- Details
- Category: Discipline
- Boutinet, J. (1996). Antropologia do Projecto. Lisboa: Piaget Many, E, & Guimarães, S. (2006). Como Abordar... A Metodologia de Trabalho de Projecto. Porto. Areal Editores Quivy, R. & Campenhoudt, L. (2016 ). Manual de Investigação em Ciências Sociais. Lisboa:Gradiva Graue, M. & Walsh, D. (2003). Investigação etnográfica com crianças: teoria, métodos e ética . Lisboa: Fundação Calouste Gulbenkian. Sanches, I. (2011). Do ‘aprender para fazer’ ao ‘aprender fazendo’: as práticas de Educação inclusiva na escola. Revista Lusófona de Educação, 19, 135-156. Sanches, I. (2005). Compreender Agir Mudar Incluir: da investigação acção à educação inclusiva. Revista Lusófona de Educação, 5, 127-142. Sanches, I. (2001). Comportamentos e Estratégias de Actuação na Sala de Aula. Porto Editora.
- Primary Education
- 6127
- 22151
- Initiation to Professional Practice in Primary School
- IPLUSO6127-22151
- 2
- 4
- 0
- 4
- Sim
- Português
- Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
- Mandatory
- It is intended that the student is able to: characterize and identify the needs and interests of the host institution; characterize and identify the needs, interests and expectations of the target audience with whom one will work; propose viable activities that respond to the needs and interests of the institution / group of children; perform, if possible, the proposed activities; integrate into work teams; record practices and reflect on them, seeking to suggest alternative ways of acting, when necessary; make a critical assessment of its activity, identifying positive and negative aspects and making suggestions / proposals for continuity and change; develop interaction, creativity and sustainability skills; develop a portfolio of the activity developed.
- The intervention in 1st cycle of Basic Education: Principles and standards of action. Interaction with children and adults. Activities to be developed with children and in the institution. Participation in work teams. Registration and reflection on Professional Practice, in a dynamic of action/reflection/action. Support for the participation and organization of cultural, scientific and pedagogical activities. Organization and structuring of the intervention plan of each of the trainees. Follow-up of Professional Practice. Development of a Portfolio of Professional Practice. Selection of institutions for the reception of students applying to IPP. Drafting and establishment of Protocols between IPLUSO and the institutions. Preparation of documents to be completed by students and institutions. Formal and informal contacts with institutions. Evaluation of Professional Practice.
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
Avaliação dada pela instituição
final da Prática
50%
Portfolio
final da prática
40%
Assiduidade, pontualidade e participação ativa nas sessões
durante a prática profissional
10%
Média final ponderada.
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 unit supports the organization, development and evaluation of Professional Practice, exploring contents inherent to the intervention in 1st cycle of Basic Education (in educational context) and providing the necessary logistics for the access, reception and permanence of students in the institutions. Protocols are prepared with the institutions hosting the students / interns; supervision is carried out with local advisors and, in the end, the assessment of Professional Practic.
- Details
- Category: Discipline
- Dabbs DJ (2019) Diagnostic Immunohistochemistry: Theranostic and Genomic Applications. (5 th ed.): Elsevier. Suvarna, S. K., Layton, C. L & Bancroft, J. D. (2019). Bancroft's theory and practice of histological techniques . (8th ed). Amersterdam: Elsevier Cook, D. J. & Warren, P. J. (2015). Cellular pathology: an introduction to techniques and applications . Banbury: Scion Publishing Ltd.
- Biomedical Laboratory Sciences
- 4084
- 19573
- Immunohistochemistry and Molecular Pathology
- IPLUSO4084-19573
- 3
- 5
- 0
- 4
- Não
- Português
- Innovative methodologies supporting the teaching-learning process favour an active, participatory, and student-centred approach, linking theoretical knowledge with practical application. Problem-based learning strategies and clinical-laboratory case studies will be used to promote diagnostic reasoning, decision-making, and the resolution of technical problems. The analysis of histological, immunohistochemical, and digital images will develop observation, interpretation, and critical assessment skills. The use of digital platforms, multimedia content, simulations, image databases, and computational analysis tools will foster autonomous and collaborative learning. The integration of Whole Slide Imaging and artificial intelligence will bring teaching closer to current practice in Anatomic Pathology, encouraging digital literacy, critical thinking, and adaptation to innovative professional contexts.
- Mandatory
- Define and explain the fundamental concepts of immunohistochemistry and molecular pathology applied to Anatomic Pathology. Recognize the structure and function of antibodies, distinguishing polyclonal and monoclonal antibodies in terms of production, sensitivity, specificity, and cross-reactivity. Understand the principles of immunohistochemical methods, including immunofluorescence, immunoenzymatic methods, antigen retrieval, detection systems, and signal amplification. Interpret and evaluate immunocytochemical staining, identifying artefacts, background staining, technical causes, and corrective measures. Understand the fundamentals of digital pathology, the workflow of slide digitization through Whole Slide Imaging, and digital image analysis. Recognize the application of artificial intelligence and image analysis algorithms in biomarker quantification, as well as principles of validation, quality control, interoperability, storage, and digital data security.
- Immunohistochemistry: framework and application in routine diagnostic practice in Anatomic Pathology. Basic concepts of immunocytochemistry: antigens, antibodies, structure, subtypes, and antigen-antibody binding. Immunohistochemical methods, blocking of endogenous substances, antigen retrieval, detection systems, and signal amplification. Automation and integration into the laboratory workflow. Internal and external quality control. Immunocytochemical diagnosis and application of tumour markers. Molecular pathology: fundamentals, diagnostic techniques, and molecules used. Digital pathology applied to immunohistochemistry: fundamental concepts, slide digitization through Whole Slide Imaging, digital workflow in Anatomic Pathology, computational analysis, and biomarker quantification, including ER, PR, HER2, Ki-67, and PD-L1. Artificial intelligence in the analysis of histological and immunohistochemical images.
Descrição
Data limite
Ponderação
Teste de avaliação teórico I
dd-mm-yyyy
25%
Teste de avaliação teórico II dd-mm-yyyy 25% Teste de avaliação prática I
dd-mm-yyyy
25%
Teste de avaliação prática II
dd-mm-yyyy
25%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente escrita (T) e na componente prática (PL). A componente escrita consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima é em cada frequência é de 9,5 valores. A componente prática consta de 2 momentos de avaliação práticos realizados durante as aulas. A classificação mínima em cada frequência prática é de 9,5 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 PL. 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.
- Semestral
- This unit allows students to understand the basis of molecular pathology, the main techniques and molecules used in the diagnosis and its importance in the context of pathology.
- Details
- Category: Discipline
- Illustration and Drawing
- 6330
- 1402
- Option III
- IPLUSO6330-1402
- 2
- 6
- 943
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Beauchamp, T.L. & Childress, J.F. (2019). Principles of Biomedical ethics (8a ed). New York: Oxford University Press. Ordem dos Enfermeiros; Código deontológico da Ordem dos Enfermeiros, Edição da Ordem dos Enfermeiros, 2015 Ordem dos Enfermeiros; Deontologia Profissional de Enfermagem, Ordem dos Enfermeiros, 2015 Gracia, D. (2008). Fundamentos de Bioética. Madrid: Triacastela. Neves, M.C. & Pacheco, S. (2004). Para uma ética de enfermagem: desafios. Coimbra: Gráfica de Coimbra. Neves, M.C.P. ; O admirável horizonte da bioética, Formasau, 2016 Nunes, L. et al (2005). Código deontológico do Enfermeiro: dos comentários a análise de casos. Lisboa: Ordem dos Enfermeiros. Nunes R & Serrão, D. (1998). Ética em Cuidados de Saúde. Porto: Porto Editora Osswald, W. & Patrão Neves (2007). Bioética Simples. Lisboa: Coimbra Thompson, I.; Melia, K.; Boyd, K. (2004). Ética na Enfermagem. Loures: Lusociência. Unesco (2006). Declaração Universal sobre Bioética e Direitos do Homem. Lisboa: Unesco
- Nursing
- 4001
- 21781
- Bioethics in Nursing
- IPLUSO4001-21781
- 1
- 3
- 0
- 4
- Não
- Português
- This course unit employs the Team-Based Learning (TBL) methodology, involving small-group assignments that foster the ability to analyze and apply theoretical concepts.
- Mandatory
- 1. Acquire knowledge in the field of bioethics, specifically its history, key concepts and theories, and the values, principles, and norms that underpin human action. 2. Reflect on the ethical dimension of healthcare from a pluralistic perspective, particularly as applied to nursing care across the lifespan. 3. Develop reflexive thinking, ethical analysis, and critical judgment on emerging and persistent topics of Bioethics when applied to healthcare scenarios. 4. Acquire knowledge for ethical decision-making in particularly complex contexts of nursing practice. 5. Identify the main legal documents related to health care and frame nursing practice according to it values, the nursing code of ethics, and legislation. 6. Understand the bioethical content of the Goals of Sustainable Development (Agenda 2030) and their relationship with the Universal Declaration of Bioethics and Human Rights UNESCO.
- 1. Introduction to Bioethics Definitions History: Applied ethics. Emerging / persistent topics in Bioethics Main documents Thinking about human action: values and principles. Main theories. Ethical Commissions Moral Conscience and Ethical decision making 2. Bioethics applied to health contexts Beginning of human life (fertilization and pregnancy) Throughout the life circle (children, adolescents, and young people) Person with mental disease Palliative care and end of life (euthanasia, dysthanasia, and living will) 3. Bioethics, deontology, and nursing practice Deontological Nursing Code Statutes of the Board of Nurses Nurse's Rights and Duties Competencies of General Practice Nurses' Legal documents related to health care and frame nursing practice Cases discussion
Descrição
Data limite
Ponderação
Submissão do Trabalho de grupo no Moodle 09-03-2027
40%
Avaliação teórica Via Moodle
21-04-2027
60%
Observações:
Durante as aulas teórico-práticas, as turmas irão ser divididas por grupos e trabalhar um tema da unidade curricular sob tutoria para a elaboração e submissão de um trabalho de grupo escrito no Moodle.
A presença nas aulas TP é obrigatória, com vista à participação nos trabalhos.
Para realizar a UC com sucesso a nota mínima exigida é de 9,5 em cada momento de avaliação formal (Trabalho escrito e avaliação final via Moodle).
- Semestral
- The aim is for the nursing student to acquire a set of knowledge and competencies that facilitate the assessment, analysis, and critical reflection regarding rights and duties of each citizen- as a nursing client - from a systemic perspective (person, family, and community).
- Details
- Category: Discipline
- Barreto, António Garcia (2002). Dicionário de literatura infantil portuguesa. Porto: Campo das Letras. Bettelheim, Bruno (1988). Psicanálise dos contos de fadas. Lisboa: Bertrand Ed. Jean, Georges (1990). Le pouvoir des contes. Casterman. Mimoso, Anabela (1998). “Contos e Histórias de Proveito e Exemplo”. Revista Línguas e Literatura. Porto: Faculdade de Letras da U.P. Mimoso, Anabela (2010). Contos Tradicionais Açorianos. Vila Nova de Gaia: Calendário de Letras. Mimoso, Anabela (2009). “A morte nos contos de Andersen”. Ecos, n. 1. Vila Nova de Gaia: BECRE. Mimoso, Anabela; Couto, José Manuel (2002). “O papel dos velhos/novos desafios na recuperação da memória oral”. Pedagogias do imaginário. Porto: Ed. Asa. Pires, M. Laura Bettencourt (s.d.). História da Literatura Infantil Portuguesa. Lisboa: Vega. Rodari, Gianni (1982). Gramática da fantasia. S. Paulo: Summus Ed. Rocha, Natércia (1992). Breve História da Literatura para a Infância. Lisboa: ICALP
- Primary Education
- 6127
- 22155
- Oral and Children's Literature
- IPLUSO6127-22155
- 2
- 6
- 0
- 4
- Não
- Português
- 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.
- Mandatory
- Correctly and properly uses the Portuguese language Gives a definition of literature Gives a definition of children's literature and their scope Gives a definition of oral literature and its different manifestations Features the functions of the children's literature Knows the evolution of children literature Describes the C.L. history Chooses a corpus of traditional and literary texts for children Critically evaluates texts for children Proposes exploration activities for some books and traditional stories Shows aesthetic
- Concept of literature - Canonical literature and children's literature Functions of literature Children's literature history - Folk literature, its nature. Fairy tales. Main collections. Choice of some of them Current overview of C.L. in Portugal - associated problems The practice of reading promotion Critical analysis of some children's books Activities proposals around children's books
Frequência - 50% - a realizar no final do semestre
Trabalho individual - 25% - a realizar durante o semestre
Trabalho de casa - 15% - um por aluno e por aula
Participação e atitudes na aula - 10%
- Semestral
- We will approach the contents, the history, the specificity of children's literature. The objectivities of this course aim to encourage the critical reading of children's texts. We intend to provide a reflection on children's texts, namely on aesthetic and playful quality as well as on the values they convey, the reinforcement they bring to the acquisition and development of language.
