|Democracy and Citizenship||777DECI|
|3||Undergraduate||Political Science and International Relations||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|i. To integrate methods, concepts, theories and knowledge concerning the models of democracy and citizenship;|
ii. To develop interactive skills allowing students to participate in debates on contemporary political issues;
iii. To manage and critically assess information, on the basis of guided readings;
iv. To improve oral and written communication skills;
v. To develop critical analysis an synthesis skills on democracy and political participation with reference to future self-learning and professional follow-up activities.
|I. Democracy: models of democracy; democracy practices; case studies.|
II. Citizenship: the concept of citizenship; fundamental rights; citizenship in the European Union; citizenship under Portuguese law.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Chapter I – With the presentation of the basics of democracy, its models and practice, students should be informed about the theoretical foundations that allow a proper understanding of contemporary political issues.|
Chapter II – By using the concepts of citizenship, the unit intends to develop the human and civic consciousness of students towards a personal and collective intervention on political, economic and social issues; Training and use of new knowledge in the different contexts of development and civic participation.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology includes lecturing, research, readings and discussion of contemporary issues, as well as critical reflection. Assessment is continuous and based on two written tests and case studies presented and discussed in the classroom.|
I: 10% case study + 40% test; II: 10% case study + 40% test.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical exposition of the contents the scientific area; discussions in the classroom; integration of methods, concepts, theories and knowledge in the scientific area; developing interactive competences in the classroom; demonstration of oral and written communication skills of expert assessment contents; selection of methods of information management; development of critical thinking skills.|
FERNANDES, T. (org.) (2018). Variedades de Democracia na Europa do Sul. 1968-2016. Lisboa: ICS [https://www.v-dem.net/files/39/Variedades%20Democracia%20Europa%20Sul%20Tiago%20FernandesPDF.pdf]
HELD, D. (2006). Models of democracy. 3ª ed. Stanford: Stanford U. P.
NORRIS, P. (2011). Democratic Deficit: Critical Citizens Revisited. New York: Cambridge University Press.
WELZEL, C. et al. (eds.) (2018). Democratization. Oxford: Oxford U. P.
Charter of Fundamental Rights of the European Union, 2007.
European Commission (2017). Repport....On progress towards effective EU citizenship 2013-2016,COM(2017) 32 final.
European Convention on Human Rights, 1950 (with protocols), Strasbourg.
LEITE, Isabel Costa (2011). "Political participation of non-national residents in Portugal", In: Antropológicas, 12, pp.19 - 25.