Class Traineeship III and project

Internships represent a fundamental component of experiential learning, serving as privileged spaces for acquiring knowledge of the social intervention process through the integration of theory and practice. They take place within socio-institutional contexts, offering a real-life environment for professional engagement. Their primary objective is to provide training and practical application of the skills acquired throughout academic education, enabling direct contact with various areas of social work. Through pedagogical and scientific supervision, critical reflection and analysis of the competencies mobilized and the actions undertaken are encouraged, contributing to the development of a professional practice that is informed, reflective, and ethically grounded.

Not applicable

The Course Unit is structured around two complementary components: 1. Internship Practice Carried out within an institutional context, under the supervision of a professional in the field, totaling 270 hours. This component allows for the practical application of knowledge and the development of competencies essential to Social Work practice. 2. Pedagogical and Scientific Supervision In coordination with the Seminar Course Unit, this component is led by a Social Work lecturer through group and individual tutorials, fostering critical reflection and the integration of theory and practice. The main areas of discussion include: Analysis of the institutional context Understanding the socio-institutional space of Social Work Social issues and social policies Communication skills Development of technical-operational competencies

The course unit adopts innovative methodologies focused on the integration of theory and practice, promoting experiential, reflective, and collaborative learning. The internship in a real-world context is a central pedagogical strategy, allowing students to engage directly with complex institutional dynamics. Pedagogical and scientific supervision is carried out through individual and group tutorials, using active methodologies such as case analysis, reflective portfolios, competency mapping, and experience-based narratives. These approaches aim to foster critical reflection on professional practice, self-assessment, and the development of technical-operational, ethical-deontological, and communication skills. The use of digital platforms for sharing experiences and resources further supports the process, encouraging continuous, collaborative, and context-based learning.

Bartlett HM (2003) Working Definition of Social Work Practice. Research on Social Work Practice 13(3), 267-270 Carvalho, M.I (2016). Ética aplicada ao serviço social. Pactor Veronica C & Orme J (2018). Social Work Practice. Bloomsbury Publ Dwyer, S. (2007). The Emotional Impact of Social Work Practice. Journal of Social Work Practice, 21, 49-60 Ferguson, I & Woodward, R (2009). Radical Social Work in Practice: Making a Difference. Policy press García, T & Peláez (2017). Trabajo social con grupos. 4ed. Alianza ed García, T & Romero, L (2019) Trabajo social individualizado: metodología de intervención. Alianza ed Healy, K(2019) The skilled communicator in social work. The art and science of communication in practice. journal of Social Work 20(2) Koprowska, J (2020) Communication and Interpersonal Skills in Social Work. Sage Mulholland, J & Healy, K (2019). Writing Skills For Social Workers. Sage Robertis, C de (2011). Metodología da intervenção em trabalho social. Porto Ed