| Code: | GS3106 | Acronym: | SPS2 |
| Teaching Area: | Direito |
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LGS | 8 | Despacho 6311/08 | 3º | 3 ECTS |
| Teóricas: | 30,00 |
| Forms: | 0,00 |
Teaching - Hours
|
Portuguese
This curricular unit teaches content related to Social protection systems in order to provide knowledge about the variety of social protection systems for the elderly, from those based on family relationships and proximity to current funded retirement systems, mutualism and systems based on the principle of distribution, typical of the welfare state. The knowledge integrated into this unit helps to promote an understanding of the historical evolution of policies, which in turn proves useful in eradicating the naturalization of current ways of treating old age and its needs.
Social security and social action
1. Services and facilities for the elderly in Portugal: from public management to cooperation between the state, quasi-public and private institutions
1.1 Social action following April 25, 1974
1.2 Social action in the context of the so-called "crisis" of the welfare state
2. Legislative instruments governing facilities and services for the elderly
2.1 Private social solidarity institutions (IPSS)
2.1.1 IPSS status
2.1.2 The process of recognition as an entity of public interest
2.1.3 Cooperation with public social security and solidarity bodies
2.2 Regulation of private profit-making institutions
3. Social patronage: a source of funding for social action?
Patronage: concepts and modalities General aspects of patronage taxation
3.3 Evaluation of the social patronage regime in Portugal
The aim of this course is to enable students to understand the existing mechanisms capable of providing social protection, whether through public action, private action or solidarity action.
The content thus allows for a better understanding of the different concrete life situations of the "elderly", which is strongly determined by the possibility of using the different, and very unequal, social protection systems and sub-systems in force in Portugal.
| Conceição, Apelles J. B;Segurança Social, Almedina, 2019 |
| Simões, Ana Cecilia Sena;Segurança Social, Almedina, 2009 |
| Ana Sofia Magalhaes Carvalho;O direito fundamental à proteção na velhice através dos impostos : fiscalidade na velhice.. , Novas Ediçoes Académicas, 2018. ISBN: ISBN: 978-3-330-77518-3 |
| Santos, J.C.G;Incentivos ao mecenato social. Objectivos, modalidades, eficácia (In Barros, C. P., Santos, J.C. Gomes;As instituições não lucrativas e a acção social em Portugal, Editora Vulgata , 1997, p. 87-117) |
| Simões, Ana Cecília Sena;Segurança social, Coimbra: Almedina, 2009 |
| Varela, Raquel, ed. lit;Quem paga o estado social em Portugal?, Lisboa: Bertrand, 2012 |
| Hespanha, Pedro et al.;Entre o estado e o mercado: as fragilidades das instituições de protecção social em Portugal, Coimbra: Quarteto, 2000 |
| Barros, C. P., Santos, J.C. Gomes;As instituições não lucrativas e a acção social em Portugal, Editora Vulgata , 1997 |
The presentation of the theoretical bases is combined with the presentation of real cases, historical data, statistics and the transcription of legislative elements, etc. Students are encouraged to share their internship experiences in order to understand the extreme complexity of Portuguese social protection, and its fragmentation with numerous exceptions to the General Law.
Avaliação apenas com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 34 | |
| Total: | 34 |
1) distributed assessment, two individual written tests. 45%+45% respectively and 10% for attendance in accordance with the Knowledge Assessment Regulations.
The fundamental objective of the course can only be achieved through a methodology that simultaneously presents the main theoretical elements and the concrete discussion of important current issues, framed by the notions of theoretical content. For this reason, news stories, comments by public figures and other "political facts" are brought into the classroom for debate and analysis, both on the teacher's initiative and on the students'.
