Models and Methodologies in Animation

Scholar Year: 2018/2019 - 1S

Courses

Head Teacher Responsability Carla Cibele Fiel Vasconcelos Figueiredo Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Ema Isabel Inácio   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

The following learning objectives are:
Frame and set the Sociocultural Animation as a field of action and social intervention
Identify functions, professions and contexts associated with Sociocultural Animation.
To know, analyze and discuss models, techniques and Sociocultural Animation practices relating
different goals (social, cultural, recreational, economic ...)
Identify profiles, roles and responsibilities of Sociocultural Entertainers and relate to different
characteristics of sociocultural animation (institutions, media, equipment and public ...)
Identify, characterize and understand some of the methodologies are used in the field of Animation
Sociocultural.

Syllabus

1 Conceptions of Sociocultural Animation:
Historical background to the sociocultural animation from antiquity to modernity
The transformation of social time in contemporary society:
Concepts of working time, leisure, free time, leisure time
Differences and similarities between the free time in Childhood, Youth, Adulthood and Senior Adult
2) Identity (s) professional (s) Sociocuultural Animation concept and its connection to social intervention
Voluntary work and professionalization of the profession
3 Contexts, practices and methodologies of Sociocultural Animation
Skills and general functions of the animator Sociocultural
Diversification of functions and roles in relation to the contexts and intervention needs
Methods and Techniques of Sociocultural Animation: planning systems, techniques and instruments

Demonstration of the syllabus coherence with the UC intended learning outcomes

A course that way for a profession - Sociocultural Animation (ASC) - which has a general character, it is necessary to safeguard what is the dominant matrix of the profession. It explores so the diversity of ASC areas, teaching to realize the diversity of approaches and public that the Sociocultural Animation may cover while exercising on the ground but looking also distinguish the identity traces of the profession.
These are the proposals of content that we also embodied in methods that allow its appropriation. We consider how the content covered allow to respond to the general objective set out to contribute to the conceptualisation of the profession and to the learning exercise.

Teaching methodologies

Classes are built around two blocks: a more theoretical block of nature and other essentially practical, streamlined through group dynamics and educational games.
The theoretical block is based on a set of texts on professional animators of sociocultural practices, the professional status of sociocultural animator and its code of ethics. It made reading, analysis, presentation and discussion of texts and development of critical comments.
The most practical block is presented as a first practical test of the skills required of leaders in terms of the promotion of socio-cultural activities, analyzing each session pedagogical issues, relational and communicational. Students gradually become recipients of the activities the planners and executors of the same.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

UC aims to make the students go appropriating of methodologies appropriate to use the assistance in Sociocultural Animation - with its array participation of groups and communities in processes that lead to their personal development, cultural enrichment and well-being social.
Students should well understand the need to mobilize action on a set of techniques that should fit properly in the intentions that underlie. The techniques are not so only domain innocuous procedures do but are rooted in a conceptual area that substantiates that should be mobilized in the intervention.
These purposes imply that we try to do: a correct dosing of the information provided by the teacher, reading and analysis of texts by the students themselves, privileged chosen from the magazines available in the area (preferably written in the context of practices and projects where the animators themselves are protagonists or assume any responsibility) and effective practices for planning and implementation of socio-cultural animation activities

Assessment methodologies and evidences

1.Participação In class (15%)
2.Presentation discussion and text (s) and activity compared with the text (30%)
3.Elaboração and development activities in practical classes (20%)
4.Teste (is based on the texts worked) 35%

Attendance system

75% compulsory attendance
50% for working students

Bibliography

ALVAREZ, G. (1990). Interaccion Social y Animacion Juvenil. Madid: Editorial Popular
ANDER EGG, E. (1999) O Léxico do Animador. Lisboa: ANASC
BENTO, António. (2003). Teatro e Animação: Outros Percursos de Desenvolvimento sociocultural no Alto Alentejo. Lisboa: Colibri
BESNARD, Pierre (1985). L’animation socioculturelle. Paris: PUF.
BESNARD, Pierre (1986). Animateur Socioculturel. Fonctios, formation, profession. Paris: PUF.
CEMBRANOS, Fernando (1998). La Animacion Sociocultural – Una Propuesta Metodologica. Madrid: Editorial Popular
GILLET, Jean-Claude (1995). Animation et Animateurs. Le sens de l’action. Paris : L’Harmattan
LAFARGUE, Paul (1991). O Direito à preguiça. Lisboa: Teorema
LOPES, João Teixeira (1993). Animação no Espaço Escolar Urbano- um estudo sobre políticas autárquicas de Animação Socioculturas. Sociologia, p.p.73-90
PÉREZ, Victor. (1993). Fuentes de la Animación Sociocultural. Madrid: Editorial Popular
Peñalba, J. L. (1999). Teoria y Prática de la Educación en el Tiempo Livre. Editorial CCS
QUINTANA, José Maria (1992). Fundamentos de Animación sociocultural. Madrid: Nancea
TRILLA, Jaume (2004) (coord.). Animação Sociocultural: teorias, programas e âmbitos. Lisboa: Instituto Piaget.
SILVA, Augusto Santos (2000). Cultura e Desenvolvimento: Estudos sobre a Relação entre o Ser e o Agir. Oeiras: Celta Editora

Observations