Study of the Environment and Citizenship

Category: Discipline
  • Não
  • The Environmental Studies and Citizenship course aims to promote integrated knowledge of the natural, social, and cultural environment, fostering ecological, social, and civic awareness among students. Its scope covers the observation and interpretation of the surrounding reality, the appreciation of heritage, and the understanding of the interrelationships between humans, society, and the environment. The relevance of the UC in the study cycle lies in its contribution to the formation of critical, responsible, and active citizens, capable of consciously intervening in the world around them.  
  • 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 nas aulas e elaboração de relatórios de atividades extracurriculares

    Ao longo do semestre

    15%

    Trabalhos práticos em grupo

    Ao longo do semestre

    25%
              Trabalhos de pesquisa orientados pelo professor  Ao longo do semestre                      25

    Teste formativo 

    14 novembro

    35%

     

    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...

     
  • The Study of the Environment articulates knowledge and methods of various integrative disciplines. 2. Current perspectives on science education in the 1st Cycle of Basic Education. 3. Curriculum and Essential Learning of the Study of the Environment in the 1st Cycle of Basic Education. Critical reading of national and international documents. 4. Practical investigative work in the Study of the Environment. Strategies and activities that foster the rebuilding of knowledge through the development of interdisciplinary projects. 5. Teaching Resources for teaching and learning the Study of the Environment. 6. Design and plan pedagogical-didactic materials adaptable to the age phase of children
  • Understand the importance of this area in the process of teaching and learning students through the reflective reading of advisory documents. Analyze the integration of the Study of the Environment in the 1st Cycle of the Basic Education curriculum. Organizing knowledge from the acquisition of competencies leads to the assimilated construction of knowledge related to concepts and methods of various scientific disciplines, integrating with the Study of the Environment. To know several methodological approaches to the Study of the Environment, critically and comparatively. Design plans, considering current perspectives in the field of didactic research. Develop a critical spirit to the proposals presented. Design, organize, and coordinate activities that activate the articulation with other areas of knowledge in a participatory way, mobilization of capacities, attitudes, and values. Develop autonomy and collaborative working capacity from a continuous training perspective
  • Mandatory
  • This CU uses a variety of types of classes (theoretical, theoretical-practical, laboratory) and adopts active methods: discussion, analysing questions, and the learning methodology based on projects. Tutorial work allows for more personalised monitoring of students. In class, the aim is to encourage student involvement and active participation, facilitating the acquisition of practical knowledge. This methodology will enable students to experience the content and teaching materials developed in the teaching process, through individual and collaborative work
  • Português
  • Afonso, M.M. (2022). A educação científica no 1º ciclo do Ensino Básico. Porto Editora. Alarcão, I. (Coord.) (2008) A Educação das Crianças dos 0 aos 12 anos. CNE Bonito, J. (2008). Perspetivas atuais sobre o ensino das ciências: clarificação de caminhos. Terra Didática, 4(1),28-42. Cosme, A. (Coord.) (2020). Avaliação das Aprendizagens: Propostas e Estratégias de Ação. Porto Editora. DGE. (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. DGE. (2018). Aprendizagens Essenciais para o Ensino Básico. Martins, I., V etal. (2007). Explorando... educação em ciências e ensino experimental. DGIDC. Roldão, M. C. (1995). O Estudo do Meio no 1.º Ciclo. Fundamentos e estratégias. Texto Editora Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Eds). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok
  • 4
  • 0
  • 3
  • 1
  • IPLUSO6857-25599
  • Study of the Environment and Citizenship
  • 25599
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Didactics of Environmental Study

Category: Discipline
  • Não
  • This Didactic Unit on Environmental Studies aims to provide  in-depth knowledge through a multidisciplinary and interdisciplinary approach to concepts, theoretical-practical work (TP) and practical and laboratory work (PL) aimed at clarifying concepts and interpreting natural phenomena and everyday situations, with a view to developing reasoning, critical thinking, creative thinking and problem solving, among other skills.
  • 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 (trabalhos na aula, debates)

    Ao longo do semestre

    15%

    Frequência

    8 maio

    40%

    Conceção e planificação de um material pedagógico-didático de natureza tangível (maquetes) sobre um dos temas curriculares da Área de Estudo do Meio. Apresentação e Discussão.

    Final do semestre

    35%.
                                                              Refexão individual Final do semestre 10%

     

     

     
  • The Study of the Environment. The articulation of knowledge and methods from the natural sciences, social sciences, and technology in the 1st cycle of basic education Current perspectives on science education in the 1st cycle of basic education. Contributions to scientific literacy, critical thinking, and education for sustainability. Curriculum and Essential Learning in Environmental Studies in the 1st Cycle of Basic Education. Critical reading and questioning of national curriculum documents and international references. Practical investigative work in Environmental Studies. Strategies, activities, and assessment in interdisciplinary projects that promote the reconstruction of knowledge. Critical analysis of digital and tangible teaching resources for teaching and learning Environmental Studies. Design and planning of digital and tangible teaching materials adaptable to the age group of children and integrated into the current curriculum guidelines.
  • Understand the importance of this area in students' teaching and learning through reflective reading of the guiding documents. Analyse the integration of Environmental Studies into the curriculum of the 1st Cycle of Basic Education; Organise knowledge through the acquisition of skills that lead to the assimilated construction of knowledge related to the concepts and methods of various scientific disciplines integrated into Environmental Studies. Critically and comparatively examine various methodological approaches to Environmental Studies; Design plans taking into account current perspectives in the field of teaching research; Develop a critical spirit toward the proposals presented. Design, organise and coordinate projects that promote integration with other areas of knowledge in an integrated and participatory manner, mobilising skills, attitudes and values; Develop autonomy and the ability to work collaboratively with a view to continuous training.
  • Mandatory
  • Theoretical-practical classes adopting active methods: discussion, analysis of issues, and project-based learning methodology. Classes will seek to encourage student involvement and active participation to facilitate the acquisition of practical knowledge. This methodology will also allow students to experience the teaching-learning process and the educational content and materials developed through individual and collaborative work. The assessment covers not only products but also processes, encouraging self-assessment, such as the process of self-regulation of teaching and learning.
  • Português
  • Afonso, M.M. (2008). A educação científica no 1.º ciclo do Ensino Básico. Porto Editora. Alarcão, I. (2002). De que se fala quando se fala em Didática? In Medeiros, E. O. (2002) [Coordenação de] I Encontro de Didácticas nos Açores. Universidade dos Açores. Direção-Geral da Educação. (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Direção-Geral da Educação. (2018). Aprendizagens Essenciais para o Ensino Básico. Martins, I., Veiga, L., Teixeira, F., Vieira, C., Rodrigues, A., & Couceiro, F. (2007). Explorando... educação em ciências e ensino experimental. DGIDC Medeiros, E. O. (2025) [Coordenação de]. Educação, Didáticas e Formação de Professores. Complexidade, Literacias e Interdisciplinaridade(s). Edição Conjunta de MIL e DG Edições. Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Eds). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok  
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-9707
  • Didactics of Environmental Study
  • 9707
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Didactics of Mathematics in the 1st Cycle of Basic Education

Category: Discipline
  • Não
  • The Curricular Unit aims to prepare future teachers for the processes of teaching and learning mathematics in an appropriate, critical, and inclusive way. It seeks to promote reflection and discussion around meaningful pedagogical practices that are relevant to students and that value their experiences, social contexts, and different learning paces. It also aims to equip future teachers to face current educational challenges by developing strategies that encourage students' active participation, critical thinking, and the construction of mathematical 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

    dd-mm-yyyy

    55%

    Portfolio

    Participação nas Atividades, Trabalho em Aula e Trabalho Individual

    Trabalho em Grupo e Discussão

    dd-mm-yyyy

    15%

    15%

    15%
     

     

     

     

    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...

     
  • Programmatic content is defined to allow students to find reflective moments of discussion, questioning and resolution of problem situations. 1. Perception, understanding, and critical analysis of guiding and regulatory documents for Mathematics in the 1st cycle of basic education. 2. Mathematical connections with the experiences of the child and with other components of the curriculum of the 1st cycle of basic education. 3. Methodologies and active learning strategies. 4. Mathematics educational resources for the 1st cycle of basic education, with emphasis on digital resources. 5. Management and Planning of Mathematics activities in the 1st cycle of basic education. 6. Diagnostic, formative, and summative assessment in Mathematics in the 1st Cycle of Basic Education.
  • This UC seeks that the students reflect and analyse the curricular orientations and norms for Education, especially for the Teaching of Mathematics in 1º CEB, and know strategies, resources, and didactic instruments. It is defined that students should - Know the curricular guidelines for the 1st CEB, in Mathematics. - Identify and establish connections between Mathematics and the experiences of the child, and between Mathematics and othercomponents of the curriculum: Portuguese, Environmental Studies, Artistic Education, Physical Education, and English. - To know and critically analyse active learning methodologies and strategies - project-based, problem-based, flipped classroom, peerlearning and gamification. - To plan strategies and activities in the Mathematics component, for the 1st CEB. - To know, build, and evaluate educational resources. - Evaluate the learning and for the learning of children. - Develop attitudes of autonomy, cooperative, and collaborative work.
  • Mandatory
  • This curricular unit favours different ways of working - individual, in pairs, in group and in large groups - which contribute to the realization of activities and works of different natures. The teaching is, therefore, organized in theoretical-practical classes. The referred contents are approached and developed in expository processes, which allow the involvement of the students through critical debate. The activities to be performed by each student assume a real involvement in the tasks developed in class, but complemented by individual study and concordance with proposals provided on Moodle and the recommended bibliography.
  • Português
  • [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)] [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)  
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-9709
  • Didactics of Mathematics in the 1st Cycle of Basic Education
  • 9709
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Illustration for Visual Communication

Category: Discipline
  • Não
  • Discipline focused on illustration applied to different contexts of visual communication, combining analog and digital techniques.
  • Semestral

  • Exercícios práticos:
    . Ilustração para Publicidade: 30%
    . Projeto de Sinalética Alternativo: 30%
    . Desenho Científico para Comunicação Visual: 30%
    Avaliação contínua: pontualidade, participação e assiduidade: 10%
    De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.
    Exame de Recurso:
    O exame de recurso é dividido em duas partes: um exame prático que conta 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também tem um peso de 50%.
     
  • 1. Illustration for Advertising . Techniques of illustration applied to the creation of visual elements for various advertising media, both print and digital; . Communication and dissemination strategies across different platforms (posters, social media, billboards, web banners); 2. Alternative Signage Project . Development of illustrations for information, orientation, and signage in both public and private spaces, including interiors and exteriors; . Techniques and methods for the creation of pictograms, icons, and typography as applied to signage; . Utilization of maps and building floor plans for orientation and information; 3. Scientific Drawing for Visual Communication . Fundamentals and techniques of scientific drawing and their application in various contexts of visual communication; . Techniques for the accurate representation of scientific information, including diagrams and illustrations; . Use of scientific drawing across different communication media.  
  • . Acquire technical and artistic skills in illustration for various visual communication contexts, including advertising, signage, and scientific drawing. . Develop the ability to create graphic elements and illustrations for different mediums and formats, utilizing both analog and digital techniques and tools. . Familiarize oneself with specific software for bitmap and vector drawing. . Understand and apply criteria for communicative effectiveness in the creation of illustrations and visual elements for advertising, signage, and scientific communication. . Mobilize knowledge and technical skills in the production of visual content applicable to various contexts, including the scientific field.
  • Optional
  • The teaching-learning process in this course unit adopts a theoretical-practical approach. Practical examples will be utilized to demonstrate concepts and techniques in each of the covered areas: advertising, signage, and scientific drawing. Moreover, there will be a focus on hands-on exposure and training with specific software for bitmap and vector drawing. The practical component will be further amplified through the development of individual or group projects. These projects will enable students to apply the knowledge and skills acquired in practical contexts, encompassing different facets of visual communication. To complement this approach, individual research and the development of creative processes will be encouraged, allowing students to apply methodologies of artistic research and develop a strong dimension of authorship in their works. At the end of each class, a collective critical analysis of the developed works will be conducted.
  • Português
  • . Abdulla, R., & Hübner, R. (2006). Pictograms, Icons & Signs: A Guide to Information Graphics. Thames & Hudson. . Hodges, E. R. S. (2003). The Guild Handbook of Scientific Illustration. John Wiley & Sons. . Köppen, E. (2007). Illustration in scientific articles: reflections on the growing importance of the visual in scientific communication. Investigación bibliotecológica, 21(42), 33-64. . Mateu-Mestre, M. (2010). Framed Ink: Drawing and Composition for Visual Storytellers. Design Studio Press. . Panizza, J. F. (2004). Metodologia e processo criativo em projetos de comunicação visual. São Paulo, 254. . Reinartz, W., & Saffert, P. (2013). Creativity in advertising: When it works and when it doesn’t. Harvard Business Review, 91(6), 106-111. . Rendgen, S., & Wiedemann, J. (2019). History of Information Graphics. Taschen. . Rodrigues, S. L. (2012). Desenho, tipografia e publicidade: o caso do modernismo português. (PHD thesis). FBAUL.  
  • 4
  • 1261
  • 5
  • 1
  • IPLUSO7066-26023
  • Illustration for Visual Communication
  • 26023
  • 7066
  • Visual Artes and Digital Media

Artistic Project I

Category: Discipline
  • Não
  • .
  • Semestral

  • A avaliação é contínua e presencial e tem dois momentos de avaliação periódica e um momento de avaliação final.

    • A avaliação contínua (30%): presença e a participação dos estudantes nos debates propostos em sala de aula, na capacidade de partilhar referências e de fomentar o pensamento crítico nas discussões de turma.
    •  
    • 1º momento intercalar(10%): apresentação informal do que está a ser realizado pelo estudante no âmbito do seu projeto
    • 2º momento intercalar (20%): relatório visual e informativo que deve mostrar em que ponto de desenvolvimento se encontra o projeto artístico face aos seus objetivos de concretização, seja pela quantidade de experimentações e obra enquadradas no programa concreto de trabalho
    • Avaliaç~ão final (40%): apresentação de uma exposição dos trabalhos realizados e de um portfólio que se pode assumir como um ensaio de um catálogo dessa exposição e os materiais de comunicação que dela derivam
  • The CU includes theoretical and practical classes. The lectures focus on the definition, presentation and rationale of the artistic project, with emphasis on: - how to proceed with the thematic delimitation and formulation of a central question for a project in the field of visual arts,; - the different stages necessary for the elaboration and development of a project, taking into account the procedural specificity of each student and the different mediums in which it can be configured; - how to present a visual arts project in different situations (artist statement, project proposal for applying for grants, residencies, etc.). The practical classes, held in a studio and tutorial setting, are dedicated to the development of the project, practical experimentation and the artistic improvement of each student, under the supervision of the teachers and in dialogue/debate with classmates. At the end of the semester, students present their results with expository criteria and a portfolio.
  • General Objectives: To familiarise students with the different steps, strategies and methodologies required to prepare a project in the visual arts, from research and experimentation to the conception and realisation of an exhibition. Specific Objectives: . To realise and substantiate a theoretical-practical project in the field of visual arts, making use of the interdisciplinary approach offered by the study cycle; . Stimulate an attitude of experimentation, as well as the maturing of each student's authorial approach; . To refine the ability to articulate the issues, themes and concepts called up by artistic research, in order to consolidate a critical and selfreflective discourse that enhances it; . Structuring moments for sharing learning and oral presentation of the work developed in an encouraging environment among peers
  • Mandatory
  • The teaching methodologies are based on two models: classes for the presentation of ideas and portfolios carried out by the students and finalised with collective critical debates, and tutorial monitoring of the work carried out in the studio. The presentation classes are held at the beginning of the semester. The students share the progress of their artistic project and indicate their development intentions. The critical collective discussions at the end of these presentations continue the habit of sharing references and ideas and improve discursive capacity, curiosity about the work of their peers in a spirit of reflection and constructive dialogue
  • Português
  • BOURGEOIS, L. (2015). Louise Bourgeois: The Spiders and the Tapestries. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Donald Judd Colorist. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Gerhard Richter: Catalogue Raisonné. Ostfildern-Ruit: Hatje Cantz FICACCI, L. (2003). PIRANESI: Acqueforti/ Grabados/ Águas-fortes. Cologne:Tascen GOETZ, I., LENCSÉS, L., SCHOR, G., VINKEN, B. 82015). Cindy Sherman. Ostfildern-Ruit: Hatje Cantz JOICE, P. (1999). Hockney on Art: conversations with Paul Joice. London: Little brown KABAKOV, I., KABAKOV, E. (2005). An Alternative History of Art: Rosenthal, Kabakoc, Spivak. Bielfeld: Kerber KABAKOV, I., KABAKOV, E. (2003). Where is our place?. Milano: charta. SLAGER, H. (2015).The Pleasure Of Research. Ostfildern-Ruit: Hatje Cantz KUSTER, U. , SHFF, R. (2015), Peter Doig. Ostfildern-Ruit: Hatje Cantz DUNINGAM, E. C. (2013). A Celebration Of Light: The Art Of James Turrel. Ostfildern-Ruit: Hatje Cantz
  • 4
  • 0
  • 10
  • 1
  • IPLUSO7066-26046
  • Artistic Project I
  • 26046
  • 7066
  • Visual Artes and Digital Media
  1. Option I
  2. Artistic Installation I
  3. Digital Arts
  4. Visual Narrative

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