- Details
- Category: Discipline
- Bardin, L. (2015). Análise de conteúdo (7.ª ed.). Edições 70. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer Press. Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE. Hill, M. M., & Hill, A. (2012). Investigação por questionário (5.ª ed.). Edições Sílabo. Ponte, J. P. da. (2002). Investigar a nossa própria prática. In GTI (Org.), Reflectir e investigar sobre a prática profissional (pp. 5-28). APM. Roldão, M. do C. (2021). Investigação como instrumento da formação profissional de docentes. Formação Docente - Revista Brasileira de Pesquisa sobre Formação de Professores, 13(28), 79-90. https://doi.org/10.31639/rbpfp.v13i28.545 Tashakkori, A., & Teddlie, C. (Eds.). (2010). SAGE handbook of mixed methods in social & behavioral research (2nd ed.). SAGE Publications. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25605
- Research Methodology in Education
- IPLUSO6857-25605
- 2
- 2
- 0
- 4
- Não
- Português
- Teaching methodologies are based on theoretical-practical classes and problem-based learning (PBL). Students identify a problem, formulate questions, and develop a project consistent with the foundations of scientific research. Reflective practice, debate, and group exercises foster critical thinking, problem-solving, teamwork, communication, and autonomous research. Research designs, articles, dissertations, and Supervised Teaching Practice Reports are analysed, considering coherence among the problem, theoretical framework, methodology, instruments, and analysis. Assessment: participation and engagement in class (10%); research project (20%); project presentation and defence (20%); written test (50%). Criteria: scientific and conceptual rigour; methodological coherence and appropriateness; analysis, interpretation, and synthesis; critical thinking; scientific communication; ethics and academic referencing.
- Mandatory
- Understand the epistemological foundations, paradigms, and main methodological approaches to research as well as methods and techniques for data collection and analysis; Develop skills for designing and preparing research projects and for writing scientific and academic works; Select, justify, and apply research designs, methods, techniques, and instruments for data collection, processing, and analysis; Understand and apply ethical principles and scientific integrity, as well as standards for academic writing, citation, and bibliographic referencing; Understand and distinguish the main forms of scientific and academic production in Education, namely the research project, scientific article, master's dissertation, and Supervised Teaching Practice Report; Critically analyse scientific studies and academic works, identifying coherence among the research problem, theoretical framework, methodological design, analytical procedures, and conclusions.
- Foundations of research in Education: epistemology and paradigms; quantitative, qualitative and mixed methods; research problems, questions, objectives and hypotheses. Designs and strategies: case study, action research, research into one's own practice, surveys, and experimental and quasi-experimental designs. Research process: literature review; research design; participants and sampling; observation, interviews, questionnaires, focus groups, research journals, tests and document analysis. Data analysis and quality: quantitative, qualitative and content analysis; coding, categorisation, integration, validity, reliability, credibility and triangulation. Ethics and scientific communication: consent, confidentiality, participant protection, academic writing and APA 7. Scientific production: projects, articles, master's dissertations and Supervised Teaching Practice Reports; reflective practice and critical analysis of scientific works.
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
30%
Portfolio
dd-mm-yyyy
40%
(...)
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 Research Methodology curricular unit is part of the scientific and professional training provided by the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Its field of action focuses on educational research and the systematic analysis of teaching practices. It aims to develop skills to formulate problems, design projects, select methods and instruments, analyse data, and communicate results with scientific, ethical, and reflective rigour. Its relevance within the study cycle lies in its contribution to evidence-informed teaching, research into one's own practice, and the preparation of a master's dissertation or Supervised Teaching Practice Report, linking theoretical knowledge, pedagogical intervention, and professional development
- Details
- Category: Discipline
- Slides fornecidos pela docente; Halliday D., Resnick R., Walker J., Fundamentals of Physics (12 th Ed.). John Wiley & Sons inc., 2021, ISBN 978-1-119-77351-1; Raymond A. Serway, John W. Jewett, Physics for Scientists and Engineers with Modern Physics 10th Edition, Cengage Learning , 2018, ISBN 9781337553292; Todos as temáticas serão desenvolvidas com o apoio das ferramentas de visualização, programas elaborados pelos docentes para ilustrar as leis físicas, as aplicações discutidas e alguns problemas resolvidos durante as aulas práticas.
- Electrical Installations and Automation
- 6082
- 1994
- Physics
- IPLUSO6082-1994
- 1
- 6
- 0
- 4
- Não
- Português
- There is no distinction between lectures and practical classes. In a constructive alignment approach, concepts and laws are introduced and discussed. Students are actively engaged in the analysis of problems related to the topics covered. Teaching is supported through videos and simulations. All topics are taught with an emphasis on practical application, encouraging students to discuss and analyse real physical situations using software and simple laboratory projects. Students also work in groups to research and deliver oral presentations on selected topics within the framework of flipped classroom approach. To develop problem-solving skills, students are challenged to work collaboratively on a set of exercises. Problems not completed during class may be solved outside the classroom and submitted for feedback. In addition to fostering autonomy in problem-solving, the course aims to develop students' ability to visualise and understand the relationships between physical quantities
- Mandatory
- This course unit provides the scientific foundation for several subsequent courses within the degree programme. It is therefore designed to offer broad coverage of the subject matter, encompassing the fundamental laws of particle mechanics as well as the basic principles of electric and magnetic fields. The course aims to equip students with the knowledge and skills required to analyse and solve problems based on simple real physical phenomena, applying the concepts and laws introduced throughout the course. Furthermore, students are expected to strengthen their problem-solving abilities while developing the capacity to relate theoretical physical principles to their practical applications through laboratory experiments and software-assisted learning activities.
- Dimensions and Vector Review: Scalar and vector quantities, Dimensions and units, Vector algebra Kinematics in One and Two Dimensions: Position, velocity and acceleration, Motion in one and two dimensions: projectile motion Particle Dynamics and Newton's Laws: Force, Newton's laws, Gravitational force, frictional force and elastic force Work and Energy: Work and kinetic energy, Conservative forces and potential energy, Conservation of mechanical energy Systems of Particles: Centre of mass and conservation of linear momentum, Collisions, Rigid body: rotational dynamics and statics Electrostatics and Coulomb's Law: Insulators and conductors, Coulomb's law and electrostatic force Electric Field and Electric Flux: Electric field, Electric flux and Gauss's law, Electric potential Magnetic Force and Magnetic Field: Magnetic force, Laplace's and Biot-Savart laws Magnetic Flux and Electromagnetic Induction: Magnetic flux, Induced currents, Faraday's and Lenz's laws
Descrição
Data limite
Ponderação
1º Mini-Teste para avaliação contínua
04-11-2026
20%
2º Mini-Teste para avaliação contínua
09-12-2026
22,5%
3º Mini-Teste para avaliação contínua
20/01/2026
22,5%
Relatório(s) de trabalho(s) prático-experimental e/ou realização de trabalhos de pesquisa sobre temas estudados que serão apresentados oralmente numa aproximação de aula invertida Os
mini-relatórios
são entregues
1 semana
após a
realização do
trabalho
prático ou
outra data
definida pelo
docente e
anunciado no
Moodle25% (considerar a média dos trabalhos que forem realizados)
Trabalhos realizados em casa e Quizes A definir de acordo com evolução das aulas 10% (média de todas as atividades) - Semestral
- Physics is a broad scientific discipline with applications across virtually all modern technologies. It provides scientific foundations for engineering and is particularly relevant in the fields of electrical installations and automation. This course aims to provide students with the fundamental principles of Physics in the areas of mechanics and electromagnetism, while fostering autonomy, critical thinking and problem-solving skills that will support learning in more specialised courses within the programme and, subsequently, in their professional careers in technology-related fields. The course offers an introduction to the topics, beginning with fundamentals such as scalar and vector quantities and progressing to study the motion of bodies, energy, mechanical forces, electric charges and electromagnetic fields. Particular emphasis is placed on visualisation and experimental demonstration of the concepts discussed, supported by software-based learning tools and laboratories sessions.
- 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. . Fenwick, S., e Smith, G. (2018). The Business of Watercolour. Routledge. . 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
- IPLUSO6947-1-26038
- 1
- 5
- 1186
- 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
- António, A. (2020). Matemática. Arte. Emoção. Amazon Arends, R. (2021). Aprender a Ensinar. McGraw-Hill de Portugal. Costa, A. P. (2023). Qualitative Research Methods: digital tools open promising trends?, Revista Lusófona de Educação, 59, 67-76 67 Ferreira, M. E. R. & Dias, H. (2018). Uma experiência na formação de futuros professores: aprender sobre ambiente através do ensino das ciências. Revista electrónica de investigación en educación en ciências, 13, 29-46 Fonseca, G. & Ponte, J. P. (2023). O estudo de aula sobre o ensino da matemática do 1CEB Revista Latinoamericana de Investigación en Matemática Educativa, 25(2), 223-246 ME (2017).Perfil dos alunos à saída da escolaridade obrigatória. ME NCTM (2007). Princípios e normas para a matemática escolar. APM Sousa, A.(2003). Educação pela arte e artes na educação. Piaget Paixão, F.(2006). Educação em ciência, cultura e cidadania. Alma Azul Rebelo, D. et al (2020). Fundamentos da didática da língua materna. Un.Aberta
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25607
- Supervised Teaching Practice 1 - 1st Cycle
- IPLUSO6857-25607
- 2
- 26
- 0
- 4
- Sim
- Português
- Supervised Teaching Practice for the 1st Cycle incorporates innovative methodologies that promote active learning, critical reflection and the link between theory and practice. Students develop projects in real-world contexts, drawing on guided observation, analysis of teaching practices and the use of digital resources that support research and pedagogical documentation. Collaborative strategies are employed, such as co-teaching, co-assessment and participation in learning communities. The oral defence of their work strengthens students' ability to argue a case and provide sound reasoning. These methodologies foster autonomy, professional responsibility and the development of skills essential to the teaching profession.
- Mandatory
- 1.Know the context and the problems of the 1st CEB; 2.Interact pedagogically with teachers from recruitment group 110 and other groups or subject areas in collaborative or co-operative work. 3. Design and use teaching and learning resources appropriate to the 1st CEB. 4. 5. Select and use teaching and learning methods and techniques appropriate to the 1st CEB. 4. Develop competences to act as education professionals, namely: observe and analyse contexts and situations; plan actions appropriately; develop coherent and reasoned work strategies; evaluate the results achieved. 6. Carry out a (self) evaluation of their performance, from a perspective of reflection on action. 7. To adopt a reflective, critical and inquisitive approach to educational practices, using reflective and focused writing, with a view to personal and professional development 8. Articulate and apply the knowledge worked on in the UC Seminar of PES Follow-up.
- The course content will be based on the educational activities observed, described, analysed, implemented and evaluated by the Master's students within the context of the 1st Cycle of Basic Education (1.º CEB). 1. Development of the school year in context (1.º CEB). -Strategies for pedagogical differentiation and cooperation. Preparation of teaching and learning sequences -Delivery of teaching and learning sequences -Reflection on teaching sequences .Assessment of pupils' learning .Reflection on pupil assessment 2. Reflection on the integrated and interdisciplinary application of the learning acquired in the various training components, from a scientific and pedagogical-didactic perspective, with a view to improving teaching practices within the context of the 1st CEB. 3. Organisation of the Supervised Teaching Practice (Portefolio) 4.Preparation of the Supervised Teaching Practice I Report, underpinned by relevant scientific, pedagogical and research literature.
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
Desempenho profissional no estágio (DPE)
Ao longo do semestre
60% Portfolio de prática pedagógica suervisionada
ao longo do semestre
40%
O portfólio integra o trabalho desenvolvido durante o estágio e deve incluir evidências do trabalho realizado (contextualização, planeamento, materiais, avaliações, projetos, relatórios analíticos); reflexões investigativas periódicas, apoiadas por documentação bibliográfica de referência, instrumentos criados, procedimentos desenvolvidos, conclusões e implicações extraídas.
- Semestral
- This Course Module forms part of the 1st Cycle of Studies in Education, contributing to initial teacher training through the development of skills in observation, analysis, intervention and reflection on educational practices. Its scope focuses on the areas of a teacher's professional practice, integrating pedagogical principles, innovative methodologies and supervised teaching practices in a real-world context. The module promotes a critical understanding of teaching and learning processes, the use of digital resources, the design of educational environments and participation in communities of practice. Its relevance stems from the need to prepare future teachers to respond to contemporary challenges in schools, ensuring a solid, contextualised training programme that is aligned with the quality standards for basic education.
- Details
- Category: Discipline
- Cadernos técnicos ANEPC Fichas de segurança ANEPC SINALUX, lda
- Electrical Installations and Automation
- 6082
- 22091
- Self Protection Measures
- IPLUSO6082-22091
- 1
- 5
- 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.
- Mandatory
- 1. Recognize the legal and normative framework of self-protection measures. 2. Understand the development of a fire in its various phases and the associated risks. 3. Identify emergencies and effective forms of combat and evacuation.
- 1. Generalities General aspects about the need for self-protection measures (MAP) and fire phenomena. 2. SCIE legal framework 2.1. General provisions; Scope of application of MAPs in a legal, social and economic context 2.2. Characterization of buildings and enclosures; Identification of buildings, classification into different types of use (UT) and risk categories. 2.3. Self-Protection Measures (MAP) 2.3.1. General criteria; Know the necessary self-protection elements Implementation of self-protection measures; Design the elements of self-protection 3. Practical case Study of a MAP
A avaliação será efetuada em modo contínuo, através das respostas assertivas obtidas pelos alunos e realização dos trabalho e respetiva defesa.
A avaliação será constituída por:
1º trabalho 15% da nota final
2º trabalho 30% da nota final
3º trabalho 45% da nota final
Avaliação em contexto de sala de aula 10% (incluindo assiduidade)
Os critérios de aprovação:
Nota final superior a 9,50
Assiduidade igual ou superior a 75%
Exame de recurso
Elaboração de um dos trabalhos proposto, de acordo com a avaliação continua (com defesa)
Classificação 1 a 20, nota superior a 10
Exame época especial
Teste escrito
Classificação 1 a 20, nota superior a 10
Elaboração de um dos trabalhos proposto, de acordo com a avaliação continua (com defesa)
Classificação 1 a 20, nota superior a 10
Nota final média ponderada das duas notas
- Semestral
- Curricular Unit (CU) of interest in the area of safety in buildings (SB). Its objective is to approach the topics of passive and active safety, within the scope of study progression in the area of SB. This curricular unit addresses cross-cutting topics related to the safety of people and buildings, such as: organization of security; firefighting systems; evacuation paths; means of early warning and detection. The topics covered provide general knowledge of the implementation of self-protection measures.
