- Details
- Category: Discipline
- Não
- Semestral
- Português
- 4
- 0
- 5
- 1
- IPLUSO6857-25600
- Portuguese Language and Literature for Children
- 25600
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- The Environmental Studies and Citizenship course aims to promote integrated knowledge of the natural, social, and cultural environment, fostering ecological, social, and civic awareness among students. Its scope covers the observation and interpretation of the surrounding reality, the appreciation of heritage, and the understanding of the interrelationships between humans, society, and the environment. The relevance of the UC in the study cycle lies in its contribution to the formation of critical, responsible, and active citizens, capable of consciously intervening in the world around them.
- 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
Participação nas aulas e elaboração de relatórios de atividades extracurriculares
Ao longo do semestre
15%
Trabalhos práticos em grupo
Ao longo do semestre
25%
Trabalhos de pesquisa orientados pelo professor Ao longo do semestre 25 Teste formativo
14 novembro
35%
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...
- The Study of the Environment articulates knowledge and methods of various integrative disciplines. 2. Current perspectives on science education in the 1st Cycle of Basic Education. 3. Curriculum and Essential Learning of the Study of the Environment in the 1st Cycle of Basic Education. Critical reading of national and international documents. 4. Practical investigative work in the Study of the Environment. Strategies and activities that foster the rebuilding of knowledge through the development of interdisciplinary projects. 5. Teaching Resources for teaching and learning the Study of the Environment. 6. Design and plan pedagogical-didactic materials adaptable to the age phase of children
- Understand the importance of this area in the process of teaching and learning students through the reflective reading of advisory documents. Analyze the integration of the Study of the Environment in the 1st Cycle of the Basic Education curriculum. Organizing knowledge from the acquisition of competencies leads to the assimilated construction of knowledge related to concepts and methods of various scientific disciplines, integrating with the Study of the Environment. To know several methodological approaches to the Study of the Environment, critically and comparatively. Design plans, considering current perspectives in the field of didactic research. Develop a critical spirit to the proposals presented. Design, organize, and coordinate activities that activate the articulation with other areas of knowledge in a participatory way, mobilization of capacities, attitudes, and values. Develop autonomy and collaborative working capacity from a continuous training perspective
- Mandatory
- This CU uses a variety of types of classes (theoretical, theoretical-practical, laboratory) and adopts active methods: discussion, analysing questions, and the learning methodology based on projects. Tutorial work allows for more personalised monitoring of students. In class, the aim is to encourage student involvement and active participation, facilitating the acquisition of practical knowledge. This methodology will enable students to experience the content and teaching materials developed in the teaching process, through individual and collaborative work
- Português
- Afonso, M.M. (2022). A educação científica no 1º ciclo do Ensino Básico. Porto Editora. Alarcão, I. (Coord.) (2008) A Educação das Crianças dos 0 aos 12 anos. CNE Bonito, J. (2008). Perspetivas atuais sobre o ensino das ciências: clarificação de caminhos. Terra Didática, 4(1),28-42. Cosme, A. (Coord.) (2020). Avaliação das Aprendizagens: Propostas e Estratégias de Ação. Porto Editora. DGE. (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. DGE. (2018). Aprendizagens Essenciais para o Ensino Básico. Martins, I., V etal. (2007). Explorando... educação em ciências e ensino experimental. DGIDC. Roldão, M. C. (1995). O Estudo do Meio no 1.º Ciclo. Fundamentos e estratégias. Texto Editora Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Eds). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok
- 4
- 0
- 3
- 1
- IPLUSO6857-25599
- Study of the Environment and Citizenship
- 25599
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- This Didactic Unit on Environmental Studies aims to provide in-depth knowledge through a multidisciplinary and interdisciplinary approach to concepts, theoretical-practical work (TP) and practical and laboratory work (PL) aimed at clarifying concepts and interpreting natural phenomena and everyday situations, with a view to developing reasoning, critical thinking, creative thinking and problem solving, among other skills.
- 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
Participação (trabalhos na aula, debates)
Ao longo do semestre
15%
Frequência
8 maio
40%
Conceção e planificação de um material pedagógico-didático de natureza tangível (maquetes) sobre um dos temas curriculares da Área de Estudo do Meio. Apresentação e Discussão.
Final do semestre
35%.
Refexão individual Final do semestre 10% - The Study of the Environment. The articulation of knowledge and methods from the natural sciences, social sciences, and technology in the 1st cycle of basic education Current perspectives on science education in the 1st cycle of basic education. Contributions to scientific literacy, critical thinking, and education for sustainability. Curriculum and Essential Learning in Environmental Studies in the 1st Cycle of Basic Education. Critical reading and questioning of national curriculum documents and international references. Practical investigative work in Environmental Studies. Strategies, activities, and assessment in interdisciplinary projects that promote the reconstruction of knowledge. Critical analysis of digital and tangible teaching resources for teaching and learning Environmental Studies. Design and planning of digital and tangible teaching materials adaptable to the age group of children and integrated into the current curriculum guidelines.
- Understand the importance of this area in students' teaching and learning through reflective reading of the guiding documents. Analyse the integration of Environmental Studies into the curriculum of the 1st Cycle of Basic Education; Organise knowledge through the acquisition of skills that lead to the assimilated construction of knowledge related to the concepts and methods of various scientific disciplines integrated into Environmental Studies. Critically and comparatively examine various methodological approaches to Environmental Studies; Design plans taking into account current perspectives in the field of teaching research; Develop a critical spirit toward the proposals presented. Design, organise and coordinate projects that promote integration with other areas of knowledge in an integrated and participatory manner, mobilising skills, attitudes and values; Develop autonomy and the ability to work collaboratively with a view to continuous training.
- Mandatory
- Theoretical-practical classes adopting active methods: discussion, analysis of issues, and project-based learning methodology. Classes will seek to encourage student involvement and active participation to facilitate the acquisition of practical knowledge. This methodology will also allow students to experience the teaching-learning process and the educational content and materials developed through individual and collaborative work. The assessment covers not only products but also processes, encouraging self-assessment, such as the process of self-regulation of teaching and learning.
- Português
- Afonso, M.M. (2008). A educação científica no 1.º ciclo do Ensino Básico. Porto Editora. Alarcão, I. (2002). De que se fala quando se fala em Didática? In Medeiros, E. O. (2002) [Coordenação de] I Encontro de Didácticas nos Açores. Universidade dos Açores. Direção-Geral da Educação. (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Direção-Geral da Educação. (2018). Aprendizagens Essenciais para o Ensino Básico. Martins, I., Veiga, L., Teixeira, F., Vieira, C., Rodrigues, A., & Couceiro, F. (2007). Explorando... educação em ciências e ensino experimental. DGIDC Medeiros, E. O. (2025) [Coordenação de]. Educação, Didáticas e Formação de Professores. Complexidade, Literacias e Interdisciplinaridade(s). Edição Conjunta de MIL e DG Edições. Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Eds). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok
- 4
- 0
- 5
- 1
- IPLUSO6857-9707
- Didactics of Environmental Study
- 9707
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- The Curricular Unit aims to prepare future teachers for the processes of teaching and learning mathematics in an appropriate, critical, and inclusive way. It seeks to promote reflection and discussion around meaningful pedagogical practices that are relevant to students and that value their experiences, social contexts, and different learning paces. It also aims to equip future teachers to face current educational challenges by developing strategies that encourage students' active participation, critical thinking, and the construction of mathematical learning.
- 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
Teste de avaliação
dd-mm-yyyy
55%
Portfolio
Participação nas Atividades, Trabalho em Aula e Trabalho Individual
Trabalho em Grupo e Discussão
dd-mm-yyyy
15%
15%
15%
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...
- Programmatic content is defined to allow students to find reflective moments of discussion, questioning and resolution of problem situations. 1. Perception, understanding, and critical analysis of guiding and regulatory documents for Mathematics in the 1st cycle of basic education. 2. Mathematical connections with the experiences of the child and with other components of the curriculum of the 1st cycle of basic education. 3. Methodologies and active learning strategies. 4. Mathematics educational resources for the 1st cycle of basic education, with emphasis on digital resources. 5. Management and Planning of Mathematics activities in the 1st cycle of basic education. 6. Diagnostic, formative, and summative assessment in Mathematics in the 1st Cycle of Basic Education.
- This UC seeks that the students reflect and analyse the curricular orientations and norms for Education, especially for the Teaching of Mathematics in 1º CEB, and know strategies, resources, and didactic instruments. It is defined that students should - Know the curricular guidelines for the 1st CEB, in Mathematics. - Identify and establish connections between Mathematics and the experiences of the child, and between Mathematics and othercomponents of the curriculum: Portuguese, Environmental Studies, Artistic Education, Physical Education, and English. - To know and critically analyse active learning methodologies and strategies - project-based, problem-based, flipped classroom, peerlearning and gamification. - To plan strategies and activities in the Mathematics component, for the 1st CEB. - To know, build, and evaluate educational resources. - Evaluate the learning and for the learning of children. - Develop attitudes of autonomy, cooperative, and collaborative work.
- Mandatory
- This curricular unit favours different ways of working - individual, in pairs, in group and in large groups - which contribute to the realization of activities and works of different natures. The teaching is, therefore, organized in theoretical-practical classes. The referred contents are approached and developed in expository processes, which allow the involvement of the students through critical debate. The activities to be performed by each student assume a real involvement in the tasks developed in class, but complemented by individual study and concordance with proposals provided on Moodle and the recommended bibliography.
- Português
- [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)] [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)
- 4
- 0
- 5
- 1
- IPLUSO6857-9709
- Didactics of Mathematics in the 1st Cycle of Basic Education
- 9709
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- Details
- Category: Discipline
- Não
- Semestral
- Português
- 4
- 0
- 5
- 1
- IPLUSO6857-9733
- Didactics of Maths in the 2nd Cycle of Basic Education
- 9733
- 6857
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
