Citizenship and Diversity
| Code: | MED201 | Acronym: | CD |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Social Studies/Public Policies / Educational Sciences |
Instance: 2025/2026 - 2S 
| Active? | Yes |
| Web Page: | https://sigarra.up.pt/fpceup/FICHA_DISCIPLINA.EDITAR?p_cad_codigo=MED201&p_periodo=2S&p_ano_lectivo=2011/2012 |
| Responsible unit: | Education Sciences |
| Course/CS Responsible: | Master Degree in Educational Sciences |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MCED | 48 | Official Curricular Structure | 1 | - | 3 | 24 | 81 |
Teaching Staff - Responsibilities
| Teacher | Responsibility |
|---|---|
| Sofia Ramos de Almeida Santos |
Teaching - Hours
| Theoretical and practical : | 2,00 |
| Type | Teacher | Classes | Hour |
|---|---|---|---|
| Theoretical and practical | Totals | 2 | 4,00 |
| Sofia Ramos de Almeida Santos | 3,00 |
Teaching language
Portuguese and englishObjectives
This course unit addresses issues that emerge from the confrontation with the concept of citizenship in its relationship with the state—and both beyond and beneath the state—in its connections with communities and interpersonal relations. It emphasizes the formulation of civil, political, social, and cultural rights. Education as a social right is a central theme of the course. Issues of inclusion, exclusion, and marginalization, as well as diversity from an intersectional perspective, are also core dimensions.
Learning Objectives
- To develop critical thinking skills on key topics such as citizenship, gender, diversity, and intersectionality within the educational field;
- To apply key concepts addressed in the course to theoretical production and the analysis of educational contexts and practices;
- To identify and analyze social processes and contexts that generate exclusion and marginalization, as well as mechanisms that promote citizenship, inclusion, and active participation;
- To engage in social transformation, recognizing the role of education in promoting social justice and democratic citizenship;
- To actively participate in debates on gender, citizenship, and intersectionality, adopting an ethical and critical stance toward power dynamics and social inequalities;
- To contribute to the implementation of democratic citizenship practices in school and educational settings, based on critical and participatory approaches;
- To articulate the operationalization of Citizenship Education with ENEC (National Strategy for Citizenship Education), reflecting on its practical application in curriculum planning and pedagogical action.
Learning outcomes and competences
By the end of this course, students are expected to:
Working method
PresencialProgram
- Feminist, postcolonial, and new social movement perspectives
3. Education as a Social Right
- The role of education in building democratic citizenship
- Public policies on citizenship education: the ENEC (National Strategy for Citizenship Education)
4. Inclusion, Exclusion, and Marginalization: Processes and Subjects
- Social and educational processes of exclusion and invisibilization
- Denied and precarious citizenships: migrants, refugees, youth, and ethno-racial minorities
5. Difference, Diversity, and Inequality: Public-private division; differentiated universalism in citizenship;
6. Diversity and Intersectionality: New Agendas
7. Youth Citizenship and Participation: Between Recognition and Exclusion
Mandatory literature
Sofia A. Santos; Disponível na lista de referências ;Comments from the literature
The texts included in 'Documents' are the ones to be used as references for the written work.Teaching methods and learning activities
Contact activities
Lectures
Text presentation by students
Debates
Tutorials
Autonomous work by students
Group work
Bibliographic search
Fieldwork
Presentation of work produced in the class group
Actiities developed during the course include
I. participation in debates and discussions
II. Written work in group and presentation in classes (Alternatives A, B, C or D)
A. research work on an issue related to the UC
or
B. an essay on a study selected in the UC and presented in one of the sessions preview for this
or
C. essay on a film or novel, on the issues of citizenship, inclusion/exclusions, cultural diversity.
or
D. Written essay on the basis of a picture deeply connected with the key themes of the CU, it should include: justification of the choice and a personal interpretation as well as a theoretically informed analysis, as emphasised below.
Each essay should be linked to 4 texts included in the Sigarra documents. There are approximately ten texts, which should be selected by the students. It is possible to include texts with a strong thematic specificity that complement the core texts of the CU, and for the discussion (film/image/book) to be based on critical and interpretative dialogue with the 4 (or more) texts selected from the documents.
The articulation with these texts is not just at the level of mere quotation, but of structured articulation. It is expected that the dialogue will be established between the image/scene(s) from the film/romance and contributions from the chosen texts. The bibliographical references must be correctly integrated in accordance with APA standards 7.
Any of the written work should not exceed 5000 words. Students are intiteld to a small group tutorial session to support the construction of their essays.
keywords
Social sciencesEvaluation Type
Distributed evaluation with final examAssessment Components
| designation | Weight (%) |
|---|---|
| Participação presencial | 30,00 |
| Trabalho escrito | 70,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| designation | Time (hours) |
|---|---|
| Estudo autónomo | 36,00 |
| Frequência das aulas | 24,00 |
| Trabalho de investigação | 30,00 |
| Apresentação/discussão de um trabalho científico | 10,00 |
| Total: | 100,00 |
Eligibility for exams
To complete the course implies that, having been regularly enrolled, students attend 75% of the scheduled classes and carry out the various assessment tasks, obtaining a mark of 10 or more.Calculation formula of final grade
Student involvement and the oral presentation of the final work will have a maximum weighting of 30% in the final classification (10% participation and 20% presentation).
The written work will have a weighting of 70%.
The presentation of a work in class by the students is in advance of other presentations, which will take place at the end of the semester. They can also present the written essay at their convenience, or reserve it for the prescribed times.
The remaining essays will be handed in on the dates to be determined. The oral presentation must be supported by visual material (powerpoint or other) that allows teachers and fellow students to understand the meaning of the work done.
Examinations or Special Assignments
n.aInternship work/project
n.aSpecial assessment (TE, DA, ...)
Exceptionally, a final exam is planned in very specific cases where students are unable to fulfil the various assessment parameters. In this case, the student concerned should consult the teacher.
Classification improvement
Students can attempt to get a better mark, by reformulating the written work.
Observations
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