- Details
- Category: Discipline
- . ARNHEIM, Rudolf (1986): Arte e percepc¿a¿o visual. S. Paulo: Vertente, . BAMMES, Gottfried (1991), L'etude du corps humain. Paris : Dessain et Tolra. . EDWARDS, Betty (1984). Aprender a dibujar. Madrid: Hermann Blume. . EDWARDS, Betty (2000), Nuevo Aprender a Dibujar con el lado derecho del cerebro. Madrid: Urano. GOLDSTEIN, Natham (1992), The Art of Responsive Drawing. N. Jersey: Prentice Hall. . GO¿MEZ Molina, Juan Jose¿ (coord.) (1995), Las lecciones del dibujo. Madrid: E¿diciones Ca¿tedra MOREAUX, Arnold (1988), Anatomia arti¿stica. Madrid: Ediciones Norma. . NICOLAIDES, Kimon (1969), The Natural Way to Draw. Boston: Houghton Mifflin. . SMAGULA, Howard J. (1992), Creative Drawing (Second edition), MC. Graw - Hill Higher Education. SIMBLET, Sarah: Anatomy for the artist. London: Dorling Kindersley, 2001 . WONG, Wucius (1998), Princi¿pios de forma e desenho. Sa¿o Paulo: Martins Fontes
- Illustration and Drawing
- 6330
- 23167
- Representational Drawing II
- IPLUSO6330-23167
- 1
- 6
- 0
- 4
- Não
- Português
- Presentation of exercises with demonstration of examples and methodologies; critical analysis at the end of classes on all the work carried out. Classes held in external spaces. Carrying out a personal drawing project at the end of the semester. Collaborative work. Multiplicity in techniques and work supports. The tutorial relationship is privileged.
- Mandatory
- This UC follows the UC Representation Drawing I. It aims to: - The graphic description of real models that aims at their visual recognition through artistic drawing methodologies and the mastery of the respective technical vocabulary. - Deepen and explore procedural skills (grids, references, scales) and techniques (media and supports) in the field of drawing - Understand and explore graphic languages with an abstract (vs descriptive) scope: distinguishing visual-iconic elements from pictorial-plastic elements. - Develop skills that enhance continuous learning and autonomous management of individual work.T
- - Direct observation exercises that require the graphical exploration of the drawing's own media for a mimetic representation of the models - Exercises of indirect observation with reproduction of photographic images and / paintings through reference grids and enlargement or reduction criteria, with graphic exploration of the drawing's own media - Exercises to explore methods of creating abstract images: drippings, splash, frottage, watery, etc. - Personal Project: Graphic Diary (2 drawings per week) - (Self-) critical discussion exercises on the work done in each class.
A avaliação dos conhecimentos e competências traduz uma ponderação que tem em conta a participação e acompanhamento efetivo do aluno em aula, o volume de trabalho desenvolvido e empenho, a resposta adequada aos exercícios propostos e a qualidade do desempenho, aferidos em três níveis:
- 10%. Avaliação contínua: pontualidade, participação e assiduidade (75%) cujo incumprimento obriga ao exame.- 70% Avaliação periódica (2 momentos: 30% - 1ª avaliação periódica; 40% - 2ª avaliação periódica);
- 10% Projecto pessoal em Desenho;
- 10% Diário gráfico: exploração autoral do desenho (mínimo 20 desenhos).
O exame de recurso é constituído pela entrega de todos os exercícios do semestre (50%) e da apresentação do exercício de exame (50%).
- Semestral
- UC linked to the practice of drawing.
- Details
- Category: Discipline
- Multimedia Art
- 7147
- 1876
- Option 4
- IPLUSO7147-1876
- 3
- 5
- 1324
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Caraça, B. J. (1998). Conceitos fundamentais da Matemática. Lisboa: Gradiva. Palhares, P. (2009). Elementos de Matemática para professores do Ensino Básico. Editora Lindel. ME-DGIDC (2009). ÁLGEBRA NO ENSINO BÁSICO. Lisboa: Ministério da Educação, Direcção Geral de Inovação e Desenvolvimento Curricular. Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing. NCTM (2007). Princípios e Normas para a Matemática Escolar. Lisboa: APM. Vale, T. Pimentel, A. Barbosa, L. Fonseca, L. Santos & P. Canavarro (Orgs.), Números e Álgebra na aprendizagem da Matemática e na formação de professores (pp. 29-48). Lisboa: SEM-SPCE. Jacobs, H. (1974). Geometry. San Francisco: Freeman Musser, G. & Burger, W. (1997). Mathematics for elementary teachers. A contemporary approach. USA: Prentice-Hall.
- Primary Education
- 6127
- 22166
- Fundamental Concepts of Mathematics
- IPLUSO6127-22166
- 1
- 6
- 0
- 4
- Não
- Português
- The work to be developed within the scope of this UC will privilege the active participation of students, whether in individual work or in group work, seeking to deepen knowledge related to different themes under study. The sessions will be organized in a problem-solving context. There will be a presentation by the teacher or students of the aforementioned mathematical topics, the resolution and discussion of mathematical problems and investigations. The process will include problem solving and reporting; presentation and discussion of work; exposure of certain themes; preparation and discussion, in groups, of small works. Each student is expected to carry out the proposed activities and requested assessment products, clearly and rigorously demonstrating the knowledge acquired and engaging in study/preparation for the different activities to be carried out in class, including assessment activities.
- Mandatory
- a) Develop the concepts of area and volume and their properties. b) Develop spatial reasoning when solving problems in different contexts c) Develop students' sense of number, with an emphasis on mental calculation and its strategies, and also on understanding the properties of operations. d) Develop an understanding of numbers and operations, as well as the use of this knowledge and skills in solving problems in different contexts. e) Develop algebraic thinking and proportional reasoning in varied contexts. f) Develop mathematical reasoning, specifically, the formulation, testing and demonstration of conjectures, using iconic representations (figures, graphs and diagrams), numerical and algebraic. g) Develop habits of reasoning, problem solving, establishing connections and mathematical communication between different topics, numbers, algebra and geometry.
- Numbers • Numerical sets - Sets N, Q, Z and R. - Symbology and concepts of meeting, intersection, complementary, contained, contains, belongs, does not belong, (...). - Representation in diagrams. • Integers - Dividers and multiples - Prime numbers and decomposition of a number into prime factors - Greatest common divisor and least common multiple • Rational numbers - Decimal number system • Operations and their properties Geometry and Measurement • Geometric solids • Volume and capacity • Properties of plane figures • Areas and perimeters • Geometrically equal figures and equivalent figures Algebra and Functions • Regularities and numerical sequences • Symbols and algebraic expressions - Notion of variable - Algebraic expressions • Function families and their representation - Linear - Inverse proportionality Data • Notion of statistical variable • Notion of qualitative and quantitative variables
Exemplo:
Descrição
Data limite
Ponderação
Participação nas atividades da aula
ao longo do semestre
15%
Resolução de tarefas em sala de aula, em trabalho de pares, recolhidas para avaliação
ao longo do semestre
40%
Frequência individual de avaliação
no final do semestre
45%
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
- This curricular unit aims to understand and deepen the basic concepts considered fundamental in a process of confident mastery of the notions to be discovered, constructed, internalized and applied. The themes will be explored from a problem-solving perspective, considering this as a process from which students have the possibility of relating mathematics to the world around them and, on the other hand, exploring and analysing situations with meaning within mathematics itself. Therefore, the concepts will be approached in a way that includes numerous and varied experiences of solving problems and using diverse materials.
- Details
- Category: Discipline
- Kumar, V., Abbas, A. K., Aster, J. C., Debnath, J., & Das, A. (2025). Robbins, Cotran & Kumar pathologic basis of disease (11th ed.). Elsevier. Kumar, V., Abbas, A. K., & Aster, J. C. (2023). Robbins & Kumar basic pathology (11th ed.). Elsevier. Strayer, D. S., Rubin, E., & Saffitz, J. E. (Eds.). (2014). Rubin's pathology: Clinicopathologic foundations of medicine (7th ed.). Wolters Kluwer/Lippincott Williams & Wilkins.
- Biomedical Laboratory Sciences
- 4084
- 19561
- Pathological and Systematic Anatomy I
- IPLUSO4084-19561
- 2
- 4
- 0
- 4
- Não
- Português
- Innovative methodologies supporting the teaching-learning process favour an active, participatory, and student-centred approach, linking theoretical knowledge with application in a diagnostic context. Learning based on clinical and anatomic pathology cases develops diagnostic reasoning, analytical skills, critical interpretation, and anatomic-clinical correlation. The use of microscopic images, anatomic pathology reports, multimedia resources, simulations, and guided case discussions supports the understanding of morphological changes in different organs and systems. The analysis of examples of technical laboratory errors reinforces the quality of procedures and the proper interpretation of microscopic findings. These methodologies encourage autonomy, critical thinking, integration with Physiopathology, and preparation for professional practice in Anatomic Pathology.
- Mandatory
- Identify and characterize the different pathologies in the different organs / tissues; Identify microscopically technical errors made during the laboratory techniques; Understand the role of Pathology as a medical specialty in the diagnosis and definition of the therapeutic strategy of patients; Be able to interpret correctly and critically the information contained in anatomic pathology reports and recognize the need to establish an anatomical-clinical correlation. Integrate the general concepts of Pathology in pivotal clinical models of human disease. To compare the contents of this course with the knowledge acquired in Pathophysiology.
- Cardiovascular system pathology. Respiratory system pathology. Digestive tract pathology. Pathology of liver and principal and accessory bile duct. Pathology of endocrine and exocrine pancreatic and salivary glands. Pathology of the urinary tract. Pathology of skin.
Descrição
Data limite
Ponderação
Teste de avaliação teórico I
XX-XX-XXXX
50%
Teste de avaliação teórico II
XX-XX-XXXX
50%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente teórica (T). A avaliação consta da realização de duas frequências. A classificação mínima em cada parâmetro de avaliação é de 9,5 valores. classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 T. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas tem de ser igual ou superior a 9,5 valores.
- Semestral
- Pathological anatomy is a discipline that combines fundamental science and clinical practice. The information gained during the study of morphological changes in organs, tissues and cells induced by pathological processes and human diseases serves as a basic knowledge for further development of the essential diagnostic and treatment skills. In this course we study the general conditions (associated with pathological processes) and systemic, nosological (associated with diseases) and pathological anatomy.
- Details
- Category: Discipline
- AUSTIN, J. L. (1975). How to do things with words. London: The Harvard University Press. BAUDIN, F. (1989). How typography works: And why it is important. Londres: Lund Humphries. BELLON, D. (2010). Typography for the people: Hand-painted signs from around the world. HATHERLY, Ana (1992) Obra visual 1960-1990. Lisboa, CAM/Fundação Calouste Gulbenkian. HELLER, S.; ILIC, M. (2006). Handwritten: Expressive lettering in the digital age. Nova Iorque: Thame & Hudson. JEAN, G. (2000). Writing: The story of alphabets and scripts. London: Thames & Hudson. LEROI-GOURHAN, André (1964) O gesto e a palavra. 1- técnicas e linguagem. Capítulo VI – os símbolos da linguagem. Lisboa: Edições 70. LUPTON, E. (2010). Thinking with Type. Nova Iorque: Princeton Architectural Press. PATERSON, William (2018). Caligrafia fácil. 45 tutoriais para tornar-se um mestre caligrafo. S. Paulo: Edições, Gustavo Gili.
- Illustration and Drawing
- 6330
- 23163
- Staging Writing
- IPLUSO6330-23163
- 1
- 2
- 0
- 4
- Não
- Português
- During oral and visual presentations, students are encouraged to think critically and acquire communicative and argumentative skills about some of the origins, influences, theories and creative processes of text as a visual form.The knowledge acquired is put into practice by solving problems (Hands on/problem-based learning) set by the teacher, experimenting with typographic, compositional and providing narrative solutions, while at the same time promoting the development of soft skills such as autonomy, organization, thinking and analytical, critical and argumentative discourse in the artistic world. Then, students will embarq on a individual project-based learning, putting into practice their artistic and methodological autonomy, in which the student identifies their artistic influences, adopts creative processes which are specific to a given project that links text and image.
- Mandatory
- At the end of the semester, each student is expected to be able to: Understand the staging of the written word in historical, theoretical and practical terms. Use the letter and the written word as visual forms of illustration and visual communication. Identify the constituent components of the letter, using technical terms and specialized concepts, Apply fundamental typographic and calligraphic terminology and concepts. Organize and design written words and images, based on concepts or narratives in integrated, interdependent and creative layouts; Design an authorial project applying the knowledge acquired and experienced in class.
- Text as a visual form: the visual and communicative potential of the letter and the written word in art and design; pictogram, ideogram and calligram; Gesture, legibility and illegibility: rhythm, sequence, movement and dynamism in the design of experimental writing; Fusion, juxtaposition and simultaneity of words or concepts in writing; graphic space as a structural agent; Concrete, visual and experimental poetry. Techniques, styles and terminology: Type design, typography, calligraphy and lettering; letter anatomy; layout and composition guides; letter anatomy, writing styles; size, weight, depth and decorative elements. 2D and 3D Lettering: the two- and three-dimensionality of the written form; volumetry, perspective and anamorphosis; basic and simplified notions of parallel or conical perspectives; visibility and invisibility of the word: Anamorphosis.
A avaliação é contínua, sendo composta por:
- 45% conjunto de exercícios sobre os conteúdos programáticos
- 35% Projecto individual;
- 10% Portfolio final.
- 10% Avaliação contínua, intercalar e final com critérios de assiduidade (75% de presenças), participação e pontualidade.
A avaliação em época de Recurso ou Especial implica a apresentação oral de todos os trabalhos solicitados ao longo da disciplina (50%), seguida de uma prova oral sobre os conteúdos programáticos (50%).
Os critérios gerais de avaliação desta UC:
- Integridade e autenticidade intelectual, académia e artística;
- Qualidade do trabalho e resolução criativa e plástica;
- Compreensão, aplicação e desenvolvimento das técnicas de acordo com os conteúdos programáticos
- Adequação da resposta gráfica aos exercícios propostos e ao projecto desenvolvido.
- Capacidade de formular questões relativas aos conteúdos programáticos e estabelecer relações críticas entre os mesmos;
- Competências de desenvolvimento de metodologias de projecto.
- Capacidade de articulação de conceitos e técnicas provenientes da encenação da escrita e conducentes ao desenvolvimento de uma identidade artística e autêntica.
The final grade is based on:
- 45% Set of exercises about syllabus contents.
- 35% Individual project.
- 10% Digital Portefolio
- 10% Continuous, intermediate and final assessment with attendance criteria (75%), participation and punctuality.
Assessment during the appeal and special period involves the oral presentation of all the work requested throughout the course (50%), followed by an Oral Exam (50%).
General assessment criteria for this CU:
- Intellectual, academic and artistic integrity and authenticity;
- Quality of work and creative and artistic resolution;
- Understanding, application and development of techniques in accordance with the syllabus.
- Adequacy of the graphic solution to the given exercises and the developed project.
- Ability to formulate questions relating to the syllabus and establish critical relationships between them;
- Skills in developing project methodologies.
- Ability to articulate concepts and techniques derived from the staging of writing and that lead to the development of an authentic artistic identity.
- Semestral
- This UC focuses on writing as drawing and aims to raise awareness of the different ways of writing creatively in the sense of spelling.
