- Details
- Category: Discipline
- Catálogos e outros documentos indicados pelos orientador empresarial e orientador académico.
- Electrical Installations and Automation
- 6082
- 814
- Traineeship
- IPLUSO6082-814
- 2
- 30
- 0
- 4
- Sim
- Português
- This curricular unit takes place in organizations/companies and has a professional dimension. Throughout the internship period, the student incorporates everything that is innovative in different aspects in all the tasks and activities in which they are involved, duly tutored and supervised by the Business Advisor and Academic Advisor.
- Mandatory
- In general terms, it is intended that students in an internship environment in the companies where they are inserted can: - Apply, in a real context and in an integrated and interdisciplinary way, the knowledge acquired in the different components of training. - Adapt and develop work habits according to the reality of a company. - Demonstrate interpersonal relationship skills with distinguished interlocutors with an ethical and deontological sense; - Describe the technologies, products and services present in the companies. - Demonstrate the ability to be versatile and take initiative; - Demonstrate the ability to adapt to the evolution of procedures and technologies; - Develop and publicly present reports and other documents.
- The present training in a work context, Internship, which is an integral and mandatory part of the higher professional technician course in Electrical Installations and Automation, will be carried out in a company. The student, together with the academic advisor and business advisor, will prepare an internship plan to be developed in a work context. Throughout the internship period, he will seek to develop and implement the same. This plan will indicate the general lines of the tasks to be carried out by the student within the scope of this curricular unit. A supervisor responsible for the internship will be appointed by the Institute. The company will appoint a supervisor who will accompany the internship, with a public presentation of the internship report that will be submitted to the final evaluation at the end.
Descrição
Data limite
Ponderação
Avaliação intermédia
60 dias após o início
15 %
Avaliação da Emprresa + Avaliação do Relatório final
35 % + 30 %
Avaliação da apresentação pública
Calenadrizada
20 %
- Semestral
- The Internship, a curricular unit integrated in the 2nd semester of the 2nd year of the study plan of the higher professional technical course in Electrical Installations and Automation, while training component in a work context, it aims to allow the student to be inserted in the work environment and in functions related to their area of expertise. training, aiming at the application of the acquired knowledge and knowledge to the practical activities of the respective professional profile. The Internship is a curricular unit that intends to establish a connection with host entities, with a view to enabling the application in a real work context of the knowledge acquired by the student during the school part of the respective cycle of studies, in order to consolidate them and to be able to develop new aptitudes and competences.
- Details
- Category: Discipline
- Business Management
- 6166
- 22410
- Business Spanish
- IPLUSO6166-22410
- 1
- 3
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Alexander, J (1992). Medieval Illuminators and Their Methods of Work. Yale University Press. Anderson, G.; Dupré, J. & Wakefield, J.G. (2019). Philosophy of Biology: Drawing and the dynamic nature of living systems. eLife (Mar 27) https://doi.org/10.7554/eLife.46962 Bleichmar, D. (2012). Visible Empire: Botanical Expeditions & Visual Culture in the Hispanic Enlightenment. The University of Chicago Press. Eco, U. (1998). Serendipities. Language and Lunacy. Harcourt Brace & Company. Le Goff. J. (1992). The Medieval Imagination. The University of Chicago Press. Escardó, A, Wiedermann, J. (Ed.) (2024). Science Illustration. A History of Visual Knowledge from the 15th Century to Today. Tashen. Mancuso, S. (2019). L´intelligence végétale. In: Francis Hallé. Nous les Arbres. Fondation Cartier pour l´art contemporain. Martins, L.P. (2012). Um Império de Papel. Imagens do Colonialismo Português na Imprensa Periódica Ilustrada (1875-1940). Edições 70.
- Illustration and Drawing
- 6330
- 23176
- History of Scientific Illustration
- IPLUSO6330-23176
- 3
- 4
- 0
- 4
- Não
- Português
- This theoretical course includes systematic debate and practical exercises as methodologies. Also worth mentioning is the intention to make some of the exercises done in class tangible in the form of an object/publication.
- Mandatory
- This course aims to expand students' knowledge of scientific illustration by discussing the work of different authors, plasticities, eras and geographies. Throughout the sessions, the aim is to deepen students' understanding of the complex relationships between art and science, as well as to promote a critical attitude towards scientific images, through reflection and action that transcends the object and its author, to include the contexts of its commissioning, production, circulation and reception.
- Scientific proto-illustration: Upper Paleolithic and early civilizations. Ancient Greece and Rome. Drawing media and technologies. The codified world of Medieval Europe and its scientific images. Mysticism and nature in bestiaries. Technologies and materials. Anthropocentrism in the 16th century Renaissance. ‘Scientific Revolution’ and the illustrated studies of Leonardo Da Vinci and Andrea Vesalius. Paper and printing press on scientific illustration. Error and serendipity in scientific illustration. The pregnance of mental schemes in drawing. Albrecht Dürer's rhinoceros. Drawing to know and rule: scientific illustration and colonialism. Visual epistemology: Philosophical journeys and the ethnographic, cartographic and natural world record. Power and exoticism: from cabinets of curiosities to human zoos. Scientific illustration in the 19th century: from Darwin to Haeckel'. Connections between photography and engraving. The 20th and 21th centuries. The Anthropocene.
A avaliação contínua, intercalar e final, incide sobre um ensaio (e respectiva apresentação oral) cujo tema se relacione com os conteúdos abordados (70%) e ainda sobre os exercícios práticos de ilustração que o aluno desenvolverá nesta UC (30%). A presença é obrigatória (75%).
- Semestral
- This curricular unit aims to question phenomena related to scientific illustration, with a critical and speculative attitude. Various images and their authors, from different geographies and eras, will be explored in order to deepen concepts within this field and expand the students' visual culture. In addition to reading texts and observing images and objects, practical illustration exercises will be used.
- Details
- Category: Discipline
- Direcção-Geral de Saúde (2012). Orientações técnicas sobre o controlo da dor em procedimentos invasivos nas crianças (1 mês a 18 anos). N.º 022/2012. Portugal, Lisboa. Direção-Geral da Saúde DGS (2013). Programa Nacional de Saúde Infantil e Juvenil. Portugal, Lisboa. Direção-Geral de Saúde (2013). Guia orientador de Boa Prática - estratégias não farmacológicas no controlo da dor na criança. Série I, n.º 6. Portugal, Lisboa. Ferland, F. Vamos brincar? (2006). Na infância e ao longo de toda a vida. Lisboa: Climepsi editores. Hockenberry, M. & Wilson, D. (2014). Wong, Fundamentos de enfermagem pediátrica. 9ª ed. Rio de Janeiro. Hockenberry, Marilyn J.; Wilson, David. (2016). Wong Enfermagem da Criança e do Adolescente. 9ª ed, Vol I e Vol II. Lusociência - Edições Técnicas e Científicas. Ramos, A.L. & Barbieri, M.C. (2020). Enfermagem em saúde da criança e do jovem. 1ª ed. Lisboa: Editora LIDEL, 346 p SPP. Portal Sociedade Portuguesa de Pediatria. https://www.spp.pt/
- Nursing
- 4001
- 19224
- Child and Youth Nursing
- IPLUSO4001-19224
- 2
- 5
- 0
- 4
- Não
- Português
- In this course unit, expository, demonstrative, and participatory methodologies are used, along with problem-solving. The Team-Based Learning (TBL) methodology is also applied, involving tasks carried out in small groups, which fosters the development of analytical skills and the application of theoretical concepts.
- Mandatory
- It is intended that the student reaches the instrumental, systemic and interpersonal skills that allow him a holistic approach of the child / youth / family throughout the different stages of their development. Thus it is expected that the student will be able to: To assess the phenomena of growth and development for the promotion of the physical, psychosocial, mental, and spiritual well-being of the child/young person in the health–illness continuum, within their family and social context; To identify the primary dyad of the child and the young person as the unit of care (family-centered care); To identify and apply strategies of assessment, diagnosis, planning, implementation, and evaluation, in a non-traumatic and individualized manner. To demonstrate theoretical and practical skills related to interventions with children and young people.
- Theory: Humanization of care; Children's Rights; Parenting/family; Multiculturalism. ADLs of children and adolescents. Child growth and development; National Vaccination Plan; Accident prevention; Child abuse; Mental health in childhood and youth. Interventions in children/young people/families hospitalized with acute/chronic illness: Reception; Impact of hospitalization; Procedures/surgery; Neonatal Care; Pediatric Emergency; Pain in children and young people; Complex Chronic Illness and perception of death in children/families. Infectious diseases and exanthematous diseases. Practice: Vital signs and anthropometric assessment; Placement of nasogastric/orogastric tubes, enteral nutrition; Administration of oxygen via inhalation, nebulizations, nasal lavage, suction of secretions; Painful procedures and non-pharmacological strategies for pain control; Specimen collection; Preparation and administration of therapies in Pediatrics; Case studies.
Descrição
Data limite
Ponderação
Trabalho escrito
Teste escrito
03.11.2025 e 06.11.2025
30.10.2025
20%
40%
Avaliação Prática
07.11.2025
40%
(...)
Ter atenção à assiduidade, interesse, participação nas aulas e cumprimento das normas.
Para aprovação da disciplina os estudantes deverão obter a classificação mínima de 9,5 em qualquer dos parâmetros de avaliação.
O estudante que não obtiver resultado positivo numa das componentes da avaliação deverá repetir essa mesma componente em exame final.
A classificação final resulta da média das classificações obtidas nos diversos momentos de avaliação na percentagem que se apresenta na tabela anterior.
- Semestral
- Nursing care focuses on promoting the health projects that each person experiences. In this Course Unit, the health and illness processes of the child throughout the life cycle are addressed. The aim is to raise students’ awareness of the importance of meeting the specific needs of these stages of the life cycle. It enables the acquisition of theoretical and practical skills related to interventions in the area of children and young people.
- Details
- Category: Discipline
- Pereira, Filomena (Coord.). (2018). Para uma Educação Inclusiva. Manual de Apoio à Prática. Ministério da Educação/Direção-Geral da Educação (DGE). Sanches, I. (1996). Necessidade Educativas Especiais e Apoios e Complementos Educativos no Quotidiano do Professor. Porto editora. Sanches, I. (2001). Comportamentos e Estratégias de Actuação na Sala de Aula. Porto Editora. Sanches, I. (2005). Compreender Agir Mudar Incluir: da investigação acção à educação inclusiva. Revista Lusófona de Educação, 5, 127-142. Sanches, I. (2011). Do ‘aprender para fazer’ ao ‘aprender fazendo’: as práticas de Educação inclusiva na escola. Revista Lusófona de Educação, 19, 135-156. Sanches, I., & Teodoro, A. (2006). Da integração à inclusão escolar: cruzando perspectivas e conceitos. Revista Lusófona de Educação, 8, 63-83. Tavares, C., & Sanches, I. (2013). Gerir a Diversidade: Contributos da Aprendizagem Cooperativa para a Construção de Salas de Aula Inclusivas. Revista Portuguesa de Educação, 26(1), 307-347.
- Primary Education
- 6127
- 23238
- Socio-Educational Inclusion
- IPLUSO6127-23238
- 2
- 3
- 826
- 4
- Não
- Português
- Group work, flipped lessons, interdisciplinary field trips
- Optional
- To promote the discussion for the definition and framing of the concept of diversity and difference, in an Inclusive Education perspective. 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 the elaboration, development and evaluation of projects to promote Education for All and for each one. Be able to: use the concepts inherent to the subject under study, in the current expression, using the specific vocabulary; discuss, with peers, theoretical perspectives and practices that promote Inclusion; to elaborate, develop and evaluate small research projects and socio-educational action; work as a team, managing relationships and opportunities for everyone to participate.
- Special / specific educational needs: origin and evolution of the concept; Diversity and difference in a 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.
Média ponderada dos trabalhos teórico-práticos desenvolvidos ao longo do semestre (90%); assiduidade, pontualidade e participação (10%).
- Semestral
- This curricular unit seeks to raise awareness of the need for Education for All and for each one, which promotes respect for difference and the requirement for flexibility in the curriculum and cooperative learning.
