2026
Geography of Crises and Socio-environmental Transitions
Name: Geography of Crises and Socio-environmental Transitions
Code: PAO15301L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Geography
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Sustainable Development Goals
Learning Goals
Specific outcomes:
To know the explanatory theories of socio-environmental crises and transitions;
Critically evaluate the socio-environmental systems that support human life;
Understand and produce aggregate readings on different types of crisis and the ways in which they synchronise;
Discuss the challenges of the Anthropocene in dialectic with the Capitalocene;
Know, understand and produce post-crisis and post-disaster governance solutions;
Understand, apply and evaluate policies and plans for post-carbon resilient cities and communities.
Cross-cutting outcomes :
Critical thinking about the complexity of societal challenges inherent in crises;
Understanding and resolving global conflicts with local manifestations;
Global citizenship, collective responsibility in the face of transition processes and a sense of belonging;
Communication to promote transitions towards sustainability;
Collaborative work, organisation, group interaction and connection to the community
To know the explanatory theories of socio-environmental crises and transitions;
Critically evaluate the socio-environmental systems that support human life;
Understand and produce aggregate readings on different types of crisis and the ways in which they synchronise;
Discuss the challenges of the Anthropocene in dialectic with the Capitalocene;
Know, understand and produce post-crisis and post-disaster governance solutions;
Understand, apply and evaluate policies and plans for post-carbon resilient cities and communities.
Cross-cutting outcomes :
Critical thinking about the complexity of societal challenges inherent in crises;
Understanding and resolving global conflicts with local manifestations;
Global citizenship, collective responsibility in the face of transition processes and a sense of belonging;
Communication to promote transitions towards sustainability;
Collaborative work, organisation, group interaction and connection to the community
Contents
I. Crises and socio-environmental transitions in a theoretical framework
Systems theory, complexity theory, resilience and socio-environmental transitions
Capitalisms and crises (tragedy of the commons)
Synchronisation of crises (environmental, social, economic)
II. Socio-environmental systems: challenges and perspectives
Socio-environmental systems that support humanity
Challenges between the Anthropocene and the Capitalocene
Vulnerable territories
III. Planning resilient cities and communities
Post-crisis and post-disaster governance
Post-carbon cities and communities
Resilient cities and communities
Systems theory, complexity theory, resilience and socio-environmental transitions
Capitalisms and crises (tragedy of the commons)
Synchronisation of crises (environmental, social, economic)
II. Socio-environmental systems: challenges and perspectives
Socio-environmental systems that support humanity
Challenges between the Anthropocene and the Capitalocene
Vulnerable territories
III. Planning resilient cities and communities
Post-crisis and post-disaster governance
Post-carbon cities and communities
Resilient cities and communities
Teaching Methods
The teaching and learning methodologies include interactive exposition in the discussion of theoretical concepts, applying them to practical examples, often mobilising the geographies of the students' everyday lives. Questioning, debates and application exercises (individual and group) are promoted, based on real problems or simulations.
Problem-based learning is carried in the approaches to topics, encouraging critical reading, autonomous research and structured communication, linking theory and practice. The adoption of project-based learning methodologies takes place in group work articulating the objectives with the syllabus in a field trip and in interaction with a community in crisis. It demands structuring the work program, methodological options and critical inter-group discussions.
Problem-based learning is carried in the approaches to topics, encouraging critical reading, autonomous research and structured communication, linking theory and practice. The adoption of project-based learning methodologies takes place in group work articulating the objectives with the syllabus in a field trip and in interaction with a community in crisis. It demands structuring the work program, methodological options and critical inter-group discussions.
Assessment
Continuous evaluation will be made up of a) an individual test (55%), b) group work to be carried out following the field trip, comprising: discussion of the work programme (5%); oral presentation (5%); and written report (30%); c) participation in debates when presenting the work of all the groups (5%).
The evaluation options will be presented, discussed and agreed with the classes.
Final assessment regime: the student takes an assessment test (100%) on all topics.
The evaluation options will be presented, discussed and agreed with the classes.
Final assessment regime: the student takes an assessment test (100%) on all topics.
Accreditations and Certifications
