Artistic Workshop for Application to Children and Young People

Category: Discipline
  • Não
  • The UC Art Workshop for Application to Children and Young People aims to transmit the essential knowledge for the development and follow-up of artistic activities within the framework of plastic arts through the exploration of techniques such as painting, drawing, photography, collage and hand modelling. The mastery of these artistic techniques and the basic concepts associated with them in integrated in an understanding of the particulars of each stage of child development in order to prepare the students to suit children's cognitive, emotional and motor abilities, assuring an enriching learning experience appropriate for each phase.
  • Semestral

  •  

    Descrição

    Data limite

    Ponderação

    Exercícios de Aula

    24/01/2024

    70%

    Assiduidade, trabalho autónomo, atividades de integração e de enriquecimento curricular.

     

    10%

    20%

     

    Ficha de planeamento de atividade artística

     

     
  • Module 1 – Artistic activities in kindergarten and preschool: 1.1 Artistic process vs. artistic product (promoting free exploration); 1.2 Artistic stations (materials and setups); 1.3 How to plan an activity; Exercises in class: modelling with clay and natural elements, free exploration of materials; cutting and glueing. Module 2 – Artistic activities in elementary school (first cycle): 2.1 Expressiveness, creativity and emotional regulation; 2.2 Symbols and visual narratives; Exercises in class: tangle-untangle (background vs. form), zentangles (meditative drawing), tell me a story (rock painting); Iberic wolf: between myths and reality (creation of a booklet with illustrations). Module 3 – Artistic activities in elementary school (second and third cycles): 3.1 “I don’t know how to draw”: overcoming obstacles and resistances; 3.2 Artistic activities and the search for identity; Exercises in class: blind drawing; self-representation (self-portrait and mind map).
  • Understand the importance of artistic activities in the cognitive, emotional and motor development of children and young people. Organize and plan artistic activities with clear, stimulating, inclusive methodologies and pedagogical objectives, adapted to each age group's specific characteristics. Master and apply diverse artistic techniques, including the correct manipulation of materials, media and artistic tools. Develop the ability to appreciate art in its various forms, cultivating an aesthetic sense and critical analysis skills of works of art, including one's own creations.  
  • Mandatory
  • This UC articulates a practical approach, through the development of various artistic activities, with expository moments supported by slide projections that integrate multiple reference images, exemplifying the proposed exercises. The development of the activities is also supported by the visualization and handling of concrete examples brought to the classroom (books, paintings, drawings, notebooks, etc.). Additional resources will be made available on the Moodle platform. Assessment is continuous and periodic. Continuous assessment: 70% - Practical exercises developed in class, in which the student applies and demonstrates acquired skills and contents. 10% - Attendance, punctuality and class participation. Periodic assessment: 20% - Artistic activity planning forms, to be submitted on the Moodle platform within the stipulated deadlines.
  • Português
  • ANDUEZA, María; Barbero, María; Caeiro, Martín; Silva, Alfonso; García, Judit; González, Ana; Torres, Antonia – Didáctica de las artes plásticas y visuales en educación infantil. Logroño: Unir Editorial, 2016. BAHÍA, Sara – “Da Educação à Arte e à Criatividade”. In Sobredotação, nº3 (2), pp. 121-126, 2002. Disponível em http://repositorio.ul.pt/handle/10451/2730 EDWARDS, Betty – The New Drawing on the Right Side of the Brain. New York: Tarcher, 1999. LOPONTE, Luciana – “Arte e metáforas contemporâneas para pensar infância e educação”. In Revista Brasileira de Educação, v.13, n.37, Jan/Abr, 2008. Disponível em http://www.scielo.br/pdf/rbedu/v13n37/10.pdf HOCKNEY, David – História da imagem para crianças. Lisboa: Edicare Editora, 2019. READ, Herbert – Educação Pela Arte. Lisboa: Edições 70, 2007. RODRIGUES, Dalila – A Infância da Arte, a Arte da Infância. Porto: Edições Asa, 2016. VYGOTSKY, Lev – Imaginação e Criatividade na Infância. Lisboa: Dinalivro, 2012.  
  • 4
  • 0
  • 7
  • 1
  • IPLUSO6149-22299
  • Artistic Workshop for Application to Children and Young People
  • 22299
  • 6149
  • Monitoring Children and Young People

Traineeship

Category: Discipline
  • Sim
  • The Internship course unit takes place in the second semester of the last year of the CTeSP, for a total of 650  hours of training in the workplace. The internships provide students with the opportunity to complement, develop and consolidate the learning, skills and attitudes acquired throughout the course, through an effective connection between theory and practice, in the context of the real needs of the labor market
  • Semestral

  • A nota final de estágio é o resultado ponderado da avaliação efetuada pela entidade, através de uma Ficha de Avaliação específica, e por um Júri.
    Elaboração e defesa pública do relatório de estágio de acordo com as normas constantes no regulamento de estágios.

    Os parâmetros de avaliação estabelecidos na Ficha de Avaliação da Entidade são os seguintes:
    1- Pontualidade, responsabilidade e zelo no trabalho
    2 - Relacionamento e integração na equipa de trabalho
    3 - Empenho na execução do trabalho proposto
    4- Autonomia na realização de atividades/tarefas
    5 - Organização e gestão do tempo
    6 - Aprendizagem e evolução
    7- Capacidade de transpor os conhecimentos para o contexto de trabalho
    8 - Competência técnica no desempenho
  • Work-related training preparation and defense of training report in the workplace
  • Apply in the work context the knowledge and practices acquired throughout the various training units that make up the course. It is intended to integrate the acquired knowledge to the reality of organizations. Adaptation to the reality of the world of work will be promoted through the development and implementation of a useful project for the host entity.
  • Mandatory
  • Not applicable. Dependent on companies.
  • Português
  • A designar, mediante a natureza dos trabalhos a desenvolver.
  • 4
  • 0
  • 30
  • 2
  • IPLUSO6375-814
  • Traineeship
  • 814
  • 6375
  • Marketing Management

Sales Force Management

Category: Discipline
  • Não
  • The Sales Force Management course is part of the commercial and marketing field, focusing on the organisation, leadership, and motivation of sales teams. Aimed at students of the Higher Professional Technical Courses (CTeSP) in Marketing Management and Commercial and Sales Management, it covers methods and strategies to plan, monitor, and optimise commercial activity, aligning it with the company’s objectives. With its practical and applied nature, this course prepares professionals for leadership and coordination roles in sales teams, meeting the competitive demands of today’s market.
  • Semestral

  • A avaliação privilegia a participação ativa, a aplicação prática dos conhecimentos e a capacidade crítica dos estudantes. Está organizada em componentes contínuas e uma prova individual:

    Participação e desempenho em aula – 15%

    • Assiduidade, envolvimento em debates, simulações e role-play.

    • Contributo individual para trabalhos de grupo e atividades práticas.

    Trabalho de Grupo Intermédio – 20%

    • Elaboração de um mini-plano de vendas (Aula 5).

    • Foco na definição de objetivos, estratégias e recursos.

    • Apresentação curta em aula e entrega em Moodle.

    Trabalho Final de Grupo – 35%

    • Desenvolvimento de um Plano de Gestão da Força de Vendas para um caso real ou simulado.

    • Inclui análise de estrutura da equipa, planeamento, motivação, controlo de desempenho e tecnologias de apoio.

    • Apresentação oral (Aula 14) com discussão crítica.

    Teste Individual Final – 30%

    • Realizado na Aula 15.

    • Avaliação dos conhecimentos teóricos e práticos adquiridos ao longo do semestre.

    • Questões de escolha múltipla, de desenvolvimento e aplicação prática.

    Notas Complementares

    • A avaliação contínua requer presença mínima em 75% das aulas.

    • A não entrega de trabalhos implica a perda da respetiva componente.

    • Os estudantes podem ser chamados individualmente a defender oralmente o seu contributo nos trabalhos de grupo.

    • Nota mínima de 9,5 valores nas várias componentes da avaliação contínua.

    • Em época de recurso ou especial, será realizado um Teste Individual que abrange todos os conteúdos lecionados ao longo do semestre.
  • Introduction to sales force management: concepts, objectives, and strategic importance. Sales team structure and organisation: models, roles, territories, and customer portfolios. Sales planning and strategy: goal setting, forecasting, resources, and integration with marketing. Motivation and leadership: applied theories, management styles, coaching, and talent retention. Performance control and evaluation: KPIs, incentives, rewards, and continuous improvement. Sales support technologies: CRM, sales force automation, reporting, and the impact of digital transformation. Ethics, sustainability, and customer focus: social responsibility, loyalty, win-win negotiation, and value creation. Case studies and practice: analysis of national and international examples, development of sales plans, simulations, and role-play.
  • By the end of the course, students should understand the fundamental concepts of sales force management, recognising its strategic role within organisations and its integration with marketing. They should be familiar with commercial organisation models, sales planning methods and goal setting, motivation and leadership techniques, and the use of digital tools (CRM and SFA). In terms of skills, students will be able to design sales plans, apply performance indicators, use sales support technologies, and adapt strategies to different customer profiles and market contexts. At the competence level, they should demonstrate the ability to lead and coordinate teams, make informed decisions, integrate ethical and customer-oriented practices, and communicate effectively in commercial settings, preparing for leadership and coordination roles in competitive environments.
  • Mandatory
  • The course adopts active, student-centred methodologies, combining theory and practice in contexts close to business reality. Project-based learning is used through the development of sales force management plans applied to real or simulated cases; role-play and simulations are applied to practise negotiation, leadership, and decision-making; and national and international case studies are analysed critically. Practical exercises integrate digital tools and CRM systems, enhancing technical and analytical competences. Gamified activities, guided debates, and collaborative work foster critical thinking, communication, and teamwork. Continuous feedback, including self-assessment and reflection, ensures performance improvement and consolidation of learning outcomes.
  • Português
  • Rich, G. A., & Epler, R. (2023). Sales Force Management (1ª ed.). SAGE Publications. Larreche, J.-C. (2023). Value Capture Selling: How to Win the 3rd Sales Transformation. Wiley.  Miller, A. B. (2024). HubSpot vs Salesforce: A Comprehensive Guide to Navigating CRM Systems. Independently published. 
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6375-15489
  • Sales Force Management
  • 15489
  • 6375
  • Marketing Management

Quality Management

Category: Discipline
  • Não
  • The UC Quality Management in Public Service is dedicated to the study, analysis and discussion.
  • Semestral
    • Participação - 30%
    • Discussões e mini trabalhos em aula - 20%
    • Teste final - 50%

     

    • Exame de recurso - 100%
  • 1. Introduction to Quality Management. 1.1. General notions and concepts. 1.2. The main issues of Quality Management. 2. Quality Management and Public Administration. 2.1. Introduction. 2.2. Characterization of the problem. 3. Formalization of a Quality System. 3.1. Interpretation and implementation of 3.2. Process management. 3.3. Model of the two macro processes (from 4. Quality and Productivity. 4.1. General notions and concepts. 4.2. Characterization of the problem within 5. Implementation of a Total Quality Program. 5.1. General notions and concepts. 5.2. The EFQM Excellence Model. 6. Audits. 6.1. General aspects. 6.2. Management of an audit program.
  • The UC Quality Management in Public Upon completion of the UC.
  • Mandatory
  • Case study of a real institution
  • Português
  •   PIRES, António - Sistemas de Gestão da Qualidade. 2º Edição. Lisboa: Edições Sílabo, 2016
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6375-5244
  • Quality Management
  • 5244
  • 6375
  • Marketing Management

Operations and Logistics Management

Category: Discipline
  • Não
  • This curricular unit aims to provide its participants with knowledge and tools that allow them, on the one hand, to know the various areas of operations management and understand how this component adds business value. On the other hand, apply knowledge to the concrete realities of organizations.
  • Semestral

  •  

    Descrição

    Data 

    Ponderação

    Participação e trabalhos contínuos

    Ao longo do semestre

    30%

    Trabalho individual ou de grupo

    A definir

    30%

    Teste final

    A definir

    40%

     

     
  • Introduction to Operations Management; Operations Management and Competitiveness; Product Design and Process Selection; Supply Chain Management; Quality Management; Project Management Just-in-time and Lean Systems.
  • Analyze operations management in its main areas; Understand how operations management adds value to the business; Provide the necessary knowledge to understand what is supply chain management in an integrated way; Present the most used systems in stock control; Address the topic of IT applied to supply chain management and stock management; Understand the different phases of a project's life cycle.
  • Mandatory
  • The teaching methodologies are based on interrogative and active methods oriented towards the discussion and resolution of theoretical and practical exercises in the classroom context, and also the exposition of theoretical content. The teacher provides case studies and exercises, as well as other materials through the content management platform (Moodle).
  • Português
  • Reid, R. Dan & Sanders, Nada R. (2016). Operations Management: An Integrated Approach (5th Ed). John Wiley & Sons, Inc; Slack, N., Brandon-Jones, A, & Burgess, N. (2022). Operations Management (10th Ed). Pearson. Project Management Institute. (2021). Guia do conhecimento em gerenciamento de projetos (Guia PMBOK®) (7ª ed.). Project Management Institute.  
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6375-23514
  • Operations and Logistics Management
  • 23514
  • 6375
  • Marketing Management
  1. Merchandising and Point of Sales Management
  2. Consumer Behaviour
  3. Introduction to Marketing
  4. Introduction to Management

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