Portuguese Language and Diversity

Category: Discipline
  • Não
  • This curriculum unit presents a very practical approach for clear and effective communication, providing students with tools and techniques in order to improve their oral and written expression.
  • 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

    1.º Teste de avaliação

    Outubro 2025

    50%

    2.º Teste de avaliação

    Novembro 2025

    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. Critical aspects of the Portuguese language - Spelling and pronunciation - Lexicon - Syntax - Punctuation 2. Written communication - The writing process: planning, writing, revising - Writing to inform vs. writing to influence - Persuasive writing techniques 3. Oral communication - Effective steps for communicating in public with impact - Articulation, cohesion and coherence of speech - Strategies for an inspiring message: facts, examples, metaphors and stories - Non-verbal communication and professional image
  • After attending this curricular unit, students should be able to: - Speak and write correctly, in terms of spelling, syntax, vocabulary and punctuation; - Know the characteristics of different types of texts and have the ability to produce them as well as to appreciate them critically; - Communicate orally with fluency, accuracy, and appropriateness in formal situations of communication.
  • Mandatory
  • Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
  • Português
  • Estrela, E., Soares, M.A. & Leitão, M.J. (2010). Dicionário de dúvidas, dificuldades e subtilezas da Língua Portuguesa , 2ª ed., Alfragide: Dom Quixote. Garner, B. (2018). Escrita Empresarial. Lisboa: Conjuntura Actual Editora Leite, S.A. (2017). Como escrever tudo em português correto . Barcarena: Editorial Presença. Neves, M. (2020). Pontuação em Português. Guia prático para escrever melhor. Lisboa: Guerra e Paz Editores. Tavares, S.D. (2025). O Poder das nossas Palavras. Alfragide: Oficina do Livro. Tavares, S.D. (2019). Comunicar com sucesso. Alfragide: Oficina do Livro. Tavares, S.D. (2015). 500 erros mais comuns da língua portuguesa . Lisboa: A Esfera dos Livros.  
  • 4
  • 0
  • 3
  • 1
  • IPLUSO6857-25604
  • Portuguese Language and Diversity
  • 25604
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Digital and Tangible Pedagogical Materials Workshop

Category: Discipline
  • Não
  • The Digital and Tangible Teaching Materials Workshop course unit aims to develop skills in the design, production, and evaluation of teaching materials in different formats, both digital and physical, suitable for various educational contexts. This course promotes creativity, innovation, and critical reflection on the role of teaching resources in teaching and learning, and is relevant for training teachers who are able to respond to the current demands of education, marked by the integration of technologies and the diversity of contexts.
  • 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

    Elaboração e apresentação oral de um e-portefolio

    		 Ao longo do semestre

    70%
    Elaboração e apresentação dos relatórios de tarefas

     

    		 Ao longo do semestre 30%

     

     
  • 1. Teaching Materials. Concept and examples 1.1. Exploration and selection of digital and tangible teaching materials for the 1st cycle learning context 1.2. Exploration and selection of teaching materials for the 2nd cycle (Mat/CN) 1.3. Planning materials for learning experiences in accordance with teaching guidelines for the 2nd cycle (Mat/CN) 2. Design and development of teaching materials. 2.1. Theoretical context. 2.2.Technical elements. The creation process. 2.3.The digital and tangible work project 3.Task report. Structure and concepts
  • This Curricular Unit has as learning objectives: Discuss methods and strategies for the integration of active learning approaches using digital and tangible teaching materials. Experiment and explore computer applications and digital educational resources that can create and support learning activities Building pedagogical materials using ICT or from the reuse or recycling of materials, supporting its design in the development of learningobjectives, skills to be developed and learning strategies Develop work proposals using digital and tangible pedagogical materials, aiming at more active performances of children for learning- Reflect on the strategic suitability of using digital and tangible support teaching materials in 1st and 2nd cycle (Mat/CN), analyzing its potentialities
  • Optional
  • This curricular unit promotes the active methodology to facilitate the acquisition of knowledge directed to practice. This methodology will lead the student to experience in the teaching-learning process, from individual and collaborative work, the contents with the integration of teaching materials in digital and tangible support.
  • Português
  •   Beetham, H., & Sharpe, R. (Eds.). (2019). Rethinking pedagogy for a digital age: Principles and practices of design (3rd ed.). Routledge Duffy, B. (2006). Supporting creativity and imagination in the early years. Open University Press. Moran, J. M. (2018). Metodologias ativas para uma educação inovadora: Uma abordagem teórico-prática. Penso. Orientações Curriculares para as TIC no 1.º CEB. (2018). http://www.dge.mec.pt/noticias/tic-na-educacao/orientacoes-curriculares-para-ticno-1o-ceb  
  • 4
  • 1309
  • 3
  • 1
  • IPLUSO6857-25614
  • Digital and Tangible Pedagogical Materials Workshop
  • 25614
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Option I

Category: Discipline
  • Não
  • Semestral
  • Português
  • 4
  • 1309
  • 3
  • 1
  • IPLUSO6857-1400
  • Option I
  • 1400
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

Natural Sciences

Category: Discipline
  • Não
  • This UC Natural Sciences aims to provide future teachers with the deepening of knowledge through the approach of concepts in a multidisciplinary and interdisciplinary way, the realization of theoretical and practical work (TP) and practical and laboratory work (PL) in order to clarify concepts and interpret natural phenomena and everyday situations and aiming at the development of reasoning, critical thinking, creative thinking and problem solving among others.
  • 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

    Prova escrita

    Janeiro de 2026

    40%

    Trabalho individual e trabalho de grupo 

    Ao longo do semestre

    50%

    Participação

    Ao longo do semestre

    10%

     

    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.The Earth. Morphological components. Oceanic and continental crust ages. Introduction to plate tectonics. The geologic cycle. Tectonic plates. The rocks and their origin. 2.Mechanisms related to the maintenance of life on Earth The living beings in the evolution of the terrestrial atmosphere and the greenhouse effect.  The importance of water.  The rocks and soil in the existence of life. 3.Diversity of living beings. The cell. Biological diversity. Levels of biological organization of living beings. Taxonomy and nomenclature. Species classification. 4.Ecological biodiversity and its sustainability Causes and consequences of ecosystem change. Scientific and technological development in its sustainability. 5.The individual and community health Diversity of the microbial world, interactions and applications. Factors affecting the functioning of human body systems Strategies to promoting individual, family and community health.
  • The acquisition on Natural Sciences aims at the reflection of the current issues of daily life and innovation, pointing to the acquisition of a scientific culture; Explore the evolution of scientific knowledge and its nature through records documenting it; Privilege an integrative approach of concepts in the interpretation of current phenomena, of daily life, through the analysis of the interrelations between Science, Technology, Society and the Environment (CTSA), developing skills and applying the approach time; Identify in the construction of knowledge in Natural Sciences the involvement of multidisciplinary and interdisciplinary approaches, exemplifying; Plan and carry out experiments for the interpretation of scientific concepts and phenomena through techniques of observation, collection and analysis of data, as well as "Outdoor" activities; Develop skills, and acquire investigative skills and attitudes from a lifelong learning perspective.
  • Mandatory
  • This course seeks to use active teaching methodologies to facilitate the acquisition of knowledge directed to practice, aiming to integrate problem-solving, discussion of ideas and project development in educational practices. Reflection on the theoretical-practical work and the practical work carried out fits in with the methodological guidelines of the curricular documents. The assessment integrates not only the products but also the processes, encouraging self-assessment as a process of self-regulation of teaching and learning.
  • Português
  • Alberts, B., Jonhson, A., Lewis, J., Raff, M., Roberts, K.& Walter, P. (2017). Fundamentos da Biologia Celular. 4º Edição. Artmed. Blake, S., Burton, K., Parkinson, I., Harris, N. & Widdowson M. (2008). An introduction to our dynamic planet. Cambridge University Press Bonito, J. (2008). Perspetivas atuais sobre o ensino das ciências: clarificação de caminhos. Terræ Didatica, 4(1):28-42. Cavadas, B. & Franco, D. (2010). A teoria da deriva dos continentes de Alfred Wegener nos manuais escolares de Ciências Naturais portugueses.  http://hdl.handle.net/10400.15/416 Cooper, G.M. (2019). The Cell, a molecular approach. 6th Edition. Sinauer Associates. Gonçalves, F., Pereira, R., Azeiteiro, U.& Pereira, M., (Eds) (2007). Atividades Práticas em Ciência e Educação Ambiental. Coleção Horizontes Pedagógicos 133, Edições Piaget, 458 p. Mader, S.& Windelspecht, M. (2018). Essentials of biology. McGraw-Hill Education Odum, E. (2004). Fundamentos de Ecologia. 7ª ed. Fundação Calouste Gulbenkia  
  • 4
  • 0
  • 5
  • 1
  • IPLUSO6857-25597
  • Natural Sciences
  • 25597
  • 6857
  • Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education

PES I Follow-up Seminar

Category: Discipline
  • Não
  • Semestral
  • Português
  • 4
  • 0
  • 2
  • 2
  • IPLUSO6128-27747
  • PES I Follow-up Seminar
  • 27747
  • 6128
  • Pre-school Education and Primary School Teaching
  1. Supervised Teaching Practice I
  2. Research and Intervention Methodologies in Education
  3. Diversity and Inclusion
  4. Portuguese Language Teaching Workshop

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