- Details
- Category: Discipline
- Belo, A. & Tomás, C. (2012). Direitos Humanos e da Criança. Conversando sobre Direitos Humanos e da Criança. Colibri. Brás, J. & Gonçalves, M.N. (2021). O Poder da Razão no Imaginário Educativo da Revolução Liberal: a sacralização do cidadão. CHIELA (org.). Revolução, Modernidade e Memória. Os caminhos da história da educação. Cardona, M.. J.(1996). Para a História da Educação de Infância em Portugal. O discurso oficial (1834-1990). Ed./Colecção Infância. Catroga, F. (2001). Memória, história e historiografia. Quarteto. Fernandes, R. (1992). O pensamento pedagógico em Portugal. ICLP. Gonçalves, M.N. & Brás, J. V. (2020). As (re)configurações da educação: a dimensão socioeducativa. Revista Lusófona de Educação, 48, 43-57 doi: 10.24140/issn.1645-7250.rle48.03 Martins, E. C. (2018). As Infâncias na História Social da Educação: Fronteiras de interceções e relações. Caritas Nóvoa, A. (2003). Dicionário de educadores portugueses. ASA
- Pre-school Education
- 7180
- 25609
- Socio-historical Analysis of the Educational Phenomenon
- IPLUSO7180-25609
- 1
- 3
- 1372
- 4
- Não
- Português
- In teaching methodologies, we opt to by theoretical-practical lessons., where the programmatic content will be presented by the teacher, using the techniques considered most appropriate to work the issues under analysis (PowerPoint, film, oral and icnographic sources, etc.), stimulating students to participate in the reflection and discussion of ideas. It is intended that students prepare reading sheets, critical reviews and critical essays.
- Optional
- Know the fundamental concepts of the Socio-Historical Studies of Childhood and Children's Rights. - Reflect on the historical process regarding the promotion of children's rights in contemporary society, relating it to the need for protection and development. - To critically analyze the historical roots of relational conflicts that need educational mediation
- 1 - History 1.1 - The Natural Sciences and the Human and Social Sciences 1.2 - Definition of History and Nature of Historical Knowledge 1.3 - The History of Education as a Social Science 2 - Education and Change 2.1 - Education in Space and Time 2.2 - The Genesis of the New School 2.3 - Education in the New State and the Democratic State 3 - Society and Childhood 3.1 - Social Representations of Childhood 3.2 - The Cultures of Childhood and the Imaginary of Children 4 - Society, Childhood and Institutions 4.1. The institutionalization of childhood and educational institutions. 4.2 - Childhood, protection and social development. "Marginality" and social control. Marginal actors and groups 5 - Institutions and Culture of Learning 5.1 - The institutions in the historical development. Welfare state and social policies. 5.2 - The institutional culture. Typology of institutions (Misericordia, Casa Pia
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
- Trabalho de grupo sobre um tema do programa ( 30%)
Os estudantes contam com a orientação tutorial do docente na elaboração do trabalho.
Critérios de avaliação do trabalho:
Capacidade de pesquisa e de síntese.
Domínio das matérias abordadas.
Apresentação escrita: Clareza e correção na elaboração do texto.
Apresentação oral: Clareza e correção na exposição e defesa do trabalho
Durante o semestre
30%
Portfolio ( Elaboração de textos, fichas de trabalho, recensões críticas
Durante o semestre
20%
Artigo publicável com mobilização de fontes primárias e secundarias.
No finald o semestre
50%
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
- It is a curricular unit designed to introduce students to the fundamental concepts of Socio-Historical Studies of Childhood and Children's Rights.
- Details
- Category: Discipline
- Goodwin W, Linacre A, Hadi. An Introduction to Forensic Genetics. 2 ed. John Wiley & Sons, 2010 nd ISBN: 978-0-470-71019-7 Butler JM; Advanced Topics in Forensic DNA Typing: Methodology, Academic Press, 2011 ISBN : 9780123745132
- Bioanalysis and Control
- 4085
- 19535
- Laboratory Techniques in Molecular Biology and Genetics
- IPLUSO4085-19535
- 1
- 6
- 0
- 4
- Não
- Português
- In practical classes, the student has prior access to the experimental protocols to be carried out in each class session, which allows for prior reading and preparation. These protocols are accompanied by a set of questions, in order to ensure individual preparation and, subsequently, the discussion of procedures and results.
- Mandatory
- Understand the importance of molecular biology as a source of biotechnology processes, constituting a burgeoning toolkit with applications across multiple healthcare disciplines. ¿ Learn the specialized concepts of human genetics, the role of genes and the environment in normal development and in pathology. ¿ Hold specialized laboratory skills in Molecular Biology and Genetics laboratories. ¿Acquire attitudes and gestures necessary to perform laboratory tasks.
- 1. Techniques of Molecular Biology and Genetics 1.1. DNA extraction 1.2. Fundamental Enzymes of Biology molecular 1.3. Polymerase chain reaction (PCR) 1.4. Molecular cloning 1.5. DNA sequencing 1.6. Electrophoresis and hybridization (Southern, Northern and Western blots) 1.7. Genetic typing 1.8. Probes and Markers molecular 1.9. Gene expression manipulation techniques in eukaryotes 1.10. DNA microarrays 1.11. Detection of protein-protein interactions 2. Giemsa staining of metaphases 3. Application of concepts of population genetics
Descrição
Data limite
Ponderação
1º Teste Teórico
2º teste Teórico
dd-mm-yyyy
dd-mm-yyyy
25%
25%
1º teste Prático
dd-mm-yyyy
25%
2º teste Prático
dd-mm-yyyy
25%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente escrita (T) e na componente prática (PL). 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 média deve ser igual ou superior a 9,5 valores). A componente prática consta de 2 momentos de avaliação práticos realizados durante as aulas. A classificação mínima em cada frequência prática é de 8 valores(a média deve ser igual ou superior a 9,5 valores). A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 PL. 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.
- Semestral
- No biological or biomedical training can dispense with understanding the role of molecular biology as a scientific support for multiple disciplines in the health area, namely in Bioanalysis. The almost exponential growth of Human Genetics at the end of the 20th century, culminating with the mapping of the human genome, allowed a better understanding of the entire clinical pathology. Laboratory classes are a complement to theoretical teaching and their main objective is to learn the most common techniques of molecular biology. At the end of the course, the student should be able to apply the concepts acquired in the interpretation and resolution of situations related to the practice of the profession.
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26458
- Veterinary Nursing in Equine Surgery
- IPLUSO7019-26458
- 1
- 5
- 1235
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Ainscow, M. (2024). Developing Inclusive Schools: Pathways to Success. Routledge. Booth, T., & Ainscow, M. (2002). Índex para a inclusão: Desenvolvendo a aprendizagem e a participação na escola (Trad. Ana Benard da Costa & José Vaz Pinto.) (2ª ed.). Cidadãos do Mundo. Roldão, M. C. (2003). Diferenciação curricular e inclusão. In D. Rodrigues (Org.). Perspectivas sobre a inclusão. Da educação à sociedade (pp. 151-165). Porto Editora. Rodrigues, D. (2014). Os desafios da equidade e da inclusão na formação de professores. In F. Armstrong e D. Rodrigues. A inclusão nas escolas (pp. 73-102). Fundação Francisco Manuel dos Santos. Sanches, I. & Teodoro, A. (2006). Da integração à inclusão escolar: cruzando perspectivas e conceitos.Revista Lusófona de Educação, 8(8), 63-83.
- Pre-school Education
- 7180
- 11237
- Diversity, Equity and Inclusion
- IPLUSO7180-11237
- 2
- 2
- 0
- 4
- Não
- Português
- The methodology adopted in this course is based on Problem-Based (Learning - PBL), as it is an educational methodology centered on the student and his or her active participation in the process of constructing their knowledge. Thus, the student's autonomy is privileged involving them in the management of their learning path, through an articulation between theory and practice and stimulating research, critical thinking, metacognition and problem-solving. In this way, theoretical-practical sessions are held and problems and problems are analyzed. Reflection of practical situations. In this sense, different pedagogical devices are used: oral presentation of contents, supported by PowerPoint, films and other audiovisual media; presentation of work in pairs and/or group; debates to discuss themes; Observation and analysis of cases and educational situations around diversity, citizenship, family participation, community and inclusion.
- Mandatory
- Within the scope of this curricular unit, students must be able to: - Use concepts inherent to diversity, equity, citizenship, and inclusion, using specific terminology; - Analyse theoretical and practical perspectives that promote inclusive education, as enshrined in current legislation; - Understand and use inclusive teaching practices; - Understand the issue of children's uniqueness/diversity and its implications for the process of inclusion in school; - Recognise the current challenges in the process of inclusive education; - Recognise the importance of personal, social and axiological training; - Discuss the rights and duties of different educational partners (families and other stakeholders in the child's life); - Critically analyse the role of children in the school-family relationship.
- 1. Identity, diversity and intersectionality: Education for all children and for each child 2. Inclusive Education: brief review of concepts and their contextualisation in the national and international landscape 3. Education and Citizenship: Democracy, Human Rights and Children's Rights 4. Interprofessional collaboration and support networks: family, school and community 5. Inclusive teaching practices: differentiated teaching, inclusive pedagogy, Universal Design for Learning (UDL), intercultural education 6. Emotional and social education: building inclusive learning environments 7. Monitoring and evaluation of inclusion processes: legislation and practices
Descrição
Data limite
Ponderação
Construção e apresentação, em aula, de um recurso educativo inclusivo (pares/trios)
No final do semestre
50%
Realização e apresentação, em aula, de um trabalho de pesquisa sobre um dos conteúdos programáticos da UC (individual)
No decurso do semestre
30%
Atitudes, participação e empenho nas atividades/tarefas de aula No decurso do semestre 10% Assuidade e pontualidade
No decurso do semestre
10%
- Semestral
- The concepts of Diversity, Equity and Inclusion are the foundation of a Democratic State and Education for all: an Education that respects and values diversity, promoting the rights and values of each individual; a fair and equitable education that includes all children, families and communities; an education that respects the Rights of the Child, as set out in the 1924 Geneva Declaration, the 1959 UN Declaration, and the Convention on the Rights of the Child, adopted by the United Nations General Assembly on 20 November 1989 and ratified by Portugal on 21 September 1990. Thus, this curricular unit seeks to prepare students for educational intervention from a constructive, inclusive, and democratic perspective that enables success in a school for all and for each individual, fostering healthy interaction between family, school, and community.
- Details
- Category: Discipline
- Lima, N., Canas Ferreira, W., Sousa, J.C. (2010) Microbiologia. Edições Lidel. (ISBN-9789727566579) Madingan, M.T, Bender, K.S., Buckley, D.A., Sattley, W.M., Stahl, D.A. Brock (2017) Biology of Microorganisms. 15th ed. Pearson Education, USA. . ISBN-10 0134261925 - ISBN-139780134261928
- Bioanalysis and Control
- 4085
- 19534
- Microbiology Laboratory Techniques
- IPLUSO4085-19534
- 1
- 6
- 0
- 4
- Não
- Português
- In practical classes, the student has prior access to the experimental protocols to be carried out in each class session, which allows for prior reading and preparation. These protocols are accompanied by a set of questions, in order to ensure individual preparation and, subsequently, the discussion of procedures and results.
- Mandatory
- This curricular unit aims to provide the student with the essential notions for the correct conduct of the diagnosis of the biological product from harvesting, to the methods of analysis and interpretation of the results and to the characterization and identification of the microorganisms responsible for the infection.
- Introduction to microbiology as a science; Morphology and structure of microorganisms; Microbiological analysis. Morphology and structure of bacteria. Morphology and structure of fungi. Morphology and structure of viruses. Life cycles of human parasites. Clinical Microbiology. Microbiology methods and their multidisciplinary approach.
Exemplo:
Descrição Data Ponderação
1º teste teórico dd-mm-yyyy 25%
2 º teste teórico dd-mm-yyyy 25%
1º teste prático dd-mm-yyyy 25%
1º teste prático dd-mm-yyyy 25%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente escrita (T) e na componente prática (PL). A componente Teórica consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A componente prática consta de 2 momentos de avaliação práticos realizados durante as aulas laboratoriais, A classificação mínima de cada momento é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 PL. 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 tem de ser igual ou superior a 9,5
- Semestral
- In the curricular unit of Microbiology are introduced the knowledge of biology and genetics of bacterial cell, taxonomy and microbial diversity as a result of changes in mechanisms and transferring genetic material. Fundamental knowledge of the mechanisms of action of some antibiotics and bacterial resistance mechanisms are transmitted. . The practical component complements the theoretical and the student will acquire the basic skills in safety standards and techniques m ore common Microbiology. Promotion of autonomy and accountability for laboratory tasks are important for development of critical analysis and ability to communicate information to peers.
