Práticas Curatoriais Contemporâneas

Category: Discipline
  • Arte Multimédia (L) (IPLUSO)
  • 7147
  • 27412
  • Práticas Curatoriais Contemporâneas
  • IPLUSO7147-27412
  • 3
  • 5
  • 1324
  • 4
  • Não
  • Português
  • Opcional
  • Semestral

History of Education and Pedagogical Ideas

Category: Discipline
  • Ariès, P.(1973). A criança e a vida familiar no Antigo Regime. Lisboa: Relógio D`Água. Barroso, J. (2007). A história das instituições escolares: a escola como objecto de estudo. In Pintassilgo et al (org.). A história da educação em Portugal. (pp. 147-177). Porto: Ed. Asa Brás, J. (2008). A higiene e o governo das almas: o despertar de uma nova relação, Revista Lusófona de Educação, 12, 113-138.  Brás José & Gonçalves, M. N. (2008). Os saberes e poderes da Reforma de 1905, Revista Lusófona de Educação, 13, 101-121. Brás, J.V. & Gonçalves, M.N (org,) (2011). O imperativo Republicano em Debate. Lisboa: Edições Universitárias Lusófonas. Carvalho, R. (1986). História do ensino em Portugal. Lisboa: Fundação Calouste Gulbenkian. Fernandes, R. (1992). O pensamento pedagógico em Portugal. Lisboa: Instituto de Cultura de Língua Portuguesa. Monroe, P. (1988). História da educação. São Paulo: Editora Nacional. Nóvoa, A. (2003). Dicionário de educadores portugueses. Porto: Edições ASA.
  • Primary Education
  • 6127
  • 22147
  • History of Education and Pedagogical Ideas
  • IPLUSO6127-22147
  • 1
  • 3
  • 0
  • 4
  • Não
  • Português
  • To achieve the learning, we organized the process by integrating active methodologies. This entire teaching-learning process is structured in such a way as to require students to actively participate in the construction of their knowledge process. Student participation involves the completion of tasks that require: - Individual research. Students are confronted with situations that appeal to the need to know how to individually try to answer the doubts that are asked throughout the classes; - Group search. Students are confronted with situations that appeal to the need for cooperative learning. -Debates. The students are confronted with situations that require the confrontation of ideas, the development of critical thinking. In the different problem situations, the student has to express his/her knowledge orally and in writing.
  • Mandatory
  • 1.Understand the contribution of history to the interpretation of the educational phenomenon and educational institutions; 2.Critically understand the past, distinguishing long, medium and short-term trends; 3.Discover and understand the historical roots of contemporary educational issues; 4. Interpreting education in the historical relationship with the knowledge-powers
  • 1. The historical reading of education The history of education as social science. Representations and educational practices. The time of consciousness. Memory, drive and intentionality. Transcendence and freedom. 2. Metamorphoses in Education Education in the course of time. The birth of the New School. Relevant pedagogues of education. 3. The feeling of childhood The child and the student. The child as social and historical class 4. The construction of the teaching profession The historical process of professionalization of teachers. 5. The birth of educational institutions 3.1. The relationship between institution and organization. Historiographic look at the spaces destined to education. The school culture. 6. Knowledge and curricular power. The manufacture of subjectivity. The construction of the difference. The schooling of bodies and minds

  • 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

    40%

    Apresentação oral (Tema de 1 aula)

    Durante as aulas

    25%

    Trabalho de grupo

    A apresentar na antepenúltima semana de aulas

    35%

                                                                              Portfolio                                                                    Durante o semesre                                 +1 a -1         

        

     

     

     

    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 introduce the student into the problem of historical knowledge of education. Scientific knowledge has a temporality, with its continuities and discontinuities, which forces us to relate the present with the past and the future. In this sense, it is intended to awaken the student to the need to learn from what we have already done to better build what we have to do. Thus, it is intended to promote critical thinking, and to develop an attitude of weighting and openness to dialogue, avoiding the danger of dogmatism.

Thanatology and Fetopathology

Category: Discipline
  • Connolly, A. J., Finkbeiner, W. E., Ursell, P. C., & Davis, R. L. (2015). Autopsy pathology: A manual and atlas (3rd ed.). Elsevier. Khong, T. Y., & Malcomson, R. D. G. (Eds.). (2022). Keeling's fetal and neonatal pathology (6th ed.). Springer. Martinovic, J. (2021). Practical manual of fetal pathology. Springer. Miller, D. V., & Fyfe, B. S. (2024). Diagnostic pathology: Hospital autopsy (2nd ed.). Elsevier. Pollak, S., Saukko, P., & Knight, B. (2026). Knight's forensic pathology (5th ed.). CRC Press. Sheaff, M. T., & Hopster, D. J. (2005). Post mortem technique handbook (2nd ed.). Springer.
  • Biomedical Laboratory Sciences
  • 4084
  • 19557
  • Thanatology and Fetopathology
  • IPLUSO4084-19557
  • 2
  • 5
  • 0
  • 4
  • Não
  • Português
  • The Curricular Unit is based on a student-centred teaching approach, combining expository and participatory strategies. It includes lectures supported by audiovisual and multimedia resources for the presentation of the scientific, technical and legal foundations of Thanatology and Fetopathology; practical classes involving the analysis and discussion of clinical and anatomopathological cases; Team-Based Learning (TBL), promoting collaborative problem-solving; critical appraisal of scientific articles and technical-scientific documents; group assignments aimed at developing research, scientific communication and critical thinking skills; and a visit to a Pathology Department, fostering students' exposure to the professional environment.
  • Mandatory
  • Upon successful completion of this curricular unit, students should be able to: Use appropriate scientific and technical terminology in Thanatology and Fetopathology. Apply biosafety, hygiene, safety and professional conduct standards in the autopsy setting. Differentiate the various types of autopsies and their respective legal frameworks. Identify and describe the main thanatological techniques and procedures. Select appropriate autopsy procedures according to clinical or medico-legal objectives. Perform the collection, handling, preservation and transportation of biological specimens for ancillary diagnostic testing. Recognise the role of Fetopathology in the investigation of fetal and perinatal pathology and in the quality assurance of prenatal diagnosis. Integrate knowledge from Anatomy, Histology and Embryology, Genetics and Physiopathology to interpret situations related to death and fetal pathology.
  • Thanatology Past, present and future Verification and certification of death Types of autopsy: legislation, objectives, role of professionals Autopsy room: legislation, personal protective material and equipment, hygiene and safety Autopsy techniques External and internal examination in forensic and clinical autopsies Collection, storage and transport of biological specimens for complementary exams Fetopathology Normal fetal development Fetal and perinatal pathology. Congenital malformations Fetal autopsy. The contribution of fetal autopsy to prenatal diagnosis and diagnostic quality assurance

  • Descrição

    Data limite

    Ponderação

    1ª Frequência

    26-10-2026

    35%

    2ª Frequência

    07-12-2026

    35%

    Trabalho de grupo

    30-11-2026

    30%

     

    A avaliação consta de duas frequências escritas e um trabalho, relativa às componentes teórica e teórico-prática. A classificação mínima em cada frequência e no trabalho é de 9,5 valores.

    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 em cada componente tem de ser igual ou superior a 9,5 valores, para efeitos de cálculo da classificação final. 
  • Semestral
  • The Curricular Unit of Thanatology and Fetopathology provides fundamental knowledge on the biological, pathological, technical and legal aspects associated with human death, autopsy practice and fetopathological diagnosis. It addresses the principles of Thanatology, the different types of autopsies, biosafety standards, procedures for the collection of biological samples, and the fundamentals of Fetopathology applied to the study of fetal and perinatal pathology. By integrating knowledge previously acquired in Anatomy, Histology and Embryology, Genetics, and Physiopathology, it contributes to the development of the technical and scientific competencies required for participation in Anatomical Pathology activities, laboratory diagnostics, and biomedical research. Its relevance within the study programme lies in preparing students for professional practice in hospital and medico-legal settings.

3D Design and Modeling I

Category: Discipline
  • Hess, R. (2010). Blender Foundations - The Essential Guide to Learning Blender 2.6. UK, Focal Press.   Mullen, T. (2013). Mastering Blender. Indianapolis: John Wiley Sons, Inc.   Simonds, B. (2013). Blender Master Class. No Starch Press: San Francisco.   Blain, Jonh M. (2014). The Complete Guide to Blender Graphics, Second Edition: Computer Modeling and Animation. A K Peters/CRC Press.   The Blender Foundation - Blender 3.2 Reference Manual (2022). https://docs.blender.org/manual/pt/dev/   The Blender Foundation - Tutorials (2022). https://www.blender.org/support/tutorials/  
  • Illustration and Drawing
  • 6330
  • 23165
  • 3D Design and Modeling I
  • IPLUSO6330-23165
  • 1
  • 6
  • 0
  • 4
  • Não
  • Português
  • The course unit employs a face-to-face teaching model and a continuous assessment regime, utilizing both expository and active pedagogical approaches to acquaint students with a variety of tools and working methods. The presentation of the syllabus will be carried out through the use of audiovisual and PowerPoint presentations. Students develop projects and practical exercises during classes, under the continuous guidance of the instructor. For support with projects and exercises, additional information will be made available to students on the Moodle platform.
  • Mandatory
  • This course aims to familiarize students with the technical use of Blender 3D software, providing them with the fundamental knowledge and skills to initiate, refine, and explore the creation of three-dimensional projects. Students will learn to develop creative projects through 3D representation, model objects, apply technical terminology, use modeling tools, and adopt appropriate methodologies for various three-dimensional contexts. Additionally, the course seeks to encourage skill development and experimentation in areas such as modeling, material manipulation, lighting, texturing, and rendering in virtual environments.  
  • - Blender 3D: 3D software interface, usage preferences, workspace, and navigation in the 3D environment.   - Mesh and Curves in 3D (concept and function).   - Modeling: 3D objects in Blender, controller menu, modifiers, creating and editing Mesh, Object mode, Edit mode, and Object data properties.   - Materials and Textures: Material editor, Asset browser, UV mapping, compositing, and texture painting.   - Lighting: Types of light, lighting with planes, world properties.   - Cameras: Camera to view, align camera, camera properties.   - Rendering: Eevee, Cycles, output properties.

  • Esta UC segue um método de avaliação contínuo e presencial.

     

    1. Trabalhos práticos (60%).
    2. Projeto final (30%).
    3. Assiduidade, participação e pontualidade (10%).

    O exame de recurso é constituído pela entrega de todos os exercícios do semestre (50%) e da apresentação do exercício de exame (50%).

     

    Em caso de dúvida (por confirmação de plágio, por uso inapropriado da IA, ou por entrega dos mesmos trabalhos em UCs diferentes) o professor tem o direito de pedir um esclarecimento aos estudantes, seja através da realização de prova extra para aferição de conhecimentos sobre o trabalho realizado, de uma conversa, ou por qualquer outro meio que entenda ser adequado no âmbito da UC.
  • Semestral
  • The 3D Drawing and Modeling Curricular Unit aims to equip students with technical proficiency in Blender 3D software, providing essential knowledge for the creation, modeling, and representation of three-dimensional projects. Its relevance lies in preparing students for creative and technical challenges in virtual environments, fostering experimentation and the development of skills applicable to various fields of design and multimedia.

Processos Alternativos de Fotografia

Category: Discipline
  • Arte Multimédia (L) (IPLUSO)
  • 7147
  • 27413
  • Processos Alternativos de Fotografia
  • IPLUSO7147-27413
  • 3
  • 5
  • 1324
  • 4
  • Não
  • Português
  • Opcional
  • Semestral
  1. Life and Environmental Sciences
  2. Clinical Biochemistry II
  3. Digital Drawing III
  4. Processos de Co-criação

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