Class Social Policies II

The study of social policies (SP) is essential in Social Work education. This course unit, building upon Social Policy I, deepens the understanding of SP as both processes and outcomes of complex social relations, expressed through actions and inactions aimed at redistribution, risk management, and social inclusion. It examines the emergence of neoliberalism, the crisis of the Welfare State, and their impacts on the configuration of policies under the current neoliberal hegemony. Recognising policy analysis as a central tool for social workers, analytical models are introduced, with particular emphasis on the policy cycle. Finally, sectoral policies are addressed – social protection (social security and the third sector), health, justice, education, and local government – highlighting professional competences in regulating social problems, reducing inequalities, and realising rights and social justice.

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I. Crisis of the Welfare State and Reconfiguration of Social Policies 1.1. Emergence of neoliberalism and the crisis of the Welfare State 1.2. Impacts on public policies: selectivity, targeting, marketisation, and the retrenchment of rights II. Analysis of Social Policies 2.1. Main models of public policy analysis 2.2. The policy cycle model: stages, limitations, and potential for Social Work III. Sectoral Social Policies in Portugal and the Role of the Social Worker 3.1. Social policies and social intervention in the field of social protection (social security and third sector) 3.2. Social policies and social intervention in health 3.3. Social policies and social intervention in justice 3.4. Social policies and social intervention in education and vocational training 3.5. Social policies and social intervention in local government

The course adopts innovative methodologies that combine theoretical exposition with active and participatory strategies, fostering critical and context-based learning. Lectures supported by visual materials and guided discussion ensure the understanding of key concepts. Group work encourages collaboration, case analysis, and collective knowledge construction. Open classes with guest professionals bring students closer to real-world practice, promoting the integration of theory and professional experience. The use of role play enables the simulation of intervention scenarios, enhancing communication, ethical reasoning, and analytical skills. This methodological diversity aims to stimulate student autonomy, critical thinking, and active engagement in the teaching-learning process.

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