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CURRICULAR UNIT - EARTH AND LIFE SCIENCES I

Academic Year: 2020 / 2021
1st Year – 1st Semester 
Código UC nº 9853301

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

This curricular unit introduces basic concepts in the field of Earth Sciences, enabling students to better understand and interpret daily physical, chemical and geological phenomena and the importance and impact of life in our planet.

This scientific basis will enable students to further investigate into several related topics, developing skills to critically select and study different sources of information.

Moreover, by studying and performing laboratory experiments, students will become aware of the importance of experimental activities when teaching sciences and will have the scientific and experimental basis to implement simple experiments.

PROGRAM CONTENTS

  • 1. Basic Concepts in Physical and Chemistry. Components and properties of matter. States of matter. Aqueous solutions; Theories and laws of physics. Forces and movement. Light and colour. Electricity and magnetism.
  • 2. Universe: historical perspective; Celestial bodies; Solar system.
  • 3. Sun-Earth-Moon. Terrestrial movements; Day and night; seasons. Moon phases.
  • 4. The Earth: atmosphere. Greenhouse effect. Depletion of the ozone layer. Earth geological structure. Plate tectonics. Earthquakes and volcanoes.
  • 5. Rocks. Lithological cycle. Soil.
  • 6. Basic concepts in Ecology.

 

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CURRICULAR UNIT - HISTORY AND HERITAGE OF PORTUGAL

Academic Year: 2020 / 2021
1st Year – 1st Semester 
Código UC nº 9853302

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

The main goal is to provide students with a perspective of Portuguese history at the same time dynamic and structural, in order to make them understand both the elements of change and stability in Portuguese society and the responsibility of all citizens, and above all the teachers, in the study and care of national heritage.

PROGRAM CONTENTS

  • I. Before Portugal: from the Iberos peoples to the Arabs
  • II. The birth of a nation
  • III. The XIV century
  • IV. The maritime expansion
  • V. Portugal and the Renaissance
  • VI. Iberian Union and Restoration.

 

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CURRICULAR UNIT - NUMBERS AND CALCULUS I

Academic Year: 2020 / 2021
1st Year – 1st Semester 
Código UC nº 9853304

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • - Understand and use the properties of natural numbers, integer, rational and real numbers;
  • - Establish order relationships between numbers presented in different ways;
  • - Operate with all kinds of numbers using operation properties in calculus, and understand their effects on numbers;
  • - Use operations properties in calculus simplification operations;
  • - Develop skills in mental and written numeric calculus;
  • - Interpret real situations using numbers;
  • - Translate (numerical) data from an everyday situation from verbal to symbolic language and vice versa;
  • - Solve problems, reason and communicate in numerical contexts.

PROGRAM CONTENTS

I. Natural numbers

  • - Dividers and Multiples;
  • - Prime numbers and prime factorization;
  • - The greatestcommon divisor of two numbers;
  • - Least common multiple of two numbers.

II. Whole Numbers

  • - Rules, order precedence and properties of basic operations;
  • - Expressions simplification.

III. Rational Numbers

  • - Fractional representation of a number;
  • - The decimal representation of a number;
  • - Irreducible fractions;
  • - Determination of common denominators;
  • - Rules, order precedence and properties of basic operations involving fractions;
  • - Expression Simplification.

IV. Real Numbers

  • - Exponentiation;
  • - The notion of irrational number;
  • - An nth roots of a number x;
  • - Rationalization;
  • - Rules, order precedence and properties of basic operations involving radicals;
  • - Expressions simplification;
  • - Ordering numbers;
  • - Representation of numbers on the real number line.

 

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CURRICULAR UNIT - DEVELOPMENTAL PSYCHOLOGY

Academic Year: 2020 / 2021
1st Year – 1st Semester 
Código UC nº 9853305

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

To know, from an integrated and epistemological approach, the historical of Developmental Psychology itself, its research methods and the main theoretical paradigms in psychological development;

To know about the major changes in terms of biological, cognitive, emotional and social development from intrauterine life to preschool years;

To understand and reflect on the applicability of the knowledge provided by the Developmental Psychology in optimization the educational act in different educational contexts;

To develop skills of analysis and interpretation of developmental changes;

To reflect on own personal and professional development, promoting the acquisition of instrumental, interpersonal and systemic skills necessary for future professional practice.

PROGRAM CONTENTS

I. INTRODUCTION – DEVELOPMENT PSYCHOLOGY – THE DEVELOPMENTAL APPROACH:

  • 1. Developmental Psychology History.
  • 2. Differentes perspectives of psychological development.
  • 3. Importance of the study of Developmental Psychology and its relationship to the educational act.
  • 4. Research methods in Developmental Psychology.
  • 5. Current issues in Developmental Psychology.

II. PRENATAL AND POST-NATAL DEVELOPMENT

  • 1. Intrauterine development.
  • 2. Biological and relational skills of the newborn's.
  • 3. The mother-infant interaction, their characteristics and implications.
  • 4. Risk factors and prevention.

III. CHILD DEVELOPMENT IN THE FIRST THREE YEARS OF LIFE

  • 1. Different perspectives of psychological development during this period.
  • 2. the physical and psychomotor development.
  • 3. Cognitive development.
  • 4. Socio-emotional development.
  • 5. Development skills and symbolic communication:
  • 5.1. Language development.
  • 5.2. Play development, symbolic play and drawing.

IV. EDUCATIONAL DEVELOPMENT FACTORS.


 

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CURRICULAR UNIT - EARTH AND LIFE SCIENCES II

Academic Year: 2020 / 2021
1st Year – 2nd Semester 
Código UC nº 9853307

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

This curricular unit introduces basic concepts in the field of Life Sciences, enabling students to better understand and interpret daily ecological and biological phenomena and the importance and impact of life in our planet.

This scientific basis will enable students to further investigate into several related topics, developing skills to critically select and study different sources of information.

Moreover, by studying and performing laboratory experiments, students will become aware of the importance of experimental activities when teaching sciences and will have the scientific and experimental basis to implement simple experiments.

PROGRAM CONTENTS

  • 1. The diversity of life. Basic characteristics of living organisms. The Cell, cellular structure, characteristics, types and function. Macromolecules of life
  • 2. Cell nutrition and metabolism. Reproduction
  • 3. Levels of organization in life. Inter and intraspecific relations. Trophic relations, symbiosis, competition and predation
  • 4. Classification of living organisms. Taxonomy and nomenclature
  • 5. Viruses
  • 6. Domains Archaea and Bacteria: main characteristics and applications.
  • 7. Domain Eukarya: fungi, algae and protozoa; main characteristics and applications
  • 8. Domain Eukarya: plants: main morphological and adaptive characteristics. Life cycles
  • 9. Domain Eukarya: animals. Morphology, physiology and mechanisms of survival and adaptation to the environment.

 

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CURRICULAR UNIT - EDUCATIONAL PSYCHOLOGY

Academic Year: 2020 / 2021
1st Year – 2nd Semester 
Código UC nº 9853308

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. To promote knowledge, from an integrated and epistemic approach, about the historical evolution of Educational Psychology itself, its intervention domains and its main theoretical paradigms;
  • 2. To provide awareness and understanding about on the applicability of the knowledge provided by Educational Psychology in optimizing the educational act in different educational contexts;
  • 3. To reflect on various perspectives on intelligence and its role in education;
  • 4. To promote reflection on the importance of motivation and the pedagogical relationship in the learning process and develop ways to promote it;
  • 5. To reflect upon their own personal and professional development, promoting the acquisition of instrumental, interpersonal and systemic skills necessary for future professional prative.

Skills:

  • Students must be able to:
  • Develop a scientific approach to educational phenomenons;
  • Show knowledge about the conceptual boards and essential thematic regarding Educational Psychology and its practical application;
  • Develop instrumental and systemic instrumental skills; necessary to a future professional practice.

PROGRAM CONTENTS

I. Specificity of Educational Psychology

  • 1.1. Historical evolution
  • 1.2. Identity
  • 1.3. Research and intervention domains

II. Learning Process and Educational Process

  • 2.1. Theories of Learning and its implications for educational
  • 2.1.1. Behaviorism: Classical and operant conditioning
  • 2.1.2. The Social Learning Theory (Bandura)
  • 2.1.3. The Gestalt Psychology
  • 2.1.4. The Cognitive Development Theory (Piaget)
  • 2.1.5. The Zone of Proximal Development (Vygotsky)
  • 2.1.6. Learning by Discovery (Bruner's)

III. and learning styles Intelligence

  • 3.1. The psychometric view of Intelligence
  • 3.2. The triarchic theory of intelligence (Stemberg)
  • 3.3. Multiple Intelligences Theory (Gardner)
  • 3.4. Learning styles

IV. Motivation and the educational process

  • 4.1. Definition and theories of motivation
  • 4.2. Principles and strategies to promoting motivation in the educational context.

V. The pedagogical relationship

  • 5.1. The impact of human relationships in the teaching-learning process
  • 5.2. Representations, expectations, communication, motivations and needs.

 

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CURRICULAR UNIT - GEOGRAPHY OF PORTUGAL

Academic Year: 2020 / 2021
1st Year – 2nd Semester 
Código UC nº 9853309

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. Knowing, mastering and applying demographic variables in the context of Portuguese society;
  • 2. Describing and explaining the demographic evolution in Portugal;
  • 3. Awareness of the importance of population flows and migration phenomena;
  • 4. Identifying Portuguese demographic distribution in terms of space. Characterization of the urbanization process;
  • 5. Allowing students to perceive the international demographic positioning of Portugal;
  • 6. Understanding the role of spatial planning;
  • 7. Acquiring sensibility to convergences and divergences. Questioning asymmetries;
  • 8. Enabling the recognition of economic activities. Identification of the profile of the labour force;
  • 9. Raising awareness for the importance of placing Portugal in the framework of the European Union and in the context of globalization;
  • 10. Knowing the main environmental commitments. Identifying the Primary Network for the Conservation of Nature;
  • 11. Physical characterization of the Iberian Peninsula. Detailed bioclimatic analysis of Portugal;
  • 12. Identifying the Portuguese geomorphological units; geological cycle and period notions;
  • 13. Knowing the Portuguese water resources (rivers, drainage basins and groundwater);
  • 14. Role and opportunities of climate elements and factors in the national energy evaluation.

Skills:

  • Students must be able to:
  • Develop a scientific approach to educational phenomenons;
  • Show knowledge about the conceptual boards and essential thematic regarding Educational Psychology and its practical application;
  • Develop instrumental and systemic instrumental skills; necessary to a future professional practice.

PROGRAM CONTENTS

1. Thematic Unit A: Portuguese demographic reality.

  • A1. Demographic dynamics.
  • A2. Geographic distribution of the Portuguese population. Evolutionary analysis.
  • A3. The national immigration phenomenon – an international approach.
  • A4. Spatial distribution of the population. The urban functional areas.
  • A5. The Portuguese demographic positioning in the context of a globalized world.

2. Thematic Unit B: Spatial development. Planning and sustainability.

  • B1. Regionalization and planning.
  • B2. Convergent and divergent spaces. Dominant symmetries and asymmetries.
  • B3. The economic activities. Labour force profile.
  • B4. The Portuguese positioning in the framework of the European Union and in the extended context imposed by globalization.
  • B5. Environmental policies and sustainability of the human activities.

3. Thematic Unit C: Portuguese climatology and geomorphology

  • C1. Dominant bioclimatic environments.
  • C2. Physical identity of the Iberian Peninsula. Detailed approach to Portugal.
  • C3. The Portuguese geomorphological units. Geological cycles and period.
  • C4. Water resources in Portugal.
  • C5. Climate factors and energetic evaluation.

 

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CURRICULAR UNIT - NUMBERS AND CALCULUS II

Academic Year: 2020 / 2021
1st Year – 2nd Semester 
Código UC nº 9853311

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. Understand and manipulate algebraic expressions containing variables;
  • 2. Solve problems that are mathematically formulated by: 1st degree equations, 1st egree inequalities, systems of linear equations with two variables, and 2nd degree equations;
  • 3. Understand the concept of function and its importance in Mathematical Analysis;
  • 4. Understand and use in problem solving the concepts of direct and inverse proportionality;
  • 5. Provide the students with tools that enable them to use mathematics in the solution of everyday problems.

PROGRAM CONTENTS

I. 1st degree equations and inequalities in one variable

  • Concepts and definition;
  • Solving 1st degree equations and inequalities in one variable;
  • Problems involving 1st degree equations and inequalities with one variable.

II. System of linear equations in two variables

  • Substitution method;
  • Addition method;
  • Mixed method;
  • Problems involving systems of linear equations in two variables.

III. 2nd degree equations

  • Solving 2nd degree equations without using the quadratic formula;
  • Multiplying special cases;
  • Solving 2nd degree equations using the quadratic formula;
  • Factorization of polynomials;
  • Problems involving 2nd degree equations.

IV. Functions

  • Function concept;
  • Injectivity and surjectivity;
  • Zeros of function;
  • Monotony and extrema;
  • Study of the linear and affine functions;
  • Study of the quadratic function.

V. Direct and inverse proportionality

  • Direct proportionality concepts;
  • Study of the linear function;
  • Inverse proportionality concept;
  • Study of the hyperbolic function.

 

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CURRICULAR UNIT - OBSERVATION AND RESEARCH IN EDUCATIONAL CONTEXTS

Academic Year: 2020 / 2021
1st Year – 2nd Semester 
Código UC nº 9853312

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

The Course Unit of Observation and Research in Educational Contexts aims to:

  • 1. provide the theoretical foundations and skills for implementing practices for observing educational contexts;
  • 2. Develop attitudes and skills of observation and critical analysis necessary for the performance of a reflective practice.

It is intended that at the end of the course the trainees demonstrate that they have developed skills that allow them:

  • 1. Understand the current perspectives on observation and analysis of educational contexts and practices;
  • 2. Understand the relevance of observation to the initial and ongoing education of teachers from a lifelong learning perspective.
  • 3. Place observation in its different dimensions within the wider context of educational research;
  • 4. Critically analyze instruments for direct and indirect observation of educational practices and contexts;
  • 5. Select, adapt and design observation tools appropriate to the particular educational contexts and practices;
  • 6. Analyze observation data, synthesize and discuss results in articulation with the wider specialized literature.

PROGRAM CONTENTS

1. Nature and fundamentals of observation in educational contexts.

  • 1.1. Evolution of the concept and practice of observation in the field of educational;
  • 1.2. The contributions of observation to teacher education and professional development.

2. Dimensions of observation

  • 2.1. The functions of observation;
  • 2.2. The field of observation;
  • 2.3. The position of the observer: participant and non-participant;
  • 2.4. Types of observation with reference to control by the observer, intentionality, strategies, and duration/temporality.

3. The process of observation

  • 3.1. Direct observation - quantitative and qualitative techniques: checklists and observation; field notes and descriptions of critical incidents;  sociometric techniques;
  • 3.2. Indirect observation - quantitative and qualitative techniques: questionnaire, interviews, journal/diary keeping, personal narratives.

4. Analysis of observation data

  • 4.1. Statistical analysis - descriptive
  • 4.2. Content analysis
  • 4.3. Concepts of Validity and Reliability

5. The ethical dimension of observation

6. Observation as a support of pedagogical action



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CURRICULAR UNIT - PLASTIC EXPRESSION

Academic Year: 2020 / 2021
2nd Year – 1st Semester 
Código UC nº 9853313

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • - Understand Plastic Expression as a process of cognitive-holistic development (mind and body - personal and social) in the perspective “multiple intelligences” development;
  • - Know IDEOGRAFIASMO (6 to 10-12 years) characteristics, in Child's Drawing and know to identify them in adult art.
  • - Know and respect stages of the development of children's graphic expression;
  • - Ensure child free expression;
  • - Defend child right of Plastic Expression;
  • - Understand contributions of the two approaches of Plastic Expression education - Artistic Education and / or Education through Art;
  • - Appeal to Plastic Expression in the implementation of interdisciplinary activities, including “Work of Art as a Pedagogical Resource”;
  • - Know how to plan Plastic Expression activities, framing them in the documents of the guardianship;
  • - Stimulate research and reflection based on lived and observed practice;
  • - Develop individual communicative, expressive, creative and poetic abilites;
  • - Explore procedures, materials and techniques of plastic (two-dimensional) activity.

PROGRAM CONTENTS

1. Contributions of Plastic Expression to the overall development of children.

  • 1.1. Arts Education and / or Education through Art. Contributions by Herbert Read, INSEA-UNESCO and other Art Education Associations. Programs VTS, DBAE, Project zero, Proposta Triangular, Primeiro Olhar…
  • 1.2. Developmental stages of “Child's Drawing” (preschool and 1st cycle). Contributions of researchers - Kellogg, Bernson, Piaget, Vygotsky, Lowenfeld, Luquet.
  • 1.3. Ideographism in Children's Drawing (6 to 10-12 years). Children's Art versus Modern art.

2. Execution of a dossier of planned activities for plastic expression (preschool and 1st cycle), framed in the tutelary documents, grouped into three categories: Work of art as a pedagogical resource; Development of the Plastic Expression and its specific competences; The Plastic Expression at the service of interdisciplinarity with other areas of content and curriculum;

3. Practice of Plastic Expression with undergraduate students (activities that can be implemented in preschool and 1st cycle of EB).


 

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CURRICULAR UNIT - GEOMETRY

Academic Year: 2020 / 2021
2nd Year – 1st Semester 
Código UC nº 9853314

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • Provide students skills that with enable them to:
  • Solve problems, reason and communicate using geometric concepts;
  • Interpret real world situations using geometric;
  • Take a critical stand and have well founded opinions regarding the curricula, programs and practices used to teach of elementary geometry.

PROGRAM CONTENTS

  • Geometric elements in the plane (some definitions);
  • Parallelism, perpendicularity;
  • Metric system: units;
  • Perimeters and areas.
  • Triangles:
  • Sum of the internal angles a triangle;
  • Similarities;
  • Pythagoras’ Theorem;
  • Trigonometric functions.
  • Polygons:
  • Regular polygons;
  • Sum of the internal angles of a polygon.
  • Definition of circumference;
  • Inscribed and center angles;
  • Perimeters of a circle;
  • Area of a circle;
  • Sectors and arcs.
  • Geometric elements in space;
  • Relative position of planes and lines;
  • Polyhedrons;
  • Cylinders, cone and sphere;
  • Volumes.

 


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CURRICULAR UNIT - MUSICAL EXPRESSION

Academic Year: 2020 / 2021
2nd Year – 1st Semester 
Código UC nº 9853316

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

In the end of this CU students should be able to:

1. Use voice, body and different materials, in order to:

  • a. Exploring the potentialities of sound
  • b. Expressing themselves creatively, either individually or in groups
  • c. Identifying the use of sound in different contexts

2. Discriminate the several components of sound - pitch, timbre, duration, loudneess, tempo, form – and use them properly either aurally or with graphics.

3. Create basic choreographies.

4. Build musical instruments with waste materials.

5. Use musical vocabulary in a proper way.

6. Perform short melodies with voice and basic instruments.

7. Search, select and organize information with autonomy and responsible.

8. Evince a critical attitude.

PROGRAM CONTENTS

  • - Timbre: body, voice, instruments (Orff instruments, instruments of different cultures, waste materials).
  • - Duration - steady beats: pulse; meter, division of time.
  • - Duration: rhythm, ostinato.
  • - Rests.
  • - Indefinite and definite pitch; up and down movements and repeated tones; intervals of 3rd, fifth, and octave; the pentatonic scales; harmony; names of the notes.
  • - Dynamics: loud and soft, crescendo and diminuendo, ppp pp p mp mf f ff fff.
  • - Tempo: fast and slow, Adagio, Presto, accelerando e ritardando.
  • - Structure: identical, contrasting and similar phrases, conclusive and suspensive endings, A A, A B, A B A forms. - Graphics.

 

 

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CURRICULAR UNIT - PERSONAL AND SOCIAL TRAINING

Academic Year: 2020 / 2021
2nd Year – 1st Semester 
Código UC nº 9853318

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

Promote knowledge and skills of personal and social development. Raise awareness of the importance of being active agents in society based on diverse experiences of democratic life; valuing diversity as a source of human enrichment; raise awareness of their own responsibility in order to encourage participation, shared responsibility and commitment in building a more just society, freedom and solidarity.

PROGRAM CONTENTS

I. PERSONAL AND SOCIAL TRAINING AND EDUCATIONAL CHALLENGE

  • 1. Education a Treasure to Discover.
  • a. From the grassroots to the world society.
  • b. From social cohesion to democratic participation.
  • c. From economic growth to human development.
  • d. The four pillars of education: learning to know; learn to do; learn to live with others; learn to be.

II. Educate for Citizenship. Guiding Principles and Skills to be developed

  • 1. Education for Citizenship.
  • a. School education for values and ethics ..
  • b. The family and the educational system.
  • c. What values to transmit?

III. Global Schools.Proposals of curricular integration of Education for Development and Global Citizenship in Preschool and 1st Cycle

  • a. Cultural Diversity and visions of the world.
  • b. Globalization and social transformation.
  • c. Inequalities, poverty and social exclusion;
  • d. Rights, duties and responsibilities.
  • e. Building a just and sustainable world society.

 


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CURRICULAR UNIT - TEAM DYNAMICS AND TEAMWORK

Academic Year: 2020 / 2021
2nd Year – 1st Semester 
Código UC nº 9853320

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

Coursework includes participation in small group experiences designed to explore and deepen awareness of self and others in a group context. Students will be encouraged to integrate their theoretical study with personal and practical experiences in the classroom and in the field. Training of culturally competent leaders, and skill development for group leaders. Identifying and demonstrating basic listening skills, active listening, processing information, reflecting, mediating, managing conflicts, and developing assertiveness. Focusing the group toward success. Identifying types and stages in group development. Selecting and screening group members. Confidentiality. Building trust. Creating supporting environments for groups. Structuring activities and processing in groups. Difficult decisions. Experiment with behaviors of group leader and group members. Developing insight into best practices.

PROGRAM CONTENTS

1. The dynamics of small groups and their application to group and teamwork for professionals.

2. Effective communication strategies.

  • 2.1. Development of collaborative efforts, and assertiveness in groups.
  • 2.2. Goal orientation.

3. Fostering change and encouraging teamwork.

4. Promoting social and emotional well-being and development through group activities.

5. Working with children, teenagers, and with at risk youth.

6. Working with families, other natural groups and with professional interdisciplinary teams.

7. Multicultural issues (race, ethnicity, social economic status, age, religion). Multiculturalism and social justice.

8. Working with legislators, community and political leaders and advocates.

9. Legal and ethical considerations in group work.


 

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CURRICULAR UNIT - MATHEMATICS AND APPLICATIONS

Academic Year: 2020 / 2021
2nd Year – 2nd Semester 
Código UC nº 9853326

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. To solve problems, to reason and to communicate mathematically.
  • 2. To understand the concepts related to sequences.
  • 3. To argue logically.
  • 4. To assume a critical and reflexive attitude.
  • 5. To develop reading habits, searching competencies and autonomy as a contribution to the personal and professional development of future teachers and other educational agents.
  • 6. To develop an epistemological and social conscience that sustains personal and professional ways of acting.

PROGRAM CONTENTS

1. Solving problems

  • 1.1. Interpretation of written statements in mathematical tasks.
  • 1.2. Interpretation of multiple choice questions.
  • 1.3. Possible solving strategies
  • 1.3.1. By trial.
  • 1.3.2. Graphic representation (drawings, diagrams, graphics, etc).
  • 1.3.3. Patterns.
  • 1.3.4. Simplification and/or variable manipulation.
  • 1.3.5. Arithmetic.
  • 1.3.6. Algebraic.
  • 1.3.7. Verification of mathematical intuition.

2. Sequences

  • 2.1. Patterns.
  • 2.2. Pictorial sequences.
  • 2.3. Numerical sequences.
  • 2.4. Sequences general term.
  • 2.5. Problems involving sequences.

3. Logic and set theory

  • 3.1. Proposition and logical value of a proposition.
  • 3.2. Conditions and logical operations on conditions.
  • 3.3. Sets and operations between sets.

 

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CURRICULAR UNIT - DEVELOPMENT OF THE LOGICAL-MATHEMATICAL THINKING

Academic Year: 2020 / 2021
3rd Year – 1st Semester 
Código UC nº 9853328

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. Know and analyze the mathematical content covered in the 1st cycle of basic education;
  • 2. Solve problems, reason and communicate mathematically;
  • 3. Assume a critical and reflective attitude;
  • 4. Develop habits of reading, research and autonomy, as a contribution to the personal and professional development of future teachers and other educational agents;
  • 5. To develop in the students an epistemological and social conscience that sustains personal and professional ways of acting.

PROGRAM CONTENTS

1. Portuguese and Singgapore mathematical curriculum;

2. Development of logical and mathematical thinking along primary education:

  • 2.1 Number and operations;
  • 2.2 Geometry and measurement;
  • 2.3 Statistics.

 

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CURRICULAR UNIT - PLAYFUL ACTIVITIES AND EDUCATIONAL ENVIRONMENTS

Academic Year: 2020 / 2021
3rd Year – 1st Semester 
Código UC nº 9853334

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • - To be able to reflect on the Game, Play and Educational Environments as essential and structuring elements in child development, enhancing logical reasoning, attention and concentration, memory, problem solving and emotional self-regulation;
  • - Experiencing, experiencing, feeling and understanding the Body as an essential element of the teaching-learning process;
  • - Understand body education as the basis of all personal and relational development;
  • - Explore various educational materials and environments, characterizing them and analyzing their playful, recreational and pedagogical possibilities;
  • - Streamline and manage various activities with different materials in different educational environments;
  • - Develop research and material collection habits.

PROGRAM CONTENTS

1. Basic theoretical concepts

  • 1.1 Game; Play, Activity; Ludic; Educational; Recreation; Entertainment
  • 1.2 Functions of play and play in child development
  • 1.3 Types of play
  • 1.4 Game: deprivation effects
  • 1.5 Game and movement: the therapeutic and pedagogical components.

2. Perspectives of various authors

3. Ludens: Activities, materials and spaces

4. Playful Culture: dances, spiels, sayings, singing, games, poems, stories,

5. Playful activity and the promotion of child development in children with SEN.


 

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CURRICULAR UNIT - SOCIOCULTURAL ANIMATION

Academic Year: 2020 / 2021
3rd Year – 1st Semester 
Código UC nº 9853335

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • - To understand the genesis and the historical development of SCA in its fundamental axes: cultural, social and educational;
  • - To promote the reflection and discussion regarding the applicability of the SCA considering its special age context and the activities and service, in a framework of resource articulation between networks and partnerships;
  • - To master instruments and techniques of planning,  implemention between networks and partnerships;
  • - To identify systems of assessment of contexts and of problem solving methodologies at the community level, and develop a critical sense in face of a personal or social reality and decide for the best intervention options SCA wise.
  • - To furnish the skiis to the elaboration and implementation of a intervention targeted at a community, institution or service, using techniques of activity dynamization or recreational activities in diversified contexts.
  • - To experience situations of educational practice of motor activity and musical and body expression.

PROGRAM CONTENTS

  • 1. Genesis and historical evolution SCA.
  • 2. Objectives and functions OF SCA;
  • 3. Technical profile and personal and professional skills;
  • 4. Assessment of sociocultural realities and Intervention techniques in the SCA;
  • 5. Elaboration os SCA projects in different age, ethnic and social groups and in special populations.

 

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CURRICULAR UNIT - INTERVENTION IN EDUCATIONAL CONTEXTS

Academic Year: 2020 / 2021
3rd Year – Annual
Código UC nº 9853337

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

The curricular unit “Intervention in Education Contexts” aims the building of competencies required by educational intervention (analysis and diagnosis, intervention design, monitoring, and evaluation) in real context.

The unit It provides learning opportunities that enable students to:

  • - Use previous acquisitions and combine them with new skills to support an educational intervention theoretically and methodologically;
  • - Develop, implement and evaluate a project intending to fulfil local educational needs, in coordination with other agents and organizational actors;
  • - Mobilize sources of information and resources that con support the intervention;
  • - Develop a scientific and reflexive attitude toward educational phenomena;
  • - Develop positive attitudes and skills related to work team.

PROGRAM CONTENTS

  • Project Methodology (PM).
  • The regulatory function of the formative assessment: dimensions e kinds of regulation.
  • Self-assessment and self-regulation: concepts definition, purposes, examples of techniques and instruments.
  • Introduction to the Children Follw-up System (based on leuven Involvement Scale for Young Children) (Laevers & Portugal, 2007).
  • The concept of “quality” in Education.
  • Quality in educational environments organization.
  • School-Family Partnership
  • Family and community involvement in educational practices: importance, challenges, opportunities, models and strategies to foster collaboration.
  • The School as a place of diversity: migrant families, families of children with special educational needs; new families (single-parents, two-parents, adoption).
  • Professional knowledge, write about the practice.
  • Parents meeting: purposes; planning, conducting and follow-up.
  • Other themes may be explored according to students’ experiences in real educational contexts and following their suggestions and needs.

 


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CURRICULAR UNIT - MATHEMATICS EDUCATION

Academic Year: 2020 / 2021
3rd Year – 2nd Semester 
Código UC nº 9853338

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

  • 1. Explore through the manipulation of materials, strategies of resolution and ways of acting of teachers and other educational agents in the field of mathematical education in Portugal;
  • 2. To appropriate knowledge regarding didactical materials and ways of using them in different school and extra-school contexts which are particularly adequate for mathematical learning in the first years of schooling;  
  • 3. To provide tools that facilitate a critical and reflexive intervention in the educational domain and in the learning and teaching processes, namely regarding the materials mentioned above;
  • 4. To develop reading habits, searching competencies and autonomy as a contribution to the personal and professional development of future teachers and other educational agents;
  • 5. To develop in the students an epistemological and social conscience that sustains personal and professional ways of acting.

PROGRAM CONTENTS

1. Manipulative materials

  • 1.1. Production of materials to support the implementation of curricular goals.
  • 1.2. New Methodologies / Strategies in Teaching Mathematics.
  • 1.3. Mathematical games.

2. Materials adequate to the exploration of Numbers

  • 2.1. Base 10 Magnetic 3D.
  • 2.2. Base blocks.
  • 2.3. Abacus.
  • 2.4. Cuisenaire.

3. Materials adequate to the exploration of Geometry

  • 3.1. Geoplan.
  • 3.2. Poliminós.
  • 3.3. Tangrans.
  • 3.4. Symmetry games.
  • 3.5. Compass and straightedge.

4. Materials adequate to the exploration of Logic

  • 4.1. Logic blocks.
  • 4.2. Froebel gifts.

5. Techonology

  • 5.1. Geogebra.
  • 5.2. Interactive Whiteboards.
  • 5.3. Excel.

 

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CURRICULAR UNIT - DISCOVERING OF EARTH AND LIFE SCIENCES

Academic Year: 2020 / 2021
3rd Year – 2nd Semester 
Código UC nº 9853341

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

The main objective os this curricular unit is to tackle aspects of the teaching-learning process of sciences in the preschool and primaty education, as well as to incentive the joy and the interest by the science. Is also intent that students get the capacities to relate everyday events with the contents, and recognize the relevance of practical work on science teaching.

Students should be able:

  • - Develop skills of analysis and criticism of teaching materials;
  • - Have ability to organize work linking various concepts under a unifying theme and connecting it with everyday situations;
  • - Know how to use a variety of materials, activities and strategies in the teaching-learning process.

PROGRAM CONTENTS

1. The relevance and the aims science education in preschool and primary education.

  • a. To develop scientific literacy.
  • b. Teaching Earth and Life Sciences on the curricular organization: the Curriculum guidelines for PreSchool Education; science programme (primaty education); Learning Goals.

2. Organization of teaching. Flexible management of the curriculum.

3. Science-Technology- Society- Environment (STSE) education.

4. Practical work: laboratory work, fieldwork and experimental work. Activities, resources and materials.

5. Organization of the content. Concept maps.


 

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CURRICULAR UNIT - INTERVENTION IN EDUCATIONAL CONTEXTS

Academic Year: 2020 / 2021
3rd Year – Annual 
Código UC nº 9853337

OBJECTIVES AND COMPETENCES TO BE DEVELOPED    

The curricular unit “Intervention in Educational Context” aims the building of competencies required by educational interventions (analysis and diagnoses, intervention design, monitoring, and evaluation) in a real context.

The unit It provides learning opportunities that enable students to:

  • - use previous acquisitons and combine them with new skills to support an educational intervention theoretically and methodologically;
  • - Develop, implement and evaluate a project intending to fulfil local educational needs, in coordination with other agents and organizational actors;
  • - Mobilize sources of information and resources that can support the intervention;
  • - Develop a scientific and reflexivity attitude toward educational phenomena;
  • -develop positive attitudes and skills related to work team.

PROGRAM CONTENTS

  • Project Methodology (PM).
  • The regulatory function of the formative assessment.
  • Self-assessment and self-regulation: concepts definition, purposes, examples of techniques and instruments.
  • Introduction to the Children Follow-up System (based on Leuven Involvement Scale for Young Children) (Laevers & Portugal, 2007).
  • The concept of “quality” in Education.
  • Quality in educational environments organization.
  • School-Family Partnership.
  • Family and community involvement in educational practices: importance, challenges, opportunities, models and strategies to fester collaboration.
  • The School as a place of diversity: migrant families; families of children with special educational needs; new families (single-parents, two-parents, adoption).
  • Professional knowledge, write about the practice.
  • Parents meetings: purposes; planning, conducting and follw-up.
  • Other themes may be explored according to students’ experiences in real educational contexts and following their suggestions and needs.

 



ACCREDITATIONS. EXTERNAL RECOGNITION AND CERTIFICATIONS