1. Mastering the fundamentals of study area: poverty, social exclusion and deviation; beneficence, philanthropy, charity, solidarity, associativity, mutualism, subsidiarity, welfare, welfare state.
2. Relate the vision of poverty and the practice of charity, in Middle Age, with the main existing assistive institutions.
3. Explain the broad social policy changes that have occurred in the 15th and 16th centuries.
4. Highlight the emblematic case of portuguese Misericórdias.
5. Integrating the theory of "big prison" in ideological and political context of 18th century.
6. Relate the social changes of 19th century with good practices of individuals, of State and Church.
7. Understand the emergence, in 19th century, of new institutions types arising from the growth of associations and mutualistic.
8. Justify the emergence of the Welfare State model and its evolution.
9. Explain the institutionalization of Social Work in Portugal throughout the twentieth century.
1. Introduction
1. Analysis of concepts
2. The evolution of assistance in medieval and modern Europe
2.1. Assistance and charity in the Middle Ages
- Marginal, excluded and charitable practices
- Social assistance institutions
2.2. Transformations and stays in social protection in Modern Age
- New dimensions of pauperism and reforms in 15th and 16th centuries
- Portuguese singularity: the Misericórdias
3. Secularism and State intervention in 18th and 19th centuries
3.1. The Enlightenment. Theories of “great incarceration” and “social happiness”
3.2. The “revolutions era” and the construction of a new social order
- Associations and social intervention in 19th century
- The responses of Catholicism
4. The role of the State and the institutionalization of Social Work (18th and 19th centuries)
4.1. The emergence of the welfare state model
4.2. Institutionalizing and qualification of Social Work (Europe and USA)
4.3. Evolution of Social Work in Portugal in 20th century
The classes are based on exhibition and explanation of syllabus using PowerPoint sometimes. It is expected the participation of learners, either spontaneous or requested and, in this case, by means of research and/or reading and also interpretation of texts or documents that integrate an anthology compiled by the lecturer. The debate around key themes is part too, in some classes, of learning methodologies.
GEREMEK, Bronislaw, A Piedade e a Forca: história da miséria e da caridade na Europa, Lisboa: Terramar, 1995.
GUESLIN, André, KALIFA, Dominique, dir., Les Exclus en Europe, 1830-1930, Paris: Éditions de l’Atelier / Éditions Ouvrières, 1999.
LOPES, Maria Antónia, Pobreza, Assistência e Política Social em Portugal nos sécs. XIX e XX: perspectivas historiográficas, Coimbra: Centro História da Sociedade e da Cultura, 2000.
MARTINS, Alcina Maria de Castro, Génese, Emergência e Institucionalização do Serviço Social Português, Lisboa: F.C. Gulbenkian/FCT,1999.
MOLLAT, Michel, Les Pauvres au Moyen Age: étude sociale, Paris: Hachette, 1979.
As Origens Históricas do Estado Providência: perspectiva comparada. Ler História, Lisboa, 37, 1999.
A Pobreza e a Marginalização Social do séc. XV aos nossos dias, Porto: Univ. Portucalense, 2000.
SÁ, Isabel dos Guimarães e LOPES, Maria Antónia, História Breve das Misericórdias Portuguesas, 1498-2000, Coimbra, Imprensa da Univ. Coimbra, 2008.
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