- Details
- Category: Discipline
- Bobette, B. (2013). Do Story: How to Tell Your Story So the World Listens. London, The Do Book Co. Byron, P. (1996). The Best Children’s Books in the World: a treasury of illustrated stories, New York, Harry N. Abrams. Hunt, P., Butss, D. (1995). Children’s literature. 1ªed. Oxford, Oxford University. Loomis, A. (2012). Creative Illustration, Titan Books. McCannon, D., Thornton, S., Williams, Y. (2008). Creating Illustrated Children’s Books, London, A&C Black Publishers Ltd. Saint-Exupéry, A. (2015). O Principezinho (versão com realidade aumentada). Portugal, Edicare Editora, Ltd. Salisbury, M. (2004). Illustrating Children’s Books, Creating pictures for publication. London, A&C Black Publishers Ltd. Shulevitz, U. (1997). Writing with pictures, Watson-Nova Iorque, Guptill Publications.
- Illustration and Drawing
- 6330
- 23175
- History of illustration for children
- IPLUSO6330-23175
- 3
- 4
- 0
- 4
- Não
- Português
- Classes will begin with an interactive oral presentation, asking and resolving questions both individually and in groups, presenting results, promoting the student's active participation in the learning process. Students have the task of researching the history of children's illustration, presenting the collection made in class. The practical exercises, individual and collaborative, cover illustration for children in the various existing genres, proposals for new materials, forms of expression or restructuring of illustration in books for children, with the objective of carrying out a final exercise. Continuous and in-person assessment (75%) whose failure to comply requires an exam. 40% Attendance and active participation in class, interviews, visits, or exhibitions, carrying out individual or small group exercises 10% Presentation of results and critical discussion in class 50% Individual final exercise Plagiarized work is punished with a negative grade and reported.
- Mandatory
- a) Recognize the importance that the child has been acquiring since the seventeenth century, and the creation of books adapted to the child; b) Study the history of black and white and colorful Illustration for children, as well as the most relevant authors in this area; c) Understand the didactic importance of book illustration and their use as objects/ toys, the Pop up example; d) Know the different techniques of printing, technology and innovation of illustration presentation, and chromatic solutions that allow the illustration of books to be widely disseminated and commercialized; e) Know and try different materials for children’s illustration composition, promoting inclusiveness in reading.
- 1. The artistic language and the evolution of children’s drawing; 2. Art as influence on the child, explore the children’s imagination; 3.The illustration and explanation of the book: The Little Prince; 4. Fables, fairy tales and moral stories - narrative; 4.1. Jean de La Fontaine, with illustrator François Chauveau; 4.2. Charles Perrault, with illustrator Gustave Doré; 4.3. Beatrix Potter – illustrations and book thought for childhood; 5. The book as a sensory stimulus – the example of Katsumi Komagata; 5.1. When children are unable to see, other stimuli to promote reading; 6. Augmented reality – A new version of the imaginary world; 7. Illustration in learning books.
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
30%
Portfolio
dd-mm-yyyy
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...
- Semestral
- The UC History of Illustration for Children is linked to Option 4. Extends the development of content following the UC Sequential image. Its focus is on narrative content, specifically applied to the illustrated album and to animations aimed at children. Education through art and the relationship with children's communities is fundamental in the healthy development of societies and, therefore, this is a UC that aims to develop this sensitivity in students. This UC articulates theoretical and historical information regarding fictional and non-fictional illustrative practices dedicated to childhood with other exploratory, technical, creative and highly experimental UC’s that base the playful dimension on concepts of sequencing, seriality, cause-consequence and construction of plastic and graphic scope.
- Details
- Category: Discipline
- .1. Alarcão, I. Supervisão e Colab oração. Uma relação para o desenvolvimento. Porto: Porto Editora, 2013. 2. Canário, R. Formação e Situações de Trabalho. Porto: Porto Editora, Colecção Ciências da Educação, 1997. 3. Longo, J. J. R. O valor formativo do practicum. Perspetivas docentes e discentes na formação inicial em Enfermagem. Düsseldorf: Novas Edições Académicas, 2017. 4. Rodrigues, Z. Educação e Formação de Jovens e Adultos: Parcerias Entre Escolas e Empresas. Lisboa: Chiado Books, 2019. 5. Rodrigues, et al. Processos de Formação na e para a prática de cuidados. Lisboa: Lusociência, 2007. 6. Sá-Chaves, I.(Org.). Formação, conhecimento e supervisão. Aveiro: Universidade de Aveiro, 2011 7.Serra, M. N. Aprender a ser Enfermeiro, A construção identitária profissional por estudantes de Enfermagem. Loures: Lusociência, 2013. 8. Silvestre, C.A.S. Educação e Formação de Adultos e Idosos. Lisboa: Instituto Piaget, Coleção Horizontes Pedagógicos, 2019.
- Nursing
- 4001
- 19233
- Andragogy in Nursing
- IPLUSO4001-19233
- 2
- 3
- 0
- 4
- Não
- Português
- In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
- Mandatory
- 1. Understand and adopt andragogical principles when considering training devices. 2. Develop skills in the fields of selection, research, organization and treatment of information. Incorporate concepts associated with workplace training and professional development. 3. Understand the concept and practices of identifying training needs to ensure quality of care and individual and collective performance. 4. Define training practices for individual and collective performance development. 5. Define indicators of evaluation of the training device in the workplace. 6. Promote awareness of the need for lifelong learning, supported by specific knowledge intrinsic to both the disciplinary area of nursing and education. 7. Mobilize research as a strategy for professional development in nursin
- 1. Fundamental concepts: apprenticeship, training, education, development and change. 2. Models and practices of adult education. 3. Models and practices for training needs analysis. 4. Pedagogy by objectives. 5. Pedagogy by project. 6. Learning assessment concepts. 7. Concepts of initial, continuous and in-work training. 8. Ecological model of formation. 9. Working context training devices.
Descrição
Data limite
Ponderação
Trabalho de Grupo (escrito)
06.02.2025
40%
Tutorias (3 momentos de presença obrigatória) + Autoscopia Final (Apresentação oral do trabalho desenvolvido)
Tutorias: 14, 21 de janeiro e 04 de fevereiro 2025
Autoscopia final: 06 de fevereiro 2025
60%
- Semestral
- The intervention domains for which the Curricular Unit prepares are: training in a work context, whether in-job or on-job; pre and postgraduate clinical supervision, skills in the reflective and practical domain and the development of the Project-Based Methodology.
- Details
- Category: Discipline
- Primary Education
- 6127
- 1401
- Option II
- IPLUSO6127-1401
- 2
- 3
- 826
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26460
- Veterinary Nursing in Stomatology and Dental Medicine in Companion Animals
- IPLUSO7019-26460
- 1
- 2.5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Canavarro, A., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M., Correia, P, Marques, P, Espadeiro, R. (2021). Aprendizagens Essenciais de Matemática no Ensino Básico. ME. Portugal. Santos, E., & Santos, L. (2019). O papel do GeoGebra nas práticas de regulação do ensino da área do paralelogramo. In Quadrante, 28 (1), 6-26. https://quadrante.apm.pt/index.php/quadrante/article/view/75/66 Santos, E., & Santos, L. (2022). How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles. In Lane, C. (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 772-787). PA: IGI Global. DOI: 10.4018/978-1-7998-7271-9.ch039. Santos, E. (2020). Coavaliação ao serviço da regulação da aprendizagem e do ensino da área do paralelogramo. In Educação e Matemática, n.º 158 (20-24). APM. Lisboa.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 9733
- Didactics of Maths in the 2nd Cycle of Basic Education
- IPLUSO6857-9733
- 1
- 5
- 0
- 4
- Não
- Português
- The teacher will present the conceptual frameworks related to the syllabus of the UC, putting students in an active role in the development of tasks that contribute to the discussion of the topics under study, embodied in the activities that are presented below. * Presentation by the teacher the tasks that require the active participation of students, accompanied by a debate within the class group. * Research, discussion and reflection of empirical articles and/or theoretical papers related to 5 and 6 grades practices. * Preparation of plans pedagogical-didactic proposals, in working groups. Use of written feedback and peer assessment as a way to operationalize formative assessment.
- Mandatory
- To frame the foundations of 5 and 6 grades curriculum guidelines in the context of the development of mathematical thinking. Demonstrate knowledge about relevant aspects of study focusing on the development of student's mathematical knowledge. Recognise the importance of exploratory teaching situations and the different stages of their implementation for the development of mathematics learning. Analyse and design teaching proposals that facilitate the learning of Mathematics in a spiral approach through the articulation of contents in a perspective of a dialogic approach in the construction of knowledge. Demonstrate a critical spirit and ability to reflect on their pedagogical proposals in which tasks are powerful and challenging, focusing on the articulation with other areas of knowledge.
- 1. Numbers: -The four operations with non-negative rational numbers and introducing the raising as an operation. - Continued development of number sense and appreciation of mental calculation. -Use of different mathematical representations (decimal, fraction, percentage). 2. Algebra: -Development of written communication using symbolic representations. -Write algebraic expressions in the context of situations that favour the attribution of letters. - Direct proportionality as a promoter of the idea of variation and functional thinking. 3. Geometry and Measure: -Investigations with polygon properties. - Development of spatial sense through geometric constructions and symmetry analysis. 4. Data and Probabilities: -Performance of small studies by the students. 5. Mathematical Abilities: Problem solving , mathematical reasoning, mathematical communication, multiple representations in Mathematics, computational thinking, Establish connections between different mathematical topics.
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
Realização de tarefas a pares ou individualmente sobre os temas em dicussão e reflexão em cada aula. ao longo do semestre
25%
Portfolio Reflexivo
no final do semestre
25%
Trabalho escrito de planificação de uma cadeia de tarefas com defesa oral do trabalho. no final do semestre
50%
- Semestral
- The program of this UC aims at the articulated development of knowledge related to the didactics of mathematics. This UC aims the acquisition by the students of practical references, exploration and investigation - theoretical ones that allow them to build a professional teaching identity whose central characteristic is that of pedagogues - didactics and didactics - pedagogues. In other words, it is about combining the usefulness of didactic devices and procedures with the knowledge of pedagogical intervention. It is within this knowledge that future teachers develop the reflective capacity and pedagogical sensitivity that allow them to select, adapt and reconstruct tasks and procedures, in order to guarantee a coherent and consistent intervention with an exploratory teaching.
