- Details
- Category: Discipline
- Barbeiro, L:F. & Pereira, L.A. O Ensino da Escrita: a dimensão textual.1ª edição.Lisboa:ME/DGIDC.2007.ISBN 978-972-742-268-5 Duarte, Inês - O Conhecimento da Língua: Desenvolver a consciência linguística .1ª edição.Lisboa:ME/DGIDC.2008.ISBN 978-972-742-268-5 Mata, Lourdes, A Descoberta da Escrita.1ª edição.Lisboa:ME/DGIDC.2008.ISBN: 978-972-742-279-1 Sim-Sim-, Inês. O Ensino da Leitura: A Decifração. 1ª edição.Lisboa:ME/DGIDC.2008.ISBN: 978-972-742-267-8 Sim-Sim, I., Silva, A.C.& Nunes, C. Linguagem e Comunicação no Jardim de Infância - Textos de apoio para Educadores de Infância. 1ª edição. Lisboa:ME/DGIDC.2008.ISBN: 978-972-742-288-3 Sim-Sim.I., O Ensino da Leitura: A Compreeensão de Textos. 1ª edição. Lisboa:ME/DGIDC.2008.ISBN: 978-972-742-267-8
- Primary Education
- 6127
- 2656
- Didactics of the Portuguese Language
- IPLUSO6127-2656
- 3
- 4
- 0
- 4
- Não
- Português
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Mandatory
- Taking into account what was previously mentioned in the presentation of this CU, whose scope of study of students is the context of pre-school and 1st CEB, we consider the following objectives: - To characteship.rize the language competences necessary for the (initial) learning of 'school' literacy. - To distinguish and analyse models and methodologies for the initiation of reading and writing. - To describe the main processes involved in reading. - To characterise the main processes involved in the production of written language and to underpin the learning of orthography at the interface between the writing process and orality. - Address the processes of explicitness of linguistic knowledge. - Relate the role of language competences for the performance of an active citizen
- 1. Didactics of Languages: some basic concepts. 2. Development of Language Competence in Pre-school: Oral Communication a. From learning to speak and listen to Communicate. b. Develop linguistic awareness: phonological awareness; word awareness and syntactical awareness 3. From emergent literacy behaviours to the appropriation processes of Reading and Writing. * a. Ascending, descending and interactive models and methodologies for the initiation of learning written language. 4. The Development of Language Competence in 1º CEB*. 5. The Knowledge of Language: developing language awareness*: a. Explicit Knowledge of Language; b. Development of Linguistic Awareness and the teaching of grammar; c. Development of the consciences: phonological, morphological, lexical, syntactical, textual and discursive 6. Error Analysis. 7. The role of language skills in the performance of an active citizenship * In line with the Curricular Guidelines for Pre-school and Essential Learning for the 1st CEB.
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
ao longo do semestre
25%
Apresentação oral a partir de um texto lido
ao longo do semestre
15%
Produção de uma sintese sobre um tema a partir de um texto lido
ao longo do semestre
20%
A partir de um texto da Literatura para a Infância, os alunos deverão contruir, a pares, a planificação de uma unidade pedagógica para o pré-escolar ou para o 1º ano do 1º CEB, tendo em conta as “Orientações Curriculares para a Educação Pré-escolar” ou as “Aprendizagens Essenciais” para o 1ºCEB e as referências bibliográficas trabalhadas em sala de aula.
no decurso das aulas 35% Assiduidade, pontualidade e participação ativa nas aulas ao longo do semestre 5% 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...
- Semestral
- Considering that the Didactics of Languages aims to contribute to comprehensive and transversal educational proposals to the curriculum of languages, oriented to the (intercultural) dialogue and given that this curricular unit is part of the training component in specific didactics of the study plan of the Degree in Basic Education, it is intended to carry out the characterization of the verbal dimensions that structure the activities of teaching and learning of the Portuguese language at this level of education, objectively with a public vocation for teaching in kindergarten and primary school, without neglecting its intercultural perspective.
- Details
- Category: Discipline
- Digital Health
- 7035
- 4243
- Programming
- IPLUSO7035-4243
- 1
- 6
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Cabral, A. (2001). O Jogo no Ensino. Editorial Notícias Costa, I. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Gagnard, M. (1974). Iniciação Musical dos Jovens. Editorial Estampa Hernández, F. (2000). Cultura Visual, Mudança Educativa e Projecto de Trabalho. Artes Médicas Sul Rooyackers, P. (1996). 101 Jogos Musicais para Crianças: divertimento e criatividade com movimento. Lyon Multimédia Edições Santos, A. (1992). Ensino Artístico. Edições Asa Storms, G. (2000). 100 Jogos Musicais. Edições Asa Sousa, A. (2003). Educação pela arte e artes na educação: Bases psicopedagógicas. Instituto Piaget Tejerina, I. (1994). Dramatización y Teatro Infantil - Dimensiones Psicopedagógicas y Expressivas. Siglo Ventiuno Editores
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25603
- Teaching Expressions in the 1st Cycle of Basic Education
- IPLUSO6857-25603
- 1
- 5
- 0
- 4
- Não
- Português
- Within the scope of this Curricular Unit, we'll seek to analyze, study, and deepen existing methodologies - High Scope, Reggio Emilia, Modern School Movement, Dalcroze Method, Orff Method, Kódaly Method, among others - framing them in the syllabus defined by the Ministry of Education and, from there, creating our own methodologies, based on the personal reflection and practice of each student, summarizing the contributions of them all. Thus, theoretical-practical classes will be conducted by the teacher in an interdisciplinary and integrated manner, articulating small group work with personal research and practice.
- Mandatory
- 1 - This Curricular Unit has as its main objectives the study and application of pedagogical models important for the teaching of Artistic Expressions in the classroom; 2 - A detailed analysis of the current pedagogical models will be carried out using existing materials and books approved for the Expression's Official Teaching, as well as an in-depth explanation of the objectives and skills to be acquired within the scope of the Artistic Expressions, which are detailed in the Curricular Guidelines and in the Program for the 1st Cycle of Basic Education; 3 - The students should finish the Curricular Unit valuing the importance of teaching Artistic Expressions for the Development of the Child asa whole, as well as knowing how to reflect, apply and plan activities both in musical, plastic, and dramatic contexts, whether in a formal or in an informal context; 4 - Students will also know how to research and collect materials and documents that consolidate their pedagogy.
- 1 - Specific characteristics and purposes of learning Artistic Expressions for children; 2 Analysis of the programmatic and curricular guidelines defined by the Ministry of Education, as well as the establishment of learning objectives and goals; 3 - How to plan and build games, theatres, materials, and activities within the scope of Artistic Expressions; 4 - Research, construction, and exploitation of didactic resources within the scope of Artistic Expressions; 5 - Reflection on different pedagogical models, such as High Scope, Reggio Emilia, Modern School Movement, as well as teaching methodologies, such as Orff, Dalcroze or Kódaly, all in an active and interdisciplinary approach to pedagogy; 6 - How to make curricular integration of the different expressions and respective project works; 7 - Sensitize the child for the importance of expressiveness, socialization, communication, and aesthetic sensitivity in the pedagogical scope of Artistic Expressions.
Será privilegiada uma avaliação contínua baseada em trabalhos executados nas aulas, em trabalhos individuais de cada aluno e também em trabalhos para pequeno grupo. Todos os trabalhos terão uma classificação e terão as seguintes ponderações na nota final: trabalhos de aula (20% da classificação final); trabalhos individuais de cada aluno (30% da classificação final); trabalho final a pares ou em pequeno grupo (50% da classificação final). Em todos os trabalhos serão valorizadas a análise documental, a preparação e reflexão de actividades de Expressão Artística, bem como a elaboração de uma Planificação Final que consistirá no principal elemento de avaliação da Unidade Curricular, até porque potenciará a troca de experiências e de cooperação entre os estudantes.
- Semestral
- This Curricular Unit aims to equip students with the pedagogies, tools, and techniques to learn Artistic Expressions as autonomous areas of knowledge, but also as active and playful methodologies for acquiring knowledge in other areas. To this end, we will use highly successful and internationally tested pedagogical models with scientific and pedagogical evidence so that students become familiar with them and can apply these Artistic Expression methodologies to acquire knowledge and skills. Individual research, discussion of ideas, and the creation of artistic works in groups will also be prioritized.
- Details
- Category: Discipline
- Malhotra, Naresh & Birks, David, (2012): Marketing Research: an applied approach. Ny: Prentice-Hall (6th edition). Zikmund, William ( 2006) :Princípios de Pesquisa de Marketing, São Paulo: Thomson. Recursos didáticos: quadro, projetor, computadores.
- Business Management and E-Commerce
- 6147
- 5029
- Market Studies
- IPLUSO6147-5029
- 1
- 5
- 0
- 4
- Não
- Português
- Use of digital methodologies.
- Mandatory
- The curricular unit is theoretical-practical in nature, developing into theoretical and practical classes that are articulated and aim to promote the student's knowledge and immediate application of theoretical concepts and skills in real practical contexts. 2nd The contents and evaluation are articulated, presenting an equivalent weight in the final evaluation. 3rd The contents cover the different stages of developing a market study, focusing on the appropriate design of the data collection methodology, as well as its implementation, with a view to responding to the objectives defined for the study.
- 1.Organization of a market study. Problem definition, research design. 2. Exploratory and conclusive research. Connection to the objectives of the study. 3. Primary and secondary data sources. 4. Definition of the study target population. 5. Survey basis and sample recruitment. 6. Qualitative methodologies: focus groups, in-depth individual interviews, projection techniques. 7. Design of the data collection support script. 8. Quantitative methodologies. 9. Types of interview. 10. Experimental designs. 11. Questionnaire design. 12. Measurement scales. 13. Non-sampling errors. 14. Quality control. 15. Sampling techniques: probabilistic and non-probabilistic. 16. Sample Sizing 17. Presentation of results, to support decision making
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
A combinar data
30%
Trabalho /Projeto de Pesquisa
Assiduidade/Participação
A realizar durante o Semestre
60%
10%
(...)
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...
- Semestral
- The scope of the Market Studies UC focuses on the acquisition of knowledge and skills transversal to the main areas of the aforementioned course, which is essential for students to be able to research essential markets for business sustainability. The main areas of intervention focus on the collection, processing and conclusions of market/product/service investigations
- Details
- Category: Discipline
- Peraya, D. & Meunier, J. P. (2008). Introdução às Teorias da Comunicação. Lisboa. Ed. Vozes. ISBN: 9788532636454 Catão. A. L. (2020). Mediação de Conflitos. São Paulo. Instituto Vladimir Herzog. ISBN 978-65-86248-01-2 Rüdiger, F. (2010). As Teorias da Comunicação. São Paulo. Ed. Penso. ISBN: 9788563899002 Mota Cardoso, R. (2018). Competências Clínicas de Comunicação. Porto. Edições Afrontamento. ISBN: 9789899795303 Rego, A. (2010). Comunicação Pessoal e Organizacional- Manual de Exercícios. 2ª Edição. Edições Sílabo, Lda. ISBN: 978-972-618-852-0
- Forensic and Criminal Laboratory
- 4068
- 19599
- Communication and Conflict Management
- IPLUSO4068-19599
- 1
- 3
- 0
- 4
- Não
- Português
- Digital innovative methodologies previously introduced are to be kept
- Mandatory
- Identify Communication as an essential characteristic in interpersonal relationships and interdisciplinary groups; Know the different organizational components that influence the behavior of individuals and groups in organizations; Understand the behavior of individuals and groups within organizations and their influence on the behavior of organizations; Understand the different types of leadership by identifying their key aspects and characteristics and highlighting the strengths and weaknesses specific to each approach in terms of adaptive responses in the context of change; Recognize the role of the forensic and criminal laboratory technician within a multidisciplinary forensic investigation team;
- The Communication Importance of Communication in an Organization Communication as a Continuous Process Elements of Communication Verbal and Non-verbal Communication and Communication Barriers Analysis of Behavior in Interpersonal Relationship The Communication Styles Neurolinguistic and Language Motivation and Leadership Concepts Types of Leadership: evaluation and application of each The Group Characterization of Interpersonal Relationships in the Group Advantages and Disadvantages of the Group Importance of IQ and EQ in a group The Conflict The distinction of the Traditional View of the Current View of Conflict The Different Types of Conflict The different ways of dealing with conflicts
A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas em cada componente tem de ser igual ou superior a 9,5 valores, para efeitos de cálculo da classificação final.
Descrição
Data limite
Ponderação
Teste escrito de avaliação
15-12-2023 50%
Trabalho prático
15-12-2023 50%
- Semestral
- This course is intended to introduce the student to the study of the most relevant aspects of communication, adapting the acquired knowledge to the intervention in conflict management and the analysis and regulation of communication in their different contexts.
