Contemporary Issues of Social Pedagogy and of Social Education
2nd Cycle Studies - Mestrado
It is aimed to combine the expository method for presentation and elucidation with the use of pedagogical practices based on student work. Throughout the course of the curricular unit, literature review and/or research works shall be encouraged; preparation of small work on the issues covered in class; preparing questions about the content of the classes; performing small summaries on the topics addressed; reflection on the principles, ideological orientations, educational conditions, the assumptions of educational practices.
This curricular unit represents an area of acquisition of fundamental knowledge for a critical reflection on the evolution of concepts and practices related to social pedagogy and social education in their connections and under the impact of social changes over the last two centuries, and especially in the last decades of the twentieth century and in these early years of this century. Thus, students must:
Recognize the importance and place of social pedagogy/social education.
Distinguish times and the crucial changes in the evolution of Social Pedagogy and Social Education.
Identify and characterize aspects associated with socialization in integral education of people, and the socializing agents and institutions.
Relate social education with the welfare state.
Relate education with social inequalities.
Identify and characterize areas, spaces and institutions of intervention in social education.
Concept and purpose of Social Pedagogy
Social education: from the concept to the models.
Evolution of Social Pedagogy and Social Education
European Social Education of the last decades of the twentieth century.
Inequalities, social justice and public policies.
Education,equity and social exclusion: the concepts od citizenship, equality and difference.
Socialization and socializing agents and institutions.
Welfare, social policy and social services.
Areas of social education: contexts, people.
Children and youth at social risk.
Prisons or re-educative institutions.
Diversity and Education.
Maria Rosário Carvalho Nunes Manteigas Moura Pinheiro
Assessment will always consists of two or more moments: for example, an exam and the preparation of a paper, and will be previously defined with student: 100.0%
Azevedo, A. (2011). Técnicos superiores de educação social. Necessidade e pertinência de um estatuto profissional. Porto: Fronteira do caos.
Caride. J. A, (2004). Las fronteras de la Pedagogía Social. Perspectivas científica e histórica.Barcelona: gedisa editorial.
Carvalho, A. D. e Baptista, I. (2008). Educação Social: Fundamentos e estratégias. Porto: Porto editora.
Ferrer, A. T.; Fernández, F. S. (Coords). (2003). Génesis y situación de la educación social en Europa. Madrid : UNED.
Peña, E. B.; Díaz, M. C.; Carreras, J. S. (2010). La Educación Social: Universidad, Estado y Profesión. Barcelona: Laertes educación.
Pérez Serrano, G. (2003). Pedagogía social-educación social. Construcción científica e intervención práctica. Madrid:Narcea.
Costa, A. F. (2012), Desigualdades Sociais Contemporâneas. Lisboa, Editora Mundos Sociais.
Fraser, N. (2002) A justiça social na globalização: redistribuição, reconhecimento e participação. Revista Crítica de Ciências Sociais, 63,7-20.