- Details
- Category: Discipline
- Cruz, V. (2022). Uma Abordagem Cognitiva da Leitura [2º ed.]. LIDEL. [ISBN ebook Open Access: 978-989-693-149-0] DOI: 10.54670/AYLT5364. Sim-Sim, I. (2007). O Ensino da Leitura: A Compreensão de textos. Ministério da Educação. Direcção-Geral de Inovação e de Desenvolvimento Curricular. Vale, A, & Sousa, O. (2022). A análise dos erros ortográficos como instrumento para compreender o desenvolvimento e apoiar o ensino da escrita. In Renan Sargiani (Ed.) Alfabetização baseada em evidências: da ciência à sala de aula (pp. 169-205). Penso. Vilares, S., Monteiro, T, Semião, D. & Sousa, O. (2024). Estratégias promotoras de fluência em leitura: relato de um caso em Portugal. In Pereira, V.W., Godoy, D., Forneck, K. & Guaresi, R. (Orgs.). Compreensão de textos e estratégias de leitura na escola (p.260-278). Conquista da Vitória: Editora Fonema e Grafema
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 16064
- Didactics of Portuguese in the 1st Cycle of Basic Education
- IPLUSO6857-16064
- 1
- 5
- 0
- 4
- Não
- Português
- The teaching methodologies value active and experiential learning, combining moments of investigation, creation, and sharing, which allow the development of basic skills in didactics and the knowledge it mobilizes, particularly in the areas of reading, writing, speaking, and grammar, promoting an investigative, flexible, collaborative, and reflective attitude. The work is organized in a diverse way-in small groups, large groups, in pairs, and individually-integrating innovative methodologies such as project/problem-based learning, flipped classroom, jigsaw, to work on case studies, simulation of pedagogical practices, and/or the use of interactive digital technologies.
- Mandatory
- At the end of the course unit, students should be able to: Interpret and critically analyse the curricular and legal frameworks that govern and regulate the teaching of Portuguese in the 1st cycle of basic education. Understand the processes of reading, writing and oral language development. Identify difficulties evidenced by students in language learning and initiate actions to support the learning of all children. Design theoretically grounded learning sequences and teaching resources/materials aimed at developing linguistic skills in the areas of oral communication, reading, writing and literary education. Critically reflect on the role of the teacher as a linguistic mediator and model reader, recognising their function in promoting language-rich educational environments, valuing reading and writing as cultural practices, and developing students' linguistic, discursive and literary skills.
- Orality: comprehension and expression; development of linguistic awareness. Reading: cognitive and affective processes; learning models and methods; fluency and expressiveness; shared and independent reading. Writing: stages of the writing process; planning, textualisation and revision; creative writing; spelling and grammar. Integration of language skills: articulation between reading, writing and oral skills in teaching practices. Assessment of language learning: tools, criteria and feedback. Resources and materials: textbooks, literary and non-literary texts, digital technologies and language games.
A classificação final da UC resultará de trabalho individual e de trabalho em grupo, na modalidade escrita e na modalidade oral. Serão considerados os seguintes elementos de avaliação:
- Assiduidade, pontualidade e atitudes - 10%
- Participação nas aulas - 20%
- Prova escrita - 30%
- Construção e apresentação oral de um recurso didático para o ensino da língua portuguesa (a pares) - 40%
Os critérios de avaliação e descritores de desempenho associados a cada elemento de avaliação serão disponibilizados no moodle da uc.
- Semestral
- Through an integrative and reflective approach, this course aims to articulate linguistic and literary knowledge with its pedagogical implications, enabling future teachers to understand the Portuguese language as an object of teaching and an instrument of communication, thought and expression. It constitutes a space for experimentation, analysis and production of teaching practices, promoting the ability to design, implement and evaluate teaching strategies tailored to the different dimensions of language: oral, reading, writing, grammar, and to the specificities of the educational contexts of the 1st Cycle of Basic Education, contributing to the training of reflective and critical professionals, capable of intervening in a reasoned, creative and inclusive manner in the promotion of children's linguistic and communicative skills, ensuring meaningful language learning and the development of literacy from the early years of schooling.
- Details
- Category: Discipline
- Google Analytics 4 (GA4) Documentação Oficial https://support.google.com/analytics/ Google Analytics 4 (GA4) Guia de Configuração https://support.google.com/analytics/answer/9304153 Google Analytics 4 (GA4) Curso Oficial https://skillshop.exceedlms.com/student/path/50843-google-analytics-4-certification Google Looker Studio Documentação Oficial https://cloud.google.com/looker-studio/docs Google Looker Studio Ajuda da Plataforma https://support.google.com/looker-studio/ Google Looker Studio Curso Oficial (Pro) https://skillshop.exceedlms.com/student/path/663086-get-started-with-looker-studio-pro Google Tag Manager (GTM) Visão Geral Oficial https://support.google.com/tagmanager/answer/6003009 Google Tag Manager (GTM) Guia de Início https://support.google.com/tagmanager/answer/6102821 Google Tag Manager (GTM) Curso Oficial https://analytics.google.com/analytics/academy/course/5
- Digital Marketing
- 6066
- 21878
- Performance Metrics and Assessment
- IPLUSO6066-21878
- 2
- 5
- 0
- 4
- Não
- Português
- The curricular unit develops the use of practical cases and role playing in order to involve students in realities that they will encounter in the job market.
- Mandatory
- At the end of the semester, students will have acquired skills in the area of digital analysis using theoretical and practical tools that will facilitate their professional integration, namely Definition, implementation, and evaluation of digital measurement plans Performance appraisal based on data Development of analytical and critical data capabilities Development of forms of visual representation of information Working knowledge of digital analysis software
- What is Digital Analysis Concepts Examples Application Exercises Google Analytics What is it Structure Concepts Events Segments Audiences Google Looker Studio What is it Visual representation of data Exercises Interface Functionalities Reports Graphics dimensions Matrics Data sources Google Tag Manager What is it Tags, Triggers and Variables Debug Data Layer Implementation of measurement plan with GTM
Descrição
Data limite
Ponderação
Trabalho - Plano de medição
15%
Exercício GA4
15%
Exercício GTM
20%
Exercício GLS
20%
Trabalho Final
20%
Participação e assíduidade
10%
- Semestral
- The discipline of Metrics and Performance Evaluation aims to equip students with general knowledge about the field of Digital Analysis within the context of Digital Marketing and eCommerce. Generally, the area of digital analytics is dedicated to data analysis in order to understand and identify behavioral patterns and/or trends, with the goal of improving the current and future performance of a brand, product, service, or any other activity that exists or relies on digital means to exist. This discipline therefore intends to equip students with both theoretical knowledge about Digital Analysis and its implementation, as well as applied knowledge using software such as Google Analytics, Google Looker Studio, and Google Tag Manager. By the end of the course unit, students will be able to use Google Analytics as a tool for analyzing predefined metrics, and to create and analyze reports using Google Data Studio.
- Details
- Category: Discipline
- . Bismarck, M. (2007). Desenhar é o desenho. Em: Livro de Atas de Conferência Nacional. FBAUP. . Elkins, J. (1997). The Object Stares Back: On the Nature of Seeing. Harcourt Brace. . Bismarck, M. (2007). Desenhar é o desenho. Em: Livro de Atas de Conferência . Gottsegen, M. D. (2006). The Painter's Handbook: Revised and Expanded. Watson-Guptill Publications. . Kaupelis, R. (1980). Experimental Drawing. Watson-Guptill Publications, 1992. . Mayer, R. (1991). The artist's handbook of materials and techniques (5th ed.). Viking. . Molina, J. J. G. (coord.) (2001). El Manual del Dibujo: Estrategias en su enseñanza. Ediciones Cátedra. . Molina, J. J. G., (coord.) (2002). Máquinas y herramientas de dibujo. Ediciones Catedra. . Pedro, A. (2015). A expressão do tempo no desenho. Em: As idades do Desenho (pp. 113-122). FBAUL. . Smith, T. (2009). What is contemporary art? University of Chicago Press. . Suter, B. (2009). Parallel Encyclopedia. Roma Publications.
- Drawing
- 6947
- 26038
- Artistic Expression Laboratory
- IPLUSO6947-3-26038
- 1
- 5
- 1183
- 4
- Não
- Português
- The teaching methodologies employed are a blend of hands-on instruction, demonstrations, and group discussions. This methodological framework was designed to maximize effectiveness in achieving the learning outcomes of the course: . Laboratory practical classes are the primary mode of instruction, allowing students to directly experiment with different materials and techniques. . Demonstrations are used to introduce new techniques and materials, presenting students with practical examples and tutorial guidance. . Group discussions are encouraged to foster a forum for critical reflection and the analysis of works, allowing students to consolidate their theoretical understanding and provide constructive criticism of their own work and that of others. . Individual and group tasks are structured to promote autonomy in artistic research and collaborative skills. . Evaluation is conducted through continuous observation of student progress.
- Optional
- This theoretical-practical course unit aims to: - Acquire practical mastery of a diverse range of artistic techniques and materials, from the most traditional to the most innovative. - Foster a deep understanding of the material and technical processes underlying artistic creation. - Encourage experimentation as a means of discovering new expressive and technical possibilities. - Promote the integration of knowledge and skills acquired in other course units for the development of a cohesive and informed artistic practice. - Stimulate critical reflection on the use of different materials and techniques, evaluating their impact and relevance in different artistic projects and within the contemporary artistic context. The teaching method combines practical instruction, demonstrations, and group discussions, aligning with the learning objectives through a practical and experimental approach.
- - Exercises for technical and material mastery, using different types of artistic materials and techniques. - Exploration of drawing and painting techniques such as charcoal, pencil, watercolor, and acrylic, to develop technical mastery. - Exercises in experimentation with unconventional materials and techniques, such as resins, fabrics, and metals. - Group discussion exercises and critical analysis of works, to assess the impact and effectiveness of different techniques and materials. - Exercises aimed at integrating knowledge and skills acquired in other curricular units. - Exercises in the combination and experimentation of materials and techniques, promoting an experimental approach. - Exercises involving the recording of the creative process and critical reflection activities on the selection and application of materials and techniques.
Ao longo do semestre, os estudantes são submetidos a uma avaliação contínua, que
corresponde a 75% da nota final. Esta modalidade de avaliação está em consonância
com os objetivos de aprendizagem da UC, nomeadamente no que diz respeito à
aquisição de domínio técnico, à experimentação com diversos materiais e à
integração de conhecimentos de outras UCs. O feedback providenciado nesta fase
permite o ajuste e a melhoria contínua dos estudantes.
No final do semestre, os estudantes apresentam um portefólio com os exercícios
realizados em aula, que corresponderá a 15% da nota final. Este portefólio deverá
refletir o domínio das técnicas e materiais explorados, bem como a capacidade de
experimentação e reflexão crítica.
A avaliação de assiduidade, participação e pontualidade compõe 10% da nota final e
está vinculada à participação ativa e assiduidade dos estudantes, reforçando a
importância do envolvimento contínuo com os materiais e métodos de ensino da UC.
Ponderação da Avaliação:
. Apresentação de portefólio: 15%
. Avaliação contínua: 75%
. Assiduidade, participação e pontualidade: 10%
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%.
During the semester, students undergo continuous assessment, accounting for 75%
of the final grade. This form of assessment aligns with the learning objectives of the
course unit, particularly in terms of technical mastery, experimentation with various
materials, and the integration of knowledge from other course units. The feedback
provided at this stage allows for the continuous adjustment and improvement of
students.
At the end of the semester, students present a portfolio of the exercises carried out in
class, which will make up 15% of the final grade. This portfolio should reflect mastery
of the techniques and materials explored, as well as the capacity for experimentation
and critical reflection.
Attendance, participation, and punctuality make up 10% of the final grade and
are linked to the active and consistent participation of students, reinforcing the
importance of ongoing engagement with the course unit's materials and
teaching methods.
Assessment Weighting:
. Portfolio Presentation: 15%
. Continuous Assessment: 75%
. Attendance, Participation, and Punctuality: 10%
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
- The course combines practical experimentation and critical reflection on artistic materials and techniques, fostering an integrated and informed practice within the field of contemporary art.
- Details
- Category: Discipline
- Cabral, A. (2001). O Jogo no Ensino. Editorial Notícias Costa, I. (2003). O Desejo de Teatro. Fundação Calouste Gulbenkian Gagnard, M. (1974). Iniciação Musical dos Jovens. Editorial Estampa Hernández, F. (2000). Cultura Visual, Mudança Educativa e Projecto de Trabalho. Artes Médicas Sul Rooyackers, P. (1996). 101 Jogos Musicais para Crianças: divertimento e criatividade com movimento. Lyon Multimédia Edições Santos, A. (1992). Ensino Artístico. Edições Asa Storms, G. (2000). 100 Jogos Musicais. Edições Asa Sousa, A. (2003). Educação pela arte e artes na educação: Bases psicopedagógicas. Instituto Piaget Tejerina, I. (1994). Dramatización y Teatro Infantil - Dimensiones Psicopedagógicas y Expressivas. Siglo Ventiuno Editores
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25603
- Teaching Expressions in the 1st Cycle of Basic Education
- IPLUSO6857-25603
- 1
- 5
- 0
- 4
- Não
- Português
- Within the scope of this Curricular Unit, we'll seek to analyze, study, and deepen existing methodologies - High Scope, Reggio Emilia, Modern School Movement, Dalcroze Method, Orff Method, Kódaly Method, among others - framing them in the syllabus defined by the Ministry of Education and, from there, creating our own methodologies, based on the personal reflection and practice of each student, summarizing the contributions of them all. Thus, theoretical-practical classes will be conducted by the teacher in an interdisciplinary and integrated manner, articulating small group work with personal research and practice.
- Mandatory
- 1 - This Curricular Unit has as its main objectives the study and application of pedagogical models important for the teaching of Artistic Expressions in the classroom; 2 - A detailed analysis of the current pedagogical models will be carried out using existing materials and books approved for the Expression's Official Teaching, as well as an in-depth explanation of the objectives and skills to be acquired within the scope of the Artistic Expressions, which are detailed in the Curricular Guidelines and in the Program for the 1st Cycle of Basic Education; 3 - The students should finish the Curricular Unit valuing the importance of teaching Artistic Expressions for the Development of the Child asa whole, as well as knowing how to reflect, apply and plan activities both in musical, plastic, and dramatic contexts, whether in a formal or in an informal context; 4 - Students will also know how to research and collect materials and documents that consolidate their pedagogy.
- 1 - Specific characteristics and purposes of learning Artistic Expressions for children; 2 Analysis of the programmatic and curricular guidelines defined by the Ministry of Education, as well as the establishment of learning objectives and goals; 3 - How to plan and build games, theatres, materials, and activities within the scope of Artistic Expressions; 4 - Research, construction, and exploitation of didactic resources within the scope of Artistic Expressions; 5 - Reflection on different pedagogical models, such as High Scope, Reggio Emilia, Modern School Movement, as well as teaching methodologies, such as Orff, Dalcroze or Kódaly, all in an active and interdisciplinary approach to pedagogy; 6 - How to make curricular integration of the different expressions and respective project works; 7 - Sensitize the child for the importance of expressiveness, socialization, communication, and aesthetic sensitivity in the pedagogical scope of Artistic Expressions.
Será privilegiada uma avaliação contínua baseada em trabalhos executados nas aulas, em trabalhos individuais de cada aluno e também em trabalhos para pequeno grupo. Todos os trabalhos terão uma classificação e terão as seguintes ponderações na nota final: trabalhos de aula (20% da classificação final); trabalhos individuais de cada aluno (30% da classificação final); trabalho final a pares ou em pequeno grupo (50% da classificação final). Em todos os trabalhos serão valorizadas a análise documental, a preparação e reflexão de actividades de Expressão Artística, bem como a elaboração de uma Planificação Final que consistirá no principal elemento de avaliação da Unidade Curricular, até porque potenciará a troca de experiências e de cooperação entre os estudantes.
- Semestral
- This Curricular Unit aims to equip students with the pedagogies, tools, and techniques to learn Artistic Expressions as autonomous areas of knowledge, but also as active and playful methodologies for acquiring knowledge in other areas. To this end, we will use highly successful and internationally tested pedagogical models with scientific and pedagogical evidence so that students become familiar with them and can apply these Artistic Expression methodologies to acquire knowledge and skills. Individual research, discussion of ideas, and the creation of artistic works in groups will also be prioritized.
- 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)
- Electrical Installations and Automation
- 6082
- 22090
- Computer-Aided Technical Design
- IPLUSO6082-22090
- 1
- 3
- 0
- 4
- Não
- Português
- The learning method favors the discussion of topics referred to in the program content, in a classroom context. Discussions will be proposed after the theoretical exposition of the topic, and will be moderated by the teacher in order to guide the proposed objectives. The strategy to be implemented will allow the development of a critical spirit, perception of themes and their real application.
- Mandatory
- This curricular unit introduces the basic rules for creating and presenting designed parts of an electrical installation, namely: Lighting; sockets; feeders; electrical panel diagrams; diagrams. The topics covered provide basic knowledge of the design of electrical installations.
- 1. Interpret an architectural plan 2. Mastery of basic CAD drawing tools 3. Prepare the main drawn parts of an electrical project.
1º trabalho
2ª Semana
Tema
Levantamento da arquitetura da sala de aulas e zonas adjacentes.
Levantamento a mão livre da sala e zonas adjacentes
Representação dos principais elementos: vãos de portas e janelas, identificação dos espaços e
dimensões.
Data de entrega
3ª Semana
Defesa
3ª Semana
Critérios de avaliação: 1 a 10
Abordagem dos temas propostos: 1 a 10 (10% da nota do trabalho)
Identificação correta dos temas proposto: 1 a10 (35% da nota do trabalho)
Apresentação geral do trabalho: 1 a 10 (15% da nota do trabalho)
Domínio do trabalho apresentado (defesa) 1 a 10 (40% da nota)
2º trabalho
5ª Semana
Representação do levantamento efetuado em CAD
Representação da planta
Representação do corte e alçados.
Representação dos principais elementos: vãos de portas e janelas, identificação dos espaços e
dimensões.
Data de entrega
5ª Semana
Critérios de avaliação: 1 a 10
Abordagem dos temas propostos: 1 a 10 (10% da nota do trabalho)
Identificação correta dos temas proposto: 1 a10 (35% da nota do trabalho)
Apresentação geral do trabalho: 1 a 10 (15% da nota do trabalho)
Domínio da ferramenta AutoCad 1 a 10 (40% da nota)3º trabalho
6ª Semana
Levantamento das instalações elétricas existentes no levantamento efetuado
Levantamento da iluminação normal e de segurança
Levantamento das tomadas de uso geral
Levantamento da rede de alimentadores
Levantamento dos quadros elétricos
Entrega
13ª Semana
Defesa
14ª Semana
Critérios de avaliação: 1 a 10
Abordagem dos temas propostos: 1 a 10 (20% da nota do trabalho)
Identificação correta dos temas proposto: 1 a10 (35% da nota do trabalho)
Apresentação geral do trabalho: 1 a 10 (5% da nota do trabalho)
Domínio do trabalho apresentado (defesa) 1 a 10 (40% da nota)
1º trabalho 15% da nota final2º trabalho 30% da nota final
3º trabalho 45% da nota final
Avaliação em contexto de sala de aula 10% (incluindo assiduidade)
Exame de recurso
Elaboração de um dos trabalhos proposto, de acordo com a avaliação continua (com defesa)
Exame época especial
Elaboração de um dos trabalhos proposto, de acordo com a avaliação continua (com defesa)- Semestral
- A presente unidade curricular introduz as regras básicas para criação e apresentação de peças desenhadas de uma instalação elétricas nomeadamente: Iluminação; tomadas; alimentadores; esquemas dos quadros elétricos; diagramas. Os temas abordados permitem um conhecimento básico de desenho de instalações elétricas.
