Recommended Prior Knowledge

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Objectives

Objective 1: Master the concepts necessary to understand the issue of risk factors.

Objective 2: Develop personal and professional sensitivity.

Objective 3: Know how to analyze and question how certain individuals, groups, and populations are exposed to risk factors.

Objective 4: Envision an appropriate intervention in the context of future personal and professional behavior as a sociocultural animator.

Teaching Methods

The course adopts active and diversified methodologies, aligned with the ESE-IPS pedagogical model, which aims at meaningful and contextualized learning. Plenary and small group work sessions promote knowledge sharing and critical reflection through the analysis of texts, works of fiction, and other artistic materials relevant to the theme of at-risk groups. The analysis and interpretation of artistic works (literature, cinema, visual arts) fosters sensitivity and understanding of the life experiences of vulnerable populations, allowing students to develop a more empathetic and informed view. Practical work sessions, with an emphasis on group dynamics and facilitation techniques, enable students to intervene directly and effectively. Field trips and seminars with guest speakers provide contact with relevant organizations and projects, allowing for the sharing of experiences with professionals in the field and the practical contextualization of theoretical content. Guided research promotes the in vestigation of relevant topics and projects, developing research and communication skills. Active and participatory methodologies (problem-based learning, case studies, collaborative projects) stimulate autonomy and problem-solving skills, preparing students for the challenges of social intervention. The use of technological resources (e-learning platforms,

online discussion forums, interactive audiovisual resources) enriches the learning experience and promotes interaction among students. This pedagogical model aims to ensure that the learning objectives of the CU are achieved effectively, providing students with a deep and applicable understanding of the content, preparing them for the challenges of social intervention with at-risk populations and groups. The articulation between teaching methodologies and learning objectives is structured around the contextualization of concepts, theoreticalpractical articulation, active participation and debate, guided and personalized research, the development of transversal skills, and reflection and critical analysis

Internship(s)

Não

Syllabus

The program covers concepts such as group, risk, abuse, conflict, resilience, vulnerability, bullying, and marginalization. It includes explanatory theoretical models and legal frameworks associated with national and international intervention for the promotion and protection of children and young people and rehabilitative intervention. It promotes knowledge of social responses from the public and third sectors. It also addresses preventive and rehabilitative interventions at the national and international levels.

Content Explanation

The program content is aligned with the objectives, aiming to enable students to assess risk situations, particularly those that may be associated with their future professional intervention or partnerships in this area. The appropriation of concepts such as resilience, bullying, and intervention models prepares them for conscious and effective action. The analysis of existing legal frameworks provides context and enables an understanding of social intervention.

Methodology Explanation

Consistency between teaching methodologies and learning objectives in the course “Social Intervention with Populations and Risk Groups” is a central element. Methodologies are selected to promote the development of the skills and knowledge defined in the objectives, ensuring meaningful and applicable learning. Theoretical classes are complemented by group discussions, text and video analysis, and case studies. These methodologies allow students to compare different perspectives, deepen their understanding of concepts, and develop critical thinking about the complex issues involved. The analysis of artistic works (literature, cinema, etc.) and personal experience reports promotes empathy and understanding of the experiences of vulnerable populations. Role-playing and simulations allow students to put themselves in the shoes of others and experience challenging situations, developing their sensitivity and responsiveness. Guided bibliographic research and group presentations allow students to deepen their knowledge of risk factors and their consequences. The analysis of statistical data and case studies allows them to develop a more rigorous and informed understanding of the issues. Visits to institutions and organizations that work with vulnerable populations provide direct contact with reality and allow students to observe and analyze the social dynamics and challenges faced by these groups. Conducting interviews and surveys allows them to collect first-hand data and develop their qualitative analysis skills. Individual and group reflection on their own beliefs and values promotes self-awareness and adaptability. Feedback from peers and teachers allows students to identify areas for improvement and develop strategies for dealing with challenging situations in an ethical and professional manner. In summary, the teaching methodologies adopted at UC are consistent with the learning objectives, promoting the development of the cognitive, emotional, and practical skills necessary for informed and responsible social intervention.

Responsible Lecturer(s)

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Bibliography

Araujo, G., Rocha, C. (2019) A importância da parentalidade positiva no processo de autointegração e de aprendizagem do ser humano.

CNPDPCJ (2024). O Abuso Sexual - Proteger Crianças Compete a Tod@s.

OECD (2025). How´s Life For Children in the digital Age?

Ordem dos Psicólogos (2022). Situações Traumáticas: o que são e como lidar com elas.

Sousa, J. (2023). Animação Sociocultural e Comunitária como metodologia de Educação e Intervenção com crianças e Jovens em Risco,

in Sousa, J; Santos, M; Grave, L, Lopes, M. , Brites, L. Emoções, Artes e Intervenção: crianças e jovens em risco. Coimbra: Almedina.

Unesco (2019). Behind the numbers: ending school violence and bullying. Acesso em https://unesdoc.unesco.org/ark:/48223/pf0000366483