Objectives of the subject in the context of the degree programme a) To deepen the mastery of the tools provided by Sociology in order to critically analyse social phenomena/problems that mobilise the intervention of the Social Worker; b) To provide the theoretical knowledge needed to interpret concrete situations observed during the Social Work internship and to analyse intervention models and strategies;
Specific objectives of the course 1. To master the various readings of deviant behaviour produced within the framework of Sociology; 1.1 To understand that the notion of social marginality refers to a plurality of situations and behaviours that can be regrouped around two main types of phenomena: social conditions characterised by the deprivation of socially efficient resources (poverty/social exclusion); deviant practices and careers; 1.2 Understand the various sociological interpretations of deviant behaviour in general and juvenile delinquency in particular; 1.3 To invest in the construction of a theoretical problematic that sees deviant behaviour as a collective action inseparable from the relations of domination and competition that structure the social space.
Programme
1 Introduction 1.1 Deviance, crime, norms and social control 1.2 Normal and pathological behaviour from a sociological perspective 1.3 Diversity of deviant behaviour 1.4 Biological and psychological perspectives on deviant behaviour
2. The theoretical plurality in the sociological approach to deviance 2.1 Deviant behaviour and lack of normative integration 2.1.1 E. Durkheim's perspective: crime and deviance as normal and useful phenomena; the functions of crime and deviance; the concept of anomie. 2.1.2 The Chicago School: urban territory and socialisation for crime; the concept of social disorganisation. 2.2. Deviance from a structural-functionalist perspective. 2.2.1 From Merton's approach to Cloward and Ohlin: dysfunction between social structure and cultural structure; ways of adapting to frustration. 2.3 The culturalist approach to deviance. 2.3.1 A. Cohen: the delinquent subculture as a response to the conflict between the culture of working class adolescents and school culture; conditions for the development and persistence of the delinquent subculture. 2.4 Collective action and the production of deviant careers: the interactionist perspective. 2.4.1. Deviance as collective action; the sequential model of deviance (main stages of the deviant career - H. Becker); the role of total institutions in the reproduction of deviance (E. Goffman).
Demonstration of the syllabus coherence with the curricular unit's learning objectives
One of the aims of the course is for students to master the various readings of deviant behaviour produced within the framework of sociology. In order to meet this objective, the syllabus contains a set of theoretical frameworks of reference within Sociology (functionalist, structural-functionalist, culturalist and interactionist approaches) which will be explored specifically with regard to the analysis of the explanatory factors of deviant behaviour and crime. Through a detailed analysis of the different authors, the aim will be for students to understand that the notion of social marginality refers to a plurality of situations and behaviours that can be regrouped around two main types of phenomena: social conditions characterised by the deprivation of socially efficient resources (poverty/social exclusion) and deviant practices and careers.
Main literature
BECKER, H.S. ;Outsiders (Uma teoria da acção colectiva), Zahar, 1977
COHEN, A. ;Delinquent Boys, The Free Press, 1955
DURKHEIM, E. ;As Regras do Método Sociológico, Presença, 1991
FERREIRA, J.M. et al. ;Sociologia, McGraw Hill, 1995
XIBERRAS, M.;As Teorias da Exclusão, Instituto Piaget, 1993
Learning Methods
In accordance with the Bologna guidelines, the teaching methodology and respective didactic techniques focus on theoretical classes (T) which include the teacher's analysis of the syllabus of the course, articulating the theoretical exposition of the themes with empirical illustration and the participation of students in their discussion based on scientific-pedagogical activities aimed at consolidating their competences (presentation of texts/other documents; analysis and discussion of statistical information on the issues in question; viewing and discussion of films and documentaries focused on the explanatory factors behind the development of deviant behaviour).
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
30
Individual test
Teste/Exame
2
Individual test
Teste/Exame
2
Independent study
Study
66
Total:
100
Continuous Assessment
Students can choose one of the following assessment methods:
a) Distributed assessment: I. 2 written tests - weighting 45% each test. The 1st test will take place on 18th March 2024. The 2nd test will take place on the day of the final exam in the exam season. II. Class participation - 10% weighting (Up to 1 value for students who attend 75% or more of classes; up to 1 value for active class participation).
b) Final exam (Article 12 of the Regulations for the Assessment of Knowledge) consisting of an individual written exam at exam time. 100% weighting.
Final Exam
Distributed assessment 1st test - 45% 2nd test - 45% Class participation - 10%
OR
Final exam Exam = 100%
Proofs and special works
Not applicable.
Special Assessment (TE, DA, ...)
In accordance with the Knowledge Assessment Regulations.
Improvement of final grade
In accordance with the Knowledge Assessment Regulations.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Understanding the various readings of deviant behaviour produced within the framework of sociology, considering on the one hand the active role of poverty and social exclusion in the genesis of deviant practices and careers and on the other hand deviant practices and careers in themselves, calls for an effort to apply the sociological theories being learned to a specific social phenomenon. To this end, we consider it essential to invest in active teaching/learning methodologies, where students are asked to participate in carrying out exercises, discussing practical cases and interpreting events associated with fieldwork. This type of methodology is complemented by the use of lectures where the syllabus of the course is presented in a more systematic way.
