Traineeship

Category: Discipline
  • Sim
  • The internship is a curricular part of the CTeSP Accompaniment of children and young people (30 ECTS)
  • Semestral

  •  

    Descrição

    Data limite

    Ponderação

    Estágio em Contexto educativo e socioeducativo

    Não aplicável

    60%

    Portefolio : escrito e prestação na prova de defesa

    Não aplicável

    30%

    Participação e assiduidade nas aulas de suporte ao estágio

    Não aplicável

    10%

    A utilização de ferramentas de inteligência artificial (IA) na realização da dissertação tem de ser revelada pelos alunos, identificando o propósito para a sua utilização. Na avaliação deste elemento de avaliação, os resultados serão aferidos através da apresentação e discussão oral. O uso responsável e ético da IA por parte dos alunos, com vista à integridade académica, será discutido com o orientador.

     
  • The content of this curricular unit depends on the context in which the student is training
  • Its main aim is to provide trainees with an integrated vision of professional practice in a real working environment. It takes place in educational and socio-educational contexts. Students are expected to be prepared, giving them the tools and experience they need for the labour market. The student must also present a Portfolio (written and oral).
  • Mandatory
  • Não aplicável
  • Português
  • .....  
  • 4
  • 0
  • 30
  • 2
  • IPLUSO6149-814
  • Traineeship
  • 814
  • 6149
  • Monitoring Children and Young People

Social Entrepreneurship

Category: Discipline
  • Não
  • The Social Entrepreneurship Unit has as main objective to transmit to students the fundamentals of social entrepreneurship, creative processes, creation of new companies, development of new products and/or services in companies to be created or already existing in the social area.
  • Semestral

  •  Avaliação contínua

    • Entrega e apresentação de dois trabalhos e realização da frequência
    • O Aluno que não realizar, não entregar e não apresentar a totalidade dos trabalhos e efetuar a frequência, realiza a UC em época de exame através de uma frequência sobre a matéria teórica/prática apresentada ao longo do semestre e disponível no Moodle.
    • O Aluno que realizar, entregar e apresentar a totalidade dos trabalhos e tiver efetuado a frequência, realiza a UC desde que a média final seja igual ou superior a 10 valores.
    • Os trabalhos serão avaliados segundo os seguintes critérios:
      • (A) Conteúdos e fundamentação dos trabalhos: 70%
      • (B) Apresentação e defesa dos trabalhos: 30%
      • A nota final é a média ponderada dos dois elementos de avaliação (Conteúdos e fundamentação dos trabalhos e Apresentação e defesa dos trabalhos)
      • Cada elemento de avaliação (Conteúdos e fundamentação dos trabalhos e Apresentação e defesa dos trabalhos) tem a média baseada nos 2 trabalhos apresentados.
      • A nota de um aluno dentro do mesmo grupo, pode não ser igual à dos colegas do mesmo grupo, pois depende da sua apresentação e defesa do trabalho.
      • A nota mínima de cada trabalho tem de ser superior a 8 valores
      • Os trabalhos podem ser realizados individualmente ou em grupo (até 4 alunos)
    • A nota mínima da frequência tem de ser superior a 8 valores
    • A nota final para aprovação tem de ser igual ou superior a 10 valores e é a média ponderada dos 2 trabalhos, da frequência e da Participação, assiduidade, comportamento e atitudes

    Época de exame, recurso ou especial

    • O Aluno que não realizou, não entregou e não apresentou a totalidade dos trabalhos e fez a frequência, realiza a UC em época de exame através de uma frequência sobre a matéria teórica/prática apresentada ao longo do semestre e que se encontra disponível no Moodle
    • A nota final para aprovação tem de ser igual ou superior a 10 valores

    Descrição

    Data limite

    Ponderação

    Análise de paper e criação de trabalho

    20 de Outubro

    20%

    Apresentação trabalho final

    Penúltimo dia de aulas

    40%

    Participação, assiduidade, comportamento e atitudes

     

    10%
    Frequência Ultimo dia de aulas 30%

     
  • Students will be encouraged to think logically and critically, investigate, communicate clearly, both orally and in writing, present information, and work as a team. The curricular unit is theoretical-practical in nature. The theoretical component focuses on the concepts and the practical part consists of investigation and application of concepts to the basic development of business ideas. Syllabus: Types of Entrepreneurship The role of entrepreneurship in society The stage of development of entrepreneurship in the World and in Portugal Study cases The creative and innovation process Idea generation techniques Business plan Types and creation of companies Social Entrepreneurship The new revolution caused by the pandemic, by hybrid work and by the globalization of markets
  • Students will be encouraged to think logically and critically, to investigate, to communicate clearly, orally and in writing, to present information, and to work as a team. The curricular unit is of a theoretical-practical nature.
  • Mandatory
  • The teaching methodology includes the expository method (ME1) to present the necessary content, the demonstrative (ME2) to illustrate its application to some practical cases and the active method (ME3) for solving some cases in the classroom, with and without using the computer . The assessment of knowledge is carried out by carrying out two tasks and a exam First work - Analysis of an article that involves the subject to be taught combined with the presentation of UC chapters Second Work – Creating a project for the launch of a product/service that supports UC Exam
  • Português
  • Drucker, P.F. (1985) Innovation and Entrepreneurship Perez, C. (2002) Technological - Revolutions and Financial Capital. Edward Elgar Rogers, E.M. (2003) Diffusion of Innovations. Focal Press Venkataraman, V. (2010) Entrepreneurship. University of Virginia Darden Business School Sarasvathy, S. (2001) What Makes Entrepreneurs Entrepreneurial. University of Washington School of Business Sloman, J., et al. (2016) Economics for Business. Pearson Recursos Didáticos: - Sala com quadro e Vídeo projetor  
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6149-15641
  • Social Entrepreneurship
  • 15641
  • 6149
  • Monitoring Children and Young People

Preventing Risky Behavior in Children and Young People

Category: Discipline
  • Não
  • This UC aims to foster in students the need for knowledge and understanding of the main concepts of prevention, especially with regard to intervention techniques with children and young people. It also aims to initiate students in the analysis and reflection of the constructs present in professional practice, as well as the principles and rules underlying the methodology and elaboration of prevention programs, boosting rigorous work and adaptation to formal and informal situations in intervention devices. informal situations in intervention devices.
  • Semestral

  • 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

    Janeiro

    50%

    Trabalho individual

    Apresentação dos trabalhos em Dezembro

    50%

    (...)

     

     

     

    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...

     
  • 1. Deviance, Deviant Behavior and Vulnerabilities: A brief theoretical approach 2. From risk to protection 2.1 Risk factors 2.1.1 Individual domain 2.1.2 Primary socialization agents: family, school and peer group. 2.1.3. secondary socialization agents: community domain 2.2 Protective factors 2.2.1 Individual domain 2.2.2 Primary socialization agents: family, school and peer group 2.2.3. secondary socialization agents: community domain 3. Populations at risk and types of prevention. 4. Competences and attributions in the judicial and social sphere: Juvenile Courts and Commissions for the Protection of Children and Young People. Social Network 5. Prevention of behaviors and risk situations. Prevention strategies. 6. Social Diagnosis. Interventional methodologies: potentialities and limits.
  • This course aims to provide students with specialized information on the construction, planning and implementation of prevention programs, learning how to prioritize and implement actions in different scenarios with potential recipients. The different headings of the program focus on areas in which social calls for prevention, including in the circuit work with local IPSS and CPCJ, including the preparation of intervention/prevention programs for risk situations, behaviors and circumstances, particularly in primary and secondary prevention, operationalizing actions with the different devices and entities with competence in matters of childhood and youth.
  • Mandatory
  • The subjects will be presented using exposition, but favoring the participation of students; to this end, after the problem is equated, students will be sought to participate in the debates established among all, in which references from national and international scientific literature will always be presented. Practical cases will be discussed, preceded by prior preparation, being the object of analysis, discussion and proposals for action with a developed character. Practical knowledge will be prioritized. The evaluation will consist of two moments: (a) the constitution of a prevention program to be designed by the student and subsequent oral presentation (individual work); and (b) frequency; each of these evaluative moments corresponds to 50% of the final classification.
  • Português
  • Carvalhosa, S. (2010). Prevenção da Violência e do Bullying em Contexto Escolar. Lisboa: Climepsi Editores Dignifee, F. (Coord.) (1990). Acteur social et delinquance ? Une grille de lecture du système de justice pénale. Liège-Bruxelles: Pierre Mardaga. Lyman, M. (2014).Drugs in society: causes, concepts and control. USA: Routledge Matos, M. & Equipa do Projecto Aventura Social (2003). A saúde dos adolescentes portugueses (Quatro anos depois). Lisboa: Edições FMH Negreiros, J., Simões, C., Gaspar, T, Matos, M. (2009). Populações em risco e tipos de intervenção. In. Filho, H. e Ferreira-Borges, C. (coord.). Violência, Bullying e Delinquência. Lisboa, Coisas de Ler Edições, 55 -95. Ornelas, J. (2008). Psicologia Comunitária. Lisboa: Fim de Século
  • 4
  • 0
  • 7
  • 2
  • IPLUSO6149-22302
  • Preventing Risky Behavior in Children and Young People
  • 22302
  • 6149
  • Monitoring Children and Young People

Environmental Education and Sustainability

Category: Discipline
  • Não
  • Given the complexity of social, territorial, and environmental problems, the aim is to promote critical thinking based on a transdisciplinary approach and the crossing of various fields of knowledge. This course also aims to provide students with contact and the development of joint actions with different institutions and other public and private bodies, given the importance of organizing institutions' networks and gaining advantages from the relationships and experiences brought together. The aim is to broaden the understanding of the complexity of the place children occupy in contemporary territory: environment, territory, and society. Through education, the UC aims to direct society, insofar as it can direct social life, as a mediating body, serving as a means of realizing a more open and sustainable conception of society.   
  • Semestral

  • 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

    Trabalhos de grupo e apresentação oral sobre temas abordados

    Ao longo do semestre

    40%

    Participação nas aulas/Visita de estudo/Seminários/Webinars/ Conferências

    Ao longo do semestre

    15%

    Projeto de grupo e apresentação oral

    Ao longo do semestre

    30%
                                                       Teste        Ao longo do semestre 15%

     

    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...

     
  • 1. Environment and Sustainability 1.1 General concepts. 1.2 Sustainable development. Sustainable Development Goals. Assumptions and limitations 1.3 Recognising the challenges facing society today and in the future: Soil. Waste. Energy. Climate change. Urbanization. Natural resources   2.  Education for development and active global citizenship 2.1 Development, Awareness Raising, and Active Global Citizenship 2.2 Understanding the role of nature for human beings and the mechanisms for its preservation and conservation. 2.3 Relevance of the outdoors in the development of investigative activities  3. Different dimensions of Development (environmental, economic, social, political, technological, others) and Education 3.1 Dimensions, impact, and impacts  3.2 Relations between technology and sustainable development  3.3 Sustainable Development and Social Movements   
  • 1 Identify and problematize the fundamental role of Environmental Education in achieving the objectives of national and international agendas in the field of sustainable development and social cohesion. 2. Stimulate critical thinking based on a transdisciplinary approach, crossing various fields of knowledge related to the territory and the environment. 2.1 To focus on the integral development of individuals as active citizens in the digital society in which they are inserted. 3, Recognise methodologies based on pedagogical principles (social, cultural, territorial, and environmental) and jointly promote strategies aimed at citizen science actions to build a healthy and sustainable future, with strategic contact partners. 4. Lead to the implementation of principles and values that are at the root of educational measures and policies that promote and frame the actions of schools and their educational communities.  
  • Mandatory
  • Theoretical-practical classes adopting active methodologies: discussion, Flipped classroom, analysis of conceptual issues and real cases, and adopting the problem-solving learning methodology. In the classes, we will seek to encourage the involvement and active participation of students, both at the individual level and at the level of cooperative and collaborative group work. The teaching methods aim to develop the knowledge referred to in the syllabus and its application. The different methodologies emphasize the approach to learning from a perspective of complexity, with students being called upon to take an active role among others. The evaluation incorporates products, processes, and self-assessment.
  • Português
  • Ministério da Educação (DGE). (2018). Referencial de Educação Ambiental para a Sustentabilidade. Moran, J. (2015). Mudando a educação com metodologias ativas. Convergências Mediáticas, Educação e Cidadania: Aproximações Jovens, II, 15,33. Resolução do Conselho de Ministros n.º 100/2017(2017). Estratégia Nacional de Educação Ambiental 2020. Diário da República, 1.ª série, N.º 132, 11 de julho de 2017, 3533- 3550. Kazazian, T. (2005). Haverá a Idade das Coisas Leves - Design e Desenvolvimento Sustentável. Ed. SENAC Schmidt, L., Guerra, J & e Nave, J. (2010). Educação Ambiental. Balanço e perspetivas para uma agenda mais sustentável. Imprensa de Ciências Sociais. UNESCO. (2017). Educação para os Objetivos de Desenvolvimento Sustentável. Objetivos de Aprendizagem. https://ods.imvf.org/wpcontent/uploads/2018/12/Recursos-ods-objetivos-aprendizagem.pdf Material de apoio fornecido pelos docentes sobre as temáticas abordadas e disponibilizados na plataforma Moodle.
  • 4
  • 0
  • 6
  • 2
  • IPLUSO6149-22297
  • Environmental Education and Sustainability
  • 22297
  • 6149
  • Monitoring Children and Young People

Psychosocial Intervention and Elements of Law

Category: Discipline
  • Não
  • This u.c. puts into discussion the issues related to the differences of concepts in question, it is intended that, upon completing the curricular unit, students will have acquired skills that allow them to play roles in the area of ¿¿monitoring children and young people, allowing build responses adjusted to each concrete situation, as well as participate and support teams interdisciplinary institutions that intervene in educational institutions and spaces.
  • Semestral

  • 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

    Final do semestre

    50%

    Trabalho individual 

    Final do semestre

    50%

    (...)

     

     

     

    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...

     
  • 1- Concept. Children's Rights or Children's Rights 2- Minors and the Portuguese legal order 3- System for the Protection and Promotion of Children and Young People in Danger 4- Minor victims: Law for the protection of children and young people in danger and Commissions for the protection of children and young people 5- Mistreatment of minors. Sexual abuse. Domestic violence 6- Mechanisms to promote the rights of children and young people 7- Minor Aggressors: Educational Tutelary Law 8- Approach to psychosocial intervention with minors in risk situations: limits and challenges 9 - Entities with competence in matters of childhood and youth    
  • Foster in students the need for knowledge and understanding of the main concepts legal issues, especially with regard to the central legal norms in the work of follow-up of children and young people. Competence the students in the analysis and reflection of the constructs legal and in the interpenetration of behaviors between the legal and the psychosocial approach.
  • Mandatory
  • Methodologies centered on "learning by doing" make the student the center of learning. Thus, the teacher appears as the mediator between the knowledge (the contents) and the different forms of access to the same, expressed in the methodologies.
  • Português
  • Ferreira, Sílvia(2009).A invenção estratégica do terceiro sector.Revista Crítica de Ciências Sociais. 84, 169-192 Hespanha,A(2007).O Caleidoscópio do Direito.Coimbra: Almedina Latas, A. J., & Vieira, F. (2004). Notas e Comentários à Lei de Saúde Mental. Coimbra: CEJ/Coimbra Editora Prata,A.(2014). Dicionário Jurídico I. Coimbra: Almedina Rawls,J.(1971/2013).Uma teoria da justiça. Barcarena: Editorial Presença Sampaio, D. C.(2011).Crianças e Jovens em Risco: a família no centro da intervenção. Cascais: Principia. Santos, M.S.& Leal-Henriques, M. (2011). Noções de Direito Penal. Lisboa: Rei dos Livros S ilva; G. M. (2015).Introdução ao estudo do Direito. Lisboa: Universidade Católica Torres, A. et al. (2008).Estudo de Diagnóstico e Avaliação das Comissão de Proteção de Crianças e Jovens - Sumário Executivo. Lisboa: CIES-ISCTE.  
  • 4
  • 0
  • 7
  • 1
  • IPLUSO6149-22303
  • Psychosocial Intervention and Elements of Law
  • 22303
  • 6149
  • Monitoring Children and Young People
  1. Social Inclusion: Special Educational Needs in Children and Young People
  2. Childhood Pedagogies
  3. Methods, Dynamics and Techniques of Socio-educational Intervention
  4. Socio-historical Analysis of Socio-Educational Institutions

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