Ética e Deontologia na Intervenção Social

Ocorrência: 2026/27 - 1S

Cursos

Horas Efetivamente Lecionadas

Objetivos de aprendizagem e a sua compatibilidade com o método de ensino (conhecimentos, aptidões e competências a desenvolver pelos estudantes)

Conteúdos programáticos

- Ética, Moral e Deontologia
- Valores e suas características
- Códigos deontológicos
- Cidadania e a «Educação para a Cidadania»
- Direitos humanos
- Teorias Éticas - Ética da Virtude (Aristóteles); Ética Deontológica (Kant); Ética Utilitarista (Mill); Ética do Cuidado (Carol Gilligan)
- Dilemas éticos da contemporaneidade e cidadania global
- Profissional reflexivo e ação transformadora; fundamentos e exigências para a formação e atuação ética
- Identidade(s) Profissional(is) e Ética(s) aplicada(s): abordagens éticas e deontológicas no trabalho social
- Educação Social e Ética do Cuidado: questões e desafios contemporâneos

Demonstração da coerência dos conteúdos programáticos com os objetivos de aprendizagem da unidade curricular

The content of this curricular unit, by addressing essential concepts in the field of ethics and deontology, supports the main objective of contributing to professional development in the area of ¿¿social intervention, in particular, with regard to knowledge, attitudes and skills that underpin ethical reflection and (inter)action in the face of complex, tense and dilemmatic situations, envisioning an ethically and deontologically oriented professional practice. Thus, the objectives and content of this curricular unit are articulated so that the student can learn about, reflect on, and debate the issues and problems associated with the ethical dimension of the socioeducational process and their professional practice.

Metodologias de ensino e de aprendizagem específicas da unidade curricular articuladas com o modelo pedagógico

In-person sessions: 10 hours of TP activities (presentation, analysis, and discussion of content; discussion, analysis, and in-depth exploration of problems and situations using theoretical references; guidance and support from the TA); 5 hours of presentation and discussion of assignments. Distance sessions: 5 hours of synchronous TP activities (group discussions on topics; participatory activities with digital tools); 10 hours of asynchronous TP training activities (thematic research and completion of training worksheets, analysis of bibliographic and/or audiovisual resources, participation in discussion forums or other digital tools). Distance sessions synchronized on the Zoom platform and support for all work developed on the Moodle platform. 

Avaliação

Continuous student assessment presupposes participation in sessions and completion of tasks, considering the following elements and weightings: participation in the training process - 40%; individual work - 60%.

Demonstração da coerência das metodologias de ensino e avaliação com os objetivos de aprendizagem da unidade curricular

The organization of methodologies presupposes the approach of fundamental theoretical concepts and perspectives for understanding the ethical implications of professional practice, promoting (self-)reflection, questioning, and analysis of different training paths, through the identification and sharing of significant experiences. This theoretical-practical nature presupposes a flexible approach in the conceptual and methodological organization, supporting learning situations that alternate between expository moments, reflection, analysis, and applicability of knowledge. In this sense, the methodological approach, as an ethical proposal consistent with the objectives of the curricular unit, will prioritize:
-the integrated development of skills;
-experience as a learning factor;
-a critical and reflective attitude towards one's own experience;
-active and voluntary participation;
-the collective and cooperative construction of knowledge and action;
-horizontality in the relevance of contributions.

The adoption of the Moodle platform will support interaction between students and teachers and participation in sessions, as well as serve as a basis for some of the teacher's Tutorial Guidelines (OT), being supported by different tools. In this context, the teacher makes the necessary adaptations regarding the methodology, including the assessment, with these components being integrated into the FUC and explained to the students.
In this curricular unit, the total workload of autonomous work (105h) is distributed as follows: - Completion of tasks/activities proposed in the sessions (55h): records of training progress; compilation of records and pedagogical and investigative resources; reading and analysis of texts and themes; development of theoretical and practical exercises; - Preparation of individual written work (50h): conception and application of research stages and procedures; conception and practical application of technical resources for the planning and development of analysis, critical reflection, and written work; research, selection and analysis of bibliography; operationalization of concepts and theoretical perspectives and critical reflection on the training path; development of follow-up assessment tasks.

Bibliografia de consulta (existência obrigatória)

Banks & Nohr (2008) Ética Prática para Profissões do Trabalho. Porto Ed;Baptista (2011). Ética e Educação Social, interpelações de contemporaneidade. Pedagogía Social. Revista Interuniversitaria 19, 37-49;Barros & Fragoso (2018) Investigação em Educação Social - prática e reflexão. UAlg;Neves & Felix (Coord) (2017). Ética Aplicada: Proteção Social. Coimbra: Edições 70;López & Visus (Coord.) (2013). Derechos Humanos y Educacion Social. Valência: Germania;.Marques (2009) Livro das Virtudes de Sempre. Lisboa: Asa;Uva(2019) A Reflexão Ética na Prática Educativa In Ribeiro et al (org). A Supervisão Pedagógica no Séc.XXI: desafios da profissionalidade docente. Imprensa Universidade Coimbra;Pappámikail & Delgado (ed) (2021) "Educação Social: Diálogos entre a formação e a profissionalidade", Interações, Vol.17(56);Teixeira et al. (2015). A formação dos educadores sociais: reflexividade e capacitação para a mudança In Mateus(Ed) III Jornadas Ibéricas de Educação Social: livro atas. Bragança I.P