Catholic of Mozambique. Historical Peculiarities of Formation of Social Workers in the Faculty of Education and Communication from the Catholic University.

Apresentação em tema: "Catholic of Mozambique. Historical Peculiarities of Formation of Social Workers in the Faculty of Education and Communication from the Catholic University."— Transcrição da apresentação:

1 Catholic of Mozambique

2 Historical Peculiarities of Formation of Social Workers in the Faculty of Education and Communication from the Catholic University of Mozambique Luis Gujamo (MA) Curriculum Development – Sustainable Development and Social Work (SUDET) Social Work and Social Problems in Sub-Saharan Africa

3 I... Lecturer, Faculty of Education and Communication of the Catholic University of Mozambique - Degree in Social Work(2010) - Master in Development Management (2012) Coordinator of the Social Work in this Faculty Enthusiast in Social Work

4 "In the time of globalization, when we find that the great universities seek to merge, seek to federate or seek to cooperate to transform into centers of excellence in their programs, it is good for this centripetal movement of university centers could be part of attracting and being attracted to centers of excellence outside. "Teacher Lourenço do Rosário

5 About Mozambique

6 Location: Southeast coast of Africa Coordinates: Mozambique is located between latitudes 10 ˚ 26 ˚ 27'e 52'de south latitude and between 30 ˚ 40 ˚ 51 12'e meridians of east longitude Approximate area: 799,380 km2 Borders: The United Republic of Tanzania to the northwest with Malawi and Zambia to the west with the Republic of Zimbabwe and South Africa, and south to Swaziland Official language: Portuguese Capital: Maputo City

7 Population Total population 20,366,795 Men 9842760 Women 10524035 Provinces Niassa 1.055.482 Cabo Delgado 1683681 Nampula 3861347 Zambezia 3880184 Tete 1593258 Manica 1400415 Sofala 1715557 Inhambane 1444282 Gaza 1362174 Maputo Province 1098846 Maputo Cidade 1.271.569 (census, 2007)

8 Requirements for distinction of professions The Regulation System for Job Access defines the following requirements for distinction of professions: a)theories and specific methodologies b)Institutions by which it will carry on its business c)specific curriculam content d)professional status (Branco, 2009; Cislaghi, 2011; Canastra, Gujamo, Magnino, 2012)

9 Camargo (1991) further notes that: a)The activities must involve intellectual operations, accompanied by great individual responsibility; b)The activity should follow a special learning knowledge; c)An academic or theoretical training and practice in objectives, ethics and also with knowledge of the person; d)Owning techniques capable of being transmitted through specialized disciplines; e)Have appropriate organizations with activities, duties and responsibilities with awareness group.

10 In this perspective, the formation of Social Workers should lead the process of learning to develop critical skills that enable action. Not only contents, classes and tutoring sessions (without discriminating whether active or passive).

11 Context of emergence of Universities in Mozambique The University in Mozambique arises in the context of colonization, with almost no insertion of the black class. Being: General University Studies of Mozambique (1962 - By decree of 21 August 44530) - University of Lourenço Marques (1968 - By decree 43799 of December)

12 2. In 1976, the University of Lourenço Marques is transformed at the University Eduardo Mondlane (UEM). 3. Higher Pedagogical Institute (1985 - At Ministerial order No 73/85). Today Pedagogical University 4. Higher Institute of International Relations - ISRI (1986 - By Decree 1/86 of 5 February) 1987 (period from the introduction of the market economy ) - Law on Higher Education that regulates the Private and Public Higher Education - Law No. 1/93 of 24 June is created. This law initiated a process of establishment of private higher education institutions. Ex: Catholic University (1996), ISPU, ISCTEM, and others. We mocambique in more than 38 institutions of higher learning

13 Catholic University of Mozambique http://www.ucm.ac.mz/cms/

14 Surface 3739km ²

15 In Nampula there are about 6 Institutions of Higher Learning 1.Pedagogical University 2.Lurio University 3.Samora Machel Military Academy 4.University Mussa Bim Bique 5.Apolitecnica University 6.Catholic University of Mozambique - Faculty of Law - Faculty of Education and Communication

16 Formation of Social Workers in School of Education and Communication Repostagem sobre parte da realidade social- Npl.wmv

17 Social work promotes social change, problem solving in human relationships and the empowerment and liberation of people to improve their well-being "(FIAS, 2000).

18 Some reasons that dictated the opening of the social work course at Catholic of Mozambique The first attempts at forming Social Agents emerges from government initiative Mozambique (Basic Formation). By 2007 - Lack of Institutions of Higher Learning in the local and national context, providing the course; - Social issues clamouring technical and scientific answers; - Minor personal training in social work - Organizations of social curries developing activities in the social area - Strategic vision of the Faculty... induces the creation Degree in Social Work, a scheme of 4 years (3 for Bachelor and 1 Degree for Lecturer,

19 Functionality

20 Ano Se m Código Licenciatura em Serviço Social Crédi tos MEIC101 Metodologia de investigação cientifica6 INFO102 Informática4 1ºCOMU103Técnicas de expressão oral e escrita I 4 TRAN104Habilidades de vida, saúde sexual e reprodutiva 3 INGL105Inglês I 3 DESN106Genealogias sociohistóricas do desenvolvimento 6 IEUN107Orientação Universitária 4 1º Subtotal 30 COMU108Técnicas de expressão oral e escrita II 4 INGL109Inglês II 3 2ºDESN110Desenvolvimento Comunitário 5 SSOC111Direito e legislação social 4 RELI112Mundividência cristã 4 SSOC113Serviço social I 5 PSCO114Psicologia do desenvolvimento e aprendizagem 5 Subtotal 30 ETIC201Ética social 4 1ºINGL202Inglês III 3 DESN203Fundamentos sociológicos e económicos do desenvolvimento 5 DESN204Paradigmas de Desenvolvimento, Participação e Cultura 6 SSOC205Técnicas de animação sociocultural 6 SSOC206Sociologia 6 2º Subtotal 30 EDUC207Necessidades educativas especiais 5 COMU208Teorias e Modelos de Comunicação 5 2ºSSOC209Direitos humanos 5 GEST210Gestão de Projectos 5 GEST211Psicossociologia das organizações 5 ETIC212Ética e deontologia profissional 5 Subtotal 30 RPUB301Responsabilidade social corporativa 5 SSOC302Serviço social II 5 1ºANTR303Antropologia cultural e social 5 SSOC304Politicas sociais contemporâneas 5 DIRT305Direito do trabalho e segurança social 5 SSOC306Práticas de serviço social 5 3º Subtotal 30 SSOC307Serviço social III 5 SSOC308Métodos e técnicas de intervenção social 5 SSOC309Criminologia e inserção social 5 2ºPSCO310Psicopatologia 5 PROJ311Seminário: Projecto 10 ESTA312Seminário: Estágio Subtotal30 Total180 The opening of the course (2007), occurs in post-employment regime, with about 20 students. In 2008, 45 and since then one year relapse for 10 students. That reality obliging, adjustments in curriculum and financial management. Parallel, must be approaching to the requirements of competence within the framework of the graduate: Psychiatric, legal, economic, cultural, philosophical and social service dimensions. Opportunity for learning and professional performance, modelled on the ground (stage), Field activity primarily in the context of corporate social assistance policy and development projects and local community

21 Challenges As part of admission - Increase number of members As part of curriculum consolidation - Develop and consolidate with partners, practices and curriculum models In the professional scope - Professional insertion of graduates - Systems of professional regulation

22 Underline the need for a professional association on a national level or a public corporation that can play the role of interlocutor with the state of the profession in the areas of regulation of professional practice and training, can be a lever to push the social service in the context of Mozambique. National and international partners are essential in this process

23 Thanks for attention

24 Bibliography Branco, F. (200(). Profession of social worker in Portugal. Locus Social n 3 CAMARGO, M. (1991). Fundamentals of general and professional ethics. Rio de Janeiro: Ed.Vozes. Cislaghi, J. (2011), The social workers' professional background in times of counter-reformation in upper education: the impact of the latest proposals by president Lula's government. Serv. Soc. Soc. no.106. São Paulo. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101- 66282011000200004 http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101- 66282011000200004 Canastra, F. Gujamo, L. Magnino, A. (2012). The action research as a privileged strategy in the context of socio-labor integration of prisoners: a reading from the Socialist Pedagogy. Notebooks of Social Pedagogy, N 4. Accessed 30.03.2014 on http://www.uceditora.ucp.pt/site/custom/template/ucptpl_uce.asp?SSPAG EID=2350&lang=1&artigoID=1342 http://www.uceditora.ucp.pt/site/custom/template/ucptpl_uce.asp?SSPAG EID=2350&lang=1&artigoID=1342 Ferreira, A. (2013). The role of higher education in the context of development in Mozambique. REID. N 1. Accessed 30.03.2014 on http://reid.ucm.ac.mz/index.php/reid

25 Nohr, K. & Banks, S. (2008). Practical Ethics for Social Work Jobs. Porto: Porto Editora. Rosario, L (2012). Mozambique Universities and future of Mozambique. In Mozambique Challenges 2012. Maputo: IESE. Accessed 31.03.2014 on http://www.iese.ac.mz/?__target__=publications_books