Work, Economy and Social Justice

Code:

E607

Acronym:

TEJS

Keywords
Classification	Keyword
OFICIAL	Adult Education

Instance: 2015/2016 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	58	Official Curricular Structure	3	-	6	57	162

Teaching language

Portuguese

Objectives

-To clarify the evolution and transformation of the relations between training contexts and work on the genesis of social and economic models; -Understand the concept of social justice as a result of the development of relations between the social and the economic; -Deepen the relevance of curricular unit to the formation of a socioeducational and training mediator, particularly in the field of education and work.

Learning outcomes and competences

Upon completion of the COURSE, students are expected to express the following results:

1-at the level of knowledge

-Understand the centrality of work in contemporary societies and their possible reconfigurations vis-à-vis the dominant socio-economic model

-Understand the importance of Economics in the study of societies, and in particular the current economic models and their constraints on the work

-Understand the concept of social justice in the light of social bond mediated by production instances (the forms of social protection), but also according to new work reconfigurations

2-at the level of skills

-Be able to assess the complexity of the central structure that is work on its joints with models and economic currents, as well as assumptions of social justice

-Be able to discuss social scenarios that better harmonize the dimensions of labour, economy and social justice in situations of greater social equity

3 – competences

-Analyze life trajectories, their articulation with work situations and the development of appropriate training courses

-Understand elementary notions of economic sciences (in particular, the GDP), from economic theories and from  everyday life relevancy

-Mobilize concepts enrolled in principles of social justice (e.g. the HDI) to better interpret social inequalities

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not applicable

Program

The course is situated in the 6th semester of training, anticipating the students ' transition into employment or further academic pathways. It is understood, therefore, of greater relevance  the introduction to work organisation – the discussion of and about the work – in its articulation with economic theories and with the principles of social justice. The structuring of the discipline stresses the transformations of human labour in the light of history and contemporary times, considering in this analysis its articulation with the changes set out in formal education and training contexts. On the other hand, its of major relevance to consider the work factor in the context of economic theories, which anticipates a short approach to this science. Finally, it is still around the centrality of work in the life of the subjects and models of social organization that the dimension of social justice is explored, seeking to articulate the context of change in work and its organization, in particular concerning untying of social  lace, with privileged contexts or to favour in the intervention of socioeducational and training mediators.

1 MODULES.
1. Work.
1.1. Work, labor and action: for an understanding of the centrality of work in human societies. 1.2. The social and historical transformations of the relations between learning/training and work systems; Overview and analysis of the Portuguese case. 1.3. The qualifications, skills and employability issues. 1.4. The disintegration of the work or its rewriteing(s).
2. The economy
2.1. What is the economy. 2.2. The economy as a science; main theoretical currents. 2.3. The economics of inequality: unemployment, poverty and regional imbalances. 2.4. The return of Keynes? The social economy at the forefront of the reconciliation between the social and the economic.
3. Social Justice
3.1. From a theory of Justice (John Rawls) towards an idea of Justice (Amartya Sen). 3.2. The ties that bind the historical and current work metamorphoses to forms of social protection. 3.3. Social justice: redistribution, recognition and participation.

Mandatory literature

Arendt Hannah; Condition de l.homme moderne. ISBN: 2-266-04387-0
Boltanski Luc; The^new spirit of capitalism. ISBN: 978-1-84467-165-6
Cameron Rondo; História económica do mundo. ISBN: 972-1-04478-4
Castel Robert; Les^métamorphoses de la question sociale. ISBN: 2-07-040994-5
Correia José Alberto; Sociologia da educação tecnológica. ISBN: 972-674-160-2
Fraser Nancy; Qu'est-ce que la justice sociale? Reconnaissance et redistribution, La Découverte, 2011. ISBN: 978-2-7071-6789-7
Fitoussi Jean-Paul; A^nova era das desigualdades. ISBN: 972-8027-65-6
Gaulejac Vincent de ; Travail, les raisons de la colère, Seuil, 2011. ISBN: 978-2-02-103895-8
Gorz André; Métamorphoses du travail quête du sens. ISBN: 2-7186-0340-2
Louçã Francisco ; Caldas José Castro ; Economia(s), Afrontamento, 2010. ISBN: 978-972-36-1033-8
Méda Dominique; O trabalho. ISBN: ISBN 972-754-137-2
Polanyi Karl; A Grande Transformação. As origens da nossa época, Campus, 1980
Rawls John; Uma^teoria da justiça. ISBN: 972-23-1715-6
Sen Amartya; The Idea of Justice, Pinguin Books, 2009. ISBN: 978-0-141-03785-1
Skidelsky Robert ; Keynes. O regresso do Mestre, Texto Editores, 2009. ISBN: 978-972-47-4153-6
Sue Roger; La Richesse des Hommes. Vers l’économie quaternaire, Odile Jacob, 1997. ISBN: 2-7381-0520-3
Rifkin Jeremy; O fim dos empregos. ISBN: ISBN 85-346-0571-8
Rosanvallon Pierre; A^crise do estado-providência

Teaching methods and learning activities

The structuring of the work is directed according to a teaching-learning mode coparticipated by students, which encourages collaborative research work, as well as the articulation of the components of the program. Students are expected to involve and commit themselves in a work whose results highlight this articulation and interdependence. The theoretical and practical sessions, assume a prior  targeted work research, thereby designing  training sessions. Given the contemporaneity of the themes dealt with, students are encouraged to mobilize current information collected in the media, as well as organizing  targeted sessions tha stimulate an argumentative debate.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	60,00
Participação presencial	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	101,00
Frequência das aulas	42,00
Trabalho de investigação	19,00
Total:	162,00

Eligibility for exams

Under the regulation, students get compulsory frequency of classes when participating in 3/4 sessions effectively carried out, exception made of those students who are exempted by law from the presence in the classroom.

Calculation formula of final grade

In accordance with the objectives of discipline, assessment is distributed as follows: 1 – In continuous regime will be considered the work of orienteering and dinamyzing a session, either as such or as a participant. This component, which can integrate individual moments as well as group moments, has a weighting of 40% of the final note; 2-In final regime a work around the themes of UC will be proposed, and the same can be fullfilled under the form of examination or test (in terms negotiated with students). This component, strictly individual, has a weighting of 60% of the final note.

Examinations or Special Assignments

The absence of the first component of evaluation by a student who has not obtained the required frequency, so duly justified, puts the same under the evaluation planned for those students who enjoy special status.

Internship work/project

Not aplicable

Special assessment (TE, DA, ...)

The non complying of the first evaluation component is justified only by exceptional circumstances (as students enjoying special statutes), and the student is remitted to oral evidence (in terms to designate), a necessary condition for the access and completion of the second component of the evaluation (keeping the respective weights).

Classification improvement

Students can apply for the improvement of their final classification through examination, focusing it on the weighted as provided to the same (there is no improvement of continuous assessment component).

Observations

The lack of any of the components of assessment inhibits the completion of the syllabus. Completion of course always implies the achievement of two brackets of evaluation and, in the case of non-completion, the teacher ensures the assessment freeze up to a maximum of two semesters after the same, following which period the student is again compelled to the integral evaluation process.