- Details
- Category: Discipline
- Arends, R. (1995). Aprender a ensinar. McGraw-Hill. Bravo-Andrade, H., et al. (2018). Introducción al modelo ecológico del desarrollo humano. César, M. (2022). Psicologia da Educação. Edições Sílabo. Darling-Hammond, L. (2017). The Right to Learn. Jossey-Bass. Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology (7th ed.). Psychology Press. Giordan, A. (2007). Aprender. Instituto Piaget. Harley, T. A. (2013). The Psychology of Language (4th ed.). Psychology Press. Klein, S. (2012). Learning: Principles and Applications (6th ed.). SAGE. Miranda, G., & Bahia, S. (2005). Psicologia da educação. Relógio d’Água. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
- Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
- 7144
- 27141
- Learning and Development
- ISMAT7144-27141
- 1
- 6
- 0
- 12
- Não
- Português
- The course adopts teaching and learning methodologies focused on active student participation and shared knowledge construction, valuing critical thinking, autonomy, and reflection on practice. The main methodologies used include: - Guided readings previously indicated for each thematic unit, which support class preparation and critical student engagement; - Group discussions, promoting informed debate, active listening, and constructive argumentation; - Case studies, analysis of real educational situations, and pedagogical simulations; - Collaborative work, using digital platforms when applicable, stimulating peer learning; - Problem-based learning (PBL), allowing for the practical application of content and the articulation between theory and action.
- Mandatory
- At the end of this course, students should be able to: 1. Understand the principles and main laws of human development throughout the life cycle; 2. Identify and analyze cognitive, socio-emotional, and language development processes; 3. Explain learning phenomena in different contexts and stages of development; 4. Compare paradigms and theories of learning relevant to arts education; 5. Critically analyze the applicability of the main theories of learning in the classroom context; 6. Relate the knowledge acquired to real educational situations and pedagogical practices.
- 1. General principles and laws of development 2. Cognitive development 3. Language acquisition and development 4. Social-emotional development 5. Relationship between development and learning 6. Paradigms in learning theories 6.1. Behaviorism 6.2. Gestaltism and cognitivism 7. Learning theories 7.1. Behaviorist model 7.1.1. Operant conditioning 7.1.2. Social learning theory 7.2. Cognitive model 7.2.1. Piaget's constructivism 7.2.2. Bruner's theory of instruction 7.2.3. Ausubel's meaningful learning 7.2.4. Information processing theory 8. Student-centered learning models
A avaliação rege-se pelo Regulamento de Avaliação de Conhecimentos do ISMAT.
A avaliação nesta unidade curricular assume um caráter eminentemente formativo e reflexivo. Visa promover a autorregulação da aprendizagem, a mobilização crítica do conhecimento e a construção progressiva da profissionalidade docente.
O processo avaliativo integra instrumentos diversificados que articulam feedback contínuo, momentos de metarreflexão e práticas de participação ativa, num ambiente de aprendizagem colaborativo, centrado no estudante e orientado para a sua autonomia.
A avaliação contempla duas componentes principais:
• Participação ativa nas aulas, leitura e discussão dos textos propostos – 10% - esta componente valoriza o envolvimento regular e fundamentado do estudante nas dinâmicas coletivas de construção do conhecimento, incentivando a preparação autónoma dos temas, o diálogo crítico e a colaboração.
• Elaboração de duas recensões críticas individuais – 90% - cada recensão incide sobre uma obra nuclear da bibliografia obrigatória e deverá evidenciar: capacidade de síntese, compreensão dos conceitos-chave, mobilização de referências complementares, e análise crítica articulada com o campo da educação artística. Este exercício estimula a apropriação pessoal dos conteúdos e a sua aplicação a contextos educativos. A componente oral será utilizada como oportunidade de aprofundamento conceptual e metarreflexão sobre os conteúdos abordados.A grelha de avaliação será partilhada com os estudantes no início do semestre, assegurando transparência e critérios claros, de modo aorientar a construção do percurso formativo de forma contínua e significativa.
Exemplo:
Descrição
Data limite
Ponderação
2 recensões críticas individuais
1 - Data de entrega
17 de Novembro de 2025
Data de apresentação
28 e 29 de Novembro de 2025
2 - Data de entrega
26 de Novembro de 2025
Data de apresentação
6 e 12 de Fevereiro de 2026
90% (45%+45%)
Participação
10%
- Semestral
- The UC addresses the fundamentals of human development and the main theories of learning, linking them to pedagogical practices applied to the teaching of Visual Arts. The program structure allows for a progressive understanding of cognitive, linguistic, and socio-emotional processes throughout the life cycle, as well as a critical analysis of different theoretical approaches to learning in educational contexts. The methodology adopted, focused on active participation and critical reflection, is aligned with the objectives of teacher training and promotes the development of essential teaching skills, namely the ability to analyze, adapt pedagogically, and justify educational practices.
- Details
- Category: Discipline
- Creative Technologies
- 6332
- 23253
- Interaction Design - Beyong Human-Computer Interaction
- ISMAT6332-23253
- 2
- Bachelor
- 4
- 0
- 12
- Não
- Português
- EN
- DAAD - Department of Architecture, Arts and Design
- Semestral
- Details
- Category: Discipline
- Bocij, Paul & Greasley, Andrew & Hickie, Simon –Business Information Systems, Technology, development and management for the modern business,6th Edition. Pearson (2019). ISBN13: 9781292220970 Alturas, Bráulio. Introdução aos sistemas de Informação Organizacionais (1ª Edição). Edições Sílabo (2013). ISBN13: 978-972-618-740-0 Nunes, Mauro e O’Neill, Henrique. Fundamental de UML, (7ª edição). FCA (2011) ISBN13: 978-972-722-481-4 O’Neill, Henrique, Nunes, Mauro e Ramos, Pedro. Exercícios de UML, (1ª edição). FCA (2010) ISBN13: 978-972-722-616-0 White, Stephen A. &. Miers Derek Miers . BPMN: Modeling and Reference Guide. Future Strategies Inc. (2008) ISBN13:978-09777527-2-0 Correia, Miguel Pupo e Sousa, Paulo Jorge, Segurança no Software (2ª Edição). FCA (2017) ISBN13:978-972-722-858-4 Documentos de apoio e textos a fornecer pelos docentes
- IT Engineering
- 587
- 1131
- Information Systems
- ISMAT587-1131
- 3
- 6
- 0
- 12
- Não
- Português
- Online sessions will be scheduled to support students. To bring students closer to the business reality, real cases of companies will be used to study
- Mandatory
- The discipline is part of the general level of training in information systems and has as main objectives to provide students with a set of general and specific concepts that allow them to understand and master the types, characteristics and role of Information Systems throughout society and in particular in companies, recognize the technologies used, as well as Management and Planning of Business Information Systems and represent and model business processes and requirements. This knowledge is reinforced by the approach and analysis of several practical cases of study and complementary research work using UML as well as the use of a process modeling tool. An information systems initiation curricular unit focuses on the study of concepts and reference themes in the area, such as Planning and Management of Information Systems (PSI) and (GSI), Architectures and Modeling using UML and BPM. Know how to select the method of acquiring a new software application.
- Information Systems Base Concepts Information Systems: Definition and concepts. Databases Hardware, software, and networks Process design. BPMN modelling Business Processes in the company BPMN Modeling IS in organizations, Management and Planning, Architectures and Models. IS Management. Planning. Development. Exploitation. Strategic Analysis Architectures and Models Design of Information Systems. UML models. UML Fundamentals. UML Modeling Application Analysis, Development and Acquisition Requirements Analysis Acquisition of information systems. Analysis and Development of information systems Business Information Systems. Classic management applications. Specification of software requirements Software development tools Software security
Será feita avaliação contínua composta por participação e realização de exercícios práticos de aplicação, realização de um teste teórico final de avaliação e entrega e apresentação de um trabalho final de aplicação.
Descrição
Data limite
Ponderação
Avaliação parte teórica
31-01-2025
50%
Teste de avaliação 1
26-11-2024
35%
Tema de desenvolvimento 10-12-2024 20% Teste de avaliação 2 28-01-2025 35% Assiduidade e Participação aulas 31-01-2025 10% Avaliação parte prática 31-01-2025 50% Trabalho final em Grupo
Trabalho Final com peso de 30%
Apresentação trabalho final com peso 70%
21-01-2025
50%
Exercícios de aplicação 25-01-2025 40% Assiduidade e Participação nas aulas 25-01-2025 10% Nota inferior a 8 valores numa das componentes (prática ou teórica) será a nota final da disciplina com reprovação.
Para a realização do trabalho final de aplicação será disponibilizado um caso de estudo que será analisado e desenvolvido nas aulas práticas. Serão também realizados exercícos práticos de modelação de processos, modelação UML e análise de requisitos.
- Semestral
- The discipline aims to help students to understand the basic concepts of Information Systems, recognize the technologies used, know the process of planning, management, analysis, design of information systems using UML. This knowledge is reinforced by the approach and analysis of several practical cases of study and complementary research work using UML modeling as well as the use of a process modeling tool. It focuses on the study of concepts and reference themes in the area, such as Planning and Management of Information Systems (PSI) and (GSI), Architectures and Process Modeling using BPM and requirements using UML.
- Details
- Category: Discipline
- Carlson, N. R. (2019). Physiology of behavior (12.ª ed.). Pearson. Eliasmith, C. (2013). How to build a brain. A neural architecture for biological cognition. Oxford: Oxford University Press. Gazzaniga, M. S., Ivry, R., & Mangun, G. R. (2018). Cognitive neuroscience: The biology of the mind (5.ª ed.). W.W. Norton & Company. Geary, D.C. (2005). The origin of mind. Evolution of brain, cognition, and general intelligence. Washington,DC. American Psychological Association. Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (2013). The molecular biology of memory storage: A dialogue between genes and synapses. Science, 294(5544), 1030–1038. https://doi.org/10.1126/science.1067020 Kok. A. (2020). Functions of the brain. A conceptual approach to cognitive Neuroscience. London: Roulledge
- Psychology (ISMAT)
- 394
- 13631
- Biological Foundations of Mind and Behavior
- ISMAT394-13631
- 2
- 5
- 0
- 12
- Não
- Português
- The course employs innovative methodologies that promote active participation and critical thinking. Interactive lectures are used to present theoretical concepts, combined with case studies and problem-solving activities to foster practical application of knowledge. The use of digital platforms and simulations allows exploration of virtual laboratory experiences and modeling of neurobiological processes. Collaborative projects and group work develop communication and critical analysis skills, while discussion forums and continuous feedback support reflection on individual and collective progress. These methodologies ensure meaningful learning, integrating theory, practice, and research.
- Mandatory
- LO1: Students will be able to describe the neurobiological processes underlying human behavior. LO2: Students will be able to identify the structures and functions of the nervous system and explain their relation to mental processes and behavior. LO3: Students will be able to distinguish the specificities and interfaces between psychology and the biological sciences. LO4: Students will be able to explain the biological foundations of the nervous system in relation to mental, emotional, and behavioral processes. LO5: Students will be able to analyze the relationship between neurological dysfunctions and psychological functions, including emotional and behavioral disorders.
- CP1: History of Neurosciences. CP2: Neuroanatomy, Neurophysiology, Neurochemistry. CP3: Cellular bases of the Nervous System: neurons and glial cells. CP4: Physiology of the nervous system: the neural membrane and the action potential. CP5: Synaptic transmission; neurotransmitters. CP6: Development of the nervous system: organization and functioning. CP7: Neural plasticity. CP8: Functional neuroanatomy. CP9: Methods and techniques of research in Neurosciences. CP10: Introduction to mental and behavioral processes and their relationship with the nervous system. CP11: Brief introduction to neurological and neuropsychological disorders.
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 escrito
1º Teste
2º Teste
03.11.2025 / 05.11.25
17.12.25 / 05.01.2026
25%
25%
Trabalho de grupo escrito
05 e 06 Dezembro
45%
Assiduidade e Participação (aulas prátiicas)
semestre
5%
- Semestral
- The Curricular Unit is part of the Psychological Sciences, focusing on cognitive processes, attention, memory, learning, and the neuropsychological bases of human behavior. Its scope covers the study of mechanisms underlying the acquisition and consolidation of knowledge, integrating theoretical foundations with practical applications. The field of action includes research and intervention, preparing students to understand and assess cognitive functions, as well as to apply strategies for promoting learning and human development in educational and clinical contexts. Areas of intervention include assessment, cognitive training, and the analysis of higher psychological functions. The relevance of this Unit within the study cycle lies in its essential contribution to the training of future psychologists, providing conceptual and practical tools that are fundamental for professional and scientific practice.
- Details
- Category: Discipline
- Beer F B, Johnston E R - Mecânica vectorial para engenheiros - Estática. McGraw Hill, Cota: EM/41.2-BC ULHT 40017
- Architecture
- 367
- 7103
- Structural Systems I
- ISMAT367-7103
- 3
- Bachelor; Master Degree
- 4
- 0
- 12
- Não
- Português
- EN
- Remote teaching to support the homework.
- Mandatory
- Introduction to actions, reations and statics of structures. Determinate structures are analyzed using basic equilibrium equations.
- DAAD - Department of Architecture, Arts and Design
- Introduction to mechanics: fundamental concepts and principles Static equilibrium of particles. Rigid bodies: equivalente systems of forces Equilibrium of rigid bodies. Trusses
Avaliação contínua:
Descrição
Data limite
Ponderação
Teste de avaliação #1
100%
- Semestral
- This curricular unit intends to make a first introduction to the statics of structures and familiarize the architecture student with the notion of equilibrio of buildings.
