Class Theoretical and Ethical Issues in Social Work

This CU aims to deepen students' understanding of the theoretical, epistemological, ethical, and political foundations of SW as both a profession and a field of knowledge. The 1º part examines the nature, identity, and purposes of SW, the construction and validity of professional knowledge, the relationships between evidence, experience, and professional judgement, and the main theoretical and epistemological perspectives underpinning different ways of knowing, interpreting, and intervening in social reality. The 2º part addresses the ethical and deontological foundations of the profession, human rights, social justice, and the ethical-political dimension, as well as ethical dilemmas and processes of deliberation and professional decision-making. Finally, the relationship between ideology, knowledge, and power is critically examined, with particular attention to contemporary transformations of ideology and the processes through which ideology becomes invisible in professional practice

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Part I. Theoretical and Epistemological Foundations of Social Work Social Work as a Profession and Field of Knowledge Professional Knowledge in Social Work Paradigms and Theoretical-Epistemological Perspectives in Social Work Part II. Ethical, Deontological and Political Foundations of Social Work Foundations of Professional Ethics Human Rights, Social Justice and the Ethical-Political Dimension Ethical Dilemmas and Professional Decision-Making Part III. Ideology and Social Work in Contemporary Society Ideology, Neutrality and the Invisibilisation of Ideology in Contemporary Practice

The curricular unit combines theoretical exposition with active learning methodologies, promoting critical, reflective, and participatory learning. Content and conceptual frameworks are explored through the problematisation, analysis, and discussion of texts, situations, and cases, allowing students to engage with different theoretical, epistemological, and ethical perspectives. Guiding questions, applied exercises, argumentative debate, and the analysis of ethical dilemmas foster the mobilisation of knowledge in interpretation and decision-making. Individual assignments, presented and discussed in class, encourage research, autonomy, and the shared construction of knowledge. The diversity of perspectives and reflection on the assumptions underlying professional interpretations and decisions strengthen the articulation between knowledge, ethics, reflexivity, and Social Work practice.    

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