Didactics of Visual Arts I

Category: Discipline
  • Barbosa, A. M. (2020). A imagem no ensino da arte. Editora Perspectiva SA. Eça, T. (2010). A Educação Artística e as prioridades educativas do início do Séc. XXI. RIE, 52, 127–146. Efland, A. D. (2002). Art and Cognition. Teachers College Press. Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale UP. Fowler, C. (1996). Strong Arts, Strong Schools. Oxford UP. Freedman, K., & Stuhr, P. (2020). Art Education for a Global Society. Routledge. Gauntlett, D. (2018). Making is Connecting (2nd ed.). Polity Press. Gude, O. (2020). Postmodern Principles. Art Education. Marín, R. V. (2003). Didáctica de la Educación Artística para Primaria. Pearson. Marín, R. V. (2005). Investigación en Educación Artística. Univ. Granada. Marshall, J. (2014). Transdisciplinarity and Art Integration. Studies in Art Education. Molina, J. J. G. et al. (2001). El Manual de Dibujo. Cátedra. Thulson, A. (2022). Big Ideas in Art & Education. Teachers College Press.
  • Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
  • 7144
  • 23573
  • Didactics of Visual Arts I
  • ISMAT7144-23573
  • 1
  • 6
  • 0
  • 12
  • Não
  • Português
  • • Interactive lectures using audiovisual resources and critical analysis of core texts, supporting systematisation and problematisation of content; • Case studies and problem-solving tasks rooted in real classroom contexts (e.g. curriculum challenges, inclusive strategies); • Collaborative learning through group projects simulating the planning of lessons and teaching units, with plenary presentation and feedback; • Individual and group tutorials to support the development of students’ work and link pedagogical references to their creative practices; • Reflective observation, self-assessment, and metacognition as tools for professional development and the construction of a critical and grounded teaching identity.  
  • Mandatory
  • 1. Understand the epistemological, didactic and pedagogical foundations of art education and visual arts didactics; 2. Analyse and apply paradigms and teaching/learning models in visual arts, including key modern and postmodern approaches; 3. Recognise the expressive and aesthetic development of children and adolescents and its relevance for pedagogical planning and didactic strategies; 4. Master the structural elements of visual language and methods for teaching drawing and artistic expression; 5. Plan, conduct and assess visual arts lessons and teaching units; 6. Apply principles of pedagogical innovation, critically reflecting on practices and paradigms in art education; 7. Begin action-research practices, promoting critical thinking on teaching and learning; 8. Adopt a reflective and collaborative professional approach, fostering inclusive and culturally responsive practices.
  • 1. Fundamentals and paradigms in visual arts didactics: concepts, theories, and historical and contemporary models (Self-expression, DBAE, Visual Culture, Creative Problem Solving, Curriculum Integration); 2. Expressive and aesthetic development in children and adolescents: stages of graphic and artistic development; visual thinking and symbolism; creativity and aesthetic sense; 3. Visual language and drawing/art teaching: structural elements and visual organisation; techniques and expressive media; methods and strategies for teaching drawing; 4. Planning and assessment: analysis of official programmes; lesson/unit/yearly planning; assessment models and tools; 5. Pedagogical innovation in visual arts: didactic resources; digital technologies and inclusion; introduction to action-research; differentiated and inclusive teaching strategies.

  • A avaliação da unidade curricular privilegia a dimensão formativa, reflexiva e aplicada, com base nos seguintes elementos e ponderações:
    • Participação, assiduidade e cooperação nas atividades letivas: 10%
    • Trabalho individual (análise teórico-pedagógica de um conteúdo didático, com base bibliográfica e reflexão crítica): 35%
    • Trabalho de grupo (planificação de uma unidade didática e de uma aula, incluindo objetivos, estratégias, materiais e instrumentos de avaliação): 55%
    A avaliação valoriza o envolvimento contínuo, a capacidade de fundamentação teórica, a criatividade na conceção pedagógica e a articulação entre conhecimento, prática e reflexão crítica.

     

     
  • Semestral
  • The Visual Arts Didactics I course unit inaugurates the formative axis of arts didactics, providing theoretical, methodological, and practical foundations for teaching visual arts. Situated within the field of Art Education and Teacher Training, it works to articulate art, pedagogy, and culture, promoting an understanding of teaching-learning processes and the aesthetic and creative development of students. Its scope involves the planning, conducting, and evaluating educational practices, focusing on critical reflection, pedagogical innovation, and inclusion. Essential to the study cycle, it forms the basis for conscious, creative, and culturally responsive teaching, and is further developed in Visual Arts Didactics II.

Option II

Category: Discipline
  • Business Management
  • 490
  • 1401
  • Option II
  • ISMAT490-1401
  • 3
  • 5
  • 899
  • 12
  • Não
  • Português
  • Semestral

Final Course Work

Category: Discipline
  • Cady, F. (2017). The Data Science Handbook. Wiley. Reis, F.L. (2018) Investigação Científica e Trabalhos Académicos: Guia Prático. Lisboa: Edições Sílabo.
  • Data Science
  • 6321
  • 5140
  • Final Course Work
  • ISMAT6321-5140
  • 3
  • 14
  • 0
  • 12
  • Não
  • Português
  • The teaching methodology includes tutorial and theoretical-practical teaching by the advisor. The development of the project in a public or private organization is privileged. In that case, a co-supervisor should be appointed in the organization. The methodologies are adapted to the specificities and needs of each project.  
  • Mandatory
  • It is intended with this UC that students develop a complete project of Data Science, with real data, primary or secondary.  LO1: Understand the context of the problem, define the objectives, the public of interest, the appropriate data and analysis techniques and the project's contribution to management, science or society; LO2: Develop the state of the art on the subject and the techniques to be applied; LO3: Defining and adopting the necessary ETL (Extract, Transform, Load) procedures, taking into account the available data sources, the respective levels of structure and the possible presence of missing and / or outliers, in order to ensure quality of the data; LO4: Dealing with data access and privacy problems; LO5: Apply the appropriate data analysis techniques to answer the project's objectives, using the appropriate computational resources; LO6: Prepare a scientific document suitable for the dissemination of the project; LO7: Make an oral presentation of the project results.  
  • S1. Contextualization, justification, objectives and methodology of the Data Science project S2. State of the art elaboration S3. Data processing and analysis S4: Discussion of results and obtaining insights S5. Preparation of scientific document and oral presentation of the main results  

  • A avaliação contínua terá duas componentes:

    - Documento escrito: 70%;

    - Apresentação oral: 30%.

    Dada a natureza da UC, não pode ser avaliada por exame.

     

     

     
  • Semestral
  • The Final Course Work curricular unit represents the culmination of the student's academic training, providing an opportunity to integrate and apply the knowledge, skills and methodologies acquired throughout the programme. Through the development of a project, applied study or research work, students demonstrate their ability to identify and solve problems independently, using scientific methods and Data Science techniques to address real-world challenges.  

Human-Machine Interaction

Category: Discipline
  • ISO13407. (1999). https://www.iso.org/standard/21197.html ISO9126. (2001). Tecnologia de Informação: Avaliação de Produto de Software ¿ Características de qualidade e diretrizes para o seu uso. . Norma (NBR 13596) ISO9241. (1997). Ergonomics requirements for office work with visual display terminals (VDTs) . Geneva. ISO9241-11. (1999). Part 11: Guidance on Usability. International Organization for ISO9241-171. (2008). Ergonomics of human-system interaction -- Part 171: Guidance on . Fonte: Human-Centred Design process for interactive systems software accessibility. Bailey, J. E., & Pearson, S. W. (1983). Development of a tool for measuring and analyzing computer user satisfaction. , pp. 530-545. Management science, Nielsen, J. (1993). Academic Press. Usability Engineering. Nielsen, J., & Marck, R. (1994). Heuristic Evaluation. Usability Inspection Methods. Nizard, J., Haberman, S., Paltieli, Y., Gonen, R., Ohel, G., Nicholson, D., & Ville, Y.
  • IT Engineering
  • 587
  • 7344
  • Human-Machine Interaction
  • ISMAT587-7344
  • 3
  • 6
  • 0
  • 12
  • Não
  • Português
  • A hybrid methodology is used to support the teaching-learning process, namely using concept maps, problem-solving-oriented learning and also supporting entrepreneurship.
  • Mandatory
  • 1- Identify the humans and technological factors that constraint the use of interactive systems; 2 - Understand the concepts of the Human Computer Interaction, 3-Understand the characteristics of an interactive system, 4- Understand the importance of the interface as an interactive system component 5- Demonstrate knowledge over the usability, 5- Demonstrate knowledge about interactions paradigms, Demonstrate knowledge about prototyping techniques; 6- Demonstrate knowledge about the techniques evaluation of the interfaces; 7- Demonstrate knowledge over the techniques of interface evaluation; 8- Demonstrate knowledge over the design centered in the user and process of interactive design of interfaces; 9- Evaluate the interfaces as of its implementation design
  • Human factors and technological that condition the use of interactive systems.; Introduction to the HCI (Human Computer Interaction): what is, for what, when?; Characteristics of the interactive systems; Importance of the interface as component of an interactive system; Usability Principles; Design centered in the user and process of interactive design of interfaces; Users analysis; Analysis tasks; Interaction of paradigms; Design¿s interaction system; Interaction styles; Graphic Design; Interaction Metaphors; and prototyping; Interfaces evaluation techniques; Future Perspectives. 

    • 21,25% — Teste Teórico 1: avaliação dos conteúdos introdutórios e fundamentos da unidade curricular.

    • 21,25% — Teste Teórico 2: avaliação de conceitos avançados e aplicações específicas.

    • 42,50% — Avaliação Contínua (Prática): desenvolvimento e aplicação prática de atividades, projetos e trabalhos relacionados à disciplina.

    • 10% — Assiduidade: frequência mínima exigida de 75% nas aulas.

    • 5% — Participação e Engajamento: contributos em sala de aula, envolvimento em atividades propostas e colaboração em grupo.

     

     
  • Semestral
  • This CU is expressed in pedagogical proposal terms that may give the integrated view of the subject with attention to the development of the student through the pedagogical processes applied here, which included theoretical classes, laboratorial class and complementary activity. In the theoretical classes will be presented the contents of the CU and illustrations of application examples with the use of multimedia resources, besides the availability of the pedagogical textual material for the students made by the candidate, including class notes of the subject Human Computer Interaction, just as the use of texts related to the subject with technical and scientific content of the types book or book¿s chapter. The laboratorial classes are dedicated to the presentation and realization of practical works about the content presented in the course of the CU.

Psychology of Perception, Attention and Memory

Category: Discipline
  • Anderson, J. R. (2009). Cognitive psychology and its implications. New York: H. W. Freeman Company. Baddeley, A. D. (2013). Essentials of human memory. East Sussex: Psychology Press. Eysenk, M.W., & Keane, M. T. (2010). Cognitive Psychology: A student¿s handbook.6th Ed.. Hove, East Sussex: Psychology Press. Styles, E. A. (2005). Attention, Perception and Memory: An Integrated Introduction. New York: Psychology Press. Styles, E. A. (2006). The psychology of attention. 2nd Ed.. New York: Psychology Press. Sternberg, R. J. (2008). Psicologia Cognitiva. 4th Ed.. Artmed, Porto Alegre. Squire, L. R., & Kandel, E. R. (2002). Memória. Da mente às moléculas. Porto: Porto Editora. Tulving, E., & Craik, F. (2005). The Oxford handbook of memory. Oxford University Press.
  • Psychology (ISMAT)
  • 394
  • 14555
  • Psychology of Perception, Attention and Memory
  • ISMAT394-14555
  • 1
  • 6
  • 0
  • 12
  • Não
  • Português
  • Theoretical classes are based on the use of expositive and interrogative teaching methods, for presenting the topics and fostering students' participation, respectively. In order to consolidate the knowledge, presentation of topics is based on several examples of experimental psychology.. To highlight the application of the topics, the active method is preferred, focused on problem-solving using a collaborative and blended learning approach. The UC contents are fully available in various formats, such as .pdf, videos or URLs on Moodle
  • Mandatory
  • In course unit, it is intended that students will be able to describe the current theoretical models on the referred cognitive functions and to know their explanation in everyday situations: reinforcing the skills for analysis and psychological reasoning based on behaviors and mental processes related to perception, attention and memory; and to critically master the research methodologies and main experimental paradigms in the study of perception, attention and memory.
  • History and framing of the cognitive psychology paradigm as science: The information processing model; Perception: concept and theories; Sensory systems: sensation and perception; Basic processes in visual perception and perceptual organization; Attention: concept and theories; Auditory and visual attention; Attention and performance: distributed attention and selective attention; Automatic processes and failed acts; Memory: concept and theories: Memory systems and memory processes; Coding, storage and retrieval of information; Long memory term, declarative, procedural, semantic and episodic; Forgetting and retrieving information.

  •  

    Descrição

    Data limite

    Ponderação

    1º Teste de avaliação

    29-04-2026

    30%

    2º Teste de avaliação

    17-06-2026

    30%

    Trabalho de grupo - escrito (entrega a)

    15-06-2026

    15%

    Trabalho de grupo - apresentação oral

      19-06-2026

    15%

    Participação (objetivamente avaliada)

    12-06-2026

    10%

     

     
  • Semestral
  • In course unit, it is intended that students be able to describe the current theoretical models on the referred cognitive functions and to know their explanation in everyday situations: reinforcing the skills for analysis and psychological reasoning based on behaviors and mental processes related to perception, attention and memory; and to critically master the research methodologies and main experimental paradigms in the study of perception, attention and memory.
  1. Project V
  2. Digital Design Workshop
  3. Mathematics I
  4. Scientific Research Methodology

Page 44 of 624

English Menu

Pesquisa

Login Form