- Details
- Category: Discipline
- Não
- The course introduces students to two distinct but complementary areas: the area of content marketing and communication strategy and digital image treatment. Throughout the course, communication concepts using social networks and how they can be used successfully in the field of communication and monitoring of children and young people will be worked on.
- Semestral
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Trabalho de projeto
Durante o semestre
60%
Apresentação do trabalho
Durante o semestre
40%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Project methodology - steps and processes; Creative processes - brainstorming; Notions of typography - families, structure, design, application; Composition notions - support grids, information hierarchy. Image types and formats. Treatment and manipulation of digital images - document, menus, canvas, layers, selection tools, crop and color; masks, elements of vector shapes, layer styles, use of text and color, color correction, filters, effects. Communication processes for children and youth - strategies and channels Content marketing - what it is and how it can be used as a framework for awareness-raising actions and social campaigns Social networks: Use of social networks to communicate with children and young people - Instagram and TikTok Social network formats - what formats are available for each network.Examples
- During the academic period the student must assimilate the basic principles of a Communication Design project. You will develop aesthetic criteria that will allow you to build a composition with the necessary requirements for its presentation. You will also need to acquire the main knowledge to use the digital image composition software. Throughout the semester you will have to carry out a practical project where you will work on notions and concepts for the creation of a communication campaign through the social networks Instagram and TikTok. To this end, students will acquire skills in the use of the different formats available in order to develop content appropriate to the objectives of the campaign.
- Mandatory
- Active methodologies centered on the construction of knowledge by the students are promoted.
- Português
- Ambrose, G. & Harris, P. (2011). Layout (2nd ed.). AVA Publishing SA. Gordon, B., Gordon, M. (2003). O Guia completo do design gráfico digital. Livros e Livros. Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House. Landa, R. (2011). Graphic Design Solutions. Wadsworth Cengage Learning.
- 4
- 0
- 7
- 1
- IPLUSO6149-22300
- Multimedia Workshop for Application to Young Children
- 22300
- 6149
- Monitoring Children and Young People
- Details
- Category: Discipline
- Não
- The CU of Portuguese Language: Communication and Diversity aims to make students aware of the linguistic instruments and enable them to use the fundamental linguistic strategies to carry out their academic career and successfully carry out their future professional activity.
- Semestral
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Participação e Assiduidade (relatórios de aula)
10%
Trabalhos de projeto/pesquisa
40%
Leitura de livro infanto-juvenil - Dramaturgia
20%
Teste
30%
Dada a natureza e especificada desta UC, com trabalho de projeto /pesquisa, apresentação em aulas de livros infanto-juvenis, visitas de estudo e participação em eventos científicos, é determinante a presença, e a participação ativa dos estudantes nas aulas.
- 1. Good practices in the use of the Portuguese language - Orthographic Agreement; - Instruments regulating the use of language; - Information search strategies; - Textual information selection strategies; - Textual strategies for reporting information; - Textual review strategies. 2. The Portuguese language as a communication tool - Professional performance and appreciation of good language use practices; - Promotion of a literary canon; - Reading promotion strategies; - Contexts for promoting reading and training readers. 3. Social practices and textual genres - Framing notions: context, text genre and text; - Analysis and text production parameters; - Summary; - Work project; - Presentation; - Written work (adapted to the academic context); - Other textual genres relevant to the performance of the professional activity (e.g., picture album).
- Learning objectives (knowledge, skills and competences to be developed by students) Taking into account the defined professional profile, the following objectives are listed: - Develop an awareness of an adequate use of the Portuguese language in oral and written modalities. - Recognize social practices and textual genres suitable for the performance of academic and professional activities. - Valuing contexts and practices for the development of child and youth literacy. - Analyze texts relevant to professional performance from previously measured categories. - Communicate according to the communicative context. - Apply textual strategies properly. - Provide moments of collaborative work. - Develop a project methodology.
- Mandatory
- Use of active, diversified and supported methodologies in classes: (i) Analysis and investigation of themes, flipped classroom, problem solving, PBL; (ii) debate and discussion of themes; (iii) participation in colloquia with guest writers; (iv) group work; (v) interdisciplinary study visits and (vi) participation in scientific events.
- Português
- Azevedo, F. (2014). Literatura Infantil e Leitores. Da Teoria às Práticas. Lulu Press, Raleigh, N.C. Azevedo, F.; Martins, J. (2011). Fernando Azevedo & Jorge Martins (2011). Formar leitores no Ensino Básico: a mais-valia da implementação de um Clube de Leitura. Da Investigação às Práticas ,1 (1), 24-35. Prole, A. Como fazer um projecto de promoção da leitura. Gulbenkian, Casa da Leitura, ABZ da Leitura, Projectos de promoção da leitura. s./d. Silva, E., & Barroso, H. (2014). O a¿lbum infantil: alguns critérios de seleção. Atas do VI Encontro do CIED, I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos. Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, 161-131. Teixeira, C. (2021). O álbum ilustrado: abordagens teóricas para a definição do género textual e propostas para o ensino da língua. In E-Scrita. Revista do Curso de Letras da UNIABEU Nilópolis 12(2), 117-132.
- 4
- 0
- 5
- 1
- IPLUSO6149-22296
- Portuguese Language: Communication and Diversity
- 22296
- 6149
- Monitoring Children and Young People
- Details
- Category: Discipline
- Não
- In this cycle of studies, it is very pertinent to include a course that contemplates and awakens the need for Education for All and for each one that promotes respect for difference and the demand for flexible curriculum and cooperative learning.
- Semestral
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
durante o semestre
80%
participação atitudes
durante o semestre
20%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Special/specific educational needs: origin and evolution of the concept; Diversity and difference from the perspective of Education for All; Inclusive Education: brief review of concepts and their contextualization in the national and international panorama; Methodologies and Practices for Socio-educational Inclusion: theory and practice; Cooperative learning; Inclusive pedagogical differentiation; Stages of the project work.
- Promote discussion for the definition and framing of the concept of diversity and difference, from an inclusive education perspective. To raise awareness of a new paradigm of action in the educational community and in the classroom, from the perspective of the right to difference. Create opportunities for project design, development and evaluation to promote Education for All and for each one. Be able to: use the concepts inherent to the theme under study, in current expression, using specific vocabulary; discuss theoretical perspectives and practices that promote Inclusion with peers; develop, develop and evaluate small research and socio-educational action projects; work as a team, managing relationships and opportunities for everyone to participate.
- Mandatory
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Português
- Booth, T. & Ainscow, M. (2002). Índex para a inclusão. Desenvolvendo a aprendizagem e a participação na escola. CSIE. Kilpatrick W. (2006). O método de projecto. Ed. Pedagogo. Lopes, J. & Silva, H. (2009). A aprendizagem cooperativa na sala de aula: um guia prático para o professor. Lidel. Pereira, F. (coord) (2018). Para uma Educação Inclusiva: Manual de Apoio à Prática. ME/DGE. Sanches, I. (2011). Em busca de Indicadores de Educação Inclusiva. A ¿voz¿ dos professores de apoio sobre o que pensam, o que fazem e o que gostariam de fazer. EUL. Tomlinson, C. A. (2008). Diferenciação pedagógica e diversidade: ensino de alunos em turmas com diferentes níveis de capacidade. Porto Editora
- 4
- 0
- 6
- 1
- IPLUSO6149-22305
- Social Inclusion: Special Educational Needs in Children and Young People
- 22305
- 6149
- Monitoring Children and Young People
- Details
- Category: Discipline
- Não
- This UC, whose area of ¿¿action is located in the field of childhood pedagogies, aims to train students for a future professional activity. It intends to provide students with diversified knowledge in the line of childhood pedagogies and raise their awareness of a qualitatively appropriate intervention. This UC seeks to problematize images and thoughts about childhoods, about children, about contexts, about modes of intervention in education, about plural forms of use and learning. The contents included in this UC are an invitation to systematic reflection around what we think, what we do, what we learn and how we learn. They also have an informative and formative intention around the construction of professional knowledge.
- Semestral
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Assiduidade e pontualidade
05%
Dinâmica da participação e qualidade das intervenções
15%
Relacionamento interpessoal, capacidade de partilha e trabalho colaborativo 15%
Empenhamento e motivação 10% Trabalhos escritos e orais (rigor científico, coerência e pertinência) 55% Caso o/a estudante opte alternativamente pela realização de exame, este será composto por uma prova escrita que incidirá sobre os conteúdos explorados. Poderá ser solicitado pelo(a) professor(a) prova oral, enquanto forma de clarificação do exame escrito.
- Transmissive pedagogies vs participatory pedagogies. Child image vs adult image. The pedagogues of the 20th century and their contribution to Education in the 21st century. Principles and Fundamentals of Pedagogy for Children. Professional intervention and educational intentionality. Educational contexts and dimensions of Childhood Pedagogy: Space, Time, Materials; Interactions; Activities and Projects; Observation, Planning and Registration; Pedagogical Evaluation and Documentation.
- Know how to properly identify and use structural elements of Childhood Pedagogy; Mobilize knowledge and knowledge of Pedagogy of Childhood for the fields of action and educational intervention; Exercise decision-making in different contexts (educational, cultural and social contexts); Build a professional attitude centered on questioning, reflection, observation and listening, sharing and cooperation; Develop knowledge and skills aligned with an integrative, inclusive and respectful educational intervention;
- Mandatory
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Português
- Bertram, T.; Pascal, C. (2009). Desenvolvendo a Qualidade em Parcerias. Lisboa: Ministério da Educação. Freitas-Luís, J. (2012). Repensar a Intervenção Educativa no Jardim de Infância. Cadernos de Educaçação de Infância, 96, 55-57. Formosinho, J. (Coord.) (2009). Formação de professores: Aprendizagem profissional e acção docente. Porto: Porto Editora. Hohmann, M., & Weikart, D. (1995). Educar a criança. Lisboa: Fundação Calouste Gulbenkian. Lopes da Silva, I., Marques, L., Mata, L. e Rosa, M. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME/DGE. Disponível em: http://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf.
- 4
- 0
- 5
- 1
- IPLUSO6149-22307
- Childhood Pedagogies
- 22307
- 6149
- Monitoring Children and Young People
- Details
- Category: Discipline
- Não
- The course follows a project-based approach and collaborative work, allowing students to actively explore, investigate, participate and collaborate in the design of a socio-educational intervention project. In addition, since the course is part of a programme in Child and Youth Support, students will develop the skills to implement methods and techniques in the diagnosis and development of digital, socio-emotional and/or academic skills using project-based learning. To this end, projects will be built in the classroom with the supervision, feedback and revision of the teacher.
- Semestral
A avaliação é contínua e decorre com a submissão de fases do projeto em trabalhos de grupo ao longo do semestre e com um trabalho individual (apresentação oral e defesa do projeto) no fim do semestre. O projeto em grupo tem um peso de 50% na avaliação final. Os trabalhos individuais, realizados ao longo das aulas, têm um peso de 30%. Nenhum dos trabalhos individuais ou de projeto pode ter nota inferior a 8 valores para fazer média. A não participação a pelo menos 75% das aulas leva à reprovação por faltas, de acordo com o regulamento em vigor da IPLUSO. A particpação nas aulas tem um peso de 20% na avaliação final.
No caso de o estudante não poder realizar alguma das condições do regime de avaliação contínua ou não conseguir avaliação positiva na mesma poderá candidatar-se para prestar a prova de exame.
- Module 1: Methods, Dynamics and Techniques in the Construction of Socio-educational Projects 1.1 Project methodology and the progressive education movement 1.2 Current concepts and models of project methodology 1.3 General characteristics of project methodology 1.4 Concept of project work methodology 1.5 Fundamentals of project work methodology Module 2: Stages for drawing up a socio-educational project 2.1 Diagnosis, Planning, Implementation, Evaluation and References Module 3: Socio-educational intervention - case studies Module 4: Drawing up a socio-educational project 4.1. Operationalisation: project work applied to educational childcare services 4.2. The role of the child in project work methodology 4.3 Advantages and disadvantages of using the project work methodology 4.4 Evaluative practice in the project work methodology applied to educational childcare services
- O1: Understand and apply socio-educational intervention methods and techniques. O2: Distinguish methods, techniques, dynamics and tools for diagnosing and implementing a socio-educational project. O3: Understand the notions of project work methodologies and their applicability to educational services for accompanying children and young people. O4: Acquire and develop the skills needed to justify, design, develop and evaluate projects applied to educational services for accompanying children and young people. O5: Analyse socio-educational experiences and/or action projects. O6: Implement intervention projects associated with socio-educational intervention in real-life contexts.
- Mandatory
- Methodologies centred on ‘learning by doing’ make the student the centre of learning. Thus, the teacher appears as the mediator between knowledge (content) and the different ways of accessing it, expressed in the methodologies. It should also be noted that active and participatory methodologies will be prioritised, which should also be mobilised by students for their internship and professional contexts. To this end, the following strategies will be used: Active learning: case studies, simulations, role-playing. Fieldwork: internships, visits to institutions. Project-based learning: creation and development of socio-educational projects. Discussions and debates: critical analysis of social problems. Expository and demonstrative method: presentation of content and practical examples.
- Português
- Oliveira, C. B. E., Oliva, O. B., Arraes, J., Galli, C. Y., Amorim, G., & Souza, L. A. (2016). SocioEducação: Origem, Significado e Implicações para o atendimento socioeducativo. Psicologia Em Estudo, 20(4), 575-585. https://doi.org/10.4025/psicolestud.v20i4.28456. Pardal, L., & Lopes, E.S (2011). Métodos e técnicas de investigação social. Areal Editores. Pérez-Serrano, G. (2008). Elaboração de Projetos Sociais: Casos práticos (pp. 13-47). Porto Editora.
- 4
- 0
- 6
- 1
- IPLUSO6149-22301
- Methods, Dynamics and Techniques of Socio-educational Intervention
- 22301
- 6149
- Monitoring Children and Young People
