Introduction to Professional Practice in Socieducative Animation I

N/A

Field Work: adding the students to a particular professional area with the objective of getting to know the professional contexts, the means and techniques, observation-participation methodology, as well as practicing the various integration phases in a work context, perceiving the scope of intervention and knowing the description of the reality and the collectives.
The total workload for the semester is 168 hours, of which 40 hours will be field work in professional context, 11 hours will be distributed for preparation, follow-up, reflection and critical evaluation.
The evaluation is continuous and cannot be carried out by exam, integrating the following assessment instruments:
• Required fieldwork in an institutional context = 50%
• Preparation of written materials to support and record fieldwork = 50%
*Also observe the specific methodological instructions contained in the A3Es file.

The main goals for this course are: Profissional initiation; Observing and knowing the professional context and its techiques

The specific learning goals are:

•Integrating students in various professional domains;

•Identifying, understanding and explaining the social, cultural and educational problems that come up in a professional context;

•Analyzing and reflecting about the contexts of political, social and educational actions, connected with the identified situation-problems;

•Selecting and using various information sources that contribute to the comprehension of the issues, the contexts and the policies;

•Identifying socio-educative intervention methods and techniques applicable in a professional context;

•Analyzing the organizational context where the student belongs through institutional data, gathered during intership;

•Recording and organization of collected data; Using a field diary.

See others in A3Es File

The main themes developed through the follow-up sessions will focus on various aspects related to Socio-educational Animation, in order to enrich and complement the knowledge and skills aquired by the students throughout their academic record.
OBSERVING AND KNOWING ( general knowledge).
•Observing as the means to approach a socio-educative reality;
•Techniques and instruments for observation;
•Organizational context;
•Analysis of the receivers characteristics;
•The educative spaces that exist in organizations ( programs and socio-educative projects )
•The areas for socio-educative intervention.
•The policies ( International, national, regional and local )
•The socio-educative support measures and programs;
•Information sources: Indentifying, organizing and using data;
•Indentifying the various professional profiles;
•Social and professional relationships.

• - Written Materials Support - 50.0%
• - Laboratory work or Field work - 50.0%

NAO

ANDER –EGG, Ezequiel & IDANEZ, M. José (2007). Diagnóstico social: conceitos e metodologias. Porto: Rede Europeia Anti-pobreza/Portugal.

CORREIA, Virgilio (2017), “The Importance of Curricular Internships in the Academic Training and in the Construction of Professionality”, in  Paulo Alberto da Silva Pereira & Osman Titrek (editors), ICLEL 2017, Abastract Book, 3rd International Conference on Lifelong Learning and Leadership for All, Porto: P.Porto – Escola Superior de Educação (Portugal) e Sakarya University (Turkey), p.

ESCUDERO, José (2004). “Análisis de la realidad local – Técnicas Y métodos de investigación desde la Animación Sociocultural”. Madrid, Narcea, Col. Guias para la

FORMACIÓN.

JANNUZZ, Paulo (2005). Indicadores para diagnóstico, monitoramento e avaliação de programas sociais no Brasil. Brasília: Revista do Serviço

JORGENSEN, D.L. (1989) Participant observation: a methodology for human studies. London: Sage Publications. Applied Social Research Methods Series, No 15.