Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
- Ability to understanding human development in the life cycle, the psychosocial, cognitive and moral levels, from the perspective of different theoretical approaches;
- Ability to understand the importance of cooperation and individual responsibility in the group, through the dynamics of person-group interaction;
- Ability to understand the person as a social anthropological being, in different social and cultural contexts.
Syllabus
1. The main psychological currents
2. The main theories of personality
3. The person in the individual and group dimensions
4. Life-Span developmental psychology
5. The sociological construction of social reality
6. The person in the family, in community and in society
7. Diversity of sociological contexts
8. The mediation of culture in the social anthropological construction of social reality
9. Anthropological and cultural diversity in relation to health.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The program presented contributes to the achievement of the objectives, enabling students with knowledge and analysis skills in relation to human development, articulating the psychological and sociological dimensions as inseparable vectors of human and social construction.
The contents related to person-group interaction, as well as culture as a mediator of the social anthropological construction of social reality, develop in students interpersonal and communication skills in the face of diversity and multiculturalism, which are fundamental for learning interpersonal relationships.
The proposed contents promote students' development of their ability to adapt to new situations and to understand other cultures and traditions in a comprehensive perspective of health and human development.
Teaching methodologies (including evaluation)
Expository-interactive method. Group dynamics. Reading and analysis of texts and problem situations in classroom.
The evaluation will be individual, through two written tests, weighting 50% each.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The teaching methodology used promotes in the student the construction of the desired knowledge and skills, given the diversity and interactivity of the strategies used, namely reading and analysis of texts and problem situations, classroom discussion and the group dynamics promoted.
The skills of analysis and reflection thus developed allow us to understand human development from a psychosociological perspective, in the cultural diversity that characterizes today's society.
Group dynamics, in particular, allow the development of critical and self-critical skills, as well as interpersonal skills, compatible with the interpersonal skills to be developed.
Taken together, the teaching methodologies outlined contribute to the development of the ability to apply knowledge based on an understanding of other cultures and cultural miscegenation.
Bibliography (Mandatory resources)
Golse, B. (Coord.). (2006). O desenvolvimento afectivo e intelectual da criança. Porto: Climepsi.
Guiddens, A. (2004). Sociologia (4ª ed.). Lisboa: Gulbenkian.
Morris, B. (2000). Doença e cultura na era pós-moderna. Lisboa: Instituto Piaget.
Richard, M. (2001). As correntes da psicologia. Lisboa: Instituto Piaget.
Rivière, C. (2007). Introdução à antropologia. Lisboa: Edições 70.
Sá, E. (2009). Esboço para uma nova psicanálise. Coimbra: Almedina.
Shaffer, D., Kipp, K., Willoughby, T., Wood, E. (Eds) (2013). Developmental Psychology: Childhood and Adolescence. 4th Canadian ed. Toronto: Nelson Education.
Silva, L. F. (2008). Saber prático de saúde: As lógicas do saudável no quotidiano. Porto: Afrontamento.
