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Professional Contexts

Scholar Year: 2021/2022 - 2S

Code: LAS08    Acronym: CP
Scientific Fields: Ciências Sociais
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
LAS 49 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Carla Cibele Fiel Vasconcelos FigueiredoHead

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)

Knows and deepens the values, attitudes and behaviors of the profession of sociocultural animator;
Deepens the basic skills defined in the generalist animator profile;
Knows the status of the animator and the professional code of ethics and identifies with the values ​​and
inherent attitudes;
Knows the generalist profile of the animator and his evolution;
Knows and deepens the skills and functions of the generalist animator;
It identifies sociocultural animation dynamics in the observed local contexts;
Recognizes social and territorial dynamics at the local scale;
Identifies and recognizes municipal planning options in the social, community and
relationship with development strategies;
Understands and problematizes social and community problems and reflects on informed alternatives
of their solution.

Syllabus

A. Career and profession
Career and profession history
ethics and deontology

B. Local development
community and society
Local development and municipal power
Social and community development
Local planning instruments and their importance in development
Contextual bases of Sociocultural Animation

C. Action and reflection on contexts
Practices and scopes of sociocultural animation
Free time, leisure and recreational activities
Museum spaces and heritage
Art and landscape: the natural environment as an intervention space
Key issues/dilemmas of professional practice
Preparing for the field trip
Communication and interpersonal skills


Demonstration of the syllabus coherence with the UC intended learning outcomes

The curricular unit's objectives are aggregated around the construction of a professional identity, operationalized at the local scale. Thus, contents 3.A and 3.C focus directly on the central aspects of the profession, both from a historical and practical point of view, with a particular focus on action and reflection on the work carried out on a local scale. The contents identified in 3.B are necessary from the point of view of the domain of sociological concepts, community intervention and globalizing context, related to the community-society dichotomy and its territorialization mediated by the Portuguese political and administrative organization, its problems and dilemmas.

Teaching methodologies

The work sessions are organized around theoretical, theoretical-practical and experimental activities in which group participation and group work are encouraged.
Observation practices and participant observation in the field (with and without permanence in situ).

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

The methodologies used are in accordance with the general need to make the objectives and contents of the discipline compatible with the methodological principles set out in 5.
From the point of view of articulation with the objectives of the discipline, the methodology used ensures them, insofar as it focuses on local scale analyzes and on carrying out observation stages with permanence on site.

Assessment methodologies and evidences

The assessment focuses on:
Participation in classes and exercises resulting from them (Individual - 25%);
Group report on one of the collective visits or one of the workshops held in class (Group - 15%);
Report and presentation on the week of participant observation and the observed context (Group – 40%);
Individual reflection on the learning carried out at the UC and professional contexts studied (Individual – 20%).

The evaluation criteria are formally defined in an evaluation framework given to students.

Attendance system

75% attendance for students, 50% for student workers.

Bibliography

NASC (2006) — Estatuto do Animador Sociocultural. Disponível em http://anasc.no.sapo.pt/docs.htm
ANDER-EGG, E. (1998) — Reflexiones en torno al processo de mundializacion globalización. Buenos Aires.
Lumen Humanitas.
ANDER-EGG, E. (2001) — Dependência e Alienação Cultural - uma perspectiva latino-americana.
Espinho.ANASC.
APDASC — Legislação Específica da Animação Sócio-Cultural [Em linha]. Disponível em
http://www.apdasc.com/pt/index.php?option=com_content&task=blogcategory&i d=96&Itemid=96
ASCHER, F. (2012) — Novos princípios do urbanismo: seguido de novos compromissos urbanos: um léxico.
Lisboa: Livros Horizonte. 174 p.
BARBER, B. (2000) — Un lugar para Todos - como fortalecer la democracia y la sociedad civil. Barcelona:
Paidós
BAUMAN, Z. (1999) — Globalização – As consequências humanas. Rio de Janeiro: Jorge Zahar Editor. 127
p.
COSTA, A. F. (2008) — Sociedade de bairro: Dinâmicas sociais da identidade cultural. 2.a ed. Lisboa: Celta
Editora
CUNHA, T. e SANTOS C. (2008) — Das Raízes da Participação. Santa Maria de Feira: AJP
FERREIRA, F. I. (2005) — O Local em Educação. Animação, Gestão e Parceria. Lisboa: FCG
FONTES, A., SOUSA G., LOPES M. e LOPES S. (org). (2014) — Cultura e Participação: Animação
Sociocultural em Contextos Iberomericanos. Leiria: RIAP- Nodo Português
HARVEY, D. (2010) — The enigma of capital and the crisis of capitalism. Oxford: Oxford University Press.
296 p.
ICLEI (1994) — Carta da sustentabilidade das cidades europeias (Carta de Aalborg). Aprovada pelos
participantes na Conferência Europeia sobre Cidades Sustentáveis, realizada em
Aalborg, Dinamarca, a 27 de Maio de 1994. ICLEI: s.l.. 8 p.
LOPES, M.(2006) — Animação Sociocultural em Portugal. Lisboa: Editora Intervenção-APDC
Acessível em http://www.intervencaoapdc.com/index.htm
LOPES, M., PEREIRA, J.(2008) — Animação Sociocultural e os Desafios do Séc.XXI. Lisboa: Intervenção
LOPES, M., PEREIRA, J. (2011) – As fronteiras da animação sociocultural. Chaves: Intervenção
LOPES, M., PEREIRA, J. e MALTEZ, M. (2014) — Animação Sociocultural – Turismo, Património, Cultura e
Desenvolvimento Local. Chaves: Intervenção
LOPES, M., PEREIRA, J. e Maciel, M. (2015) — O Animador Sociocultural no Séc. XXI – Perfil, funções,
âmbitos, metodologias, modelos de formação e projetos de intervenção. Chaves:
Intervenção
NUNES, J. P. (2011) — Florestas de cimento armado: os grandes conjuntos residenciais e a constituição
da metrópole de Lisboa, 1995-2005. Lisboa: FCG. 375 p.
NUNES, J.(1999) (Org.) — Estatuto do Animador. Contributos para a sua Discussão e Elaboração. Dossiers
sobre Política de Juventude/2. Porto: Federação das Associações Juvenis do Distrito do
Porto.
PAIS, José (Coord.) (2003) — Contributos para um estudo sobre a noite no Bairro Alto. Traços e riscos de
vida. Uma abordagem qualitativa a modos de vida juvenis. Porto: Ambar. pp. 184-190
PINTO, T., Guerra I., Martins M. e Almeida S. (org). (2010) — À Tona de água - necessidades em Portugal
Tradição e tendências emergentes. Lisboa: Tinta da China
PORTAS, N. (2011) — Políticas urbanas II - Transformações, regulação e projetos. Lisboa: CEFA/FCG. 395
p.: il.
SALGUEIRO, T. B. (1999) — A cidade em Portugal: uma geografia urbana. Porto: Afrontamento. 433 p.
SILVA, A. (2007) — Estatutos Profissionais da Animação Sociocultural em Portugal: necessidade e utopia.


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Página gerada em: 2022-08-11 às 01:21:19