Theory and Methodology of Social Work III
Part of this Programme
Level of Qualification|Semesters|ECTS
Bachelor | Semestral | 5
Year | Type of course unit | Language
2 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
125 | 48,5
Recommended complementary curricular units
Prerequisites and co-requisites
Program: 1. Contingencies and pertinence of acting in Social Work: possibilities of intervention in times of urgency and uncertainties. 2. Parameters of evaluation, analysis and interpretation of emerging social phenomena: social direction of practice and objectification of intervention 3. Subjects of action, knowledge and powers: life situations, societal contexts and local social contexts 4. Intervention coordinates, thematic supports of approach: biographical narratives and lives in transit; Genogram, ecomap, interviews, focus group; The social, the art, the body, the mind and the life lived; Identities, alterities, stereotypes; Territorialities, livelihoods and community ties; Resilience, anchoring, empowerment and advocacy.
- Consolidate theoretical and axiological supports and operational procedures appropriate to specific organizational and situational intervention contexts. - Learn to identify mutant social behaviors and to act in unexpected and urgent situations. - Know how to analyze, contextualize and interpret culturally distinct attitudes and complex situations of life potentially generating social discrimination. - To learn to use the potentialities of teamwork and the importance of communication, argumentation and debate of knowledge and knowledge in organizational and community spaces.
Knowledge, abilities and skills to be acquired
-Recontextualization of conceptual and analytical elements on the action in the field of Social Work. -Integration of attitudes and behaviors that generate professional identity. - Acquisition of conceptual and analytical elements to address emerging social phenomena. -Identification and problematization of stereotypes and pre-conceived ideas, learning to acquire a theoretically solid, reflexive, innovative and critical professional stance.
Teaching methodologies and assessment
Having a teaching-learning concept, the work methodology will be diversified depending on the pedagogical interaction and the receptivity and initiative of the students themselves. Seminary methodology is adopted with classes focused on a relational and communicational process of exchange of knowledge. Communication, mediated by cognitive supports and operational supports, aims at exposing ideas and transmitting knowledge and information structured by the teacher and the students. Continuous Assessment Assiduity and punctuality, participation and animation of debates. Appropriate attitudes and behaviors in the classroom, while significant elements of building a professional posture and identity and as indicators of respect for all those involved in the learning process. (20%). Scheduled presentation of papers and discussion in class. (40%). Written exam, without consultation, at the end of the semester. (40%). Assessment by examination: Cf. RAC of ULHT.
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