Overall objectives:

1 - Understand the socio-cultural dynamics of contemporary global societies.
2 - Acquire conceptual tools that enable an understanding of cultural, identity and intercultural relationship processes.
3 - Develop a critical attitude towards any form of ethnocentrism
4 - Encourage a decentralized and relative understanding of one's cultural identity.
5 - Understand current migrations, particularly, those resulting from climate, social and political changes
6 - Reflect on the main problems, impacts and challenges associated with migration.
7 - Design the cultural and social diversity as a source of community development.
8 - Recognize fluid and hybrid forms of cultural and social relations in contemporary times.
9 - Know the conditions for the possibility of building intercultural communities.
10 - Reflect critically on intercultural education.

Syllabus:

1 - Cultural diversity and multicultural societies Tensions and dialogue between the global and the local Heterogeneity of societies
2 - Ethnicity, identities and interculturality Culture, ethnicity and social structure Social processes of identity / alterity construction The representation of the Other in contexts of cultural diversity Attitudes towards the Other Positions on cultural diversity.
3 - Migration, ethnic-cultural diversity, intercultural communities and transnationalism Migration flows Inter-ethnicities, miscegenation and cultural hybridization Intercultural communities Migrations, nationalisms and transnationalism
4 - Education in contexts of cultural diversity Education in the creation of intercultural environments Immigrant education and integration Intercultural education according to Unesco Education, community empowerment and promotion of citizenship

Literature/Sources:

André, J. M. , 2012 , Multiculturalidade, identidades e mestiçagem: o diálogo intercultural nas ideias, na política, nas artes e na religião. , Palimage
Castles, S. , 2005 , Globalização, transnacionalismo e novos fluxos migratórios. , Fim de Século
Comissão Europeia , 2019 , Demographic Scenarios for the UE: Migration, Population and Education. , Publications office of the European Union
Gimeno Sacristán, J. , 2003 , Educar e Conviver na Cultura Global , ASA
Ramos, N. , 2007 , Sociedades multiculturais, interculturalidade e educação. Desafios pedagógicos, comunicacionais e políticos. , Revista Portuguesa de Pedagogia
Silva, M. C & Sobral, J. M. (orgs.). , 2013 , Etnicidade, Nacionalismo e Racismo. Migrações, Minorias Étnicas e Contextos Escolares , Afrontamento
Sousa, J. M. , 2015 , O currículo e a identidade cultural. In J. C. Morgado et all (Ed.), Currículo, internacionalização e cosmopolitismo , De Facto

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The teaching methodology is adapted to the organization of theoretical-practical classes, seminar and tutorial guidance, promoting a more effective involvement of the student in his own learning process. In addition to the oral presentation and clarification of concepts by the teacher, the use of active and reflective methodologies as a way for the construction of knowledge and research by the student himself is privileged. In this way, the discussion of ideas will be promoted based on the previous reading of texts, articles, book chapters or on the analysis of practical cases, as well as the presentation and discussion of individual and / or group works, aiming to develop and evaluate students' reflective, deductive and discursive skills and designing a "manual of good migration practices". The evaluation includes the proposed activities (20%), the elaboration of an individual written work following the project methodology (50%), its oral presentation and discussion (30%).