Class Education, Human Rights and Citizenship

This Curricular Unit in Education enables the student to intervene in educational areas of central, regional, or municipal administration and act in several socio-educational spaces. It enables students to acquire skills to take responsibility for their acts and to respect the opinions of others and other cultures and ethnicities. Given the discipline program, it enables a personal organisation to manage its work plan autonomously.  

Not applicable

I Human Rights: Origin and justification of the State; Human rights and Western tradition; Human rights and human needs; Declaration of human and citizen rights; Universal Declaration of Human Rights. II Conceptualize Citizenship: National, European and global citizenship; Origin and evolution of the concept; Liberal citizenship; Republican and secular citizenship; Democratic citizenship; Construction of citizenship: the political, cultural, and school way.  III Education and Citizenship: Citizenship Education (Basic Law of the Educational System (Law 46/86);  National Citizenship Education Strategy ( ENEC); Education for Citizenship and Development (Decree-Law No. 55/2018, of July 6 ). IV Policies and Fundamentals of Human Rights Education: Millennium Development Goals (2000/2015); Sustainable Development Goals (2030 Agenda); the 2030 Agenda for Sustainable Development; Good Governance (principles of good European democratic governance).

In the teaching methodologies, there are theoretical and theoretical-practical classes. In the theoretical classes will be presented the program contents by the teacher, using various devices (normative documents, PowerPoint, videos, iconographic sources, press, pedagogical materials, school manuals, debates, etc.), encouraging students to reflect and debate ideas. In the theoretical-practical classes will be worked on the thematic contents of the program, with students having to read and critically interpret the texts resulting from the different problems addressed. The evaluation acts as a regulator of the teaching-learning process and presents a formative and global dimension: not only products but also processes and resources are evaluated.

  Galtung, J. (1994). Direitos Humanos. Inst. Piaget. Gonçalves, M. N. (2004). O despontar da cidadania no Portugal de Oitocentos. Revista Lusófona de Educação, (3), 89-107. Pereira, E. (2006). Ensaios de Política e Filosofia. Idéia. Rousseau, J. J. (ed.1999). Discurso sobre a origem e os fundamentos da desigualdade entre os homens. Martins Fontes Serrão, J., Neves, M., Bracons, H., Brás, J. & Cabral, A. (Eds.). (2023). Humanismo e desafios de cidadania. Edições Universitárias Lusófonas. ISBN 978-989-757-231-9 (físico); ISBN 978-989-757-232-6 (digiral). DOI 10.24140/2023/HDC-978-989-757-231-9 Serrão, J., Neves, M., Bracons, H., Brás, J. & Cabral, A. (2022). Humanismo, Direitos Humanos e Cidadania Global.    Edições Universitárias Lusófonas. ISBN 978-989-757-204-3 Silva, A.M & Tavares, C. (2010). Políticas e Fundamentos em Direitos Humanos. Cortez. Taylor, C. (2010). Imaginários sociais modernos. Edições Texto & Grafia.