- Details
- Category: Discipline
- . Anderson, G. (2029). Drawing as a Way of Knowing in Art and Science. Intellect Ltd. . Arnheim, R. (1998). Arte e Percepção Visual: Uma Psicologia da Visão Criadora. Pioneira. . Bang, M. (2000). Picture This: How Pictures Work (752ª ed.). Chronicle Books. . Dressendörfer, W. (2022). The new herbal. Taschen. . Gurney, J. (2009) Imaginative Realism: How to paint what doesn't exist. Andrews McMeel Publishing . Heller, S., e Arisman, M. (2004). Inside the Business of Illustration. Allworth Press. . Hodges, E. R. S. (2003). The Guild Handbook of Scientific Illustration. John Wiley & Sons. . Lauricella, M. (2023). Morpho: Character design: Anatomy for artists. Rocky Nook. . Loomis, A. (2012). Creative Illustration. Titan Books. . Male, A. (2017). Illustration: A Theoretical & Contextual Perspective. Bloomsbury Visual Arts. . Zeegen, L. (2012). The Fundamentals of Illustration (2ª ed.). AVA Publishing. . 3DTOTAL (2017) Sketching from the Imagination: Fantasy. 3DTotalPublishing
- Drawing
- 6947
- 26025
- Multidisciplinary Illustration Project II
- IPLUSO6947-3-26025
- 1
- 10
- 0
- 4
- Não
- Português
- The teaching and learning methodology for this course unit is designed to be both theoretical and practical, in alignment with the intended learning outcomes. Particular emphasis will be placed on illustration practice, where students will have the opportunity to apply and experiment with a range of techniques, from digital illustration to more traditional methods such as watercolor and painting. To ensure the practical application of theoretical concepts, students will develop independent projects in scientific and conceptual illustration. These projects will be closely supervised by the instructors, who will provide ongoing feedback, allowing students to revise and refine their work and rsearch. Each project will also include a written component: an explanatory text in the case of the scientific illustration project, and an oral presentation for the conceptual illustration project, encouraging students to clearly articulate their creative processes and technical decisions.
- Mandatory
- This course unit aims to serve as an advanced continuation of "Multidisciplinary Illustration Project II." Its objectives are: . Consolidate and expand techniques in Scientific Illustration, aiming to deepen rigor and precision in visual representation; . Introduce and develop competencies in Conceptual Illustration, enabling students to explore abstract or metaphorical themes; . Stimulate an authorial attitude, encouraging students to fortify a unique personal style; . Develop advanced skills in diverse illustration techniques, ranging from digital to watercolor and mixed media; . Enhance visual composition abilities, focusing on principles such as balance, contrast, and proportion; . Foster a reflective and investigative practice, materialized through the maintenance of a graphical journal and oral presentations; . Cultivate the capacity to articulate issues, themes, and concepts from creative fields, thereby solidifying a critical and self-reflective discourse.
- Deepening experimentation with specific techniques and methods in scientific illustration; Introduction to techniques and methods relevant to conceptual illustration, aimed at the autonomous development of ideas and themes by students, emphasizing composition principles such as contrast, focal point, and cohesion. Critical analysis of works by established illustrators, exemplifying a variety of approaches and illustration techniques, with the aim of fostering the creation of an authorial identity by the students. Planning, research, and execution of an independent project in scientific illustration focusing on technical innovation and narrative rhythm. The preparation of an explanatory text will be a component of this project; Planning and execution of an independent project in conceptual illustration with a final oral presentation; Maintenance and final presentation of a graphic diary, record of the creative and investigative process throughout the semester.
A avaliação nesta unidade curricular é estruturada em três componentes principais. Os projetos, que constituem 65% da avaliação final, são avaliados com base no trabalho desenvolvido ao longo do semestre. Estes projetos são uma manifestação prática das competências adquiridas, abrangendo tanto a técnica como a aplicação de teorias e conceitos pertinentes à ilustração. O diário gráfico e apresentação final, contribuindo com 25% para a nota final, servem como uma ferramenta de reflexão e documentação do processo criativo e investigativo. O diário deverá evidenciar a trajetória de aprendizagem e desenvolvimento do estudante. A assiduidade, pontualidade e participação ativa dos estudantes durante as aulas compõem os restantes 10% da avaliação. Este critério destaca a importância do envolvimento contínuo e ativo no processo de aprendizagem.
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 assessment in this course unit is structured around three main components. Projects, constituting 65% of the final grade, are evaluated based on work developed throughout the semester. These projects serve as a practical manifestation of acquired competencies, encompassing both technique and the application of theories and concepts relevant to illustration. The graphic diary and final presentation, contributing 25% to the final grade, function as a tool for reflection and documentation of the creative and investigative process. The graphic diary should evidence the student's learning trajectory and developmental arc. Attendance, punctuality, and active participation by students during the classes make up the remaining 10% of the assessment. This criterion underscores the importance of ongoing and active involvement in the learning process.
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 work completed throughout the semester, which will also carry a weight of 50%.
- Semestral
- This curricular unit aims to improve technical and expressive skills in scientific and conceptual illustration, promoting the construction of a unique visual language and the integration of critical, reflective and communicational skills in the development of authorial projects.
- Details
- Category: Discipline
- [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)] [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 9709
- Didactics of Mathematics in the 1st Cycle of Basic Education
- IPLUSO6857-9709
- 1
- 5
- 0
- 4
- Não
- Português
- This curricular unit favours different ways of working - individual, in pairs, in group and in large groups - which contribute to the realization of activities and works of different natures. The teaching is, therefore, organized in theoretical-practical classes. The referred contents are approached and developed in expository processes, which allow the involvement of the students through critical debate. The activities to be performed by each student assume a real involvement in the tasks developed in class, but complemented by individual study and concordance with proposals provided on Moodle and the recommended bibliography.
- Mandatory
- This UC seeks that the students reflect and analyse the curricular orientations and norms for Education, especially for the Teaching of Mathematics in 1º CEB, and know strategies, resources, and didactic instruments. It is defined that students should - Know the curricular guidelines for the 1st CEB, in Mathematics. - Identify and establish connections between Mathematics and the experiences of the child, and between Mathematics and othercomponents of the curriculum: Portuguese, Environmental Studies, Artistic Education, Physical Education, and English. - To know and critically analyse active learning methodologies and strategies - project-based, problem-based, flipped classroom, peerlearning and gamification. - To plan strategies and activities in the Mathematics component, for the 1st CEB. - To know, build, and evaluate educational resources. - Evaluate the learning and for the learning of children. - Develop attitudes of autonomy, cooperative, and collaborative work.
- Programmatic content is defined to allow students to find reflective moments of discussion, questioning and resolution of problem situations. 1. Perception, understanding, and critical analysis of guiding and regulatory documents for Mathematics in the 1st cycle of basic education. 2. Mathematical connections with the experiences of the child and with other components of the curriculum of the 1st cycle of basic education. 3. Methodologies and active learning strategies. 4. Mathematics educational resources for the 1st cycle of basic education, with emphasis on digital resources. 5. Management and Planning of Mathematics activities in the 1st cycle of basic education. 6. Diagnostic, formative, and summative assessment in Mathematics in the 1st Cycle of Basic Education.
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
55%
Portfolio
Participação nas Atividades, Trabalho em Aula e Trabalho Individual
Trabalho em Grupo e Discussão
dd-mm-yyyy
15%
15%
15%
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 prepare future teachers for the processes of teaching and learning mathematics in an appropriate, critical, and inclusive way. It seeks to promote reflection and discussion around meaningful pedagogical practices that are relevant to students and that value their experiences, social contexts, and different learning paces. It also aims to equip future teachers to face current educational challenges by developing strategies that encourage students' active participation, critical thinking, and the construction of mathematical learning.
- Details
- Category: Discipline
- Recursos fornecidos pelo docente; BURGE, Stephen, Wordpress Explained, OSTraining, 2017; MESSENLEHNER, Brian & COLEMAN, Jason, Building Web Apps with WordPress: WordPress as an Application Framework, O’Reilly, 2019; RATNAYAKE, Rakhitha, WordPress Development Quick Start Guide: Build beautiful and dynamic websites for your domain from scratch, Packt, 2018
- Development for the Web and Mobile Devices
- 6378
- 15790
- Content Management Systems
- IPLUSO6378-15790
- 2
- 3
- 0
- 4
- Não
- Português
- Their aim is to use the software tools available on the market, and to prepare students on how to identify, know them, and know how to use them correctly, with the help of the teacher.
- Mandatory
- Introduce the role and importance of content management systems in the context of building the information and knowledge society; Present and explain the functionalities of a content management system; Identify the main techniques, methodologies and tools for managing content in web scenarios; Be able to create content management applications hosted on web services; Apply content management techniques to build networked information and communication spaces; Know and use content management software/frameworks for the various communication sectors.
- Introduction to Content Management System (CMS) platforms: What they are, functionalities, characteristics, among other aspects; Advantages and disadvantages of CMSs. Introduction to CMS platforms (Wordpress and the like): Basic concepts, what they do and what they are used for; Installation and main features; General options and settings; Content structure: Pages, Articles and Navigation System; Configuration of templates and plugins; Inserting and managing content; Activating Plugins and using Widgets in a contextual way. User Management and Access Security: Managing permissions. Analytics and SEO techniques; Project development.
Descrição
Data limite
Ponderação
Questionários e exercícios de avaliação
Última semana de aulas
40%
Projeto
Última semana de aulas
60%
A avaliação final baseia-se numa componente prática, baseada em exercícios práticos, participação nas aulas, assiduidade e um projeto final, e numa componente teórica baseada em questionários e exercícios escritos sobre os diferentes tópicos abordados. A componente prática terá um peso de 60% e a componente teórica terá um peso de 40%, na nota final. A nota mínima de ambas as componentes será de 8 valores. No caso de uma nota inferior a 8 valores numa das componentes, essa será a nota final de avaliação.
O aproveitamento nesta UC está dependente da frequência de um mínimo de 75% das aulas lecionadas no semestre.
As componentes prática e teórica são requeridas em todas as épocas de avaliação.- Semestral
- This course aims to introduce the fundamental role of content management systems (CMS) in the context of a society that is increasingly dependent on digital services. Its main focus is the creation, manipulation and management of digital content, using specific software platforms, introducing students to essential tools for their correct operation.
- Details
- Category: Discipline
- . Abreu, J. G. (2005). Arte pública e lugares de memória. Em: Ciências da Arte e do Património (I Série vol. IV, pp. 215-234). Revista da Faculdade de Letras. . Cartiere, C., e Zebracki, M. (Eds.). (2015). The everyday practice of public art: Art, space, and social inclusion. Routledge. . Kester, G. H. (2011). The one and the many: Contemporary collaborative art in a global context. Duke University Press. . Knight, C. K. (2011). Public art: Theory, practice and populism. John Wiley & Sons. . Lacy, S. (2008). Time in place: New genre public art a decade later. Em: The practice of public art (pp. 18-32). Routledge. . Lawrence, J. (2008). Richard Serra drawings: work comes out of work. Kunsthaus Bregenz. . Miles, M. (2005). Art, space and the city. Routledge. . Valente, C. M. C. L. (2016). A street art no feminino: o lugar da mulher na Arte Pública. (Mestrado em Cultura e Comunicação). Faculdade de Letras da Universidade de Lisboa.
- Drawing
- 6947
- 24073
- Public Space and Community
- IPLUSO6947-2-24073
- 1
- 5
- 0
- 4
- Não
- Português
- The pedagogical approach of the Curricular Unit combines theoretical classes with practical classes. Theoretical classes provide the conceptual and contextual framework. In practical classes, students apply these concepts in projects or case studies. Group discussions and critical analysis are also incorporated to encourage reflective thinking and enable a joint analysis of various methodologies and artistic practices for public spaces. The processes of applying for public art projects are addressed. These elements are expected to be complemented by visits from professionals in the field or specialized academics. In terms of learning, students are encouraged to undertake independent study with additional research. The practical application of the concepts learned is carried out through the development of their own projects. These are then presented and evaluated in a classroom setting, allowing for feedback from peers and teachers.
- Mandatory
- This course unit aims to equip students with artistic theoretical knowledge and practical skills for public spaces and community engagement. The specific objectives are: . Understand the theoretical foundations concerning art in public spaces and the relationship with the community. . Acquire knowledge about the procedures for applying to public art projects. . Develop skills for the conception and execution of practical projects in various public space contexts. . Integrate theory and practice in the development of art projects in public spaces. The pedagogical method combines theoretical lectures, which introduce foundational concepts, with practical classes focused on project implementation. Critical discussions and case study analyses will complement the instruction, and guidance on applying for public projects will also be provided.
- 1. Theoretical Foundations: 1.1. Introduction to Public Space and Community Art 1.1.1. Concepts and Definitions 1.1.2. Historical Context 1.2. Theory and Practice of Art in Public Space 1.2.1. Types of Interventions 1.2.2. Methodological Approaches 1.3. The Community as Stakeholder 1.3.1. Needs Assessment 1.3.2. Engagement Strategies 2. Planning of Practical Projects: 2.1. Intervention in Parks and Gardens: Revitalization of Green Spaces 2.2. Mural Art: Urban Expression on a Large Scale 2.3. Temporary Installations: Ephemerality and Impact 2.4. Intervention in Protected Heritage Sites: Combining Art and History 2.5. Public Art and Sustainability: Creativity with Ecological Awareness 2.6. Thematic Projects and Events: Art with Purpose and Temporality
Ao longo do semestre, os estudantes são submetidos a uma avaliação contínua. Esta corresponde a 75% da nota final. Esta avaliação abrange desde feedback em tempo real em aulas práticas e revisões de projetos, até a participação em discussões coletivas que visam fomentar o pensamento crítico e reflexivo.
A avaliação sumativa é realizada através da apresentação de um portefólio, que constitui 15% da avaliação final. O portfólio deverá refletir o corpus de trabalho desenvolvido ao longo do semestre e servirá como um indicador da integração e aplicação eficaz de conhecimentos teóricos e práticos.
A assiduidade, participação e pontualidade são também valorizadas, representando 10% da nota final.
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%.
Throughout the semester, students undergo continuous assessment, which accounts for 75% of the final grade. This assessment ranges from real-time feedback during practical lessons and project reviews to participation in collective discussions aimed at fostering critical and reflective thinking. The summative assessment is conducted through the presentation of a portfolio, comprising 15% of the final evaluation. The portfolio should reflect the body of work developed over the semester and will serve as an indicator of the effective integration and application of theoretical and practical knowledge. Attendance, participation, and punctuality are also valued, constituting 10% of the final grade.
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 provides theoretical foundations and practical skills for the design and implementation of artistic projects in public spaces, with an emphasis on the relationship with the community and the procedures for applying for public art initiatives.
- 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.
