- Details
- Category: Discipline
- Strongman, K. (2004). A psicologia da emoção (2ª ed.). Lisboa: Climepsi Editores Damásio, A. (2000). O sentimento de Si. Mem Martins: Publicações Europa América. Damásio, A. (2011). O Erro de Descartes (re-edição). Lisboa: Temas e Debates. Damásio, A. (2012). Ao encontro de Espinosa: as emoções sociais e a neurologia do sentir (re-edição). Lisboa: Temas e Debates. Damásio, A. (2020). Sentir e Saber. Lisboa: Temas e Debates. Reeve, J. (2008). Understanding Motivation and Emotion (5th Ed.). USA: John Wiley & Sons. Shah, J. & Gardner, W. (2008). Handbook of motivation science. New York: Guilford Press. Sheldon, K. (2009). Current directions in Motivation: Biological, Psychological an Environmental. USA: Prentice Hall.
- Psychology (ISMAT)
- 394
- 7063
- Psychology of Emotions and Motivation
- ISMAT394-7063
- 1
- 6
- 0
- 12
- Não
- Português
- Different and innovative methodologies: - active methodologies, based on theoretical-practical classes, involving analysis, discussion, presentation of practical examples and experiential situations of self-analysis, simulation and role-play; - always learning from an interdisciplinary perspective; - group work and oral presentations; - personal and professional development activities; - study visits; - e-based learning (based on Moodle).
- Mandatory
- After successfully finishing this Curricular Unit, the student will be able to: - describe the main concepts and theoretical approaches in the study of emotions and motivation, framing them at a historical level; - explain and describe how emotions are characterized and evaluated, explain their main functions and identify them in daily situations; - explain the relevance of motivational factors in learning, emotions and human behavior in different situations.
- Introduction to the study of motivation: definition and evolution of the concept. Activation of behavior: internal and external factors. Novelty and activation.Intrinsic and extrinsic motivation. Theories of motivation: homeostatic and neo-behaviorist theories. Cognitivist theories. Humanist movement.Introduction to the study of emotion: definition and evolution of the concept. Developmental aspects and functions of emotions. Emotional experience: subjective, physiological and behavioral components. Basic emotions and social emotions.Models for emotional behavior. James-Lange theory. Cannon-Bard theory. Cognitive theories. Evolutionary theories. Emotion and cognitive processes. Motivation and emotion.
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
2 Testes de avaliação
1ª frequência - Turma D e N 22/04/2026
2ª frequêcia - Turma D 26/05/2026 / Turma N 25/05/2026
25%+25%
Trabalho de grupo
Entrega até dia 17/05/2026 (via Moodle)
Apresentações
Turma D - 02 e 16/06/2026 - Professora Raíssa Santos /
- 20/05 e 27/05/2026 Professora Ana Luísa VicenteTurma N - 01 e 15/06/2026 - Professora Raíssa Santos /
- 20/05 e 27/05/2026 Professora Ana Luísa Vicente30%
Participação, assiduidade, pontualidade
20%
- Semestral
- The general objective of this Curricular Unit is to develop and expand theoretical and conceptual knowledge that allows understanding the importance of emotional and motivational factors in human behavior. The importance of the scientific study of the causes and processes involved in emotions and motivation is emphasized, from different theoretical perspectives, as well as its applications in various areas of Psychology and in different areas of life.
- Details
- Category: Discipline
- da Luz, Mário (2023). Archicad 101 - Manual para iniciantes. Portimão. ISMAT - Instituto Superior Manuel Teixeira Gomes. ISBN 978-9899876859 Silva, Arlindo. (2004). Desenho técnico moderno. Lisboa: Lidel. Watt, Alan. (2000). 3D computer graphics 3.ªed. Harlow: Addison-Wesley. P. (1992). Modelling multiple views on buildings. Automation in Construction. Carpo, Mario (2011). The alphabet and the algorithm. Londres: MIT Press. Eastman, C., & Henrion, M. (1977). Glide: A language for design information systems. Proceedings of the 4th Annual Conference on Computer Graphics and Interactive Techniques, SIGGRAPH 1977. Cavassani, Glauber (2015). Graphisoft Archicad 19. Representações Gráficas de Projectos Arquitectônicos. São Paulo: Editora Érica. ISBN: 978-8536516554 Cunha, Luís Veiga da. (1997). Desenho técnico 10.ªed. Lisboa: Fundação Calouste Gulbenkian. Eastman, C., & Others. (1974). An Outline of the Building Description System. Research Report No. 50. 23.
- Architecture
- 367
- 24238
- Digital Representation I
- ISMAT367-24238
- 3
- Bachelor; Master Degree
- 4
- 0
- 12
- Não
- Português
- EN
- Classes are theoretical and practical, with three stages: a brief initial presentation (15-20 minutes) to introduce concepts and demonstrate tools; students practice by replicating what has been demonstrated; collective summary with discussion and clarification of doubts. Progress is made by completing all the steps necessary to model a dwelling, so it will be continuous work throughout the semester, going through all the project phases. There is room for collective presentation as well as individual monitoring, allowing the pace to be adjusted and specific difficulties to be addressed. The methodology favors logic: learning by doing, correcting, and repeating. Each module emphasizes digital sustainability and standardized deliveries, all in digital format, reducing the number of printouts—directly contributing to SDGs 4, 9, 11, 12, and 13.
- Mandatory
- At the end of the course, students should have acquired knowledge that enables them to: O1 - configure Archicad (profiles, layers, attributes); O2 - model walls, slabs, roofs, stairs and spans, stairs/guardrails; O3 - organize views: execute sections and elevations, apply scales, graphic styles, and annotations (dimensions, texts); O4 - compose layouts and export the designed parts in PDF/DWF; O5 - interoperability: import and export in different external formats (DWG/DXF/PDF/JPG); O6 - Apply digital sustainability practices, reducing the amount of paper printing, in line with SDGs 4, 9, 11, 12, and 13
- DAAD - Department of Architecture, Arts and Design
- Fundamentals of digital representation in architecture; Archicad environment: initial configuration, libraries, and templates. 2D tools: lines, polylines, arcs, splines, editing, and use of the magic wand. Systematic 3D modeling: walls, slabs, columns, beams, spans, roofs, stairs, railings, morph, and shell. Boolean operations and simple parametric objects. Views: sections, elevations, graphic styles, thicknesses, hatching, scales. Layouts and sheets: stamps, captions, standardization. Publishing/exporting: PDF, DWF, images; interoperability with external formats. Digital sustainability: practices to reduce printing, optimize file size, and ensure graphic consistency, in line with SDGs 4, 9, 11, 12, 13.
Descrição dos instrumentos de avaliação
Descrição
Data limite
Ponderação
Prova de avaliação
16-12-2025
40%
Trabalhos práticos
06-01-2025
30%
Assiduidade e participação
Contínua
30%
- Semestral
- Digital Representation I falls within the field of representation and communication systems in architecture and focuses on Archicad as a drawing and modeling tool. During the semester, topics will be covered ranging from work environment configuration, creation and management of agribtos, 3D modeling of elements, creation of sections and elevations, and final publication elements (DWF/PDF). The goal is to train students in greater graphic precision and operational efficiency in the creation of drawings and three-dimensional models—without resorting to BIM frameworks. This course also contributes to the SDGs (4, 9, 11, 12, 13), promoting advanced digital skills, process standardization, reduction of printing, and file optimization; better-informed decisions mean less rework and, therefore, less waste.
- Details
- Category: Discipline
- Alarcão, I. (2010). Professores reflexivos em uma escola reflexiva. Cortez Editora. Alves, M.P. & De Ketele, J.M. (2011). Do Curriículo à Avaliação, da Avaliação ao Currículo. Porto Editora. Estrela, E., & Lima, L. (2024). Towards a democratic curriculum: the narrative paradigm to achieve a state of viscosity. Curriculum Perspectives, 44(2), 155-165. Goodson, I. (2001). O Curriículo em Mudança, Estudos na Construção Social do Currículo. Porto Editora. Pacheco, J. (2002). Políticas Curriculares. Porto Editora. Roldão, M. C. (2007). Função docente: natureza e construção do conhecimento profissional. Revista Brasileira de Educação, 12 (34), pp. 94-103. Silva, M. O. E. (2019). Gestão das Aprendizagens na Sala de Aula Inclusiva. Edições Universitárias Lusófonas. Trindade, R. & Cosme, A. (2016). Instruir, aprender ou comunicar: Reflexão sobre os fundamentos das opções pedagógicas perspetivadas a partir do ato de ensinar. Revista Diálogo Educacional, (16) 50, 1031-1051.
- Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
- 7144
- 24083
- Curricular Planning and Assessment
- ISMAT7144-24083
- 1
- 6
- 0
- 12
- Não
- Português
- From theoretical-practical classes, the master's students will arrive at the concepts, with the presentation of problem situations, and will look for the answers. These classes will be developed from active methodologies based on cooperative work and implemented through flipped classroom, jigsaw, design thinking, collaborative construction of concept maps and oral presentations/debates.
- Mandatory
- 1. Understand concepts, theories, and paradigms in education and curriculum. 2. Critically analyse the roles attributed to education, school, and curriculum. 3. Reflect on the place of artistic competences within the curriculum. 4. Analyse curriculum models and their relationship with visual arts education. 5. Identify creative and innovative pedagogical responses. 6. Analyse conceptions and forms of assessment. 7. Relate curriculum models to learning assessment paradigms. 8. Question and reflect on the role of the teacher. 9. Characterise teachers’ decision-making processes in relation to educational policies and curriculum models. 10. Organise and lead thematic working groups. 11. Work autonomously and cooperatively. 12. Commit to professional ethics.
- 1. Approach to the theoretical field that guides the area of Curriculum Development: Paradigms and theories on education and curriculum 2. Curriculum Development and Arts Education: curriculum models 3. Discussions on Curriculum and Curriculum Development in Portugal 3.1 - The curricular statute of the Profile of Students at Compulsory School Leaving and the centrality of the concept of competence 3.2 - The curricular status of «Essential Learning» 3.3 - Education in the field of Arts competences and the National Arts Plan 3.4 - Education in the field of Arts competences and the construction of an Inclusive School 3.5 - The role of curriculum and pedagogical assessment: conceptions and paradigms of assessment 3.6 - Tools and assessment modes: the option for a formative assessment 3.7 – Curriculum and teachers’ professional learning
Avaliação: Trabalho individual escrito (40%) - análise e reflexão a partir de um tema abordado. Critérios de avaliação: organização, conteúdo e síntese. Apresentação oral de trabalhos individuais (leituras) e de grupo (60%) sobre conceção e propostas de organização curricular a partir de atividades teórico-práticas desenvolvidas, tendo como ponto de partida os documentos oficiais orientadores do currículo e da prática pedagógica. Critérios de avaliação: capacidade crítica, síntese, criatividade e mobilização de conhecimentos. As propostas de avaliação contribuirão para a consolidação de uma conceção democrática e inclusiva do currículo e para a consecução dos objetivos 10, 11 e 12.
- Semestral
- The main focus of the "Curriculum Planning and Assessment" course unit is to present concepts related to curriculum development and assessment based on educational and curriculum paradigms and theories that guide teaching practices with regard to the construction and implementation of the current curriculum and the assessment of teaching as a means of monitoring the teaching-learning process in the field of Visual Arts. It is developed taking into consideration many documents that guide the curriculum, the teaching-learning process, and the teaching practice: Profile of students leaving compulsory education, Essential Learnings, Recommendation No. 4/2023 (Framework for Pedagogical Innovation in Schools), among others. Priority is given to the presentation of problem situations in order to create moments to reflect critically, in light of renowned authors in the field of curriculum, assessment, teaching-learning process, and teacher training.
- Details
- Category: Discipline
- Creative Technologies
- 6332
- 23252
- Entrepreneurshio for Creative Technologies
- ISMAT6332-23252
- 2
- Bachelor
- 3
- 0
- 12
- Não
- Português
- EN
- DAAD - Department of Architecture, Arts and Design
- Semestral
- Details
- Category: Discipline
- ALMEIDA, C. A. F. ], História de Arte em Portugal - O Românico, (vol. II) , Lisboa, Alfa, 1993 BORGES, N. C., História da Arte em Portugal - Do Barroco ao Rococó, (vol. 9), Lisboa, Alfa,1993 COSTA, Alexandre Alves, Introdução ao estudo da arquitectura portuguesa, Porto, Faculdade de Arquitectura da Universidade do Porto, 2007 DIAS, P., História da Arte em Portugal - o Gótico , (vol. 4) , Lisboa, Alfa, 1993. MOURA, C., PEREIRA, J. F. & MOREIRA, R., Históra de Arte em Portugal, O Limiar do Barroco (vol. 8), Lisboa, Alfa, 1993 PEREIRA, Paulo (direcção), História de Arte Poetuguesa, Barcelona, Círculo dos Leitores, 1995 SERRÃO, V., CORREIA, J. E. H., MECO, J., MOREIRA, R. & DESWARTE, M. História de Arte em Portugal - o Maneirismo (vol. 7), Lisboa, Alfa, 1993
- Architecture
- 367
- 2411
- History of Portuguese Architecture
- ISMAT367-2411
- 3
- Bachelor; Master Degree
- 4
- 0
- 12
- Não
- Português
- EN
- Lectures using the image presented using PPTs and presentations by students of work to be developed according to instructions and/or work completed in class. - Work completed and presented by students - 30% of the assessment - Test - 40% of the assessment - Attendance, interest, and participation in class - 30% of the assessment
- Mandatory
- The goal is for students to be able to clearly observe the phenomena of formal adaptation of Western architecture to the Portuguese reality by comparing concrete examples presented in class. It is also appropriate and essential to encourage students to understand the reasons and architectural methods adopted by participating in practical exercises in class, without neglecting the theoretical component.
- DAAD - Department of Architecture, Arts and Design
- 1. Before the formation of Portugal. 1. Prehistory: Megalithic Culture; Castro culture; Roman presence; Islamic presence. 2. After the formation of Portugal. 1. Romanesque architecture in Portugal: Cathedrals; the Romanesque Route; castles and palaces. 2. Gothic architecture in Portugal: Early Gothic and the mature Gothic style with French influence. 3. Manueline. 4. Renaissance. 5. Transitional architecture from the Renaissance to the Baroque. Mannerism. 6. Baroque and Rococo Baroque. 7. Pombaline and Neoclassical. 8. Early Romanticism in Portugal and full-blown Romanticism. Eclecticism. 9. Art Nouveau, Art Deco, and Modernism. 10. Contemporary Architecture.
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
17-12-2025
40%
Portfolio
12-11-2025
30%
Assiduidade e participação em aula - avaliação contínua
30%
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
- Portuguese architecture is part of the broader family of European architecture, also known as Western, with Greco-Roman roots and some influences from Islamic and Near Eastern architecture. However, within the Western context, Portuguese architecture has particularities resulting from the adaptation of imported models and realized in Portugal with financial resources, which were typically more precarious than those of many European countries, despite the exceptions during the reigns of King Manuel I and King João V. In this context, the curriculum will focus primarily on these particularities, comparing Portuguese examples with those of our Spanish neighbors and beyond, as we often bypass Spain and seek direct information from other European countries, particularly the Hanseatic League countries, Italy, France, and Germany, among others. It is therefore pertinent to focus on these issues and, whenever possible, identify other reasons of a temperamental nature.
