Epistemology of Social Intervention
Code: 43658 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Social Policy and Community Action | OB | 1 |
Contact
- Name:
- Ernesto Morales Morales
- Email:
- ernesto.morales@uab.cat
Teachers
- Jose Oscar Rebollo Izquierdo
- Ernesto Morales Morales
- Aida Palacios Morales
- (External) Marc Majòs
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites for this course.
Objectives and Contextualisation
The aim of the Social Intervention Epistemology module is to provide the student with elements for understanding social intervention within the framework of community action and social policies. / Community action proposes a very specific way of intervening and approaching reality, that of the generation of shared knowledge oriented towards awareness, the generation of empowerment and collective organization, and that of the active involvement of the actors of the territory in the transformation and improvement of living conditions. / From this framework, we will approach throughout the module to key elements and tools to keep in mind, the definition of this supposed community, how and why to organize it, the ethics in our intervention, the techniques and methodologies that can help us generate shared vision and involvement, the tension between cooperation and conflict in community action (particular interests vs. collective interests), or the acquisition of some evaluation tools.
Learning Outcomes
- CA05 (Competence) Propose alternative solutions adapted to the environments of community action and the problems it faces, promoting collective empowerment.
- CA06 (Competence) Evaluate the relevance of personal attitudes that facilitate the relationship with the different actors involved in community actions.
- KA05 (Knowledge) Identify the epistemological and ethical bases of social intervention, with emphasis on community action in contexts of social complexity and epochal change.
- KA06 (Knowledge) Conceptually and empirically distinguish transformative action, empowerment and mediation approaches as support for community action.
- SA05 (Skill) Analyse the usefulness and feasibility of participatory methodologies and techniques for the promotion and invigoration of community actions, empowering society.
- SA06 (Skill) Discriminate the relevance of the different models of evaluation of community action for the application of their tools to specific case studies.
Content
' The approach to conflict from social intervention and community action.
Epistemologies and ethics of social intervention in related organizations and actors.
' Community action as a proposal for the change of era.
' Community mediation and transformative action as strategies for social intervention.
' Community organization, associative action and empowerment strategies.
' Community action epistems and methodologies: tools for collective dynamization, participatory action research, diagnosis, design and evaluation.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes, discussions, readings. | 30 | 1.2 | CA05, CA06, KA05, KA06, SA05, SA06, CA05 |
| Type: Supervised | |||
| Theoretical-conceptual and practical application exercises | 15 | 0.6 | CA05, CA06, KA05, KA06, SA05, SA06, CA05 |
| Type: Autonomous | |||
| Readings, information research, observations, review and/or creation of written, didactic and audiovisual materials, reflections and personal notes, redactions, among others. | 80 | 3.2 | CA05, CA06, KA05, KA06, SA05, SA06, CA05 |
The methodology will focus on the learning of students, promoting their active participation. There will be master talks, exercises in the classroom that can be of integration and analysis of contents, playful and didactic.
Students will be able to receive indications of pre-class activities such as readings, review of audiovisual material, observations of social reality, interviews or conversations with relevant actors, among others.
The realization of these previous exercises, combined with the contents of each session, will allow to ask questions, open the debate and shared reflection in the development of the classes.
Individual or group activities will be promoted, according to the profile of the students and the dynamics of the group they make up.
The students have the spaces in the center where the classes are taught to promote the exchange and shared reflection when carrying out their work.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exercises during the course | 40% | 5 | 0.2 | CA06, KA06, SA05 |
| Final Exercise | 60% | 20 | 0.8 | CA05, CA06, KA05, KA06, SA05, SA06 |
The evaluation system will consist of a minimum of two evaluative activities. During the course, students will be able to carry out evaluation work in the classroom or between each class. At the end of the course, students will have to present a final work that addresses all the contents and learning treated. All of them works, may be indistinctly individual or group, writings, verbal exhibitions, or others, according to the decision of the commissioned teacher.
The grade of the works will be determined by the level of coherence in the argumentation of the answers based on: the contents exposed in class, the complementary materials (readings / audiovisual) and the same debates generated in class. Prior to each evaluation, students will know the criteria under which their work will be assessed and the corresponding mark will be assigned.
Bibliography
- Barbero, J. M. (2010). El naixement del Treball Comunitari. Desenvolupament comunitari 1958-1975 a Vilanou, C. i Planella, J. De la Compassió a la ciutadania. Una història de la Educación Social. Barcelona, UOC. (pag 235-260).
- Barbero, J. M. (2010). Retos metodológicos en trabajo social comunitario, en III JORNADA DE TRABAJO SOCIAL. Redefiniendo el trabajo comunitario. Vitoria: Escuela Universitaria de Trabajo Social de la UPV/EHU. (Pag 65-94).
- Barbero, J. M.; Cortès, F. (2005). Trabajo comunitario, organización y desarrollo social. Madrid: Alianza Editorial.
- Alinsky, S. (1971/2012). Tratado para radicales. Madrid: Traficantes de sueños.
- Román, B: ética en los servicios sociales, Barcelona, Herder, 2015.
- Canimas, J, “La ética aplicada como resistencia política” en Quintanas, A (ed) El trasfondo político de la bioética, Girona, Documenta Universitaria, 2013.
- Canimas, J, Com resoldre problemàtiques ètiques, Barcelona, Universitat oberta de Catalunya, 2015.
- Cortina, A y García-Marzá, D. (eds) Razón pública y éticas aplicadas, Madrid, Tecnos, 2003.
- Calsamiglia, Andrea; Cubells, Jenny. “El Potencial del Teatro Foro como Herramienta de Investigación”. Athenea digital.
- Martí, J. (2002). La investigación-acción participativa: estructura y fases. En: T. R. Villasante, M. Montañés J. Martí (coords.), La investigación social participativa, 2ª ed. (pp. 73-117), Barcelona: El Viejo Topo.
- Martí, J. (2016). Investigación-acción: perspectiva, diseño y métodos. Barcelona: Universitat Autònoma de Barcelona.
- Molina, N. (2005). Resistencia Comunitaria y transformación de Conflictos. Reflexión Política, 7,14,70-82
- Iannitelli, S., Torrabadella, L. y Tejero, E. (2016) El saber biográfico-conversacional: una propuesta de conocimiento y acción sociopolítica para el s. XXI, a Documentación Social, ISSN 0417-8106, n.182, págs. 209-228.
- Coob, S.(2016) Hablando de violència. La política y las políticas narratives en la resolución de conflictes. Gedisa. Barcelona.
- Gergen, K, y Gergen, M. (2011) Reflexiones sobre la construcción social. Barcelona: Paidós Ibérica.
- Hernández, O.G. (2010) La noción de la subjetividad en el concepto de la acción social y en el pensamiento narrativo. Revista de Psicología de la Universidad de Antioquía, Vol.2, N.4, 7-18.
- Iannitelli, S., Gómez, F. (2001) El conflicto. Revista de
- Servicios sociales y política social, ISSN 1130-7633, Nº. 53, págs. 57-66
- Iannitelli, S.,Llobet, M.,Tejero, E.(2008) La mediación comunitaria como práctica de creatividad social y de construcción de ciudadanía.Documentación social, ISSN 0417-8106, Nº 148, 2008, págs. 117-132
- Maturana, H. (1996) ‘Entrevista tercera: Convivencia, aceptación y creatividad’, en: El Sentido de lo Humano, pàg. 39-85. Santiago de Chile: Dolmen Ediciones.
- Zemelman, H. (2012) Sujeto y subjetividad: la problemática de las alternativas como construcción posible, Polis [En línea], 27. Consultado el 8 de mayo de 2016, desde: http://polis.revues.org/943
- AJUNTAMENT DE BARCELONA (2014): Guia operativa de l’avaluació de l’acció comunitària. Ajuntament de Barcelona.
- MORALES, E. (2016): “Los Planes de Desarrollo Comunitario como política pública para la transformación social. Las experiencias de Barcelona (1997-2015)”. Pedagogia i Treball Social. Revista de Ciències Socials Aplicades. Vol. 4, nº 2, pp. 34-60. Universitat de Girona.
Software
No software is required.
Groups and Languages
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 1 | Spanish | first semester | afternoon |