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Inclusive Processes and Practices
Scholar Year: 2023/2024 - 1S
| Code: |
MEPAI04 |
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Acronym: |
PPI |
| Scientific Fields: |
Artes, Ciências Sociais |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MEPAI |
12 |
|
1º |
6,0 |
45 |
162,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
- Understand the fundamental concepts involved in the area of social and educational inclusion
- Understand what social exclusion means as a social phenomenon on a global, national and local scale and the policies located at these different levels, as well as multilevel interaction.
- Understand the different ruptures caused by social exclusion and the consequences produced at the level of the community and social cohesion
- Knowing situations, populations and/or groups excluded and/or in the process of being excluded and their respective specificities and different strategies leading to their inclusion.
- Know practices to combat stereotypes and prejudice as factors of discrimination
- Develop processes and intervention practices with a view to combating situations of discrimination and social and educational exclusion, namely those that resort to artistic practices.
Syllabus
1. Socio-historical framework of Social Inclusion and Exclusion concepts; Stereotype, Prejudice and Discrimination, Community, group or person at social risk, Community and Social Cohesion; Citizenship, social participation and social rights; Empowerment and Wellness.
2. Types and/or types of social and educational exclusion: Economic (unemployment, poverty, etc); Cultural (deprivation of cultural goods, access to school, dropout and school failure, poor schooling, functional illiteracy, digital illiteracy, etc.); Social (deprivation of human rights, in particular social rights, social participation, mobility and displacement within the territory, etc.); Relational (access and human contact, affection, loneliness, social isolation, etc.)
3. Communities, groups and people at risk of Social Exclusion
4. Policies to Combat Social Exclusion: Policies to Combat Social Exclusion; access to culture and/or promotion of citizenship and social and educational inclusion.
5. Social and Educational Inclusion processes and projects, using artistic practices.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The proposed contents are intrinsically linked to the stated objectives: the conceptual framework (point 1) is important for the construction of a common language and knowledge, allowing a deeper understanding of the various types of social exclusion that society produces, analyzing what they have in common and differentiates them (point 2). Taking into account the last three objectives that aim to provide each trainee with more skills to act in their personal and professional sphere, the last three topics consider contents that support this potential intervention.
Teaching methodologies
The following methodologies will be adopted in relation to the different topics of the program:
- Brief presentations of concepts/themes by the teacher
- World café: for the discussion of social concepts and themes
- Narratives and Life Stories: to place concepts, policies and projects in a narrative, understanding them in concrete situations and people
- Dialogical reading: reading and discussion of scientific texts, with emphasis on re-search results in the area.
- Elaboration of a scientific poster as a dynamic of participation in an epistemic community.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The proposed contents are intrinsically linked to the stated objectives: the conceptual framework (point 1) is important for the construction of a common language and knowledge, allowing a deeper understanding of the various types of social exclusion that society produces, analyzing what they have in common and differentiates them (point 2). Taking into account the last three objectives that aim to provide each trainee with more skills to act in their personal and professional sphere, the last three topics consider contents that support this potential intervention.
Assessment methodologies and evidences
a) A record of participation and learning (individual - 40%)
b) a scientific poster on a theme, practice or social inclusion project (group-50%)
c) Attendance/participation (individual - 10%).
Attendance system
According to the regulation
Bibliography
Azevedo, N. (2017). Artes e Inclusão Social: projectos e ações enquanto experiências metodológicas.
Sociologia, Faculdade de Letras da Universidade do Porto, p. 28-41.
Costa, A., Carrilho, P., Perista, P., Baptista, I (2008). Um olhar sobre a pobreza: vulnerabilidade e exclusão
social no Portugal Contemporâneo. Lisboa: Gradiva.
Carmo (2014) A educação para a Cidadania no século XXI. Lisboa: Escolar Editora.
Cruz, H, (coord), et al (2016). Arte e Comunidade. Lisboa: Fundação Calouste Gulbenkian.
Figueiredo, C.C. (2014) Narrativas de Inclusão Social nos Territórios Educativos de Intervenção Prioritária. In Actas do IV Congresso Ibero-americano de Política e Administração da Educação e VII Congresso Luso Brasileiro de Política e Administração da Educação (pp. 1-12). Fórum Português de Administração Educacional.
Rodrigues, T. (2017). Arte e Comunidade: Projetos de Intervenção Artística e Inclusão Social.
Farol, nº 17, p.101-109.
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