Problems and perspectives of intervention in childhood
Cod: 11050
Department: DEED
Scientific area: Education Sciences - Curricular Development
Total working hours: 156
Total contact time: 15

The course analyses issues concerning childhood in a theoretically sustained manner, as well as sustained and adjusted educational interventions, based on the notions of resilience, risk and protection understood from an ecological perspective. In that sense, it presents theoretical, legal, and institutional underpinnings about childhood, risk, and educational responses directed at this group.

Ecological contexts
Educational Intervention

At the end of the course, the student should be able to:

  1. Demonstrate critical sense and ethical commitment;
  2. Understand and conceptualize phenomena pertaining to childhood;
  3. Understand processes of child development in risk contexts;
  4. Understand and evaluate policies, institutions, systems, and educational organisms pertinent to educational intervention with children;

Plan educational or formative interventions aimed at preventing and intervening on children at risk, in different contexts and with different target groups.

Theme 1 – Contexts of risk and resilience in childhood

1.1. Concept of risk and its relation with the concepts of risk and protective factors.

1.2. Risk contexts – analysis according to the Ecossistemic Model of Bronfenbrenner.

1.3. Risk and protective factors for child development;

1.4. The concept of resilience

Theme 2 – Risks in childhood

2.1. Legal framing of the protection of children at risk

2.2. Abuse in childhood: physical, psychological and sexual abuse; bullying and cyberbullying

Theme 3 – Social and educational responses to risk

3.1. Prevention and educational intervention in risks contexts

Mandatory Bibliography:

Azevedo, M. C. & Maia, A. C. (2006). Maus Tratos à Criança. Lisboa: Climepsi Editores.

Montano, T. (Coord.). (2011). Promoção e Proteção dos Direitos das Crianças. Guia de Orientação para os profissionais de educação na abordagem de situações de maus tratos ou outras situações de perigo. Disponível em: [Consultado a 28/01/2015].

Poletto, M. & Koler, S. H. (2008). Contextos ecológicos: promotores de resiliência, fatores de risco e proteção. Estudos de Psicologia, 25(3), pp. 405-416.

Junqueira, M. F. P. S. & Deslandes, S. F. (2003). Resiliência e Maus-Tratos à Criança. Cadernos de Saúde Pública, 19(1), 227-235.

Narvaz, M. G. & Koller, S. H. (2004). O Modelo Bioecológico do Desenvolvimento Humano (pp. 51-65). In. S. H. Koller (Org.). Ecologia do desenvolvimento humano, Pesquisa e intervenção no Brasil. São Paulo: Casa do Psicólogo.

Lei n.º 147/99 de 1 de setembro. Lei de proteção de crianças e jovens em perigo.
Neto, A. A. L. (2005). Bullying – Comportamento agressivo entre estudantes. Jornal de Pediatria, 81 (5 – Supl). S164-S172.

Other Resources:

Texts andmaterials placed on the platform by the teacher, throughout the semester.


Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).