Option I

Category: Discipline
  • Não
  • Semestral
  • Português
  • 4
  • 1261
  • 5
  • 1
  • IPLUSO7066-1400
  • Option I
  • 1400
  • 7066
  • Visual Artes and Digital Media

Artistic Project I

Category: Discipline
  • Não
  • .
  • Semestral

  • A avaliação é contínua e presencial e tem dois momentos de avaliação periódica e um momento de avaliação final.

    • A avaliação contínua (30%): presença e a participação dos estudantes nos debates propostos em sala de aula, na capacidade de partilhar referências e de fomentar o pensamento crítico nas discussões de turma.
    •  
    • 1º momento intercalar(10%): apresentação informal do que está a ser realizado pelo estudante no âmbito do seu projeto
    • 2º momento intercalar (20%): relatório visual e informativo que deve mostrar em que ponto de desenvolvimento se encontra o projeto artístico face aos seus objetivos de concretização, seja pela quantidade de experimentações e obra enquadradas no programa concreto de trabalho
    • Avaliaç~ão final (40%): apresentação de uma exposição dos trabalhos realizados e de um portfólio que se pode assumir como um ensaio de um catálogo dessa exposição e os materiais de comunicação que dela derivam
  • The CU includes theoretical and practical classes. The lectures focus on the definition, presentation and rationale of the artistic project, with emphasis on: - how to proceed with the thematic delimitation and formulation of a central question for a project in the field of visual arts,; - the different stages necessary for the elaboration and development of a project, taking into account the procedural specificity of each student and the different mediums in which it can be configured; - how to present a visual arts project in different situations (artist statement, project proposal for applying for grants, residencies, etc.). The practical classes, held in a studio and tutorial setting, are dedicated to the development of the project, practical experimentation and the artistic improvement of each student, under the supervision of the teachers and in dialogue/debate with classmates. At the end of the semester, students present their results with expository criteria and a portfolio.
  • General Objectives: To familiarise students with the different steps, strategies and methodologies required to prepare a project in the visual arts, from research and experimentation to the conception and realisation of an exhibition. Specific Objectives: . To realise and substantiate a theoretical-practical project in the field of visual arts, making use of the interdisciplinary approach offered by the study cycle; . Stimulate an attitude of experimentation, as well as the maturing of each student's authorial approach; . To refine the ability to articulate the issues, themes and concepts called up by artistic research, in order to consolidate a critical and selfreflective discourse that enhances it; . Structuring moments for sharing learning and oral presentation of the work developed in an encouraging environment among peers
  • Mandatory
  • The teaching methodologies are based on two models: classes for the presentation of ideas and portfolios carried out by the students and finalised with collective critical debates, and tutorial monitoring of the work carried out in the studio. The presentation classes are held at the beginning of the semester. The students share the progress of their artistic project and indicate their development intentions. The critical collective discussions at the end of these presentations continue the habit of sharing references and ideas and improve discursive capacity, curiosity about the work of their peers in a spirit of reflection and constructive dialogue
  • Português
  • BOURGEOIS, L. (2015). Louise Bourgeois: The Spiders and the Tapestries. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Donald Judd Colorist. Ostfildern-Ruit: Hatje Cantz ELGER, D. (2000). Gerhard Richter: Catalogue Raisonné. Ostfildern-Ruit: Hatje Cantz FICACCI, L. (2003). PIRANESI: Acqueforti/ Grabados/ Águas-fortes. Cologne:Tascen GOETZ, I., LENCSÉS, L., SCHOR, G., VINKEN, B. 82015). Cindy Sherman. Ostfildern-Ruit: Hatje Cantz JOICE, P. (1999). Hockney on Art: conversations with Paul Joice. London: Little brown KABAKOV, I., KABAKOV, E. (2005). An Alternative History of Art: Rosenthal, Kabakoc, Spivak. Bielfeld: Kerber KABAKOV, I., KABAKOV, E. (2003). Where is our place?. Milano: charta. SLAGER, H. (2015).The Pleasure Of Research. Ostfildern-Ruit: Hatje Cantz KUSTER, U. , SHFF, R. (2015), Peter Doig. Ostfildern-Ruit: Hatje Cantz DUNINGAM, E. C. (2013). A Celebration Of Light: The Art Of James Turrel. Ostfildern-Ruit: Hatje Cantz
  • 4
  • 0
  • 10
  • 1
  • IPLUSO7066-26046
  • Artistic Project I
  • 26046
  • 7066
  • Visual Artes and Digital Media

Research Methodology in Education

Category: Discipline
  • Não
  • Semestral
  • Português
  • 4
  • 0
  • 2
  • 2
  • IPLUSO6857-25605
  • Research Methodology in Education
  • 25605
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Didactics of Natural Sciences in the 2nd Cycle of Basic Education

Category: Discipline
  • Não
  • The CU Didactics of Natural Sciences in the 2nd Cycle of the EB" aims to provide students with learning opportunities regarding problems, difficulties, and strategies to be used in the teaching of the Natural Sciences of the 2nd Cycle of the EB to ensure that future teachers can have preparation from their teaching practice.  
  • Semestral

  •  

    Descrição

    Data limite

    Ponderação

    Trabalho de grupo (com apresentação e discussão)

    Durante o semestre

    40%

    Prova escrita individual

    Durante o semestre

    40%

    Participação nas aulas e em atividades de integração e desenvolvimento curricular

    Durante o semestre

    20%

     

     
  • The selected programme content is conceptually interrelated and should therefore be understood in an articulated rather than linear manner: Theme 1: Science education: objectives; socio-constructivist and interdisciplinary paradigm of science teaching and learning. Theme 2: Natural science teaching: concept(s). Lines of research. Impacts on teacher training  Theme 3: Natural Sciences in Basic Education: purposes; obstacles; curricula and suggested approaches Theme 4: Contexts for teaching and learning Natural Sciences; processes and strategies that stimulate and promote conceptual evolution  Theme 5: Professional knowledge: stages of construction; role of the student and teacher competencies; Conceptual and reference frameworks;   Theme 6: Assessment of learning: types, purposes and instruments; Planning of natural science teaching activities.   
  • *To know the current guidelines of Science Education for the development of scientific and technological culture. *Understand the role of Didactics in the Training of Science Teachers. *Develop skills for learning in the Natural Sciences *Mobilize scientific knowledge, focusing on designing and implementing activities in motivating and innovative learning scenarios. *Interpret results of research in Didactics of Sciences aiming at its application in educational practices. *Design science teaching strategies are identifying their potential and limitations. *Problematize formal and non-formal situations of everyday life or through non-real situations supporting epistemological and methodological references. *Design and coordinate projects in conjunction with other areas of knowledge in an integrated and participatory way. *Develop autonomy and the ability to work collaboratively from a continuing training perspective.
  • Mandatory
  • Theoretical-practical classes adopting diversified active methods: discussion, analysis of conceptual issues and real cases, Flipped Classroom and problem-solving.  Students also conduct documentary research in order to identify problems and trends and produce synthesis.
  • Português
  • Abell, S., et al. (2010). Designing and teaching the elementary science methods course. NY: Routledge. Arends, R. (2008). Aprender a Ensinar. McGraw-Hill. Cachapuz, A., Praia, J. & Jorge, M. (2002). Ciência, Educação em Ciência e Ensino das Ciências. Ministério da Educação. Cachapuz, A.; Paixão, F.; Lopes, J. & Guerra, C. (2008). Do Estado da Arte da Pesquisa em Educação em Ciências: Galvão, C. & Reis, P. (2008). A promoção do interesse e da relevância do ensino da ciência através da discussão de controvérsias socio científicas. In Ciência-Tecnologia-Sociedade no Ensino das Ciências. Educação Científica e Desenvolvimento Sustentável, 131 - 135. Universidade de Aveiro. Libânio, C. (2008). Didática. Cortez. Osborne, J. & Dillon, J. (2010). Good practice in science teaching: what research has to say? Berkshire:OU Press. Roldão, M. C. (2008). Gestão do currículo e avaliação de competências: As questões dos professores. Editorial Presença  
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-27225
  • Didactics of Natural Sciences in the 2nd Cycle of Basic Education
  • 27225
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Didactics of Portuguese in the 1st Cycle of Basic Education

Category: Discipline
  • Não
  • Semestral
  • Português
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-16064
  • Didactics of Portuguese in the 1st Cycle of Basic Education
  • 16064
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
  1. Teaching Expressions in the 1st Cycle of Basic Education
  2. Diversity and Inclusive Education
  3. Supervised Teaching Practice Follow-up Seminar
  4. Supervised Teaching Practice 2 - 2nd Cycle

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