- Details
- Category: Discipline
- Eça, T. & Mason, R. (Eds.) (2008). International Dialogues about Visual Culture, Education and Art. Intellect Books. Efland, A. D., Freedman, K. & Stuhr, P. (2003). La educación en el arte posmoderno. Paidós. Freedman, K., & Stuhr, P. (2020). Art Education for a Global Society: Visual Culture in the 21st Century. Routledge. Fróis, J. P. (Coord.) (2008). Educação Estética e Artística: Abordagens transdisciplinares. Fundação Calouste Gulbenkian. Gude, O. (2020). Postmodern Principles: In Search of a 21st Century Art Education. Art Education. Hernandez, F. (2000). Educación y cultura visual. Octaedro. Hetland, L., Winner, E., Veenema, S., Sheridan, K. M. & Perkins, D. N. (2007). Studio Thinking: The Real Benefits of Visual Art Education. Teachers College Press. Schinkel, A. (2020). Wonder, Education and Human Flourishing. VU University Press. Thulson, A. (2022). Big Ideas in Art & Education. Teachers College Press.
- Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
- 7144
- 23574
- Didactics of Visual Arts II
- ISMAT7144-23574
- 1
- 6
- 0
- 12
- Não
- Português
- The methodologies of this curricular unit are student-centered, prioritizing active, collaborative practices oriented towards solving real-world problems. They include interactive lectures using works of art and texts, promoting critical thinking and historical and cultural contextualization. They integrate pedagogical simulations with methodologies such as design thinking, project-based learning, and case analysis. They value collaborative work in the development of teaching proposals, as well as tutorials oriented towards action research projects. They incorporate hybrid environments with digital technologies, expanding artistic creation. They also use metacognitive strategies, such as self-assessment and reflective portfolios, promoting teacher identity. Problem-based learning is also highlighted, reinforcing the link between theory and practice.
- Mandatory
- By the end of this course unit, students should be able to: 1. Critically analyze the challenges of art education in the contemporary and postmodern context; 2. Integrate works of art into the teaching of visual arts, both synchronously and diachronically, adapted to the teaching levels and curricular themes; 3. Identify and apply strategies for the development of creativity in educational processes, based on theories and phases of creative thinking; 4. Promote innovative and multidisciplinary pedagogical approaches, appropriate to cultural diversity and the challenges of inclusion; 5. Know and apply different research methodologies in art education, focusing on action research; 6. Formulate pedagogical and research projects centered on visual culture and new means of artistic creation.
- 1. The Artwork as a Pedagogical Resource 1.1. Intelligence and Aesthetic Experience 1.2. Aesthetic Development in Children and Youth 1.3. Synchronic and Diachronic Analysis of the Artwork 1.4. Museums and Educational Projects 2. Visual Arts and Multidisciplinarity 2.1. Curricular Integration and Articulation with Other Areas 2.2. Examples of Good Practices and Interdisciplinary Projects 3. Creativity and Artistic Expression 3.1. Components of Creative Thinking 3.2. Strategies and Methodologies for Developing Creativity 3.3. Assessment of Creativity in an Educational Context 4. Art Education in Post-Modernity 4.1. Visual Culture, Inclusion, Multiculturalism 4.2. Images and Cultural Meanings 4.3. New Means of Creation: Photography, Cinema, Digital Technologies 5. Research in Art Education 5.1. Qualitative Methods and Action Research 5.2. Planning and Formulation of Research Projects 5.3. Inclusion in the National Arts Plan (PNA)
Descrição
Data limite
Ponderação
Recensão Crítica sobre Educação Artística Contemporânea
Objetivo: Desenvolver uma reflexão crítica fundamentada sobre um problema relevante no ensino das Artes Visuais, articulando conceitos teóricos da educação artística com desafios contemporâneos da prática pedagógica.
Este trabalho deverá constituir a base teórica que sustentará o desenvolvimento do projeto pedagógico a realizar no Trabalho 2.Critérios de avaliação:
* Qualidade da fundamentação teórica
* Coerência argumentativa
* Articulação entre teoria e prática
* Estrutura e clareza do texto
* Utilização adequada de referências bibliográficas18-05-2026
35%
Desenvolvimento de Unidade Didática Investigativa
Objetivo: Desenvolver uma proposta pedagógica estruturada para o ensino das Artes Visuais no 3.º ciclo do ensino básico ou no ensino secundário, fundamentada em princípios de investigação-ação e metodologias ativas de aprendizagem.
Este trabalho constitui o projeto principal da unidade curricular.
O desenvolvimento da Unidade Didática Investigativa deverá ser realizado individualmente, permitindo que cada estudante desenvolva de forma autónoma a sua proposta pedagógica e articule a fundamentação teórica com a prática educativa.Critérios de avaliação:
* Coerência entre fundamentação teórica e proposta pedagógica
* Inovação e criatividade das estratégias didáticas
* Integração da cultura visual contemporânea
* Viabilidade de aplicação em contexto escolar
* Qualidade da estrutura e organização do documento25-06-2026
55%
Portifólio Reflexivo
Objetivo: Documentar o processo de aprendizagem desenvolvido ao longo da unidade curricular, reunindo reflexões críticas, registos visuais e evidências das atividades realizadas nas aulas.
Critérios de avaliação:
* Qualidade da reflexão crítica
* Organização do material apresentado
* Evidência do processo de aprendizagem02-07-2026
10%
- Semestral
- The Didactics of Visual Arts II course integrates training in art education, deepening theoretical, methodological, and practical knowledge in the teaching of visual arts, in continuity with the previous course. Its field of action focuses on the training of future teachers, intervening at various levels of education. It operates in the areas of integrating the artwork into the educational process, developing creativity, multidisciplinarity, and contemporary visual culture, promoting inclusive and culturally responsive practices. It also stands out for its introduction to research in art education, with a focus on action research. Its relevance in the study cycle lies in the consolidation of professional skills, articulating theory, practice, and research, and preparing students to design innovative pedagogical and research projects, suitable for contemporary educational challenges.
- Details
- Category: Discipline
- Creative Technologies
- 6332
- 2407
- Project III
- ISMAT6332-2407
- 2
- Bachelor
- 10
- 0
- 12
- Não
- Português
- EN
- DAAD - Department of Architecture, Arts and Design
- Semestral
- Details
- Category: Discipline
- Ebner, Peter (2009). Typology+: Innovative residential architecture. Birkhäuser Boudet, Dominique et al. (ed. 2017). New housing in Zurich: Typologies for a changing society. Park Books Deplazes, Andrea (ed. 2005) Constructing architecture: materials, processes, structures - a handbook. Birkhäuser Carter, Peter (ed. 1999). Mies van der Rohe at work. Phaidon Rocha, Paulo Mendes da (2018). Futuro desenhado. Monade Editora Siza, Álvaro (2000). Imaginar a evidência. Edições 70 Zimmermann, Astrid (2011). Constructing landscapes. Birkhäuser www: Dias, Manuel Graça. Melo, Alexandre (1996). Ver Artes, RTP. Disponível em: https://arquivos.rtp.pt/programas/ver-artes/page/5/#filters Copans, Richard. NEUMANN, Stan. ARTE Architecture collection. Disponível em: https://campus.arte.tv/serie/architectures-tous-les-episodes
- Architecture
- 367
- 24239
- Project VI
- ISMAT367-24239
- 3
- Bachelor; Master Degree
- 10
- 0
- 12
- Não
- Português
- EN
- M1. Theoretical classes M2. Practical in-person work for project development M3. Weekly debates and meetings for design critics M4. Asynchronous guided autonomous work M5. Construction of a shared Colective Archive
- Mandatory
- The objectives of the curricular unit will align with the expectations for developing perception of the natural and built space, as well as drawing/project techniques acquired previously. Emphasis will be placed on the concomitant exercise of consciousness and language, with basic construction notions integrated into the creative process. Students are expected to cultivate critical attention in freedom, ease of expression, and the ability to understand themselves while making themselves understood by others. As generic objectives, three key moments in the work process are identified: O1. To investigate effectively, developing analysis of context, programme, and historical-theoretical references from the presented problem. O2. To design proficiently, from defining an idea-strategy, articulated and configured through constructions. O3. To communicate clearly, translating the design process and its awareness into language.
- DAAD - Department of Architecture, Arts and Design
- The syllabus content has been designed with a view to achieving the objectives of the curricular unit. Work will be carried out within a logic of progressiveness and diversity. The exercises may be spontaneous and short or more structured and extended, with different typologies and scales, stimulating creativity and reflection, and integrating an awareness of construction know-how as a fundamental competence to be consolidated. Students will also be encouraged to develop their own structured language, in line with the assumptions of the project. The following contents will be addressed: CP1. Identification, analysis and study of the problem, through surveys, readings and critical interpretations. CP2. Definition of a strategy for the conception and development of the project in an urban and/or natural context, in accordance with the brief(s) of the exercise(s). CP3. Representation and communication of the project, using the resources available in the course.
A avaliação da UC estará em linha com o Regulamento de Avaliação do ISMAT. Sendo a UC de carácter predominantemente prático, com acompanhamento e críticas de projeto (design critics) em contexto tutorial, a avaliação será contínua, implicando uma assiduidade superior a 70%. A avaliação terá um carácter formativo, tendo como objetivo a criação ou a preservação de condições propícias à aprendizagem, permitindo agir imediata e continuamente sobre o desempenho do aluno, possibilitando identificar as suas dificuldades e virtudes, e orientá-lo no sentido da sua própria superação. A avaliação culminará com a apresentação final do trabalho desenvolvido no semestre, sendo esta de frequência obrigatória.
Assiduidade e participação 10% Exercícios 80% Atividades complementares 10% Os estudantes que não tenham obtido aprovação à UC por avaliação contínua, desde que estejam efetivamente inscritos à UC e se apresentem à avaliação contínua, podem recorrer à realização de exame de recurso. A avaliação em época de recurso pressupõe a entrega de todos os trabalhos desenvolvidos ao longo do semestre.
- Semestral
- The curricular unit Project VI will consolidate knowledge in architecture, fostering students' critical and creative autonomy while strengthening their preparation and motivation to face the second cycle of the Integrated Master's in Architecture (MIA). Architecture will be valued as an open and plural discipline, integrating analysis, research, design practice, and communication. The idea to be preserved is that architecture is not a discipline closed in on itself, but rather a way of mobilising various dimensions of the human knowledge. The student should develop skills in architectural description and interpretation, deepen the theoretical and analytical framework of practice, and consolidate the ability to conceive and define well-founded design strategies, synthesised in a clear and precise language through the various representation elements.
- Details
- Category: Discipline
- Gauthier, C. & Tardif, M. (Dir.) (2014). Pedagogia. Teorias e práticas da Antiguidade aos nossos dias. Vozes. Giddens, A. (2013). Sociologia. Fundação Calouste Gulbenkian Nóvoa, A. (2005). Evidente...mente. Histórias da Educação. Asa. Reboul, O. (2017). A Filosofia da Educação. Edições 70 Teodoro, A. (2001). A Construção Política da Educação Estado, mudança e políticas educativas no Portugal contemporâneo. Afrontamento Teodoro, A. (2020). Contesting the Global Development of Sustainable and Inclusive Education. Education Reform and the Challenges of Neoliberal Globalization. Routledge. UNESCO (2021). Reimaginar nossos futuros juntos. Um novo contrato social para a educação. Relatório da Comissão Internacional sobre os Futuros da Educação, UNESCO.
- Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education
- 7144
- 27143
- Philosophical, Sociological and Historical Foundations of Education
- ISMAT7144-27143
- 1
- 6
- 0
- 12
- Não
- Português
- The classes are both theoretical and theoretical-practical, including a theoretical foundation followed by the application of concepts in educational contexts. The methodology adopted combines principles of active and reflective learning, allowing students to develop essential skills for understanding and applying the philosophical, historical, and sociological foundations of education. Classes are structured to promote interaction between theory and practice, beginning with the presentation of fundamental concepts and their historical and sociological contextualization. This is followed by activities such as debates, text analysis, case studies, and pedagogical simulations, in which students apply the acquired knowledge, experience different approaches, and align strategies in accordance with contemporary educational challenges. Cooperative learning is encouraged through group activities, allowing students to discuss and critically analyze the content covered.
- Mandatory
- With this curricular unit (CU), students should: 1) Understand the philosophical, sociological, and historical foundations of Education; 2) Identify the main philosophical and sociological currents that have influenced Education, analyzing their contributions to the construction of pedagogical thought and social transformations; 3) Critically reflect on historical and social changes in education; 4) Develop analytical and reasoned argumentation skills regarding contemporary challenges in the field, articulating theoretical and practical knowledge.
- 1. Introduction: A reflection based on the UNESCO 2021 Report 2. Historical formation and functions of modern educational systems a) Origin of modern educational systems. b) Evolution of pedagogical ideas and practices: models, technologies. c) School model and 'grammar of school': space, time, curriculum. 3. The school in society a) How to explain school failure? Explanatory theories b) School and employment c) Families and school: strategies in the reproduction of family status d) Inequalities in educational paths 4. Education in contemporary Portugal a) The founding moments of public school. b) The Veiga Simão Reform: educational policies between changes and continuities c) The April 25th Revolution and Education (1974-1976) d) The Law of Guidelines and Bases of the Educational System (1986) e) From the educational reform (1986-1990) to the reforms and changes of the 1990s and 2000s. 5. Final reflection: education as a project of action for social (and cognitive) justice
Trabalho individual escrito (40%) - análise e reflexão a partir de um tema abordado. Critérios de avaliação: organização, conteúdo e síntese.
Apresentação oral de trabalhos individuais (leituras) e de grupo (60%) sobre uma temática do programa. Critérios de avaliação: capacidade crítica, síntese, criatividade e mobilização de conhecimentos.
- Semestral
- This unit aims, initially, to provide a global overview of the origin and growth of modern educational systems, particularly since the 18th century, in relation to the development of industrialization, the rise of the Western model of the nation-state, and a mass society. In parallel, it seeks to highlight the characteristics of the different models that developed in Europe and the Atlantic world. Secondly, it will analyze the historical development of the Portuguese educational system, the difficulties in transitioning from its rhetorical and legislative construction to its practical implementation in the 19th century, followed by an approach to the main aspects of the educational models of the First Republic, the New Restoration, and Democracy, concluding with the challenges facing education in Portugal in the first decades of the 21st century.
- Details
- Category: Discipline
- BEST, Kathryn (2015). Design Management: Managing Design Strategy, Process and Implementation . Fairchild Books. BORJA DE MOZOTA, Brigitte (2011), Gestão do Design - Usando o Design Para Construir Valor de Marca e Inovação , Ed. Bookman. Turner, R. (2016). Design Leadership . S.l.: ROUTLEDGE. HOLSTON, David (2011). The Strategic Designer . Adams Media.
- Business Management
- 490
- 21749
- Strategic and Business Design
- ISMAT490-21749
- 3
- 5
- 899
- 12
- Não
- Português
- Taking into account that this UC converges the topics of strategic design and business, this UC is optional for management degree students, meaning it will be possible to implement PBL with multidisciplinary teams, contributing to a better perception of this content that converges knowledge.
- Optional
- Understanding the concepts of innovation and their relationship with design Understanding that design and innovation must be embedded in corporate culture and absolutely necessary to achieve long-term profitability Diagnosing the situation of a business model, its products and its main technologies, in relation to its closest competitors Outlining the fields of action for the future, in terms of technologies, products and markets Leveling the knowledge and understanding of the Lexicons and Codes specific to the different frontier knowledge areas and the expanded contexts of action of Design and the Strategic Designer Acting in accordance with organizational transitions, socio-economic transformations, sustainability, resilience, self-organized systems and future scenarios Developing skills that allow you to understand, analyze, critique, model and create responses to the challenges of the 21st century Mastering exploratory methods, exploratory design processes
- The role of Design in society, economics and business: Brief historical and contextual review. From Design Management to Design Leadership - Design Leadership Design to "Scale" in the context of companies. Design Driven Companies Emerging areas of performance of Design within organizations: Human resources, Creative Culture, Knowledge management and Creative leadership - Today and the future. The skills that Designers need to have in addition to the Design itself skills: Entrepreneur, Code, Social Strand, Transdisciplinary Facilitator. Strategic Design - process and result Problem solving - methodologies - the notion of design The intentional incorporation of aesthetics; The ideological coherence of systems Interdisciplinary coordination and integration International online seminars:
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 BOX
28-01-2026
60%
Participação ativa em aula (debates)
28-01-2026
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 curricular unit aims to develop knowledge around the adaptation of associations to design. Today, Design is increasingly intrinsic to the Organization and operates across all its strategic and operational areas. This evolution is the result of the strategic orientation of the associations for Innovation, with Design being a methodology that supports this effort. We will focus on the expressiveness of the design work, on the creation of specialized designers with skills directed to the social and human needs of today. We propose to develop knowledge and skills through real case studies and developed through qualitative and quantitative methods. We do not reject the history and evolution of design, in fact, these are the solid foundations that support the knowledge ¿a priori¿ for this UC, but we will be focused on the transformational capacity in which design today operates, assuming its transdisciplinarity and positioning among the Frontiers of Knowledge.
