Observation and Intervention Unit - Social Education

Recommended Prerequisites

Knowledge and skills mentioned on the several curricular units of the previous semesters.

Teaching Methods

This curricular unit provides students with field work in the institutions that host them, to consolidate and/or to deepen the theoretical and practical knowledge inherent in the area of Social Education. If possible, it is recommended that the student may be able to collaborate actively and autonomously, with due supervision, in the design, planning and development of educational activities in the host institution. It will happen weekly a follow-up of the fieldwork, in a seminar format at the Faculty, for sharing experiences, critical reflection and guidance.

Learning Outcomes

To deepen and to apply knowledge in the area of Social Education.

- To contact institutions and systematically analyze, based on scientific knowledge and specialized observation techniques, practices of education professionals in the area of Social Education.

- To collaborate during the semester with the chosen institution and its professionals in carrying out educational activities, if requested, learning to work as a team.

- To periodically analyze, in a critical way, the situations observed, in light of the educational intentionality of actions for different audiences, in the area of Social Education.

- To outline enlightned proposals for professional intervention in the area of Social Education.

- Learn to prepare a reflective report on the activities of observation and/or intervention.          

Work Placement(s)

No

Syllabus

The organization of observation and/or intervention activities in the host institutions should be based on content and guiding principles, which are discussed in the weekly monitoring and supervision seminar. The programmatic topics cover more specifically:

-Contexts of socio-educational intervention: socio-communitary ones and multidisciplinary teams of projects and entities

-Scopes and areas of socio-educational intervention: migrants, refugees, ethnic-cultural minorities, women and men who are victims of violence, trafficking of human beings, people who live in poverty or in homelessness conditions, children with reclusive parents; children and youth in residential care instituitions.

-Educator competencies as a professional of social empowerment of subjects, groups and communities

-Socio-educational evidence-based and culturally appropriate interventions, departing from the needs assessment

-The ethical dimension of intervening in contexts of marginalization and social exclusion.

Assessment Methods

Assessment
Final Report of OII and Participation and work carried out in the classroom in the context of the Seminar : 100.0%

Bibliography

Barry, M., Clarke, A., Petersen, I., & Jenkins, R. (Eds.) (2019). Implementing mental health promotion. Second edition (pp. 3-34). Springer. https://doi.org/10.1007/978-3-030-23455-3_14

Sandbæk, M. (2017). European Policies to Promote Children's Rights and Combat Child Poverty. International journal of environmental research and public health, 14(8), 837. https://doi.org/10.3390/ijerph14080837

Armani, D. (2006). Como elaborar projectos? Guia prático para a elaboração de projectos sociais. Tomo Editorial.

Barbosa, E. & Moura, D. (2013). Proyectos educativos y sociales: Planificación, gestión, seguimiento y evaluatión. Narcea Ediciones.

Perez Serrano, G. (2008). Elaboração de projectos sociais: Casos práticos. Porto Editora.

Vallés, P. (2009).  Manual del educador social: Intervención en Servicios Sociales. Ediciones Pirámide.

Varela, S. M. (2012). La formación práctica en intervención socioeducativa. Sanz y Torres.