Class Seminar and Internship I

The Curricular Unit of Seminar and Internship I: Institutional Insertion and Supervision is particularly relevant, as it represents the students’ first practical experience in the professional field of Social Work. It aims to deepen and operationalize theoretical, scientific, methodological, practical, and ethical knowledge of the profession through three core components: (1) integration into internship contexts; (2) supervised practice of internship monitoring; and (3) theoretical-scientific sessions in the classroom. This in loco learning process contributes to the consolidation of the professional profile and to the development of technical skills essential for social intervention.

Not applicable

1. Institutional insertion and ethical foundations: presentation of the internship (objectives, skills and regulations); integration into the internship field (dynamics and supervision); professional confidentiality, ethics and deontology. 2. Institutional and socio-territorial diagnosis: characterization of the institution; analysis of the socio-geographic context; identification and framing of social issues. 3. Social policies and Social Work: analysis of policies and measures associated with the internship field; socio-institutional space of Social Work. 4. Observation techniques and professional skills: observation and recording; introduction to technical-operational skills; interpersonal communication. 5. Supervision, report and critical reflection: criteria for scientific writing and preparation of the internship report; critical analysis of observational experiences; evaluation and self-assessment of the internship process.

This CU adopts innovative methodologies that prioritise active and reflective learning. Problem-Based Learning is used as a strategy to analyse and address challenges arising in the internship context, fostering autonomy and critical thinking. Collaborative work is encouraged in supervision seminars, promoting the sharing of experiences, group discussion, and joint knowledge building. Real-context simulations, supported by the institutional supervisor and the academic supervisor, enable students to exercise skills in a safe and guided environment. Additionally, gamification is applied as a pedagogical resource to stimulate motivation, engagement, and the consolidation of learning.

Albuquerque, C., & Arcoverde, A. (2017). Serviço social contemporâneo: Reflexividade e estratégia. Pactor. Amaro, I. (2015). Urgências e emergências do serviço social: Fundamentos da profissão na contemporaneidade. UCP Editora. Carvalho, M. I. (2020). Serviço social em catástrofes: Intervenção em crise e emergência social. Pactor. Guerra, I. (2000). Fundamentos e processos de uma sociologia de ação. Principia. Ildañez, M., & Ander-Egg, E. (2008). Diagnóstico social: Conceitos e metodologias. Rede Europeia Anti Pobreza. Martinez, M. (2011). La práctica del trabajo social. Editorial Síntesis. Sousa, P., & D’Almeida, J. L. (2016). Avaliação diagnóstica na prática do serviço social. Psicosoma.