Design Thinking”. In: https://www.sciencedirect.com/journal/design-studies/vol/32/issue/6

Optional

Brown, T., & Katz, B. (2011). Change by design. Journal of product innovation management, 28(3), 381-383.
Brown, T., Katz, B. M. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. HarperBusiness, 2009.
Liedtka, J. (2018). Why Design Thinking Works. Harvard Business Review, 96(5), 72–79.
Gharajedaghi, J. (2011). Systems thinking: Managing chaos and complexity. A platform for designing business architecture. Google Book in: https://books.google.com/books?hl=en&lr=&id=b0g9AUVo2uUC&oi=fnd&pg=PP1&dq=design+thinking&ots=CEZe0uczco&sig=RrEdhJZuk3Tw8nyULGdi3I4MHlQ

CP1. Exposure to and training of pronunciation, spelling rules through one dictation a lesson

CP2. Introduction of vocabulary related to time, numbers, months, days and time adverbs

CP3. Introduction to the following grammar topics :

- Personal pronouns
- Verbs in the present indicative tense
- German sentence structure
- Modal verbs
- Interrogative pronouns
- Adjectives
- Definite and indefinite articles
- Possessive pronouns
- The pronoun "es"
- Negation
- Separable and inseparable verbs

CP4. Exposure to easy informative texts on German, Austrian and suiss geography and society.

1) Ongoing evaluation:
a) In-class participation - 20% of final grade;
b) Written and speaking test- 80% of final grade;
- written comprehension (20%)
- vocabulary (20%)
- grammar (20%)
- oral comprehension (20%)

2) Final evaluation:
Written and speaking exam - 100% of the final grade

Mandatory

- Livro de exercícios : SOS Deutsch (1)
- Porto editora : uma gramática da língua alemã

Optional

N.a.

I. Introduction to International Law. Basic notion and problems of International Law
II. Subjects of International Law
III. States and their unilateral acts
IV. International organizations and their acts
V. Private actors
VI. The sui generis entities
VII. The sources of International Law
VIII. The general principles of international law
IX. The norms of international law
X. General principles of law
XI. The rules of jus cogens
XII. International treaties
XIII. The international custom
XIV. Jurisprudence, doctrine and ex aequo et bono decisions
XV. The relationship between international law and domestic law
XVI. Conflict resolution
XVII. Peace and conflict prevention
XVIII. International responsibility, including criminal responsibility
XIX. The protection of individuals in international law
XX. International protection of migrants and refugees
XXI. The protection of human rights
XXII. Diplomatic and consular protection

Students can complete this course through continuous assessment throughout the semester or by final exam. Continuous assessment includes two tests (each accounting for 50% of the final grade). Students pass if they achieve a minimum grade of at least 9.5 out of 20 in each assessment component (and, therefore, a final average of 9.5 or higher). Assessment by final exam is conducted through an individual written exam (100%).

Mandatory

"Laureano, Abel; Noções sumárias essenciais de direito internacional. ISBN: 978-972-749-264-0 Laureano, Abel; Direito internacional. ISBN: 978-972-749-231-2 Miranda, Jorge; Curso de Direito Internacional Público, Principia, 2016 (6.ª ed.) Pereira, André Gonçalves, e Fausto de Quadros; Manual De Direito Internacional Público, Almedina, 2015 (Reimpressão da 3.ª Edição ed.)"

Optional

"Brito, Wladimir; Direito Internacional Público, Coimbra Editora, 2014 Brito, Wladimir; Responsabilidade De Proteger - (No Direito Internacional) , Almedina, 2016 Crawford, James; Brownlie's Principles of Public International Law, OUP, 2012 Gouveia, Jorge Bacelar; Manual De Direito Internacional Público, Almedina, 2017 Laureano, Abel; Breviário de História e Políticas da União Europeia, Porto, Almeida & Leitão, 2014. ISBN: 9789727492794 Lopes, J.A. Azeredo; Entre Solidão e Intervencionismo - Direito de Autodeterminação dos Povos e Reacções de Estados terceiros, Coimbra Editora, 2003 Machado, Jónatas E. M.; Direito Internacional: Do Paradigma Clássico Ao Pós-11 De Setembro, Coimbra Editora, 2013 Pereira, Maria Assunção do Vale; Textos De Direito Internacional, Coimbra Editora, 2013 Tavares, Maria Isabel; Guerra E Responsabilidade: A Intervenção Militar No Iraque Em 2003, Universidade Católica Editora - Porto, 2015 "

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.

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.

1- The alphabet
2- Present tense: to be, to have, to work
3- The numbers
4- Demonstratives
5- Genre and number of adjectives
6- Interrogatives: How? Where from? How many/much?
7- Regular present tense: -ar, -er, -ir
8- Contrast: there is (are)/to be
9- Adjectives
10- Comparatives with adjectives
11- Irregular present tense
12- Reflexive verbs
13- Adverbs and expressions of frequency
14- Verbs: to like, to love, to hurt
15- Adverbs: also/either-neither

1) Assessment throughout the semester:
a) Attendance (80%) and Participation in class - 20% of the final grade;
b) Individual assessment test (written test and oral exam) - 80% of the final grade
To pass the course through semester assessment, the student must attend 80% of the classes and must not score less than 7 in any of the assessment components.

Final assessment (exam)
Completion of a final assessment test - 100% of the final grade (this final assessment can be complemented with an oral exam when requested by the instructor).
Note: The assessment criteria apply to all teaching modalities in effect (in-person, blended, online).

Mandatory

Prisma A1 - ejercicios - Método de Español para Extranjeros 2010 , Edinumen
Prisma A1 - Método de Español para Extranjeros, 2010 Edinumen.

Optional

Gramatica De Uso De Español Para Extranjeros: Teoria Y Practica (2003) Ed. SM

Mandatory

Optional

CP1: Introduction to scientific research: concepts and processes. Research questions. Processes: stages (Identifying the problem; Reviewing the literature; Defining objectives and hypotheses; Selecting the methodology; Collecting data; Analysing data; Conclusions and recommendations).
CP2: Techniques for summarising and analysing scientific articles. Identifying relevant sources, evaluating the literature and synthesising information. Ethics, informed consent, confidentiality and integrity in research. Data collection methods.
CP3: Structure and organisation of research papers: pre-textual elements (cover, title page, abstract, keywords, table of contents), textual elements (introduction, literature review, methodology, results, discussion) and post-textual elements (conclusion, references, appendices, annexes). Preparation of a structure based on topics provided by the lecturer.
CP4: Application of APA Standards in scientific writing and academic reports.

The assessment of the course aims to gauge the students' acquisition of skills in essential aspects of writing texts in an academic context. Assessment throughout the semester includes activities covering different aspects of the technical and scientific writing process, including group and individual work activities:
Group activities (70%) [students are organized into groups of 4, randomly selected].
1- Group discussions with case studies (20%):
Description: each group is given a case study to analyze, and must identify the type of text; the research problem(s), hypotheses, methodologies used and data sources. The results of their work are presented in class to their colleagues (Time/group: presentation - 3 min; debate - 5 min).
Assessment (oral): based on active participation, the quality of the analysis and the clarity of the presentation.
2 - Research exercises and application of APA standards (20%).
Description: Students carry out practical research exercises in a (thematic) context on bibliographical references, their formatting and citation according to APA Norms. Assessment (written work to be submitted on Moodle): The exercises will be corrected and assessed on the basis of accuracy and compliance with APA Standards.
3 - Project Presentation Simulations (30%):
Description: groups choose a topic and create a fictitious project following the structure of a technical report or scientific text, making a presentation of their project in class (Time/group: presentation 3 min.; debate: 5 min.). The work is then reviewed following the comments.
Assessment: (Oral component and written/digital content to be submitted on Moodle): organization, content, correct use of the structure and procedures of academic work, ability to answer questions posed by colleagues and the teacher.
Individual activities (30%):
1 - Summary of a scientific article (20%).
Description: Each student must read and summarize a scientific article.
Assessment: The summaries made in class will be assessed on their ability to identify and summarize the essential elements of the text.
2 - Participation in activities throughout the semester (10%).
Description: This component aims to assess the specific contributions of each student in the activities carried out throughout the semester. Assessment: Interventions in the classroom; relevance of the student's specific contributions to debates; collaborative relationship with colleagues. In order to be assessed throughout the semester, the student must be present at 80% of the classes and have more than 7 (seven) marks in each of the assessments. If there are doubts about participation in the activities carried out, the teacher may request an oral discussion.
Final assessment: In-person written test (100%).

Mandatory

American Psychological Association (2020). Publication manual of the American Psychological Association, 7 edição APA.
Macagno, F. & Rapanta, C. (2021). Escrita académica: argumentação, lógica da escrita, ideias, estilo, artigos e papers. Pactor.
Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.

Optional

Cottrell, S. (2005). Critical thinking skills: developing effective analysis and argument. Palgrave McMillan.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
D'Alte, P., & D'Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos académicos. Revista Bibliomar, 22 (1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Duarte, N. (2008). The art and science of creating great presentations. O'Reilly Media.Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Hofmann, A. (2016). Scientific writing and communication: papers, proposals, and presentations. Oxford University Press.
Kuhn, Deanna (1991). The skills of argument. Cambridge University Press.
Marcos, I.(2016). Citar e referenciar: o uso ético da informação. http://hdl.handle.net/10400.2/3929
Martínez, J. (2016). Cómo buscar y usar información científica: Guía para estudiantes universitários. Santander. http://hdl.handle.net/10760/29934
OIT. (2021). Ajustar as competências e a aprendizagem ao longo da vida para o futuro do trabalho. OIT Genebra.
OIT. (2020). Guia sobre como e porquê recolher e utilizar dados sobre as relações laborais. OIT Genebra.
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483-520.
Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.
Rodrigues, A. D. (2005). A Partitura invisível. Para uma abordagem interacional da linguagem. Colibri.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: essential tasks and skills. University of Michigan Press.
Umberto, E. (2016). Como se faz uma Tese em Ciências Humanas. Editorial Presença.

Manuais: http://www.apastyle.org/ http://www.apastyle.org/learn/tutorials/index.aspx

Mandatory

Optional

Mandatory

Optional

SC1. Introduction to Cybersecurity: main components; cybersecurity pillars; cybersecurity frameworks.
SC2. Information Security Planning and Legal and Ethical Framework
SC3. Principles of Information Security Governance and Risk Management
SC4. Introduction to Information Security Technology: access controls, firewalls, vpns, idps, cryptography and other techniques.
SC5. Physical Security: physical access control mechanisms, physical security planning, among others.
SC6. Information Security Implementation: information security project management; technical and non-technical aspects of information security implementation.
SC7. Personnel Security: personnel security considerations; personnel security practices.
SC8. Maintenance of Information Security.

Assessment throughout the semester:
- Completion of a set of group projects and activities (50%) throughout the semester
- Completion of a set of individual mini-tests throughout the semester (50%) [minimum grade of 8 for each test]
For assessment throughout the semester, minimum attendance of 70% of classes is required.
Exam assessment:
For students who choose this process or who fail the assessment process throughout the semester, with 3 periods in accordance with the RGACC.

Mandatory

Whitman, M., Mattord, H. (2021). Principles of Information Security. Course Technology.
Whitman, M., & Mattord, H. (2016). Management of information security. Nelson Education.
Andress, J. (2014). The Basics of Information Security: Understanding the Fundamentals of InfoSec in Theory and Practice. Syngress.
Kim, D., Solomon, M. (2016). Fundamentals of Information Systems Security. Jones & Bartlett Learning.

Optional

Conjunto de artigos, páginas web e textos que complementam a informação bibliográfica da unidade curricular, e que serão fornecidos pela equipa docente.

Mandatory

Optional

1. Introduction
Fundamental concepts for the study of Africa
2. Colonialism and its impact
Different colonial systems and anti-colonial struggles
3. State-building
The conquests of independence and the construction of the post-colonial state
4. Transitions to democracy
The role of different actors in political transitions
5. Democratic systems
Democracy, governance and development after 1990
6. Coups d’état and military regimes
Historical perspective of military regimes in Africa
7. The African Union
From the Organisation of African Unity to the African Union
8. Regional Economic Communities
Different RECs and their role in regional integration and promoting peace
9. International relations in Africa
Institutions, co-operation and the BRICS
10. Human rights and social justice
Gender, ethnicity and human and peoples’ rights
11. Social and political activism
Protest and social movements in Africa
12. Future Africa
Africa's integration into the international system

Evaluation
1. Assessment throughout the semester
a) Attendance and active participation in class (minimum 60% attendance) - 20%
b) Oral presentation at the African Union Assembly simulation - 15%
c) Presentation of group work in class - 20%
d) Written version of the group work (2000 to 2500 words) - 20%
e) Individual essay reviewing 2 texts from the course’s reading list (2500 to 3000 words) - 25%

2. Final exam

1. Assessment throughout the semester
a) Active participation in class refers to taking part in debates centred on concepts, analysing excerpts from texts, analysing images, with prior work in class or autonomously outside of class, in groups or individually. This item considers conceptual rigour, critical thinking and the construction of a coherent and informed discourse.
b) This component assesses the work done based on the script provided by the lecturer and the dramatisation done in class.
c) In the presentation of group work in class on human rights and social and political activism (depending on the topic of the class in which the presentation takes place), the autonomous search for literature and sources is valued, with the use of African sources and authors as a premise, as well as the division of labour, the depth of the treatment of the topic and the construction of an oral discourse.
d) In the written version of the group work, consideration is given to the organisation of the text, the coherent organisation of the work, grammatical correctness, as well as rigour in the written explanation of the themes.
d) The individual essay on 2 texts from the course reading list is a review essay, in which students must indicate the arguments, methodology, theoretical and conceptual framework and the main conclusions.
Detection of plagiarism or other forms of academic fraud in assessment elements will result in their annulment.
An additional oral examination may also be required alongside the individual essay.

Mandatory

Abrahamsen, R. (2017). Africa and international relations: Assembling Africa, studying the world. African Affairs, 116(462), 125–139. Chacha, M. (2023). Public attitudes toward external democracy promotion in Africa. Democratization, 30(8), 1552–1581. Cheeseman, N., Anderson, D., & Scheibler, A. (2015). Routledge handbook of African politics. London: Routledge Cooper, F. (2014). Africa in the World: Capitalism, Empire, Nation-State. Cambridge, MA and London, England: Harvard University Press. https://doi.org/10.4159/9780674369306 Obadare, E. & Adebanwi, W. (2016). Governance and the crisis of rule in contemporary Africa. Leadership in transformation. New York: Palgrave Macmillan. Uzoigwe, G. N. (2019). Neocolonialism Is Dead: Long Live Neocolonialism. Journal of Global South Studies, 36(1), 59–87.

Optional

Akinola, A. O., & Makombe, R. (2024). Rethinking the Resurgence of Military Coups in Africa. Journal of Asian and African Studies, 0(0). https://doi.org/10.1177/00219096231224680
Baran, S. (2025). BRICS Expansion: Emerging of New Semi-Peripheries or Sub-Imperialism? A Comparative Analysis of Ethiopia, Nigeria and South Africa. Journal of Asian and African Studies, 0(0). https://doi.org/10.1177/00219096251336371
Cooper, F. (2002) Africa Since 1940. Cambridge: Cambridge University Press
Laakso, L. (2005). Beyond the notion of security community: What role for the African regional organizations in peace and security? The Round Table, 94(381), 489–502. https://doi.org/10.1080/00358530500243567
Sanches, Edalina Rodrigues (ed.). 2022. Popular Protest, Political Opportunities, and Change in Africa. London: Routledge
Tella, Oluwaseun. 2018. “Agenda 2063 and its implications for Africa’s soft power.” Journal of Black Studies 49(7): 714-730.
Tripp, A. M. (2015). Comparative perspectives on concepts of gender, ethnicity, and race. Politics, Groups, and Identities, 4(2), 307–324. https://doi.org/10.1080/21565503.2015.1070736
Welz, M. (2021) Africa since Decolonisation. Cambridge: Cambridge University Press

1. History of European Integration: from the ECSC to the Treaty of Lisbon
2. Key Concepts in the Study of European Integration
3. The European Commission
4. The European Parliament
5. The European Council
6. The Council of the European Union
7. Decision-Making Process in the European Union
8. Advisory Bodies, Interest Groups, and Lobbying
9. European Policies and the Europeanization of National Policies
10. Major Challenges in European Politics

I - Continuous assessment throughout the semester: Participation in class: 50% a) Individual presentation of a current news item related to the subject (5 minutes, prepared in advance, oral only) – 25% b) Group presentation of a discussion topic in class – 25%
Final test: 50% Minimum attendance: 70%
OR
II - Final exam assessment: a) Exam (100%) - more demanding than the continuous assessment, characterized by less objective questions requiring a comprehensive understanding of the material.

Mandatory

Richardson, Jeffery (2001), European Union: Power and Policy Making, Routledge Press.
Peterson, John e Shackleton, Michael (2006), The Institutions of the European Union, Oxford: Oxford University Press.

Nugent, Neill (2006), The Government and Politics of the European Union, Londres: Palgrave MacMillan.

Hix, Simon (2005), The Political System of the European Union, 2ªed. Basingstoke: Palgrave.

Dinan, Desmond (2004), Europe Recast: The History of the European Union. Boulder, CO: Lynne Reinner.

Dinan, Desmond (2005), Ever Closer Union, An introduction to the European Community, Lynne Rienner Press.

Cini, Michelle (ed.) (2009), European Union Politics, 2ªed., Oxford: Oxford University Press.

Bomberg, Elizabeth e Stubb, Alexander (eds) (2003). The European Union - how does it work? Oxford: Oxford University Press.

Optional

Benedetto, Giacomo (2005), "Rapporteurs as Legislative Entrepreneurs: The Dynamics of the Codecision Procedure in Europe’s Parliament", Journal of European Public Policy, 12(1): 67-88.
Corbett, Richard, Jacobs, Francis, & Shackleton, Michael (2011), The European Parliament, 8th ed., London: John Harper.
Hix, Simon, Noury, Abdul G., & Roland, Gérard (2007), Democratic Politics in the European Parliament, Cambridge: University Press. (ICS: P.-4157)
Hooghe, Liesbeth (2001), The European Commission and the Integration of Europe - Images of Governance, Cambridge: Cambridge University Press.
Hooghe, Liesbeth, & Marks, Gary (2001), Multi-Level Governance and European Integration, Lanham: Rowman & Littlefield. (ISCTE: S.198 HOO*Mul)
Kreppel, Amie (2002), "Moving Beyond Procedure: An Empirical Analysis of European Parliament Legislative Influence", Comparative Political Studies, 35(7): 784-813. (B-on)
Lewis, Jeffrey (2003), "Informal Integration and the Supranational Construction of the Council", Journal of European Public Policy, 10(6): 996-1019. (B-on)
Moravcsik, Andrew (2002), "In Defense of the 'Democratic Deficit': Reassessing the Legitimacy of the European Union", Journal of Common Market Studies, 40(4): 603-634.
Smith, Andy (2003), "Why European Commissioners Matter", Journal of Common Market Studies, 41(1): 137-156.
Thomson, Robert, & Hosli, Madeleine (2006), "Who Has Power in the EU? The Commission, Council and Parliament in Legislative Decision-making", Journal of Common Market Studies, 44(2): 391-417.
Tsebelis, G., & Garrett, G. (2001), "The Institutional Foundations of Intergovernmentalism and Supranationalism in the European Union", International Organization, 55(2): 357-390.
Wallace, Helen (2002), "The Council: An Institutional Chameleon?", Governance, 15(3): 325-344.
Westlake, Martin, & Galloway, David (2004), The Council of the European Union, Londres: John Harper.

Mandatory

Optional

Mandatory

Optional

Mandatory

Optional

Mandatory

Optional

1-Political system and regime: origins and definitions
2-Feudalism, Absolutism and e Constitutionalism
3-Liberal regimes of the 19th century
4-Democracies: liberal, corporatist and social-democrat
5-European Fascism
6-Authoritarianism, Totalitarianism and Post-Totalitarianism
7-Empires and Post-colonial regimes
8-Authoritharianism in the age of democatization
9-Sub-national Authoritharianism
10-Democratic backsliding

Periodic evaluation: written examination test (100%). Writen final exam: optional (for students who have failed the course, with a grade below 10, and for students who wish to improve their grade)

Mandatory

A. Lührmann, et al. V-Dem Democracy Report 2020. Autocratization Surges ? Resistance Grows. V-Dem Institute
N. Bermeo, ?On Democratic Backsliding?, Journal of Democracy
J. Behrend, L. Whitehead, Illiberal Practices: Territorial Variance within Large Federal Democracies
S. Levitsky, L. . Way, Competitive Authoritarianism: Hybrid Regimes after the Cold War
J. Mahoney, Colonialism and Postcolonial Development: Spanish America in Comparative Perspective
T. Fernandes, ?Authoritarian Regimes and Pro-Democracy Semi-oppositions. The end of the Portuguese dictatorship (1968-1974) in comparative perspective?
J. Linz, Totalitarian and Authoritarian Regimes
M. Mann, Fascists
P. Schmitter and Terry Karl, ?What Democracy Is ... And Is Not?, Journal of Democracy
S. Berman, The Social-Democratic Moment
I. Wallerstein, The Modern World System: Centrist Liberalism Triumphant
T. Ertman, Birth of the Leviathan. Building States and Regimes
S. Huntington, Political Order in Changing Societies

Optional

Steven Levitsky, Lucan Ahmad Way, "The New Competitive Authoritarianism?, Journal of Democracy, 31, 1, January 2020
Robert Mickey, Paths out of Dixie: The Democratization of Authoritarian Enclaves in America?s Deep South, 1944 ? 1972, Princeton, Princeton University Press, 2015 (capítulos 1-3)
Jason Brownlee, Tarek Masoud, Andrew Reynolds, The Arab Spring: Pathways of Repression and Reform, Oxford, Oxford University Press, 2015 (capítulos 1, 4-5)
Maya Tudor, The Promise of Power: The origins of Democracy in India and Autocracy in Pakistan, New York, Cambridge University Press, 2017 (capítulos 1-5)
Juan Linz, Alfred Stepan, Problems of Democratic Transition and Consolidation: Southern Europe, South America, and Post-Communist Europe, Baltimore, Johns Hopkins University Press, 1996 (Part I: Theoretical Overview)
Daniel Ziblatt, Conservative Parties and the birth of democracy, New York, Cambridge University Press, 2017 (capítulos 1-2 e 8-9)
Torben Iversen, David Soskice, Democracy and Prosperity: Reinventing Capitalism through a Turbulent Century, Princeton: Princeton University Press, 2019 (capítulos 1-2 e 5)
Andrew Janos, East Central Europe in the Modern World, Stanford, Stanford University Press, 2002 (introdução e capítulos 2-4)
Reinhard Bendix, Kings or People. Power and the Mandate to Rule, Berkeley, University of California Press, 1980 (introdução e capítulos 7-8)
James C. Scott, Against the Grain: A Deep History of the Earliest States, New Haven, Yale University Press, 2017 (capítulos 1-3 e 7)

Mandatory

Optional

Mandatory

Optional

Introduction
01 Migration issues

I The explanation and analysis of migration
02 Migration: conceptual issues
03 Migration: methodological issues
04 The constitution of migration flows
05 The integration of migrants
06 Migration policy

II Contemporary international migration
07 The history of international migration
08 Patterns of international migration
09 Migration and mobility in the European Union
10 Contemporary forced migration
11 The impacts of migration

III International migration to and from Portugal
12 Portuguese emigration before 1974
13 Portuguese emigration after 1974
14 Immigration in Portugal after 1974
15 Migrants and refugees in Portugal

a. Periodic assessment consists of two individual assignments and a class presentation (or three assignments):
a.1 Each assignment focuses on a different part of the program;
a.2 Proofs scores: the same (1/3);
a.3 Deadline for assignments: 10/11 (I), 11/22 (II) and 12/20 (III);
a.4 The participation of students can increase the final classification up to two values.
B. Alternatively, or in case of failure in the periodic assessment, the student takes a three-hour exam.

Mandatory

de Haas, Hein, Stephen Castles e Mark J. Miller (2020), The Age of Migration: International Population Movements in the Modern World, 6.ª ed., Londres, Red Globe Press.
Goldin, Ian, Geoffrey Cameron e Meera Blarajan (2011), Exceptional People. How Migration Shaped Our World and Will Define Our Future, Princeton, Princeton University Press.
Pires, Rui Pena (2003), Migrações e Integração. Teoria e Aplicações à Sociedade Portuguesa, Oeiras, Celta.
United Nations Economic Commission for Europe (2011), Statistics on International Migration. A Practical Guide for Countries of Eastern Europe and Central Asia, Genebra, United Nations.
[Atlas]?King, Russel, Richard Black, Michael Collyer, Anthony J Fielding e Ronald Skeldon (2010), The Atlas of Human Migration. Global Patterns of People on the Move, Londres, Earthscan.
Pires, Rui Pena, Fernando Luís Machado, João Peixoto e Maria João Vaz (2010), Portugal. Atlas das Migrações Internacionais, Lisboa, Tinta-da-china.

Optional

Bibliografia de trabalho
* Referências das aulas teóricas
Archer, Margaret S. (2013), ?A sociological approach to human trafficking?, Scripta Varia, 122 (Trafficking in human beings: modern slavery), Pontifical Academy of Sciences.
Castles, Stephen (2002), Environmental Change and Forced Migration. Making Sense of the Debate, Genebra, UNHCR.
de Haas, Hein (2019), Paradoxes of Migration and Development (IMI Working Papers Series, n.º 157), University of Amsterdam's Institute for Social Science Research, International Migration Institute (IMI) [https://www.migrationinstitute.org/publications/paradoxes-of-migration-and-development].
de Haas, Hein (2021), ?A theory of migration: the aspirations-capabilities framework?, Comparative Migration Studies, 9 (8).
de Haas, Hein, e Simona Vezzoli (2011), Leaving Matters. The Nature, Evolution and Effects of Emigration Policies, (IMI Working Papers Series, n.º 34), University of Amsterdam's Institute for Social Science Research, International Migration Institute (IMI) [https://www.migrationinstitute.org/publications/wp-34-11].
de Haas, Hein, Stephen Castles e Mark J. Miller (2020), The Age of Migration: International Population Movements in the Modern World, 6.ª ed., Londres, Red Globe Press.
Geddes, Andrew, Leila Hadj-Abdou e Leiza Brumat (2020), Migration and Mobility in the European Union, 2.ª ed., Londres, Red Globe Press.
Goldin, Ian, Geoffrey Cameron e Meera Blarajan (2011), Exceptional People. How Migration Shaped Our World and Will Define Our Future, Princeton, Princeton University Press.
Heisler, Barbara Schmitter (2008), ?The sociology of immigration?, em Caroline B. Brettell e James F. Hollifield (orgs.) (2008), Migration Theory. Talking Across Disciplines, 2.ª ed., Nova Iorque, Routledge, pp. 83-112.
Helweg, A.W. (1987), ?Why leave India for America? A case study approach to understanding migrant behaviour?, International Migration, 25, pp. 165?178.
Hollifield, James F., e Tom K. Wong (2015), ?The politics of international migration: how can we ?bring the state back in???, em Caroline B. Brettell e James F. Hollifield (orgs.) (2015), Migration Theory. Talking Across Disciplines, 3.ª ed., Nova Iorque, Routledge, pp. 227-288.
King, Russel, e outros (2010), The Atlas of Human Migration. Global Patterns of People on the Move, Londres, Earthscan.
Lischer, Sarah Kenyon (2014), ?Conflict and crisis induced displacement?, em Elena Fiddian-Qasmiyeh, Gil Loescher, Katy Long e Nando Sigona (orgs.) (2014), The Oxford Handbook of Refugee and Forced Migration Studies, Oxford, Oxford University Press. DOI: 10.1093/oxfordhb/9780199652433.013.0005
Machado, Fernando Luís (2007), ?Jovens como os outros? Processos e cenários de integração dos filhos de imigrantes africanos em Portugal?, em António Vitorino (org.) (2007), Imigração. Oportunidade ou Ameaça?, Cascais, Principia / Fundação Calouste Gulbenkian, pp. 169-198.
Mármora, Lelio (2002), Las Políticas de Migraciones Internacionales, Buenos Aires, Paidós.
Oliveira, Catarina Reis (2021), Indicadores de Integração de Imigrantes: Relatório Estatístico Anual 2021, Lisboa, Alto Comissariado para as Migrações.
Oliveira, Catarina Reis de (2022), Requerentes e Beneficiários de Proteção Internacional em Portugal: Relatório Estatístico do Asilo 2022, Lisboa, Alto Comissariado para as Migrações.
Peixoto, João (2000), ?A emigração?, em Francisco Bethencourt e Kirti Chaudhuri (orgs.) (2000), História da Expansão Portuguesa, vol. 5: Último Império e Recentramento (1930-1998), Lisboa, Temas e Debates, pp. 152-181.
Peixoto, João (2008), ?Imigração e mercado de trabalho em Portugal: investigação e tendências recentes?, Migrações, 2, pp. 19-46 [http://www.oi.acidi.gov.pt/modules.php?name=Content&pa=showpage&pid=83].
Peixoto, João, Isabel Tiago de Oliveira, Joana Azevedo, Pedro Candeias e Georges Lemaître (2016), ?A nova emigração e a relação com a sociedade portuguesa?, em João Peixoto, Isabel Tiago de Oliveira, Joana Azevedo, José Carlos Marques, Pedro Góis, Jorge Malheiros, e Paulo Miguel Madeira (orgs.) (2016), Regresso ao Futuro. A Nova Emigração e a Sociedade Portuguesa, Lisboa, Gradiva, pp. 29-69.
Pires, Rui Pena (2003), Migrações e Integração. Teoria e Aplicações à Sociedade Portuguesa, Oeiras, Celta.
Pires, Rui Pena, Fernando Luís Machado, João Peixoto e Maria João Vaz (2010), Portugal. Atlas das Migrações Internacionais, Lisboa, Tinta-da-china.
Pires, Rui Pena, e Ana Filipa Cândido (2019), ?Emigração e desenvolvimento na periferia europeia: o caso português?, Revista del Ministerio de Trabajo, Migraciones y Seguridad Social: Migraciones Internacionales, 140, pp. 125-37.
Pires, Rui Pena, Cláudia Pereira, Joana Azevedo, Inês Vidigal e Carlota Moura Veiga (2020), ?A emigração portuguesa no século XXI?, Sociologia, Problemas e Práticas, 94, pp. 9-38.
Portes, Alejandro (1999), Migrações Internacionais. Origens, Tipos e Modos de Incorporação, Oeiras, Celta.
UNECE (2011), Statistics on International Migration, Genebra, United Nations.
Zolberg, Aristide R. (1983), ?The formation of new states as a refugee-generating process?, The Annals of the American Academy of Political and Social Science, 467 (1), pp. 24-38.
* Referências das aulas práticas
Almeida, José Carlos Pina (2007), ?Citizens of the world: migration and citizenship of the Portuguese in the UK?, Portuguese Studies, 23 (2), pp. 208-229.
Baldwin-Edwards, Martin (2011), Labour Immigration, Labour Markets and Demographics in the GCC Countries. National Patterns and Trends, Londres, London School of Economics [http://www2.lse.ac.uk/government/research/resgroups/kuwait/research/papers/labourimmigration.aspx].
Barbosa, Rosana (2003), ?Um panorama histórico da imigração portuguesa para o Brasil?, Arquipélago. História, 2.ª série, 7, pp. 173-196 [https://repositorio.uac.pt/handle/10400.3/387].
EC e OECD (2016), How are Refugees Faring on the Labour Market in Europe?, Bruxelas, European Union, 2016 [http://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=7921&furtherPubs=yes].
Fratzke, Susan, e Brian Salant (2017), Tracing the Channels Refugees Use to Seek Protection in Europe, Washington, DC, Migration Policy Institute [http://www.migrationpolicy.org/research/tracing-channels-refugees-use-seek-protection-europe].
Ghosh, Bimal (2006), Migrants? Remittances and Development. Myths, Rhetoric and Realities, Genebra, International Organization for Migration [http://publications.iom.int/bookstore/free/sampleMigrants_Remittances.pdf].
Glynn, Irial (2011), ?Emigration across the Atlantic: Irish, Italians and Swedes compared, 1800-1950?, em European History Online (EGO), Institute of European History (IEG), Mainz 2011-06-06 [http://www.ieg-ego.eu/glynni-2011-en URN: urn:nbn:de:0159-20110201190].
Góis, Pedro, e outros (2016), ?Novos destinos migratórios: a emigração portuguesa para o Reino Unido?, em João Peixoto e outros (orgs.) (2016), Regresso ao Futuro. A Nova Emigração e a Sociedade Portuguesa, Lisboa, Gradiva, pp. 71-108.
Hatton, Timothy J., e Jeffrey G. Williamson (1998), The Age of Mass Migration. Causes and Economic Impact, Oxford, Oxford University Press, cap. 2 (pp. 7-31).
Liebig, Thomas (2007), The Labour Market Integration of Immigrants in Germany, OECD Working Paper, DELSA/ELSA/WD/SEM(2007) [http://www.oecd.org/germany/38163889.pdf].
Madeira, Paulo Miguel, Bárbara Ferreira, Pedro Candeias, João Peixoto e Duval Fernandes (2020), ?Brasil?, OEm Country Reports, 6, Lisboa, Observatório da Emigração, CIES-IUL, ISCTE-IUL [DOI: 10.15847/CIESOEMCR062020].
Peixoto, João, Daniela Craveiro, Jorge Malheiros e Isabel Tiago de Oliveira (orgs.) (2017), Introdução ao Estudo. Migrações e Sustentabilidade Demográfica: Perspetivas de Evolução da Sociedade e Economia Portuguesas, Lisboa, Fundação Francisco Manuel dos Santos [https://www.ffms.pt/FileDownload/56685d96-fa76-410f-ae4d-e7434b56f45d/migracoes-e-sustentabilidade-demografica].
Pereira, Cláudia, Nuno Pinto, Rui Pena Pires (2015), ?Portuguese nurses in the UK 2014 / Enfermeiros portugueses no Reino Unido 2014?, OEm Fact Sheets, 3, Observatório da Emigração, CIES-IUL, ISCTE-IUL.
Pinho, Filipa (2014), Transformações na Emigração Brasileira para Portugal. De Profissionais a Trabalhadores, Lisboa, Alto-Comissariado para as Migrações, cap. 4 (pp. 150-221) [http://www.oi.acidi.gov.pt/docs/Colec_Teses/Tese44.pdf].
Venâncio, Renato Pinto (2007), ?Presença portuguesa: de colonizadores a imigrantes?, em IBGE (org.) (2007), Brasil. 500 Anos de Povoamento, Rio de Janeiro, Instituto Brasileiro de Geografia e Estatísica, pp. 61-78.
Vidigal, Inês (2021), ?Remessas 2020?, OEm Fact Sheets, 12, Observatório da Emigração, CIES, Iscte, Instituto Universitário de Lisboa.
Sítios Web de apoio às aulas
European Migration Network: National Contact Point for Germany
Eurostat, Database
Gulf Labour Markets, Migration and Population (GLMM)
Hein de Haas (blogue)
Instituto Brasileiro de Geografia e Estatística, Brasil 500 Anos
Labour Migration, International Labour Organization
Migration Data Portal
Migration Matters
Migration Observatory (The)
Migration Policy Institute
Observatório da Emigração
Observatório das Migrações
OCDE, Indicators of immigrant integration
OCDE, Migration Databases
Pordata, Base de Dados de Portugal Contemporâneo
Refugee Studies Centre, University of Oxford
RTP, ?Ei-los Que Partem?: A História da Emigração Portuguesa
Serviço de Estrangeiros e Fronteiras
Slave Voyages
The Migrant Integration Policy Index (MIPEX)
United Nations High Commissioner for Refugees (UNHCR)
United Nations, International migration
World Bank, Migration and Remittances Data (The)
Bibliografia complementar
* Atlas, manuais, obras de introdução (livros)
Blanco, Cristina (2000), Las Migraciones Contemporáneas, Madrid, Alianza.
Kivisto, Peter, e Thomas Faist (2009), Beyond a Border. The Causes and Consequences of Contemporary Immigration, Thousand Oaks (California), Pine Forge Press.
Koser, Khalid (2007), International Migration. A Very Short Introduction, Oxford, Oxford University Press.
Rea, Andrea, e Maryse Tripier (2003), Sociologie de l?Immigration, Paris, La Découverte.
Wenden, Catherine Wihtol de (2021), Atlas des Migrations: de Nouvelles Solidarités à Construire, Paris, Autrement.
*Teorias e temáticas (livros)
Alba, Richard, e Nancy Foner (2015), Strangers No More. Immigration and the Challenges of Integration in North America and Western Europe, Princeton, Princeton University Press.
Alba, Richard, e Victor Nee (2003), Remaking the American Mainstream. Assimilation and Contemporary Immigration, Cambridge, Mass., Harvard University Press.
Aleinikoff, T. Alexander, e Douglas Klusmeyer (orgs.) (2001), Citizenship Today. Global Perspectives and Practices, Washington D.C., Carnegie Endowment for International Peace.
Bauböck, Rainer, e Thomas Faist (orgs.) (2010), Diaspora and Transnationalism. Concepts, Theories and Methods, Amesterdão, Amsterdam University Press.
Brettell, Caroline B., e James F. Hollifield (orgs.) (2015), Migration Theory. Talking Across Disciplines, 3.ª ed., Nova Iorque, Routledge.
Brubaker, Rogers (1992), Citizenship and Nationhood in France and Germany, Cambridge, Mass., Harvard University Press.
Castles, Stephen, e Alastair Davidson (2000), Citizenship and Migration. Globalization and the Politics of Belonging, Nova Iorque, Routledge.
Chavez, Leo R. (2001), Covering Immigration. Popular Images and the Politics of the Nation, Berkeley, University of California Press.
Hollifield, James F., Philip L. Martin e Pia M. Ornelius (orgs.) (2004), Controlling Immigration. A Global Perspective, 3.ª ed., Stanford, Cal., Stanford University Press.
Faist, Thomas (2000), The Volume and Dynamics of International Migration and Transnational Social Spaces, Oxford, Oxford University Press.
Faist, Thomas, Margit Fauser e Eveline Reisenauer (2013), Transnational Migration, Cambridge, Polity Press.
Favell, Adrian (1998), Philosophies of Integration. Immigration and the Idea of Citizenship in France and Britain, Londres, Macmillan.
Favell, Adrian (2008), Eurostars and Eurocities. Free Movement and Mobility in an Integrating Europe, Oxford, Blackwell.
Fiddian-Qasmiyeh, Elena, Gil Loescher, Katy Long e Nando Sigona (orgs.) (2014), The Oxford Handbook of Refugee and Forced Migration Studies, Oxford, Oxford University Press.
Geddes, Andrew, e Peter Scholten (2016), The Politics of Migration & Immigration in Europe, 2.ª ed., Londres, Sage.
Héran, François (2007), Le Temps des Immigrés. Essai sur le Destin de la Population Française, Paris, Seuil / La République des Idées.
Joppke, Christian (2010), Citizenship and Immigration, Cambridge, Polity.
King, Russell, Tony Warnes e Allan Williams (2000), Sunset Lives. British Retirement Migration to the Mediterranean, Oxford, Berg.
Manning, Patrick (2005), Migration and World History, Nova Iorque, Routledge.
Massey, Douglas S., e outros (1998), Worlds in Motion. Understanding International Migration at the End of the Millennium, Oxford, Oxford University Press.
Massey, Douglas S., Jorge Durand e Nolan J. Malone (2002), Beyond Smoke and Mirrors. Mexican Immigration in an Age of Economic Integration, Nova Iorque, Russell Sage Foundation.
McLeman, Robert, Jeanette Schade e Thomas Faist (orgs.) (2016), Environmental Migration and Social Inequality, Londres, Springer.
Morawska, Ewa (2009), A Sociology of Immigration. (Re)making Multifaceted America, Nova Iorque, Palgrave Macmillan.
O?Reilly, Karen (2012), International Migration and Social Theory, Basingstoke (Hampshire), Palgrave-Macmillan.
Piore, M. (1979), Birds of Passage. Migrant Workers and Industrial Society, Nova Iorque, Cambridge University Press.
Portes, Alejandro, e Rúben G. Rumbaut (2001), Legacies. The Story of the Imigrant Second Generation, Berkeley, University of California Press.
Portes, Alejandro, e Rúben G. Rumbaut (2006), Immigrant America. A Portrait, 3.ª ed., Berkeley, University of California Press.
Recchi, Ettore, e Adrian Favell (orgs.) (2009), Pioneers of European Integration. Citizenship and Mobility in the EU, Cheltenham, Edward Elgar Publishing.
Sassen, Saskia (2000), Guests and Aliens, Nova Iorque, New Press.
Scholten, Peter, e lona van Breugel (orgs.) (2018), Mainstreaming Integration Governance: New Trends in Migrant Integration Policies in Europe, Palgrave Macmillan, pp. 3-22.
Vermeulen, Hans (2001), Imigração, Integração e a Dimensão Política da Cultura, Lisboa, Colibri.
Vertovec, Steven (2009), Transnationalism, Londres, Routledge.
Waldinger, Roger, e Michael I. Lichter (2003), How the Other Half Works. Immigration and the Social Organization of Labor, Berkeley, University of California Press.
Wenden, Catherine Wihtol de Wenden (2010), La Question Migratoire au XXI Siècle. Migrants, Refugiés et Relations Internationales, Paris, Presses de Sciences Po.
* A emigração de Portugal (livros)
Almeida, Carlos, e António Barreto (1976), Capitalismo e Emigração em Portugal, Lisboa, Prelo.
Arroteia, Jorge Carvalho (1983), A Emigração Portuguesa. Suas Origens e Distribuição, Lisboa, Instituto de Cultura e Língua Portuguesa e Ministério da Educação.
Baganha, Maria Ioannis (1990), Portuguese Emigration to the United States, 1820-1930, Nova Iorque, Garland Publishing.
Castelo, Cláudia (2007), Passagens para África. O Povoamento de Angola e Moçambique com Naturais da Metrópole, Porto, Edições Afrontamento.
Gomes, Rui Machado e outros (2015), Fuga de Cérebros. Retratos da Emigração Portuguesa Qualificada, Lisboa, Bertrand.
Lopes, João Teixeira (2014), Geração Europa? Um Estudo Sobre a Jovem Emigracão Qualificada para França, Lisboa, Mundos Sociais.
Malamud, Andrés, e Helena Carreiras (orgs.) (2010), Do Fado ao Tango. Os Portugueses na Região Platina, Lisboa, Mundos Sociais.
Marques, José Carlos Laranjo (2008), Os Portugueses na Suíça. Migrantes Europeus, Lisboa, Imprensa de Ciências Sociais.
Miranda, Sacuntala (1999), A Emigração Portuguesa e o Atlântico, 1870-1930, Lisboa, Salamandra.
Monteiro, Paulo Filipe (1985), Terra que já foi Terra. Análise Sociológica de Nove Lugares da Serra da Lousã, Lisboa, Salamandra.
Monteiro, Paulo Filipe (1994), Emigração. O Eterno Mito do Retorno, Oeiras, Celta.
Peixoto, João, e outros (orgs.) (2016), Regresso ao Futuro. A Nova Emigração e a Sociedade Portuguesa, Lisboa, Gradiva.
Pereira, Cláudia, e Joana Azevedo (orgs.) (2019), New and Old Routes of Portuguese Emigration. Uncertain Futures at the Periphery of Europe, IMISCOE Research Series, Londres, Springer.
Pereira, Miriam Halpern (1981), A Política Portuguesa de Imigração, 1850-1930, Lisboa, A Regra do Jogo.
Serrão, Joel (1982), A Emigração Portuguesa. Sondagem Histórica, Lisboa, Livros Horizonte.
Sousa, Fernando de, e Ismênia Martins (orgs.) (2007), A Emigração Portuguesa para o Brasil, Porto, Afrontamento e CEPESE.
Vicente, António Luís (1998), Os Portugueses nos Estados Unidos da América. Política de Comunidades e Comunidade Política, Lisboa, Fundação Luso-Americana para o Desenvolvimento [http://www.flad.pt/?no=4020001].
* A imigração em Portugal (livros)
Albuquerque, Rosana, Lígia Évora Ferreira e Telma Viegas (2000), O Fenómeno Associativo em Contexto Migratório, Oeiras, Celta.
Baganha, Maria Ioannis, José Carlos Marques e Pedro Góis (orgs.) (2010), Imigração Ucraniana em Portugal e no Sul da Europa. A Emergência de Uma ou Várias Comunidades, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Coleccao_Comunidades/Estudo_Comun_3.pdf].
Cádima, Rui, e Alexandra Figueiredo (2003), Representações (Imagens) dos Imigrantes e das Minorias Étnicas nos Média, Lisboa, ACIME, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/pdf/Estudo%20Obercom.pdf].
Carvalhais, Isabel Estrada, e Catarina Reis Oliveira (2015), Diversidade Étnica e Cultural na Democracia Portuguesa. Não-nacionais e Cidadãos Nacionais de Origem Migrante na Política Local e na Vida dos Partidos Políticos, Lisboa, Observatório das Migrações, Alto-Comissariado para as Migrações [http://www.om.acm.gov.pt/documents/58428/177157/ESTUDO+56.pdf/0eb40029-173d-4c0a-96b9-b11837ee9b9f].
Esteves, Maria do Céu (coord.) e outros (1991), Portugal, País de Imigração, Lisboa, Instituto de Estudos para o Desenvolvimento.
Fonseca, Graça (2010), Percursos Estrangeiros no Sistema de Justiça Penal, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/OI_43.pdf].
Fonseca, Maria Lucinda, e Sandra Silva (2010), Saúde e Imigração. Utentes e Serviços na área de influência do Centro de Saúde da Graça, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/OI_40.pdf].
Góis, Pedro (org.) (2008), Comunidade(s) Cabo-verdiana(s). As Múltiplas Faces da Imigração Cabo-Verdiana, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Coleccao_Comunidades/2_comunidades_cabo_verdianas.pdf].
Machado, Fernando Luís (2002), Contrastes e Continuidades. Migração, Etnicidade e Integração dos Guineenses em Portugal, Oeiras, Celta.
Machado, Fernando Luís, e Cristina Roldão (2010), Imigrantes Idosos. Uma Nova Face da Imigração em Portugal, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/OI_39_actualizado.pdf].
Malheiros, Jorge (1996), Imigrantes na Região de Lisboa. Os Anos da Mudança. Imigração e Processo de Integração das Comunidades de Origem Indiana na Área Metropolitana de Lisboa, Lisboa, Edições Colibri.
Malheiros, Jorge, e Alina Esteves (org.) (2013), Diagnóstico da Situação da População Imigrante em Portugal. Características, Problemas e Potencialidades, Lisboa, ACIDI, Observatório da Imigração [http://www.om.acm.gov.pt/documents/58428/183261/EstudoNacional_Web.pdf/54b9d9df-c68f-48ea-bfeb-cbfda776ad46].
Marques, M. Margarida (org.) (2014), Lisboa Multicultural, Lisboa, Fim de Século.
Oliveira, Catarina Reis de (2004), Estratégias Empresariais de Imigrantes em Portugal, Lisboa, ACIME, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos%20OI/Estrategias_Empresariais.pdf].
Peixoto, João (1999), A Mobilidade Internacional dos Quadros. Migrações Internacionais, Quadros e Empresas Transnacionais em Portugal, Oeiras, Celta.
Peixoto, João, e Juliana Iorio (2011), Crise, Imigração e Mercado de Trabalho em Portugal. Retorno, Regulação ou Resistência?, Cascais, Principia / Fundação Calouste Gulbenkian.
Peixoto João, Beatriz Padilla, José Carlos Marques e Pedro Góis (orgs.) (2015), Vagas Atlânticas. Migrações entre Brasil e Portugal no Início do Século XXI, Lisboa, Mundos Sociais.
Peixoto, João, e outros (orgs.) (2017), Migrações e Sustentabilidade Demográfica. Perspetivas de Evolução da Sociedade e Economia Portuguesas, Lisboa, Fundação Francisco Manuel dos Santos [https://www.ffms.pt/publicacoes/grupo-estudos/2229/migracoes-e-sustentabilidade-demografica].
Rocha-Trindade, Maria Beatriz (org.) (2009), Migrações. Permanências e Diversidades, Porto, Afrontamento.
Rosa, Maria João Valente, Hugo Seabra e Tiago Santos (2004), Contributos dos Imigrantes na Demografia Portuguesa. O Papel das Populações de Nacionalidade Estrangeira, Lisboa, ACIME, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/Estudos%20OI%204.pdf].
Saint-Maurice, Ana de (1997), Identidades Reconstruídas. Cabo-Verdianos em Portugal, Oeiras, Celta.
Santinho, Maria Cristina (2016), Refugiados e Requerentes de Asilo em Portugal. Contornos Políticos no Campo da Saúde, Alto Comissariado para as Migrações [http://www.om.acm.gov.pt/documents/58428/179891/Tese48_paginacao_06_lr.pdf/700654fe-64e8-401d-9d8d-3b13b2da125c].
Seabra, Teresa, Sandra Mateus, Elisabete Rodrigues e Magda Nico (2011), Trajetos e Projetos de Jovens Descendentes de Imigrantes à Saída da Escolaridade Básica, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/Estudo47_WEB.pdf].
Vilaça, Helena (2008), Imigração, Etnicidade e Religião. O Papel das Comunidades Religiosas na Integração dos Imigrantes da Europa de Leste, Lisboa, ACIDI, Observatório da Imigração [http://www.oi.acidi.gov.pt/docs/Estudos_OI/OI_30.pdf].
Vitorino, António (org.) (2007), Imigração. Oportunidade ou Ameaça? Cascais, Principia / Fundação Calouste Gulbenkian.
Documentos institucionais e textos de referência
Candeias, Pedro, Pedro Góis, José Carlos Marques e João Peixoto (2014), Emigração Portuguesa. Bibliografia Comentada (1980-2013), Lisboa, Socius, Socius Working Papers, 01/2014.
European Migration Network (2018), Asylum and Migration Glossary 6.0, European Commission, Directorate General for Home Affairs.
European Union Agency for Fundamental Rights e European Court of Human Rights (2014), Handbook on European Law Relating to Asylum, Borders and Immigration, 2.ª ed., Luxembourg, Publications Office of the European Union.
International Organization for Migration (IOM) (2021), World Migration Report 2022, Genebra, IOM.
Machado, Fernando Luís, e Ana Raquel Matias (2006), Bibliografia sobre Imigração e Minorias Étnicas em Portugal (2000-2006), Lisboa, Fundação Calouste Gulbenkian.
Oliveira, Catarina Reis, e Natália Gomes (2014), Monitorizar a Integração de Imigrantes em Portugal. Relatório Estatístico Decenal, Lisboa, Observatório das Migrações, Alto-Comissariado para as Migrações.
Oliveira, Catarina Reis (2021), Indicadores de Integração de Imigrantes: Relatório Estatístico Anual 2021, Lisboa, Alto-Comissariado para as Migrações.
Organisation for Economic Co-operation and Development (OECD) (2021), International Migration Outlook 2021, Paris, OECD.
Pires, Rui Pena, Joana Azevedo, Inês Vidigal e Carlota Moura Veiga (2021), Emigração Portuguesa 2021: Relatório Estatístico, Lisboa, Observatório da Emigração e Rede Migra, CIES, Iscte, Instituto Universitário de Lisboa.
Serviço de Estrangeiros e Fronteiras (SEF) (2022), Relatório de Imigração, Fronteiras e Asilo 2021, Lisboa, SEF.
United Nations High Commissioner for Refugees (UNHCR) (2022), Global Trends 2021, Genebra, United Nations High Commissioner for Refugees.
United Nations High Commissioner for Refugees (UNHCR) (2018), Statistical Yearbook 2016, Genebra, United Nations High Commissioner for Refugees.
World Bank (2016), Migration and Remittances Factbook 2016, 3.ª ed., Washington DC, The World Bank.

Mandatory

Optional

Mandatory

Optional

Mandatory

Optional

PC1: Definitions, concepts and analytical tools
PC.2: The relationship between movements and institutions
PC.3: New social movements, collective identities and organisations
PC.4: Discourse, culture and memory
PC.5: Evolution of approaches: interactionism, emotions and new contexts
PC.6: The 'Long Sixties': civil rights, feminism, environmentalism, homosexual rights
PC.7: Social movements and democratisation
PC.8: From the Arab Spring to Extinction Rebellion: a new cycle of international protest?
PC.9: New technologies, changes in forms of action, digital activism
PC.10: Counter-movements, populism and xenophobic movements.
PC.11: Analysing protest cycles; analysing discourse, frames and demands, the use of questionnaires
PC.12: The micro approach and the historical method: the study of the motivations, trajectories, biographies and consequences of activism through qualitative methods (interviews, ethnography)
PC.13: Analysing social networks and digital ethnography

A. Evaluation trhoughouth the semester

Group oral presentation (40%)

• Each group is asked to choose one of the topics analyzed during the course and to discuss it;
• Students should necessarily use and apply the literature provided and discussed for this specific topic (at least 4 ‘text units’), as well as the power point material, with explicit references in their presentation;
• Each ‘text unit’ can be an article or a chapter. When an entire book is suggested, this means that students can choose, for their presentations, one or more chapters from the book;
• Inclusion of additional readings is welcome;
• The topic can be dealt with in an empirical way (e.g., small research on a theme of interest of the students, carried out applying the analytical and methodological tools given during the course) or theoretical (discussion of concepts debated during the course and in the literature).
• The topics cannot be repeated, in order to diversify the presentations;
• Discussion is part of the assessment;
• The dimension and number of the groups depend on the number of students choosing this form of assessment and can be adjusted.

Empirical individual work 60%
• The final assignment is a short essay of 1500 words
• The assignment should use 5 units of content among those made available during the course: three text units and two other resources (e.g. videos, social media material, etc.).
• Students should develop their own analysis and view, in critical dialogue with the notions provided along the course;
• During the 8º Class, students briefly present the outline of their works (2-3 minutes each one). The presentation should include: title, main research question, relevance, sources and methods and eventual doubts/problems.


B. Option final exam

- The final exam is planned for students who are unable or unwilling to complete the assessment during the semester. Students must write a 5000-words essay on the key readings provided by the teacher. The essay must necessarily refer to these readings and analyse them in the text.

Material

All the material for the course – e.g., detailed syllabus, assessment’s description, power point files, readings – is available on Moodle. It is a basic principle of the course not to provide readings which are available through the Iscte channels (library and Bon) or that are open access. The reason of this is the fact that literature searching is considered part of the training, as well as the familiarization of students with bibliographic physical and digital resources and tools.

Mandatory

Accornero, Guya. 2016. The Revolution before the Revolution. Late Authoritarianism and Student Protest in Portugal. Oxford/New York: Berghahn Books

Baumgarten, Britta, Priska Daphi e Peter Ullrich. 2014. Conceptualizing culture in social movement research. London: Palgrave Macmillan

Bosi, Lorenzo, Marco Giugni e Katrin Uba. 2016. The consequence of social movements. Cambridge University Press

della Porta, Donatella, e Mario Diani. 1998. Social Movements: An introduction. Oxford : Blackwell Publishers

Earl J, Kimport K. (2011). Digitally Enabled Social Change: Activism in the Internet Age. Cambridge: MIT Press

Fillieule, Olivier, e Guya Accornero. 2016. Social Movement Studies in Europe. The State of the Art. Oxford/New York

Ramos Pinto, Pedro. 2013 Lisbon Rising. Urban Social Movements in the Portuguese Revolution, 1974-75. Manchester: Manchester University Press.

Tarrow, Sidney. 1998. Power in movement : social movements and contentious politics. Cambridge: University Press

Optional

Accornero, G. and Ramos Pinto P. (2015), “Mild Mannered? Protest and Mobilisation in Portugal in Times of Crisis”, West European Politics 38(3): 491-515

Accornero, Guya and Pedro, Ramos Pinto. 2020. “Politics in Austerity: strategic interactions between social movements and institutional actors in Portugal, 2010-2015?. In Political Representation and Citizenship in Portugal From Crisis to Renewal, eds. by Marco Lisi; André Freire And Emmanouil Tsatsanis. Lanham: Rowman and Littlefield

Accornero, Guya. 2017. “The ‘Mediation’ of the Portuguese Anti-Austerity Protest Cycle. Media Coverage and its Impact”, in Media Representations of Anti-Austerity Protests in the EU: Grievances, Identities and Agency, ed. by Tao Papaioannou and Suman Gupta. Abingdon: Routledge, pp. 165-188

Accornero, Guya. 2019. “‘Everything Was Possible’: Emotions and Perceptions Of The Past Among Former Portuguese Antifascist Activists”. Mobilization 24(4): 439-453

Accornero, Guya. 2019. “‘I wanted to carry out the revolution’. Activist trajectories in Portugal from Dictatorship to Democracy”, Social Movement Studies 18(3): 305-323

Andretta, Massimiliano e Donatella della Porta. 2014. “Surveying Protestors: Why and How”. In Methodological Practices in Social Movement Research, by Donatella della Porta. Oxford University Press

Ardiç, Nurullah. 2012. “Understanding the ‘Arab Spring’: Justice, Dignity, Religion and International Politics”, Afro Eurasian Studies 1(1): 8-52

Aslandis, Paris. 2017. “Populism and Social Movements”. In Oxford Handbook of Populism, by Cristóbal Rovira Kaltwasser et al. (eds.). Oxford University Press

Balsiger, Philip e Alexandre Lambelet. 2014. “Participant Observation”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Bartlett, Jamie, Jonathan Birdwell, and Mark Littler. 2011. The New face of Digital populism. London: Demos, open access here https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=edf09e410a7c6024cadc5d00c7f60615a77e97fb

Beissinger, M. “‘Conventional’ and ‘Virtual’ Civil Societies in Autocratic Regimes”, Comparative Politics 49(3): 351-371

Benford, Robert D. e David A. Snow. 2000. “Framing Processes and Social Movements: An Overview and Assessment”, Annual Review of Sociology 26: 611-639

Beraldo, D., & Milan, S. (2019). From data politics to the contentious politics of data. Big Data & Society, 6(2), 1–11. https://doi.org/10.1177/2053951719885967

Bosi, Lorenzo e Herbert Reiter. 2014. “Historical methodologies: Archival Research and Oral History in Social Movement Research”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Bringel, Breno. 2011. “A busca de uma nova agenda de pesquisa sobre os movimentos sociais e o confronto político: diálogos com Sidney Tarrow”, Política & Sociedade 10(18)

Cardoso, Gustavo, Guya Accornero, Tiago Lapa e Joana Azevedo. 2017. “Social Movements, participation and crisis in Europe”, in Europe’s crisis, ed. by Manuel Castells, Olivier Bouin, Joao Caraca, Gustavo Cardoso, John Thompson and Michel Wieviorka. Cambridge: Polity Press, pp. 405-427

Carvalho, Tiago Martin Portos. 2019. “Alliance building and eventful protests: Comparing Spanish and Portuguese trajectories under the Great Recession”, Social Movement Studies https://doi.org/10.1080/14742837.2019.1681957

De Blasio, Emiliana, and Michele Sorice. 2018. ‘Populism between direct democracy and the technological myth’, Palgrave Communication 4(15): 1-11.

De la Torre, Carlos. 2019. “Global Populism: histories, trajectories, problems and challenges”. In Routledge Handbook of Global Populism, by Carlos de la Torre (eds.). Routledge, 1-28

Dean, Jonathan e Kristin Aune. 2015. “Feminism Resurgent. Mapping Contemporary Feminist Activisms in Europe”, Social Movement Studies 14(4)

Della Porta, Donatella. 2014. “In-Depth interviews”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Della Porta, Donatella. 2014. “Life Histories”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Della Porta, Donatella. 2014. “Social Movement Studies and Methodological Pluralism: An Introduction”. In Methodological Practices in Social Movement Research, by Donatella della Porta. Oxford University Press

della Porta, Donatella. 2016. “Mobilizing for Democracy: The 1989 Protests in Central Eastern Europe”. In Olivier Fillieule e Guya Accornero. 2016. Social Movement Studies in Europe. The State of the Art. Oxford/New York, pp. 37-54.

Diani, Mario e Ivano Bison. 2004. “Organizations, Coalitions, and Movements”, Theory and Society 33(3-4): 281-309

Doerr, Nicole e Noa Milman. 2014. “Working with images”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Doerr, Nicole. 2018. Political Translation. How Social Movement Democracies Survive. Cambridge: Cambridge UP

Dolata, U. and J.F. Schrape. 2016. “Masses, Crowds, Communities, Movements: Collective Action in the Internet Age”, Social Movement Studies 15(1): 1-18

Earl, Jennifer and Katrina Kimport. 2013. Digitally Enabled Social Change. Activism in the Internet Age. Cambridge Massachusetts: MIT

Felicetti, Andrea and Markus Holdo. 2023. ‘Reflective Inclusion: Learning from Activists What Taking a Deliberative Stance Means’, Political Studies, https://doi.org/10.1177/00323217221150867

Flesher Fominaya, C. (2014), “Debunking Spontaneity: Spain's 15-M/Indignados as Autonomous Movement”, Social Movement Studies 14(2): 142-163

Garrett, K. (2006). Protest in an information society: A review of literature on social movements and new ICTs. Information, Communication & Society, 9(2), 202–224. https://doi.org/10.1080/13691180600630773

Ghaziani, Amin, Vera Taylor e Amy Stone. 2016. “Cycles of Sameness and Difference in LGBT Social Movements”, Annual Review of Sociology 42(1), 165-183

Hutter, Swen.2014. “Protest Event Analysis and Its Offspring”. In Methodological Practices in Social Movement Research, by Donatella della Porta. Oxford University Press

Jasper, James. 2015. “Introduction. Players and Arenas Formerly Known as the State”. In Breaking Down the State. Protestors Engaged with Authorities, edited by James Jasper and Jan Duyvendak, 9-24. Amsterdam: Amsterdam University Press

Jian, Chen et al. 2018. The Routledge Handbook of the Global Sixties Between Protest and Nation-Building. Abingdon: Routledge

Joyce, M. ed. 2010. Digital Activism Decoded. The New Mechanics of Change. NYC: International Debate Education Association

Klein, A. 2015. 'Vigilante Media: Unveiling Anonymous and the Hacktivist Persona in the Global Press”, Communication Monographs 82(3): 379-401

Koopmans, Ruud e Paul Statham. 1999. “Political Claims Analysis: Integrating Protest Event and Political Discourse Approaches?, Mobilization 4(2): 203-221

Lane, Jeffrey. 2016. “The Digital Street: Na Ethnographic Study of Networked Street Life in Harlem”, American Behavioral Scientist 60(1): 43-58 (no repositório)

Lee, Francis. 2018. “Internet alternative media, movement experience, and radicalism: the case of post-Umbrella Movement Hong Kong”, Social Movement Studies 17(2): 219-233

Lindekilde, Lasse. 2014. “Discourse and Frame Analysis: In-Depth Analyisis of Qualitative Data in Social Movement Research”. In Methodological Practices in Social Movement Research, by Donatella della Porta. Oxford University Press

Luhtakallio, Eeva Nina Eliasoph. 2014. “Ethnography of Politics and Political Communication: Studies in Sociology and Political Science”. In The Oxford Handbook of Political Communication, by Kate Kenski and Kathleen Hall Jamieson (eds.). Oxford University Press

Mattoni, Alice. 2017. “A Situated Understanding of Digital Technologies in Social Movements. Media Ecology and Media Practice Approaches”. Social Movement Studies 16 (4): 494-505

McDonald, K. 2015. “From Indymedia to Anonymous: rethinking action and identity in digital cultures”, Information, Communication & Society 18(8): 968-928

Milan, Stefania. 2014. “The Ethics of Social Movement Reserch”. In Methodological Practices in Social Movement Research, by Donatella della Porta (ed.). Oxford University Press

Mosca, Lorenzo. 2014. “Methodological Practices in Social Movement Online Research”. In Methodological Practices in Social Movement Research. Oxford University Press, by Donatella della Porta (ed), pp. 398-417

Neveu, Erik. 2016. “The European Movements of ?68: Ambivalent Theories, Ideological Memories, and Exciting Puzzles”. In Olivier Fillieule e Guya Accornero. 2016. Social Movement Studies in Europe. The State of the Art. Oxford/New York, pp. 21-37.

Norris, Pippa. 2002. Democratic Phoenix. Reinventing Political Activism. Oxford: Oxford University Press.

Owen, S. 2017. “Monitoring social media and protest movements: ensuring political order through surveillance and surveillance discourse”, Social Identities Journal for the Study of Race, Nation and Culture 23(6): 688-700.

Paternotte, David e Roman Kuhar. 2017. “The anti-gender movement in comparative perspective”. In Anti-Gender Campaigns in Europe. Mobilizing against Equality, by Roman Kuhar e David Paternotte. Lanham: Rowman & Littlefield

Pichardo, Nelson A. 1997. “New Social Movements: A Critical Review”, Annual Review of Sociology 23: 411-430

Poell, T. 2019. “Social media, temporality, and the legitimacy of protest”, Social Movement Studies, DOI: 10.1080/14742837.2019.1605287

Polletta, Francesca, e James Jasper. 2001. ?Collective Identity and Social Movements?, Annual Review of Sociology 27: 283-305

Rootes, Chris. 1999. “Environmental movements: From the local to the global”. Enviromental Politics 8(1): 1-12

Roth, Silk. 2018. “Introduction: Contemporary Counter-Movements in the Age of Brexit and Trump”. Sociological Research Online 23(2), 496-506

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Tejerina, Benjamin et al. (eds.) 2013. “From indignation to occupation: a new wave of global mobilization”, special issue in Current Sociology 61(4)

Tejerina, Benjamin. 2017. “Los movimientos sociales en la Transición Política: herencias, singularidades y transformaciones de la movilización social en la década de 1970”, Debats

Trmayne, M. 2014. “Anatomy of Protest in the Digital Era: A Network Analysis of Twitter and Occupy Wall Street”, Social Movement Studies 13(1): 110-126 (no repositório)

Van Ness, Justin e Erika Summers-Effler. 2018. “Emotion in Social Movements”. In The Blackwell Companion to Social Movements, eds. by David Snow et al. (2o ed.). Hoboken: Wiley

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/