Childhood Pedagogies

Category: Discipline
  • Edwards, C., Gandini, L., & Forman, G. (1999). As cem linguagens da criança – A abordagem de  Reggio  Emilia  na  educação  da  primeira  infância.  Porto Alegre:  Ed. Artmed. Folque, M. A. (2012). O aprender a aprender no Pré-escolar. Lisboa Fundação Calouste Gulbenkian e Fundação para a Ciência e a Tecnologia. ISBN 978-972-31-1433-1 Hohmann, M. & Weikart, D.  (1997).  Educar a criança.  Lisboa:  Fundação Calouste Gulbenkian Oliveira-Formosinho, J.  (Org.)  (2020).  Modelos curriculares para a educação de infância: construindo uma praxis de participação. Porto: Porto Editora  Oliveira-Formosinho, J. & Araújo, S. B. (Orgs.). (2018). Modelos pedagógicos para educação em creche. Porto: Porto Editora.  Vasconcelos, T.  (s/d) (Coord.). Trabalho por projetos na Educação de infância: Mapear aprendizagens – Integrar Metodologias. Lisboa: MEC-DGIDC. https://www.dge.mec.pt/sites/default/files/EInfancia/documentos/trabalho_por_projeto_r.pdf
  • Primary Education
  • 6127
  • 22307
  • Childhood Pedagogies
  • IPLUSO6127-22307
  • 2
  • 3
  • 825
  • 4
  • Não
  • Português
  • In the Basic Education Degree, the Pedagogies in Childhood course plays a crucial role in the training of future educators/teachers. This curricular unit aims to prepare students to face the challenges of childhood, promoting pedagogical practices that are both effective and innovative. To achieve this goal, the adoption of innovative learning support methodologies is essential. Active methodologies involve students directly in the learning process, encouraging active participation and critical reflection. Examples include debates, collaborative projects and practical activities. Implementing this methodology in the course is fundamental to preparing future educators to face the challenges of contemporary education. Not only does it make learning more engaging and effective, but it also develops key competences in students, such as creativity, collaboration and problem-solving skills.
  • Optional
  • Identify / characterize concepts (pedagogy, childhood pedagogy). Identify / characterize pedagogues and pedagogical models. Characterize / Distinguish transmissive pedagogies and socioconstructivist pedagogies. Understand participatory pedagogy as opposed to transmissive pedagogy. Reflect the underlying child conception in the different pedagogical approaches. Streamline analysis, synthesis, critical information management and autonomy in knowledge mobilization
  • Childhood pedagogy: concepts and historical perspective Thinkers of childhood pedagogy From transmissive models to constructivist/socioconstructivist and participatory models The OCEPE/OPC and early childhood pedagogy Pedagogical and curricular models/approaches - Modern School Movement; Project Approach; High-scope; Reggio-Emilia; Emi Pikler; Goldschmied and Jackson; Waldorf; Montessori, Forest School.

  • A avaliação é formativa e individual. Prevê-se a realização de trabalho individual (80%) de identificação, caracterização e reflexão sobre modelos/abordagens pedagógicas selecionados e respetiva partilha oral.

    Integra-se também na avaliação a participação em aula, assiduidade, pontualidade e envolvimento. 20%.

    Pretende-se que o estudante tenha em consideração:

    • A qualidade das recolhas efetuadas;
    • A adequação entre a teoria e as evidências apresentadas;
    • A importância da reflexão crítica e mobilização de conceitos;
    • A criatividade, inovação e diversidade;
    • A apresentação e partilha.

    Descrição

    Data limite

    Ponderação

    Trabalho individual

    06-11-2024

    80%

    Participação em aula, assiduidade, pontualidade e envolvimento

    06-11-2024

    20%

    (...)

     

     

     

    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 CU can have an impact on the Initiation to Professional Practice as a driving force for understanding intervention in Childhood and interacts directly or indirectly with all the contents worked on in the EC.

Business English

Category: Discipline
  • Business Management
  • 6166
  • 22411
  • Business English
  • IPLUSO6166-22411
  • 1
  • 3
  • 0
  • 4
  • Não
  • Português
  • Semestral

History of illustration for children

Category: Discipline
  • Bobette, B. (2013). Do Story: How to Tell Your Story So the World Listens. London, The Do Book Co.   Byron, P. (1996). The Best Children’s Books in the World: a treasury of illustrated stories, New York, Harry N. Abrams.   Hunt, P., Butss, D. (1995). Children’s literature. 1ªed. Oxford, Oxford University.   Loomis, A. (2012). Creative Illustration, Titan Books.   McCannon, D., Thornton, S., Williams, Y. (2008). Creating Illustrated Children’s Books, London, A&C Black Publishers Ltd.   Saint-Exupéry, A. (2015). O Principezinho (versão com realidade aumentada). Portugal, Edicare Editora, Ltd.   Salisbury, M. (2004). Illustrating Children’s Books, Creating pictures for publication. London, A&C Black Publishers Ltd.   Shulevitz, U. (1997). Writing with pictures, Watson-Nova Iorque, Guptill Publications.  
  • Illustration and Drawing
  • 6330
  • 23175
  • History of illustration for children
  • IPLUSO6330-23175
  • 3
  • 4
  • 0
  • 4
  • Não
  • Português
  • Classes will begin with an interactive oral presentation, asking and resolving questions both individually and in groups, presenting results, promoting the student's active participation in the learning process.  Students have the task of researching the history of children's illustration, presenting the collection made in class. The practical exercises, individual and collaborative, cover illustration for children in the various existing genres, proposals for new materials, forms of expression or restructuring of illustration in books for children, with the objective of carrying out a final exercise.   Continuous and in-person assessment (75%) whose failure to comply requires an exam. 40% Attendance and active participation in class, interviews, visits, or exhibitions, carrying out individual or small group exercises 10% Presentation of results and critical discussion in class 50% Individual final exercise   Plagiarized work is punished with a negative grade and reported.
  • Mandatory
  • a) Recognize the importance that the child has been acquiring since the seventeenth century, and the creation of books adapted to the child; b) Study the history of black and white and colorful Illustration for children, as well as the most relevant authors in this area; c) Understand the didactic importance of book illustration and their use as objects/ toys, the Pop up example; d) Know the different techniques of printing, technology and innovation of illustration presentation, and chromatic solutions that allow the illustration of books to be widely disseminated and commercialized; e) Know and try different materials for children’s illustration composition, promoting inclusiveness in reading.
  • 1. The artistic language and the evolution of children’s drawing; 2. Art as influence on the child, explore the children’s imagination; 3.The illustration and explanation of the book: The Little Prince; 4. Fables, fairy tales and moral stories - narrative;    4.1. Jean de La Fontaine, with illustrator François Chauveau;    4.2. Charles Perrault, with illustrator Gustave Doré;    4.3. Beatrix Potter – illustrations and book thought for childhood; 5. The book as a sensory stimulus – the example of Katsumi Komagata;    5.1. When children are unable to see, other stimuli to promote reading; 6. Augmented reality – A new version of the imaginary world; 7. Illustration in learning books.

  • 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

    dd-mm-yyyy

    30%

    Portfolio

    dd-mm-yyyy

    40%

    (...)

     

     

     

    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
  • The UC History of Illustration for Children is linked to Option 4. Extends the development of content following the UC Sequential image. Its focus is on narrative content, specifically applied to the illustrated album and to animations aimed at children. Education through art and the relationship with children's communities is fundamental in the healthy development of societies and, therefore, this is a UC that aims to develop this sensitivity in students. This UC articulates theoretical and historical information regarding fictional and non-fictional illustrative practices dedicated to childhood with other exploratory, technical, creative and highly experimental UC’s that base the playful dimension on concepts of sequencing, seriality, cause-consequence and construction of plastic and graphic scope.

Andragogy in Nursing

Category: Discipline
  • 1. Alarcão, I. (2013). Supervisão e Colaboração: Uma relação para o desenvolvimento. Porto: Porto Editora. 2. Canário, R. (1997). Formação e Situações de Trabalho. Porto: Porto Editora. 3. Longo, J. (2017). O valor formativo do practicum: Perspetivas docentes e discentes na formação inicial em Enfermagem. Düsseldorf: Novas Edições Académicas,  4. Rodrigues, Z. (2019).Educação e Formação de Jovens e Adultos: Parcerias Entre Escolas e Empresas. Lisboa: Chiado Books.. 5. Rodrigues, A. , Nascimento, C. , Antunes, L., Mestrinho, M, Serra, M, Madeira, R, Canário & Lopes, V. (2007).Processos de Formação na e para a prática de cuidados. Lisboa: Lusociência. 6. Sá-Chaves, I. (2011). Formação, conhecimento e supervisão. Aveiro: Universidade de Aveiro. 7.Serra, M. (2013). Aprender a ser Enfermeiro, A construção identitária profissional por estudantes de Enfermagem. Loures: Lusociência. 8. Silvestre, C.(2019).Educação e Formação de Adultos e Idosos.Lisboa: Colecção Horizontes Pegagógicos.  
  • Nursing
  • 4001
  • 19233
  • Andragogy in Nursing
  • IPLUSO4001-19233
  • 2
  • 3
  • 0
  • 4
  • Não
  • Português
  • In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
  • Mandatory
  • 1. Understand and adopt andragogical principles when considering training devices. 2. Develop skills in the fields of selection, research, organization, treatment of information and transmission of information. 3. Incorporate concepts associated with workplace training and professional development. 4. Understand the concept and practices of identifying training needs to ensure quality of care and individual and collective performance. 5. Define training practices for individual and collective performance development. 6. Define indicators of evaluation of the training device in the workplace. 7. Promote awareness of the need for lifelong learning, supported by specific knowledge intrinsic to both the disciplinary area of nursing and education. 8. Mobilize research as a strategy for professional development in nursin
  • 1. Fundamental concepts: apprenticeship, training, education, development and change. 2. Models and practices of adult education. 3. Models and practices for training needs analysis. 4. Pedagogy by objectives. 5. Pedagogy by project. 6. Learning assessment concepts. 7. Concepts of initial, continuous and in-work training. 8. Ecological model of formation. 9. Working context training devices. 10. Clinical teaching supervision

  • 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

    Trabalho de Grupo (escrito)

    25-01-2027

    40%

    Tutorias (3 momentos de presença obrigatória) + Autoscopia Final (Apresentação oral do trabalho de grupo desenvolvido)

    Tutorias: 10/12; 7/01;21/1 

    Autoscopia Final: 1-02-2027

    60%

     

     

     

     

    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
  • The intervention domains for which the Curricular Unit prepares are: training in a work context, whether in-job or on-job; pre and postgraduate clinical supervision, skills in the reflective and practical domain and the development of the Project-Based Methodology

Option II

Category: Discipline
  • Primary Education
  • 6127
  • 1401
  • Option II
  • IPLUSO6127-1401
  • 2
  • 3
  • 826
  • 4
  • Não
  • Português
  • Semestral
  1. Business Spanish
  2. History of Scientific Illustration
  3. Child and Youth Nursing
  4. Socio-Educational Inclusion

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