- Details
- Category: Discipline
- Areal, Z. (1995). A Cor. Areal Editores Boal, A. (2009). Jogos para atores e não - atores. Editora Civilização Brasileira Brandes, D. & Phillips, H. (2007). Manual de Jogos Educativos: 140 Jogos para Professores e Animadores de Grupos. Editora Padrões Culturais Costa, I. A. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Cunha, J. (1990). Iniciação Musical dos 3 aos 12 anos. Contraponto Edições Drew, H. (1993). O Meu Primeiro Livro de Música. Editora Civilização. Gagnard, M., Iniciação Musical dos Jovens. Editorial Estampa. Gonçalves, S. L. et alli. (2002). Primeiro Olhar. Fundação Calouste Gulbenkian Kohl, M. & Solga, K. (2001). Descobrindo Grandes Artistas - A Prática da Arte para Crianças. Artmed Edições Mills, J. (2009). Music in the Primary School. Oxford University Press Monteiro, G. (2003). O Professor, o Corpo e a Voz. Edições Asa Sousa, A. (2003). Educação pela Arte e Artes na Educação. Instituto Piaget Storms, G. (2000). 100 Jogos Musicais. Edições Asa
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25601
- Expressions Workshop
- IPLUSO6857-25601
- 1
- 6
- 0
- 4
- Não
- Português
- The methodology to be used will always be based on a permanent articulation between theory and practice since, given the nature of the Arts, only this articulation allows a solid acquisition of knowledge in the area of Artistic Expressions. Priority will be given to the practical component rather than the theoretical component, as well as constant reflection and discussion of the topics studied in groups. The teaching-learning process will focus on the active involvement of students: learning how to do, draw, play, sing, dance, listen, build materials, speak, to represent. Therefore, it is from the practice that the theoretical knowledge essential to the Curricular Unit is imparted. A special focus will be given to the Project Work Methodology as a process of identifying contexts and planning ways of intervention and experimentation with resources and techniques in the areas of Artistic Expressions.
- Mandatory
- Acquire, develop and deepen knowledge and skills of global understanding of the artistic phenomenon, inserting them in the development of the aesthetic training of children and young people; Apply the knowledge acquired in the design and promotion of small projects or activities in the area of Artistic Expression, both with children and young people; Identify musical and theatrical elements, improvise and compare different musical styles taking into account past and present socio-cultural contexts; Identify, manipulate and master elements of visual language, as well as the construction of plastic objects and recognize the importance of recycling in the elaboration of simple objects; Build, rehearse and present Musical Theatres, using songs and representation, expressing feelings and building appropriate scenarios for the works, making an articulation between all Artistic Expressions; Recognize and apply processes, techniques and resources in the area of Theater in Educations;
- Auditory training in rhythmic, melodic and harmonic domains; Capacity to read the musical code; Construction of expressive pedagogical activities that also include Natural Sciences and Mathematics; Practice of vocal technique, storytelling, expressive reading, theatrical play (body, voice, space, objects) and improvisation with different approaches in Theater in Education; Construction of musical instruments from waste materials; Enhancement of Visual Language and Culture: color; rhythm; marks/patches; forms of visual communication; three-dimensional construction; visual arts activities in educational and recreational contexts; The concept of "homo ludens" and its importance in learning Artistic Expressions.
EXPRESSÃO PLÁSTICA:
Teste Escrito (Expressão Plástica): 9,99% da nota final da UC - 15 de janeiro de 2027
Trabalho - Planificações Finais (Expressão Plástica): 23,31% da nota final da UC (sendo que a parte escrita vale 30% e a apresentação vale 70% nesta componente) - 15 de janeiro de 2027
EXPRESSÃO DRAMÁTICO - MUSICAL:
Teste Escrito (Expressão Dramática + Expressão Musical): 9,99% da nota final da UC - 11 Janeiro 2027
Trabalho - Planificações Finais (Expressão Dramática + Expressão Musical): 23,31% da nota final da UC (sendo que a parte escrita vale 30% e a apresentação vale 70% nesta componente) - 11 Janeiro 2027
EXPRESSÃO FÍSICO - MOTORA:
Teste Escrito (Expressão Físico-Motora): 9,99% da nota final da UC
Trabalho - Planificações Finais (Expressão Físico - Motora): 23,31% da nota final da UC (sendo que a parte escrita vale 30% e a apresentação vale 70% nesta componente)
Planificações Finais + Apresentação: os trabalhos finais têm uma componente escrita em Word e um Power-Point de apoio às apresentações dos mesmos. Devido à IA, a avaliação destas planificações será muito maior na parte da apresentação do que na parte escrita. Pretende-se que os alunos mostrem um total conhecimento e à-vontade com os trabalhos elaborados. Não se autoriza leitura de apontamentos nas apresentações, nem leituras a partir de telemóveis. Os alunos serão confrontados com o que fizeram numa discussão pedagógica e terão de demonstrar total conhecimento sobre o trabalho elaborado. No caso de haver uma discrepância de trabalho entre alunos num grupo, o docente reserva-se no direito de atribuir notas diferentes a cada aluno do grupo, consoante aquilo que cada um demonstre nas apresentações..
- Semestral
- Above all, this course unit aims to provide students with comprehensive training in the field of expressive arts, geared towards application within the teaching-learning context; the goal is to complement general subject matter with expressive activities that serve as active, playful methodologies for knowledge acquisition. Students are expected to understand and critically examine art, linking it to the holistic development of children and young people through the concepts of "Education through Art" and "Art in Education."
- Details
- Category: Discipline
- Boavida e Bernardes (2019). Introdução à Criptografia, FCA. Zúquete, André (2017). Segurança em Redes Informáticas (3ª ed.), FCA. Sanders, Chris (2017). Practical Packet Analysis & Using Wireshark to Solve Real-World Network Problems, 3th Ed, no starch press. Whitman, Mattord and Green (2012). Guide to Firewalls and VPNs, 3 th Ed, Course Technology & Cengage Learning.
- Cybersecurity
- 6130
- 22251
- Active Cybersecurity
- IPLUSO6130-22251
- 2
- 6
- 0
- 4
- Não
- Português
- It consists of: (1) theoretical - practical sessions lasting four hours, in which teaching has a practical orientation, using the installation, administration and operation of Open Source or Commercial controls/security tools; (2) and teaching uses fundamentally: the expository, demonstrative and simulation pedagogical method. The evaluation is carried out through a group project (40%), an individual evaluation (35%) and a set of small scale/complexity works - continuous evaluation (25%)
- Mandatory
- OA1: Reference and characterize some of the main security controls of Computer Networks and Cybersecurity. OA2: design of an Information Security incident management process. OA3: Design of a Disaster Recovery Plan. OA4: efficiently use cryptographic controls that ensure confidentiality, integrity and non-repudiation. OA5: analyze communications under the TCP-IP protocol and troubleshoot. OA6: Install, administer and operate a firewall. OA7: Install, administer and operate a vulnerability analysis tool on local networks. OA8: explain the main concerns and actions to be taken in the field of computer forensics
- Networks, Internet and Cybersecurity (Revision); Cybersecurity Controls; Information Security Incident Management Process; Disaster Recovery Plan (Cyberattacks); Applied Cryptography, Symmetrical Algorithms and Application Examples; Applied Cryptography, Asymmetric Algorithms and Examples of Applications; Identity and Access Management (Application in Operating Systems); Communications Analysis, Wireshark Installation and TCP-IP Protocol Review; Use of Wireshark in the Analysis of some of the Main TCP-IP Stack Protocols (e.g., http; ICMP); Analysis of Communication and Troubleshooting in Local Area Networks (LAN); Firewall Types and Open Source e Commercial Examples (e.g., Fortigate); Implementation and Operation of a Firewall; Threats, Vulnerabilities and Attack Methods; Vulnerability Analysis (e.g., OpenVas); Computational Forensics and Presentation of Student Work.
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
31/10/2025
40%
Trabalho individual
10/12/2025
35%
Avaliação continua
Todas as sextas-feiras
25%
A avaliação continua consiste em 15 entregas (uma por semana) via moodle, a serem entregues cada sexta-feira até às 23:59
- Semestral
- Implementation, administration and operation of some of the main Computer Network Security controls that contribute to Cybersecurity.
- Details
- Category: Discipline
- . AAVV. (2005). New perspectives in drawing, vitamin D. Phaidon . Barrett, T. (2010). Making Art: Form and Meaning. McGraw-Hill. . Bishop, C. (2012). Artificial Hells: Participatory Art and the Politics of Spectatorship. Verso. . Bismarck, M. (2007). Desenhar é o desenho. Livro de Atas de Conferência Nacional. Faculdade de Belas Artes da Universidade do Porto. . Danto, A. C. (1997). After the End of Art: Contemporary Art and the Pale of History." Princeton University Press. . Hoptman, L. J. (2002). Drawing Now: Eight Propositions. The Museum of Modern Art. . McNiff, S. (1998) Art-Based Research. Jessica Kingsley Publishers. . Maslen, M. e Southern, J. (2011). Drawing Projects: An Exploration of the Language of Drawing. Black Dog Publishing. . Sale, T., & Betti, C. (2007). Drawing: A contemporary approach. Cengage Learning. . Sullivan, G. (2010). Art Practice as Research: Inquiry in Visual Arts. SAGE Publications.
- Drawing
- 6947
- 26040
- Artistic Design Project II
- IPLUSO6947-2-26040
- 1
- 10
- 0
- 4
- Não
- Português
- Just like in "Artistic Drawing Project I," the classes for "Artistic Drawing Project II" will be divided between theoretical and practical components, both intrinsically intertwined. The theoretical component will benefit from oral presentations supported by audiovisual media, which will be enriched by a variety of practical examples and artistic references. Visits to exhibitions and studios, as well as the participation of guest artists, will provide students with a contextualized and applied understanding of contemporary artistic practices, aligning with the learning objectives. In the practical component, the environment will resemble that of a studio, allowing students to work on the development of their individual artistic projects. The initial phase of the classes will be characterized by guided exercises that explore different techniques and materials, followed by a more autonomous phase where students will work on their individual projects under tutorial guidance.
- Mandatory
- This curricular unit aims to serve as an advanced continuation of "Artistic Drawing Project I." Its objectives are: - To deepen Authorial Identity by consolidating one's own style and individual artistic voice, aligning drawing practice with the conceptual and discursive questions each student wishes to explore; - To advance the drawing techniques learned on the first semester, exploring materials and methods in accordance with the requirements of the individual artistic project; - To integrate different dimensions of drawing—formal, conceptual, expressive—into more complex and nuanced compositions; - To foster an applied and contextual understanding of contemporary artistic practices, through case analysis and interaction with professionals in the field, thereby enhancing the ability to articulate one's own artistic work; - To increase autonomy in conducting research and in carrying out artistic projects, from conception to exhibition.
- - Continuation of the work initiated in the first semester with the course 'Artistic Drawing Project I,' incorporating new materials and techniques that may enhance the individual artistic project; - Practical exercises and case studies focused on consolidating the student's unique style and artistic voice; - Practical studies integrating formal, conceptual, and expressive aspects in drawing, with the creation of compositions that combine traditional and digital techniques, or that integrate elements from different artistic disciplines; - Review and discussion of contemporary examples of drawing and art, both in terms of technique and content; - Deepening art research techniques, with a focus on conducting investigations that can support the personal artistic project, using methods such as "Art-Based Research"; - Practical guidelines on how to prepare works for exhibition, including considerations about assembly, curation, and interaction with the public.
A avaliação contínua constitui a maior parte da nota final, com uma ponderação de 70%. Esta componente está alinhada com os objetivos de aprofundamento técnico, desenvolvimento da identidade autoral e integração de dimensões formais, conceptuais e expressivas no trabalho artístico. O feedback contínuo dos docentes facilita o ajuste e a melhoria constantes, permitindo que os estudantes compreendam e aprimorem suas áreas fortes e pontos a melhorar.
A contextualização do projeto tem uma ponderação de 20% e está intrinsecamente ligada ao objetivo de desenvolver uma compreensão mais profunda e aplicada das práticas artísticas contemporâneas. Espera-se que os estudantes sejam capazes de articular eficazmente os conceitos e as teorias que informam o seu trabalho, tanto por escrito como oralmente, e que demonstram um entendimento contextualizado do seu projeto artístico.
A assiduidade, participação e pontualidade compõem os restantes 10% da avaliação.
De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.
Exame de Recurso:
O exame de recurso será dividido em duas partes: um exame prático que contará 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também terá um peso de 50%.
The continuous assessment makes up the majority of the final grade, with a weight of 70%. This component is aligned with the objectives of technical deepening, development of authorial identity, and integration of formal, conceptual, and expressive dimensions in artistic work. Continuous feedback from instructors facilitates ongoing adjustments and improvements, allowing students to understand and enhance their strengths and areas for improvement.
The project's contextualization has a weight of 20% and is intrinsically linked to the objective of developing a deeper and applied understanding of contemporary artistic practices. Students are expected to effectively articulate the concepts and theories that inform their work, both in writing and orally, and to demonstrate a contextualized understanding of their artistic project.
Attendance, participation, and punctuality make up the remaining 10% of the assessment.
In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.
Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all works completed throughout the semester, which will also carry a weight of 50%.
- Semestral
- This curricular unit deepens the authorial practice in artistic drawing, contributing to the development of an individual style, the advanced use of techniques and the critical articulation of work in the context of contemporary artistic practices.
- Details
- Category: Discipline
- António, A. S. (2022). O PISA é uma Festa: análise crítica do discurso de artigos de opinião. Revista Lusófona de Educação, 56(56), 141-159. https://doi.org/10.24140/issn.1645-7250.rle56.10 Canavarro, A. (et al). (2020). Recomendações para a melhoria das aprendizagens dos alunos em Matema?tica. Lisboa: ME/DGE Carvalho e Silva, J. (2022). Matemática para um mundo melhor. Educação e Matemática (164), 1. Cosme, A. (2018). Projeto de autonomia e flexibilidade curricular: Estudo avaliativo da experiência pedagógica desenvolvida em 2017/2018 ao abrigo do despacho N.º 5908 / 2017. Lisboa: DGE Fernandes, D., Machado, E. A., & Candeias, F. (2021). Para uma avaliação pedagógica: dinâmicas e processos de formação no projeto MAIA (2020-2021). Lisboa: Ministério da Educação Direção-Geral da Educação NCTM. (2020). Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom, 4th ed.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25598
- Mathematics Education
- IPLUSO6857-25598
- 1
- 5
- 0
- 4
- Não
- Português
- Assume several modalities of work and are diversified in scope corresponding to moments of debate, resolution of exercises and problems, and research. Students are encouraged to reflect on their findings, learning and problem solving processes, which contributes to the development of their mathematical reasoning and mathematical communication skills. Debates and moments of critical reflection are promoted for students to identify and understand their strengths and weaknesses and to appreciate mistakes as important motivators for improving their learning and understanding. Debates also provide critical learning as they allow the development of analytical and argumentative skills. Activities of an investigative nature are also present in this CU so that students can acquire a taste for research, build their own knowledge and develop skills inherent to the teaching activity.
- Mandatory
- This course aims to promote the perspective that mathematics can be learned by all students, particularly in students of the 1st and 2nd cycles of basic education. In this sense, the following objectives are defined Use properly and explain elementary concepts of Mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle ofeducation of the EB homologated by the Order no. 6944 - A/2018, of July 19: numbers, algebra, data and probabilities, and geometry and measure; in articulation with previous Curricular Units. Identify, describe and promote factors and strategies that promote success in Mathematics. Differentiate and value different mathematical skills: problem solving, mathematical reasoning, mathematical communication, multiplerepresentations and mathematical connections. To investigate approaches and methods facilitating the learning and teaching of mathematics. To identify, describe and foster factors and strategies that promote success in Math.
- The contents are defined that allow to lead to the perspective that Mathematics Education is for everyone: Elementary concepts of mathematics inscribed in the essential learning of the 1st cycle and 2nd cycle of Basic Education educationhomologated by Order no. 6944 - A / 2018, of July 19: numbers, algebra, data and probabilities, and geometry and measurement; in articulation with previous Curricular Units. Mathematical skills: problem-solving, mathematical reasoning, mathematical communication, multiple representations and mathematicalconnections. Factors and strategies that promote success in mathematics.
Está prevista a realização de Exame. Contemplada a avaliação do trabalhador-estudante.
Exemplo:
Descrição
Data limite
Ponderação
Prova de Avaliação Escrita
dd-mm-yyyy
60%
Portfólifo individual e digital com o registo das actividades propostas
dd-mm-yyyy
20%
Realização e discussão de atividades realizadas
20%
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 Curricular Unit aims to consolidate and expand students' knowledge of mathematics. It also identifies mathematical learning in the 1st and 2nd Cycles of Basic Education, as defined by guiding and regulatory documents. In addition to the objectives directly related to mathematics and defined in the Curricular Unit Form, students are expected to develop their communication and mathematical representation, cooperation, and research skills.
- Details
- Category: Discipline
- S., William, B., Lawrie - Computer Security: Principles and Practice. 4ª Edição. Pearson, ISBN-10: 9780134794105, D., Mark, T. Matt - Mastering Windows Security and Hardening - Secure and protect your Windows environment from intruders, malware attacks, and other cyber threats, 2020, Packt Publishing, ISBN-10: 9781839214288, 1839214287
- Cybersecurity
- 6130
- 22253
- Computer Security and Cyberattacks
- IPLUSO6130-22253
- 2
- 6
- 0
- 4
- Não
- Português
- Utilization of simulation systems whenever possible
- Mandatory
- Cibersecurity threats identification. Intrusion Detection Systems. Encryption and digital signatures. Network security fundamentals. Network Authentication Tools. Ethical Hacking Principles.
- Information security Security Threat Reports Most common web vulnerabilities Common Terminologies Information security elements Security related statistics Attack on social networking systems for identity theft threat handling Threat characteristics Internal threat External threat Sniffing Malware Backdoors Virus Worms Trojans Passwords Authentication Mechanisms password cracker Modus operandi of an attacker using a password cracker Web attack classification Creation of attack dictionaries Cryptography public key encryption RSA Digital Signature disk encryption Attacks on ciphers Server and web application security Types of Attacks (XSS, SQL Injection, Code Injection) Wireless Networks (Security and Composition) Intrusion Detection Systems Firewalls Hacking Cycle Ethical Hacking Network Security and Security Policies
Descrição
Data limite
Ponderação
1º Teste de avaliação
17 de novembro 2024 45%
2º Teste de avaliação
12 de janeiro 2025
45%
Avaliação contínua
Exame de recurso
10%
100%
- Semestral
- The course unit Computer Security and Cyberattacks aims to enrich the student's knowledge in identifying cybersecurity threats to an organization's networks and systems. Topics will be addressed such as the distinction between cybercriminals and Ethical Hackers, intrusion detection systems, network security fundamentals, among others. Thus, the student will have a set of tools that can support the organization in creating a cybersecurity strategy, knowing the various types of attacks and threats. Throughout the semester, several projects will be carried out to complement the student's knowledge and, if possible, the presence of experts in the area to share their experience, giving an operational view of cybersecurity in organizations in Portugal.
