guide for eras mus students

Transcrição

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GUIDE
FOR
ERAS
MUS
STUDENTS
2013
ISCE Guide for Foreign Students Índice Index
Mensagem de boas-vindas / Welcome message ........................................................... 7
1. Informação sobre o ISCE / Information on the ISCE .................................................. 8
Nome, Endereço e Contactos ..................................................................................... 8
Calendário Académico ................................................................................................ 8
Name, Address and Contacts ..................................................................................... 8
Academic Calendar ..................................................................................................... 8
2 Autoridades Académicas ............................................................................................ 9
Descrição Geral da Instituição .................................................................................... 9
Academic Authorities .................................................................................................. 9
General Description of the Institution .......................................................................... 9
Lista de cursos .......................................................................................................... 11
Requisitos gerais de acesso ..................................................................................... 11
List of programmes offered ....................................................................................... 11
General admission requirements .............................................................................. 11
Procedimento geral para o reconhecimento das aprendizagens já adquiridas (formal,
informal e não formal) ............................................................................................... 12
General arrangements for the recognition of prior learning (formal, informal and nonformal) ....................................................................................................................... 12
General registration procedures................................................................................ 12
Procedimento geral de registo .................................................................................. 13
Atribuição de créditos ECTS baseada nas competências mínimas de forma a
encontrar aprendizagens externas adequadas ......................................................... 13
ECTS credit allocation based on the student workload needed in order to achieve
expected learning outcomes ..................................................................................... 13
Arrangements for academic guidance ...................................................................... 13
Procedimento para a orientação académica............................................................. 14
2. Informação Curricular – Descrição geral / Information on Programmes – General
description .................................................................................................................... 15
Qualificação .............................................................................................................. 15
Requisitos específicos de ingresso ........................................................................... 15
Qualification awarded................................................................................................ 15
Specific admission requirements .............................................................................. 15
Requisitos específicos para o reconhecimento das aprendizagens anteriores ........ 16
Regulamento e requisitos de qualificação e avaliação ............................................. 17
Specific arrangements for recognition of prior learning (formal, non-formal and
informal) .................................................................................................................... 17
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Qualification and examination requirements and regulations, assessment and
grading ...................................................................................................................... 17
Perfil dos programas ................................................................................................. 19
Aprendizagens obtidas.............................................................................................. 19
Profile of the programme........................................................................................... 19
Key learning outcomes.............................................................................................. 19
Occupational profiles of graduates............................................................................ 21
Saídas profissionais dos graduados ......................................................................... 22
Access to further studies ........................................................................................... 23
3 Acesso a estudos futuros .......................................................................................... 24
Course structure diagram with credits....................................................................... 24
Estrutura de créditos dos cursos............................................................................... 25
Mode of study............................................................................................................ 25
Modelo de estudo...................................................................................................... 26
Programme director .................................................................................................. 26
Coordenadores de curso........................................................................................... 27
3. Informação Curricular – Descrição por unidade curricular / Information on
Programmes – Description of individual course units ................................................... 29
Licenciatura em Educação Básica – título, tipologia, nº de ECTS, ano, semestre,
nome do docente, resultados de aprendizagem, modo de ensino, pré-requisitos e
local de estágio de unidades curriculares / Degree in Basic Education – title, type,
ECTS number, year, semester, name of lecturer, learning outcomes, mode of
delivery, prerequisites and training places of units. .................................................. 29
Licenciatura em Educação Básica – title, conteúdos, leituras recomendadas,
métodos de ensino, métodos de avaliação e idioma de ensino de unidades
curriculares / Degree in Basic Education – title, contents, recommended reading,
teaching methods, assessment methods and language of instruction of units. ........ 43
Licenciatura em Animação Sociocultural – título, tipologia, nº de ECTS, ano,
semestre, nome do docente, resultados de aprendizagem, modo de ensino, prérequisitos e local de estágio de unidades curriculares / Degree in Sociocultural
Animation – title, type, ECTS number, year, semester, name of lecturer, learning
outcomes, mode of delivery, prerequisites and training places of units. ................... 79
Licenciatura em Animação Sociocultural – title, conteúdos, leituras recomendadas,
curriculares / Degree in Sociocultural Animation – title, contents, recommended
reading, teaching methods, assessment methods and language of instruction of
units........................................................................................................................... 99
Licenciatura em Educação Física e Desporto – título, tipologia, nº de ECTS, ano,
semestre, nome do docente, resultados de aprendizagem, modo de ensino, prérequisitos e local de estágio de unidades curriculares / Degree in Physical Education
and Sport – title, type, ECTS number, year, semester, name of lecturer, learning
outcomes, mode of delivery, prerequisites and training places of units. ................. 139
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Licenciatura em Educação Física e Desporto – title, conteúdos, leituras
recomendadas, métodos de ensino, métodos de avaliação e idioma de ensino de
unidades curriculares / Degree in Physical Education and Sport – title, contents,
recommended reading, teaching methods, assessment methods and language of
instruction of units. .................................................................................................. 148
Licenciatura em Educação Social – título, tipologia, nº de ECTS, ano, semestre,
nome do docente, resultados de aprendizagem, modo de ensino, pré-requisitos e
local de estágio de unidades curriculares / Degree in Social Education – title, type,
ECTS number, year, semester, name of lecturer, learning outcomes, mode of
delivery, prerequisites and training places of units. ................................................ 164
Licenciatura em Educação Social – title, conteúdos, leituras recomendadas,
curriculares / Degree in Social Education – title, contents, recommended reading,
teaching methods, assessment methods and language of instruction of units. ...... 174
4 Licenciatura em Turismo – título, tipologia, nº de ECTS, ano, semestre, nome do
docente, resultados de aprendizagem, modo de ensino, pré-requisitos e local de
estágio de unidades curriculares / Degree in Physical Education and Sport – title,
type, ECTS number, year, semester, name of lecturer, learning outcomes, mode of
delivery, prerequisites and training places of units. ................................................ 185
Licenciatura em Turismo – title, conteúdos, leituras recomendadas, métodos de
ensino, métodos de avaliação e idioma de ensino de unidades curriculares / Degree
in Social Education – title, contents, recommended reading, teaching methods,
assessment methods and language of instruction of units. .................................... 200
4. Conhecer Portugal / To know Portugal ................................................................... 232
Enquadramento Geográfico .................................................................................... 233
População ............................................................................................................... 233
História .................................................................................................................... 233
Geographic framework ............................................................................................ 233
Population ............................................................................................................... 233
History ..................................................................................................................... 233
Clima ....................................................................................................................... 234
Climate .................................................................................................................... 234
Religion ................................................................................................................... 235
Religião ................................................................................................................... 236
Língua ..................................................................................................................... 236
Moeda ..................................................................................................................... 236
Language ................................................................................................................ 236
Currency.................................................................................................................. 236
ATMs - Automatic Teller Machines (Multibanco) .................................................... 236
Câmbios .................................................................................................................. 237
Multibanco ............................................................................................................... 237
Cartões de crédito ................................................................................................... 237
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Custo de Vida.......................................................................................................... 237
Economia ................................................................................................................ 237
Credit cards ............................................................................................................. 237
Life Cost .................................................................................................................. 237
Economy ................................................................................................................. 237
Banca e Finanças ................................................................................................... 238
Banking and Finance .............................................................................................. 238
Trade ....................................................................................................................... 238
Comércio ................................................................................................................. 239
5 Transportation ......................................................................................................... 239
Transportes ............................................................................................................. 240
Condução ................................................................................................................ 241
Driving ..................................................................................................................... 241
Facilities for people with disabilities ........................................................................ 247
Shopping timetable ................................................................................................. 247
Condições para pessoas com deficiência ............................................................... 248
Horários de comércio .............................................................................................. 248
Electricity ................................................................................................................. 248
Cuisine .................................................................................................................... 248
Eletricidade ............................................................................................................. 249
Cozinha ................................................................................................................... 249
Eating timetable ...................................................................................................... 250
Tourism film about Portugal .................................................................................... 250
Emergency .............................................................................................................. 250
Horários de refeições .............................................................................................. 251
Filme turístico de Portugal ...................................................................................... 251
Emergências ........................................................................................................... 251
5. Conhecer Odivelas / To know Odivelas.................................................................. 253
Caracterização ........................................................................................................ 254
Characterization ...................................................................................................... 254
Como chegar ao ISCE ............................................................................................ 255
How to arrive to ISCE.............................................................................................. 255
Locais a visitar / To visit .......................................................................................... 257
Mapa / Map ............................................................................................................. 260
Transporte / Transportation..................................................................................... 261
Parceiros ERASMUS / ERASMUS Partners ........................................................... 261
Curso de línguas intensivo para alunos ERASMUS ............................................... 263
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Documentos ERASMUS ......................................................................................... 263
ERASMUS intensive language course .................................................................... 263
ERASMUS Documents ........................................................................................... 263
Anexo 1. Learning Agreement ............................................................................. 264
Anexo 2. Records Form....................................................................................... 267
Anexo 3. Training Agreement .............................................................................. 270
Anexo 4. Students Application Form ................................................................... 275
FAQ to incoming students ....................................................................................... 278
Survival vocabulary in Portuguese ...................................................................... 27880
6 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Mensagem de boas-vindas / Welcome message
Bem-vindo ao ISCE
Welcome to ISCE
Há uma expectativa de que todos os
estudantes procurem uma experiência
internacional significativa durante o seu
tempo no Instituto Superior de Ciências
Educativas (ISCE). Acreditamos que essa
recomendação é baseada no facto de que
para os alunos aproveitarem ao máximo as
oportunidades disponíveis no mundo
globalizado do século XXI, devem
desenvolver uma competência global - o
conhecimento e a valorização de uma outra
cultura, juntamente com a capacidade de
trabalhar integrado numa equipa que
atravessa as fronteiras culturais. A melhor
maneira de desenvolver essa competência
global é ter a experiência de viver noutro
país.
There is an expectation that all students
pursue
a
significant
international
experience during their time in the Superior
Institute of Educative Sciences (ISCE). This
recommendation is based on our belief that
for students to make the most of the
opportunities available in the globalized
world of the 21st century, they must
develop global competence – knowledge
about and an empathetic appreciation of
another culture, together with the ability to
work as part of a team across cultural
boundaries. The best way to develop such
global competence is to have firsthand
experience living abroad.
Os estudantes que viveram estas
experiências internacionais relatam que
ganham uma maior capacidade relacional,
aumento da autoconfiança e uma rede de
novos amigos e contactos com o exterior.
Eles desenvolvem uma compreensão mais
profunda da sua própria sociedade, pois
têm novas oportunidades para ver a sua
própria cultura a partir de uma nova
perspetiva. Muitos descobrem temas de
pesquisa interessantes com base no seu
conhecimento de um sistema cultural,
político e económico diferente. Existem
diferentes caminhos para este tipo de
experiência, e o ISCE apoia os estudantes
que desejam encontrar oportunidades de
trabalho, pesquisa, e/ou de estudo.
Este guia vai ajudar-vos a conhecer melhor
Portugal, Odivelas (Lisboa) e o ISCE e a
começar a experiência internacional.
7 Returned students who have lived their
international experience report that they
gain greater self-reliance, increased selfconfidence and a network of new friends
and contact abroad. They develop a deeper
understanding of their own society as they
have new opportunities to see their own
culture from a new perspective. Many
discover compelling research topics based
on their knowledge of a different cultural,
political and economic system.
There are different paths to this kind of
experience, and ISCE supports students
who wish to find opportunities for service,
research as well as opportunities for study.
This guide will help you learn more about
Portugal, Odivelas (Lisbon) and ISCE and
get started the international experience.
We look forward to welcoming you.
Best wishes,
Estamos ansiosos para vos receber.
Os melhores cumprimentos,
Nuno Abranja
International Office
Coordinator
Nuno Abranja
Coordenador do Gabinete de Relações
Internacionais
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 1. Informação sobre o ISCE / Information on the ISCE
Nome, Endereço e Contactos
Name, Address and Contacts
Instituto
Superior
de
Ciências
Educativas - ISCE
Rua Bento de Jesus Caraça, 12 - Serra
da Amoreira. 2620-379 Ramada
Tel.: 219 347 135 * Fax: 219 332 688
E-mail: [email protected]
URL: www.isce.pt
Instituto
Superior
de
Ciências
Educativas - ISCE
Rua Bento de Jesus Caraça, 12 - Serra
da Amoreira. 2620-379 Ramada
Tel.: 219 347 135 * Fax: 219 332 688
E-mail: [email protected]
URL: www.isce.pt
GPS: +38° 48' 23.03 N, -9° 11' 30.67 O
GPS: +38° 48' 23.03 N, -9° 11' 30.67 O
Gabinete de Relações Internacionais
[email protected].
[email protected].
Calendário Académico
Academic Calendar
O ano académico está dividido em dois
semestres. A maior parte dos cursos
oferece
unidades
curriculares
semestrais. Normalmente, o primeiro
semestre inicia em setembro e termina
no fim de janeiro. O segundo semestre
começa em fevereiro/março e encerra
no início de julho.
The academic year is divided in two
semesters.
Most
courses
offer
semester-based subjects. Generally,
the winter semester (the first one) starts
in September and finishes in the end of
January. The spring semester (the
second one) starts in February/March
and finishes in the beginning of July.
A data limite para inscrição de alunos
ERASMUS é 15 de julho para o 1º
semestre e 15 de novembro para o 2º
semestre. O período de avaliação para
o 1º semestre decorre habitualmente
em fevereiro e para o 2º semestre em
julho. Existem também dois períodos
de férias durante o ano letivo: um no
Natal (segunda metade de dezembro) e
o outro é a Páscoa (variável).
The Erasmus Application deadline is
the 15th of July for the 1st semester and
the 15th of November for the 2nd
semester. Usually the examination
period for the 1st semester occurs in
February and in July for the 2nd
semester.
There are also two vacation periods
during the academic year: one at
Christmas (2nd half of December) and
the other one at Easter (variable).
 Início do 1º semestre – 9 de setembro
2013
 Aniversário do ISCE – 9 de novembro
 Férias de Natal – 16 de dezembro
2013 a 2 de janeiro 2014
 Período de interrupção para avaliação
e exames do 1º semestre – 1 a 15 de
fevereiro
 Início do 2º semestre – 24 de
fevereiro 2013
8  Beginning of the 1st semester - 9th
September 2013
 Birthday of ISCE – 9th November
 Christmas - 16th December 2013 to 2nd
January 2014
 Continuous and Periodical Final
Assessment and Examination Period 1st to 15th February
 Beginning of the 2st semester - 24th
February 2013
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students  Férias de Carnaval – 3 a 9 de março
2014
 Férias da Páscoa – 12 a 20 de abril
2014
 Período de interrupção para avaliação
e exames do 2º semestre – 1 a 15 de
julho
Autoridades Académicas
Administrador – Prof. Doutor Ricardo
Martins
Presidente do ISCE – Prof. Doutor Luís
Picado
Assessora do Presidente – Dra. Isabel
Aires
Departamento de Desporto – Prof.
Doutor Paulo Sousa
Departamento de Educação Básica –
Dra. Maria dos Anjos Cohen
Departamento Social e Cultural –
Mestre Fernanda Carvalho.
Departamento de Turismo – Prof.
Doutor Nuno Abranja
Gabinete de Relações Internacionais –
Prof. Doutor Nuno Abranja
Gabinete de B-Learning – Professora
Dra. Mª João Delgado
ISCE.Vida.Activa – Dra. Ana Cristina
Pereira
Descrição Geral da Instituição
O Instituto Superior de Ciências
Educativas – ISCE é uma instituição
particular de ensino superior que,
reconhecida pelo Decreto-Lei nº 415/88
como Escola Superior, assumiu todo o
património científico e pedagógico que
vinha a ser construído desde 1984.
O ISCE oferece, atualmente, cursos
de formação de profissionais na área
da educação, cobrindo todo um vasto
leque de necessidades do sistema
educativo português, e que rompem
com as visões redutoras que neste
domínio, apesar de tudo, persistem.
 Carnival – 3th to 9th March 2014
 Easter – 12th to 20 April 2014
 Continuous and Periodical Final
Assessment and Examination Period 1st to 15th July
Academic Authorities
Administrator – PhD Ricardo Martins
President of ISCE – PhD Luís Picado
Assessora do Presidente – Dra. Isabel
Aires
Sport Department – PhD Paulo Sousa
Basic Education Department – Dra.
Maria dos Anjos Cohen
Social and Cultural Department –
Mestre Fernanda Carvalho.
Tourism Department – PhD Nuno
Abranja
International Office – PhD Nuno
Abranja
B-Learning Office – PhD Mª João
Delgado
ISCE.Vida.Activa – Dra. Ana Cristina
Pereira
9 General Description of the Institution
The Higher Institute of Educative
Sciences - ISCE is a private institution
of higher education recognized by
Decree-Law no. 415/88 as a superior
School, took the entire scientific and
educational heritage that came to be
built since 1984.
The ISCE currently offers courses for
professionals in education, covering a
whole wide range of needs of the
Portuguese educational system, and
that break with the visions that reducing
this area, though, persist. Childhood
Educators,
Teachers
of
Basic
Education (1st and 2nd cycles), Social
Educators and Cultural Animators,
education professions for teachers and
staff, all of them have in ISCE a space
of dignity and institutional affirmation.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Educadores de Infância, Professores
do
Ensino
Básico
(1º
e
2º
Ciclos), Educadores
Sociais e Animadores
Culturais,
profissões educativas docentes e não
docentes, todas elas encontram no
ISCE um terreno de dignificação e
afirmação institucional. Paralelamente
a este campo específico da educação,
o ISCE, atento às realidades e à
evolução dos domínios do saber, abre
portas a outras áreas e outras
profissões, optando pela formação nas
áreas do Desporto e do Turismo.
O
Departamento
de
Desporto,
nomeadamente através da Licenciatura
em Educação Física e Desporto, tem
como objetivo valorizar a formação que
visa o exercício de uma atividade de
carácter profissional, relacionada com a
dinamização e animação de atividades
físicas e desportivas.
O Turismo é um eixo central de
sustentação
do
modelo
de
desenvolvimento económico e social
nacional, constituindo-se como um dos
clusters com maiores margens de
crescimento. Funciona assim, nesta
área, um curso que conjuga, pela
primeira vez, o domínio amplo do
turismo com os vetores estritos da
hotelaria e do termalismo.
Para além da formação inicial, O ISCE
tem desenvolvido uma aposta clara e
de qualidade na formação contínua e
pós-graduada, contando já com a
oferta de um vasto leque de Mestrados
nas diferentes áreas. O ISCE
acompanha, desta maneira, os seus
diplomados durante toda a sua carreira
ao mesmo tempo que responde, de
uma forma integral e responsável, às
solicitações da generalidade dos
profissionais e da sociedade no seu
conjunto. Atento aos desafios de uma
formação integral da pessoa humana, o
Alongside this specific field of
education, the ISCE, attentive to the
realities and the evolution of the fields
of knowledge, opens doors to other
areas and other professions, opting for
training in the areas of Sport and
Tourism.
The Sports Department, including the
first degree of Physical Education and
Sport, aims to enhance the training that
targets
the
exercise
of
their
professional activity, related to the
promotion and animation of physical
and sportive activities.
10 Tourism is a central axis of support of
economic and social development
national model, establishing itself as
one of the clusters with higher growth
margins. Works well in this area, a
course that combines, for the first time,
the broad domain of tourism with strict
vectors of hospitality and thermals
sciences.
Beyond the initial training, the ISCE has
developed a clear focus and quality on
continuous training and postgraduate,
having already an offer of a wide range
of Masters in different areas. The ISCE
accompanying
their
graduates
throughout their career while reply, in a
full and responsible way, to the
demands of most professionals and
society as a whole.
It should be noted finally that, given the
challenges of an integral formation of
the human person, the ISCE is, as
scientific and educational project, with
incessant appeal to the promotion of
creativity and conviviality and means for
the construction of culture and
happiness. The sporting and artistic
initiatives, exhibitions, leisure time
activities,
the
associations,
the
academic parties, etc.., are expressions
of an authentic vitality.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students ISCE é, enquanto projeto científico e
pedagógico, com apelo incessante à
promoção da criatividade e da
convivialidade
e
meio
para
a
construção da cultura e da felicidade.
As iniciativas desportivas e artísticas,
as exposições, as atividades de
ocupação dos tempos livres, o
associativismo, as festas académicas,
etc., são assim expressões de uma
vitalidade autêntica.
Lista de cursos
 Licenciatura em Educação Básica
 Licenciatura
em
Animação
Sociocultural
 Licenciatura em Educação Física e
Desporto
 Licenciatura em Educação Social
 Licenciatura em Turismo
 Mestrado em Educação Pré-Escolar
 Mestrado em Ensino do 1º Ciclo do
Ensino Básico
 Mestrado em Ensino do 1º e 2º Ciclo
do Ensino Básico
 Mestrado em Gestão e Administração
Escolar
 Mestrado em Supervisão Pedagógica
e Formação de Formadores
 Mestrado em Educação Especial Domínio Cognitivo e Motor
 Mestrado em Educação Social Intervenção c/crianças e jovens em
risco
 Mestrado em Educação Social Intervenção
Socioeducativa
e
Gerontologia
 Mestrado em Desporto: Área de
Especialização
em
Recursos
Humanos
Requisitos gerais de acesso
1. Regime Geral de Ingresso:
a. Concursos
Institucionais
–
Detentores do Ensino Secundário
ou equivalente e aprovação,
List of programmes offered
 Degree in Basic Education
 Degree in Cultural Animation
 Degree in Physical Education and
Sport
 Degree in Social Education
 Degree in Tourism
 Master in Preschool Education
 Master in Teaching 1st Cycle of Basic
Education
 Master in Teaching 1st and 2nd Cycle
of Basic Education
 Master in Business and Administration
of School
 Masters in Supervision and Training of
Teachers
 Masters in Special Education Cognitive Domain and Motor
 Master in Social Education Intervention with children and youth at
risk
 Master in Social Education - Socio
Intervention and Gerontology
 Master in Sport: Specialization in
Human Resources
11 General admission requirements
1. General Admission Requirements:
a. Institutional Contests - Holders of
High
School
Education
or
equivalent and approval, achieved
through national exams of fish
school education.
b. Study cycle students who hold
Portuguese courses not legally
equivalent to the Portuguese high
school education system, the entry
required exams may be substituted
for the final exams of those course
disciplines under Article 20ºA of
Decree-Law no. 296-A/98 updated
by DL n. º 90/2008.
2. Entry Special Requirements - DL
393-A/99 and Ordinance no. 854B/99
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students concretizada através de exames
nacionais do ensino secundário.
b. Estudantes titulares de cursos não
portugueses
legalmente
equivalentes ao ensino secundário
português, as provas de ingresso
podem
ser
substituídas
por
exames finais de disciplinas
daqueles cursos, nos termos do
disposto no artigo 20.º-A do
Decreto-Lei
n.º
296-A/98,
atualizado pelo D.L n.º 90/2008
2. Regimes Especiais de Ingresso D.L. 393-A/99 e Portaria nº 854-B/99
3. Concursos Especiais - D.L. 393B/99, Portaria nº 854-A/99
a. Concurso Especial para titulares
de Cursos Superiores, Cursos
Médios ou de um CET
b. Maiores de 23 Anos - D.L. nº.
64/2006
4. Regime de reingresso, mudança de
curso e transferência - Portaria nº.
401/2007.
Procedimento
geral
para
o
reconhecimento das aprendizagens
já adquiridas (formal, informal e não
formal)
Como instituição de envio, depois de
receber o registo de unidades
curriculares concluídas ou o certificado
de estágio, o ISCE certifica que os
beneficiários cumpriram todos os
requisitos estipulados no Protocolo e
dentro do período e condições
institucionais definidos, de forma a
validar todos os ECTS contando para a
média do curso do aluno. Além disso o
ISCE regista a mobilidade no
Suplemento ao Diploma a entregar no
fim do curso. O ISCE disponibiliza no
seu site um documento de recurso para
o aluno utilizar caso a validação dos
ECTS da mobilidade esteja incorreta.
Como instituição de acolhimento o
3. Special Contests - DL 393-B/99
Ordinance no. 854-A/99
a. Special Contest for holders of
Superior Studies, Medium Courses
or a CET
b. Over 23 Years - D.L. no. 64/2006
4. Re-entry requirements transfer and
change of course - Ordinance no.
401/2007.
General
arrangements
for
the
recognition of prior learning (formal,
informal and non-formal)
12 As a sending institution, after receiving
the course units completed or the
internship certificate, the ISCE certifies
that the beneficiaries fulfilled all the
requirements of the Protocol and
institutional conditions and within the
period defined in order to validate all
ECTS counting for the average student
course. In addition the ISCE notes
mobility in Diploma Supplement to be
delivered at the end of the course. The
institution provides on its website a
resource document for the student use
case validation of ECTS of mobility is
incorrect. As host institution the ISCE
ensures the sending of all necessary
legal documents.
General registration procedures
Mobility starts with the establishment of
inter-institutional protocols based on
broad understanding between partners,
compatibility of academic profiles
(degrees, courses, units and objectives)
or professionals and trust in academic
decision making.
The choice of partners is also to identify
those that meet the needs of
beneficiaries.
Each
institution
is
responsible for its part of the mobility,
assuming the implementation of all
aspects included in bilateral
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students ISCE garante o envio de todos os
documentos legais necessários.
Procedimento geral de registo
agreements, providing contacts and the
more viable communication ways,
safeguarding the interests of the parties
involved.
A
mobilidade
inicia
com
o
estabelecimento
de
protocolos
interinstitucionais baseados no amplo
entendimento
entre
parceiros,
compatibilidade dos perfis académicos
(graus, cursos, UC e objetivos) ou
profissionais e relação de confiança na
tomada de decisões académicas.
The partnership should include quality
requirements as selection criteria of
students, teachers, language level and
dates. In partnerships with countries
outside of the ' ERASMUS ' space is
signed a protocol that ensures
compliance with the principles of the
Charter ERASMUS.
A escolha dos parceiros passa
igualmente por identificar aqueles que
vão ao encontro das necessidades dos
beneficiários. Cada instituição é
responsável pela sua parte da
mobilidade,
assumindo
a
implementação de todos os aspetos
inseridos nos acordos bilaterais,
disponibilizando os contactos e os
meios de comunicação mais viáveis,
salvaguardando os interesses das
partes envolvidas.
A parceria deve contemplar requisitos
de qualidade como critérios de seleção
de
estudantes,
docentes,
nível
linguístico e datas. Nas parcerias com
países fora do ‘espaço ERASMUS’ é
assinado um protocolo que garante o
cumprimento dos princípios da Carta
ERASMUS.
Atribuição
de
créditos
ECTS
baseada nas competências mínimas
de forma a encontrar aprendizagens
externas adequadas
O ISCE aplica o sistema de
transferência de créditos académicos ECTS para dar transparência ao
processo
de
reconhecimento,
assegurando
a
sua
plena
implementação como uma ferramenta
comum que garante a qualidade das
ações de mobilidade e facilita a
13 ECTS credit allocation based on the
student workload needed in order to
achieve expected learning outcomes
ISCE applies the academic credit
transfer
system-ECTS
to
give
transparency
to
the
recognition
process,
ensuring
its
full
implementation as a common tool that
guarantees the quality of the mobility
actions and facilitates the transfer of
learning
experiences
between
institutions, greater mobility and more
flexible ways to get degrees.
A semester is equivalent to 30 ECTS
and a full year to 60. To get that, are
analyzed the course, the units, its
objectives and contents. For the
allocation of credits is established a
learning contract (for studies and
trainings), signed between the ISCE,
the host organization and the
beneficiary before the mobility; the
transcript of records with the number of
ECTS obtained and evaluation (for
trainings the corresponding document
is a training description, obtained skills
and a certificate). The beneficiary also
receives the Diploma Supplement.
Arrangements
guidance
for
academic
Before mobility ISCE sets a professor,
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students transferência de experiências de
aprendizagem entre instituições, maior
mobilidade e formas mais flexíveis para
obter graus.
Um semestre equivale a 30 ECTS e um
ano completo a 60. Para tal são
analisados os cursos, as unidades
curriculares, os seus objetivos e
conteúdos. Para a alocação de créditos
estabelece-se
um
contrato
de
aprendizagem
(para
estudos
e
estágios), assinado entre o ISCE, a
entidade
de
acolhimento
e
o
beneficiário antes da mobilidade; a
transcrição de registos com o nº de
ECTS obtidos e avaliação (para
estágios o documento correspondente
é
uma
descrição
do
estágio,
competências obtidas e um certificado).
O beneficiário recebe ainda o
Suplemento ao Diploma.
Procedimento
académica
para
a
usually the course Coordinator, and a
Portuguese student as responsible for
support beneficiaries in relation to
curricular units or training place to
choose, administrative information,
contacts, logistics aspects, legal
documentation, daily life of ISCE and of
Portugal, etc. through its needs and
objectives. The professor, tutor of the
participant, will be a signatory to the
Learning Agreement at the beginning of
mobility and who will recognize, in the
end, the ECTS to be allocated during
the study/training fulfilling the aspects
already negotiated and concluded in
the Agreement and ensuring full
transparency in all process.
14 orientação
Antes da mobilidade o ISCE define um
docente, habitualmente o coordenador
do curso, e um aluno português como
responsáveis
por
apoiar
os
beneficiários em relação às unidades
curriculares ou local de estágio a
escolher, informação administrativa,
contactos,
aspetos
logísticos,
documentação legal, dia-a-dia do ISCE
e do país, etc. mediante as suas
necessidades e objetivos. O docente,
tutor do participante, será signatário do
Acordo de Aprendizagem no início da
mobilidade e quem reconhecerá, no
final, os ECTS a atribuir durante o
estudo/estágio cumprindo os aspetos já
negociados e celebrados no Acordo e
garantindo total transparência no
processo de mobilidade.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 2. Informação Curricular – Descrição geral / Information
on Programmes – General description
Qualificação
Qualification awarded
A qualificação portuguesa clássica
consiste na escala de 0 a 20, como se
descreve em seguida:
The basic Portuguese degree consists
on a 0 to 20 scale as described below:
00-09 (F) Reprovado – considera-se
que carece de mais trabalho
10-11 (E) Suficiente – performance
positiva com critérios mínimos
12-13 (D) Suficiente + - positive mas
com algumas deficiências
14-15 (C) Bom – acima da média
estandardizada
16-17 (B) Muito Bom – trabalho notável
com erros mínimos
19-20 (A) Excelente – acima da média
00-09 (F) Fail – considerable further
work is required
10-11 (E) Sufficient - performance
meets the minimum criteria
12-13 (D) Satisfactory - fair but with
some shortcomings
14-15 (C) Good - above the average
standard
16-17 (B) Very Good - notable work
with minor errors
19-20 (A) Excellent - outstanding
performance
Requisitos específicos de ingresso
Specific admission requirements
No ensino superior em Portugal existe
o numerus clausus que condiciona o
acesso. O número de vagas por cada
curso é afixado anualmente.
In the Portuguese higher education
system there are numerus clausus, that
condition access. The number of
vacancies for each degree is fixed
annually.
O estudante ingressa no ensino
superior através da candidatura
nacional gerida pelo Ministério da
Educação e Ciência. É então colocado
no
curso
consoante
as
suas
preferências e classificação. No
concurso nacional cada estudante deve
indicar seis instituições/cursos por
ordem de preferência.
Neste sentido, depois de 12 anos de
ensino (9 de ensino básico e 3 de
secundário), a condição que torna o
candidato elegível é a combinação das
classificações
obtidas
no
nível
secundário
e
os
resultados
conseguidos nos exames nacionais
realizados no final do 12º ano, nas
disciplinas essenciais de acesso ao
15 Students enter the higher education
system by way of a national access
candidature that is run by the Ministry
of Education and Science. They are
then placed in a degree in accordance
to their preferences and classifications.
In the national access procedure, each
student may indicate up to six
institutions/degrees
by
order
of
preference.
In this sense, after 12 years of
schooling (9 years of basic education
and 3 years of secondary education),
the condition that makes the candidate
eligible for higher education is the
combination of classifications obtained
at the secondary level and the grades
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students curso desejado e onde precisam ter
nota mínima (exames de entrada).
Cada curso pode definir um ou dois
exames em que o estudante terá de
obter no mínimo 95 em 200 pontos.
Vejamos as provas de ingresso por
curso:
Licenciatura em Animação
Sociocultural
09 – Geografia ou
11 – História ou
18 – Português
Licenciatura em Educação Básica
04 – Economia ou
09 – Geografia ou
11 – História ou
13 – Inglês ou
17 – Matemática Aplicada às Ciências
Sociais ou
18 – Português
obtained in the exams undertaken at
the end of the 12th year at national
level, in the disciplines that are
considered to be essential to the higher
degree in which the students seek to
gain entrance (entry exams). Each
higher education degree can demand
that a student undertakes one or two
entry exams and the student is required
to obtain at least 95 points out of 200.
The degree entry exams are described
below:
Degree in Cultural Animation
09 – Geography or
11 – History or
18 – Portuguese
Degree in Basic Education
02 – Biologia e Geologia ou
04 – Economy or
09 – Geography or
11 – History or
13 – English or
17 – Mathematics applied to Social
Sciences or
18 – Portuguese
17 – Matemática aplicada às Ciências
Sociais ou
Degree in Physical Education and Sport
18 – Português
02 – Biology e Geology or
Licenciatura em Educação Social
17 – Mathematics applied to Social
Sciences or
Licenciatura em Educação Física e
Desporto
09 – Geografia ou
11 – História ou
18 – Português
Licenciatura em Turismo
09 – Geografia ou
11 – História ou
18 – Português
Requisitos específicos para o
reconhecimento das aprendizagens
anteriores
16 18 – Portuguese
Degree in Social Education
09 – Geography or
11 – History or
18 – Portuguese
Degree in Tourism
09 – Geography or
11 – History or
18 – Portuguese
De acordo com o Decreto-Lei 74/2006,
a mobilidade dos estudantes entre os
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students estabelecimentos de ensino superior
nacionais, do mesmo ou de diferentes
subsistemas,
bem
como
entre
estabelecimentos de ensino superior
nacionais e estrangeiros, é assegurada
através do sistema europeu de
transferência
e
acumulação
de
créditos, com base no princípio do
reconhecimento mútuo do valor da
formação realizada e das competências
adquiridas.
Para a obtenção de grau académico ou
diploma, os estabelecimentos de
ensino superior:
i. Creditam nos seus ciclos de
estudos a formação realizada no
âmbito de outros ciclos de estudos
superiores em estabelecimentos
de ensino superior nacionais ou
estrangeiros, quer a obtida no
quadro da organização decorrente
do Processo de Bolonha, quer a
obtida anteriormente;
ii. Creditam nos seus ciclos de
estudos a formação realizada no
âmbito
dos
cursos
de
especialização tecnológica nos
termos fixados pelo respetivo
diploma;
iii. Reconhecem, através da atribuição
de
créditos,
a
experiência
profissional e a formação póssecundária.
A creditação tem em consideração o
nível dos créditos e a área científica
onde foram obtidos. Os procedimentos
a adotar para a creditação são fixados
pelos órgãos legal e estatutariamente
competentes dos estabelecimentos de
ensino superior.
Regulamento
e
requisitos
qualificação e avaliação
In
accordance
with
Decree-Law
74/2006, student mobility between the
national higher education institutions of
the same or of different subsystems, as
well as between higher education
institutions, domestic and foreign, is
ensured through the European credit
transfer and accumulation system of
credits, based on the principle of mutual
recognition of the value of the training
and skills acquired.
17 To obtain academic degree or diploma,
higher education institutions:
i. Credit in their cycles of studies the
training conducted within other
cycles of higher education studies in
higher
education
institutions,
national or not, whether obtained in
the Bologna process framework,
either obtained previously;
ii. Credit in their cycles of studies
training held under the technological
specialization courses under the
conditions laid down by the
respective diploma;
iii. Recognize, through the assignment
of
credits,
the
professional
experience and the adult educationsecondary.
The crediting takes into account the
level of credits and the scientific area
where they were obtained. The
procedures to adopt for the crediting
are established by legal and statutorily
competents bodies of higher education
establishments.
de
A frequência e avaliação a aplicar aos
1ºs ciclos de estudos dos cursos
Specific
arrangements
for
recognition of prior learning (formal,
non-formal and informal)
Qualification
and
examination
requirements
and
regulations,
assessment and grading
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students adequados ao Processo de Bolonha
estão definidas em Regulamento
próprio
disponível
em
http://isce.pt/pdfs/regulamento_bolonha
.pdf.
O sistema de avaliação destes Cursos
do ISCE fundamenta-se nos princípios
gerais de uma avaliação formativa. A
avaliação final de uma unidade
curricular é expressa através de uma
classificação na escala numérica de 0 a
20 valores, com arredondamento às
unidades, considerando como unidade
a fração não inferior a cinco décimas.
Considera-se Aprovado numa unidade
curricular o estudante que nela obtenha
uma classificação não inferior a 10; e
Reprovado numa unidade curricular o
estudante que nela obtenha uma
classificação inferior a 10. Para o
cálculo da classificação final destes
cursos, multiplica-se a classificação de
cada unidade curricular pelo número de
créditos respetivo e divide-se pelo
número total de créditos do curso.
Para avaliação dos conhecimentos e
competências
adquiridas
pelos
estudantes, devem ser realizadas
provas de avaliação, ao longo do
semestre, que podem ser tipificadas
como: provas escritas, trabalhos ou
projetos e provas orais. O registo dos
ECTS pelo desempenho do estudante
é regulado estatisticamente pela
seguinte grade de ordenação e de
qualificação:
A - corresponde aos melhores 10% dos
estudantes aprovados na(s) unidade
curricular(s) ou no curso.
B - aos seguintes 25%;
C - aos seguintes 30%;
D - aos seguintes 25%;
E - aos seguintes 10%;
FX - aos estudantes "não aprovados a
que faltou apenas mais algum trabalho
para passar";
The frequency and evaluation to be
applied to the first study cycles suited to
the Bologna process are defined in a
specific
Regulation
available
in
http://isce.pt/pdfs/regulamento_bolonha
.pdf.
The system of evaluation of these
courses is based on the general
principles of a formative evaluation. The
final assessment of a course unit is
expressed through a sorted in numeric
scale of 0 to 20, with units rounding,
considering as the unit the fraction of
no less than five tenths.
18 It is considered Approved in a
curriculum unit the students who obtain
a rating of not less than 10; and failed
in a curricular unit the students who
gets a rating of less than 10. For the
calculation of the final classification of
these courses, you multiply the
classification of each curricular unit by
the number of respective credits and is
divided by the total number of course
credits.
To evaluate the knowledge and skills
acquired by the students, evaluation
evidence
should
be
conducted
throughout the semester, which can be
typified as: written tests, works or
projects and oral evidence. The ECTS
registration for student performance is
adjusted statistically for the following
sorting and qualification grade:
A - matches the best 10% of the
students passed the curricular(s) unit(s)
or in the course.
B - the following 25%;
C - the following 30%;
D - the following 25%;
E - the following 10%;
FX - students "not approved that lacked
only a little more work to pass";
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students F - aos estudantes "não aprovados a
que falta ainda muito trabalho para
passar".
F - students "not approved that lack still
a lot of work to pass".
Profile of the programme
Perfil dos programas
O ISCE é uma Instituição de Ensino
Superior Politécnico, fundada em 1984,
que desenvolve atividades de ensino,
investigação e extensão comunitária
nas áreas da Educação, do Desporto,
do Social e Cultural e do Turismo. Os
diversos
ciclos
de
estudo
de
Licenciatura e Mestrado, as PósGraduações,
os
Cursos
de
Especialização e demais ofertas
formativas enfatizam a construção da
profissionalidade e, igualmente, a
preparação dos estudantes para
contextos desafiantes e diversificados.
Aprendizagens obtidas
As
aprendizagens
obtidas
nas
diferentes áreas científicas lecionadas
no ISCE são múltiplas, atuais e
adequadas às necessidades de
mercado. Na área da Educação visamse
desenvolver
conhecimentos,
capacidades, atitudes e competências
relevantes para um desempenho
docente de qualidade, em relação com
a comunidade e consonante com as
políticas educativas definidas; mobilizar
os conhecimentos científicos e as
competências didáticas inerentes à
prática de um ensino sustentado;
conceber, desenvolver e avaliar
unidades de ensino e aprendizagem,
sustentadas numa postura analítica e
crítica;
fundamentar
as
opções
pedagógicas
em
quadros
de
compreensão
do
mundo
contemporâneo,
sustentados
pela
contextualização cultural, desenvolvida
a partir das dimensões ética e cívica;
adotar uma atitude investigativa no
desempenho profissional, sustentada
pela compreensão e análise crítica dos
contextos e pela mobilização de
conhecimento produzido por
ISCE is a polytechnic institution of
higher education, founded in 1984,
which develops activities of teaching,
research and community extension in
the areas of Education, Sport, Social
and Cultural and Tourism. The various
undergraduate and master's degrees,
postgraduate, specialization courses
and other training offers emphasize the
construction of professionality and,
also, the preparation of students for
challenging and diverse contexts.
19 Key learning outcomes
Learning skills obtained in the different
scientific areas taught at the ISCE are
multiple, current and appropriate to the
market needs. In the area of Education
aim to develop knowledge, skills,
attitudes and competencies relevant to
teaching quality, performance in
relation to the community and in line
with the educational policies defined;
mobilize scientific knowledge and
teaching skills inherent in the practice
of a sustained education; design,
develop and evaluate teaching and
learning units, sustained in an analytical
and critical posture; substantiate the
educational options in frames of
understanding the contemporary world,
sustained by cultural contextualization,
developed from the ethical and civic
dimensions; adopt an investigative
attitude in professional performance,
underpinned by the understanding and
critical analysis of the contexts and the
mobilization of knowledge produced by
existing research; develop a solid and
structured academic training, as a
result of the acquisition of knowledge of
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students investigação existente; desenvolver
uma formação académica sólida e
estruturada, fruto da aquisição de
saberes próprios das diversas áreas de
conhecimento implicadas no futuro
desempenho docente.
Na
área
do
Desporto
visa-se
desenvolver uma formação crítica e
reflexiva na área das Ciências do
Desporto, orientada pelas tendências
internacionais
do
conhecimento
técnico-científico e mediada pela
contextualização
sociocultural
das
práticas
desportivas;
desenvolver
competências de autonomia cognitiva,
de criatividade e criticidade referentes
ao
conhecimento
e
atuação
profissional,
que
se
pretende
humanizadora
e
transformadora,
visando o conhecimento aprofundado e
diversificado das várias práticas
desportivas / modalidades, nas suas
vertentes técnicas, táticas, fisícas,
psicológicas e de quadro competitivo
formal, assim como na promoção da
saúde, bem-estar e melhoria da
qualidade de vida das populações; e
valorizar a formação que visa o
exercício de uma atividade de carácter
profissional,
relacionada
com
a
dinamização e animação de atividades
físicas e desportivas, assegurando aos
estudantes uma componente de
aplicação
dos
conhecimentos
e
saberes adquiridos às atividades
concretas do perfil definido para este
ciclo de estudos.
Na área do Social e Cultural visa-se
aprender a realizar pesquisas de
informação, organização dos dados e
desenvolvimento de trabalhos de
iniciação à investigação; desenvolver
competências para o trabalho individual
e de grupo; conhecer as principais
tendências teóricas e metodológicas no
the various areas of
involved
in
future
performance.
knowledge
academic
In the area of Sport aims to develop a
reflective and critical training in the
Sport Sciences area, guided by the
international trends of technical and
scientific knowledge and socio-cultural
context of mediated sporting activities;
develop cognitive autonomy skills,
creativity and criticality pertaining to
knowledge
and
professional
experience,
humanizing
and
transformative,
aim
to
in-depth
knowledge of the various and diverse
sporting
activities/sports,
in
its
techniques,
tactics,
physical,
psychological and formal competitive
formal framework aspects, as well as in
promoting health, well-being and
improving the life quality of the
populations; and enhance the training
that aims the exercise of an activity of
professional nature, related to the
promotion and animation of physical
and
sporting
activities,
ensuring
students a application component of
acquired knowledge to the concrete
activities of the profile defined for this
cycle of study.
In the area of Social and Cultural aims
to learn to conduct research of
information, organization of data and
development of initiation into research
work; develop skills for individual and
group work; meet the main theoretical
and methodological trends in social
education; acquire basic knowledge for
better understand the functioning of the
person, groups and collectives which
facilitate an act scientifically founded
with the various audiences; know the
main facts and social phenomena with
which we will face in their professional
practice; meet the professional spaces
of social and the necessary skills to
20 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students âmbito da educação social; adquirir os
conhecimentos básicos para melhor
compreender o funcionamento da
pessoa, grupos e coletivos que
facilitem uma atuação cientificamente
fundamentada
com
os
diversos
públicos; conhecer os principais factos
e fenómenos sociais com os quais se
irá defrontar no seu exercício
profissional; conhecer os espaços
profissionais da educação social e as
competências necessárias para neles
intervir; adquirir um amplo repertório,
bem fundamentado, de técnicas e
instrumentos de trabalho com grupos;
compreender a coordenação entre os
sistemas sociais e educativos na
atuação profissional; desenvolver uma
noção de ética profissional e código
deontológico que oriente a intervenção
sócio-educativa; adquirir competências
técnicas e metodológicas que lhe
permitam avaliar a sua atuação
enquanto
educador
social;
formar técnicos
superiores
de
Animação Sóciocultural capazes de
conceber, planificar e implementar
projetos educativos, sociais, artísticos e
culturais; formar técnicos que sejam
mediadores e dinamizadores de
grupos, indivíduos e comunidades e,
consequentemente,
que
sejam
profissionais com capacidades de
relacionamento
significativas,
ao
mesmo tempo que consubstancie uma
atitude que se traduza no empenho, na
abertura, na iniciativa, na adaptação,
na tolerância, e na capacidade de
promoção
do
desenvolvimento
sóciocultural através da participação
dos indivíduos, grupos e comunidades.
Na área do Turismo visam-se formar
quadros superiores de turismo capazes
de coordenar, operacionalizar e gerir
atividades/operações turísticas em
instituições públicas e privadas, com
funções de supervisão de operacionais
intervene; acquire a wide repertoire,
well reasoned, of techniques and
instruments to work with groups;
understanding
the
coordination
between
social
and
educational
systems
in
professional
activity;
develop a sense of professional ethics
and code of ethics to guide the socioeducational
intervention;
acquire
technical and methodological skills
which allow to assess their own
performance while social educator;
form-cultural
animation
senior
technicians able to conceive, plan and
implement educational, social, artistic
and cultural projects; train technicians
who are mediators and facilitators of
groups, individuals and communities
and, consequently, with significant
relationship capabilities, at the same
time achieving an attitude that
translates the commitment at the
opening,
initiative,
adaptation,
tolerance, and the ability to the cultural
development through the participation
of individuals, groups and communities.
21 In the area of Tourism concerngraduating senior of tourism able to
coordinate, operationalize and manage
activities/tourism operations in public
and private institutions, with functions of
operational
supervision
and/or
responsibility for application and
transmission of expert knowledge. In
this sense, it is intended to provide the
students of solids practical-theoretical
concepts to provide them the quality of
execution of tasks in tourism, with
recourse to systematization of acquired
scientific knowledge and professional
practice.
Occupational profiles of graduates
In the area of Education, the degree in
Basic Education constitutes, in
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students e/ou responsabilidade pela aplicação e
transmissão de um saber pericial.
Neste sentido, pretende-se dotar os
discentes de sólidos alicerces teóricopráticos
suscetíveis
de
lhes
proporcionarem
a
qualidade
de
execução das tarefas em turismo, com
recurso
à
sistematização
dos
conhecimentos científicos adquiridos e
da prática profissional.
Saídas profissionais dos graduados
Na área da Educação, a Licenciatura
em Educação Básica constitui-se, de
acordo com o disposto no Decreto-Lei
nº 43/2007, de 22 de Fevereiro, corno
condições de acesso à formação para
a docência Educativa de Infância e
Professores dos 1º e 2º Ciclos. Com a
duração de 6 semestres, visa
proporcionar
a
aquisição
de
competências académicas, de índole
científica,
fundamentais
e
consentâneas com os níveis de
docência para os quais os licenciados
podem progredir, aquando da seleção
da sua área de mestrado: Educação
Pré-Escolar; Ensino do 1° Ciclo do
Ensino Básico; Educação Pré-Escolar e
Ensino do 1º Ciclo do Ensino Básico;
Ensino do lº e 2º Ciclo do Ensino
Básico. O diplomado pode integrar
equipas multidisciplinares com funções
educativas de apoio e cooperação
dentro e fora do sistema educativo;
gizar projetos de educação no âmbito
da educação não-formal e participar na
sua dinamização em autarquias,
campos de férias, bibliotecas, ATL’s,
hospitais, museus, parques e jardins,
quintas
pedagógicas,
teatros,
associações, fundações e centros
culturais e sociais, entre outros;
participar na dinamização de projetos
de educação dentro do sistema
educativo
formal
e
apoiar
o
desenvolvimento de atividades
accordance with the Decree-Law No.
43/2007, of February 22th, as
conditions for access to the teaching in
the area of Childhood Education and
Teachers of the 1st and 2nd cycles.
The 6 semesters aims to provide the
acquisition of academic skills, of
scientific nature, fundamental and in
line with the levels of teaching for which
graduates
may
progress,
when
selecting their master's area: Preschool education; Teaching of 1st cycle
of basic education; Preschool education
and teaching of the 1st cycle of basic
education; Teaching of 1st and 2nd
cycle of basic education. The graduate
can integrate multidisciplinary teams
with educational functions of support
and cooperation within and outside the
educational system; draw up education
projects within the framework of nonformal education and participate in their
promotion in municipalities, holiday
camps, libraries, free times spaces,
hospitals,
museums,
parks
and
gardens, educational farms, theatres,
associations, foundations and cultural
and social centers, among others;
participate in the promotion of
education projects within the formal
education system and to support the
development of innovative education
activities particularly in nurseries and
kindergartens and the 1st and 2nd
cycles of basic education: school clubs,
monitoring of study visits, study support
accompanied, follow-up of curricular
extension activities, among others;
advising the executive boards of school
groups; support the inclusion of children
in educational contexts marked by
diversity; support the design, production
and development of educational
resources.
22 In the area of sport, the graduate can
engage in coaching roles at all levels of
sport practice; exercise prescription for
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students educativas,
nomeadamente
em
creches e jardins de infância e nos 1º e
2º ciclos do ensino básico: clubes
escolares, acompanhamento de visitas
de
estudo,
apoio
ao
estudo
acompanhado, acompanhamento das
atividades de extensão curricular, entre
outros; assessorar os conselhos
executivos
dos
agrupamentos
escolares; apoiar a inclusão de
crianças em contextos educativos
marcados pela diversidade; apoiar a
conceção, produção e desenvolvimento
de recursos educativos.
Na área do Desporto o diplomado pode
exercer funções de treinador a todos os
níveis de prática desportiva; prescrição
do
exercício
para
pessoas
aparentemente
saudáveis,
com
condições
sub-clínicas
ou
com
deficiência; promotor de atividades de
lazer e animação desportiva; exercício
físico e controlo de peso; diretor
desportivo;
técnico
de
pelouro
desportivo de autarquias; diretor de
instalações;
gestor
de
eventos
desportivos.
Na área do Social e Cultural os
técnicos superiores em educação
social são dependentes em serviços
de: ministério da justiça e ministério do
trabalho
e
solidariedade
social;
autarquias; gabinetes de intervenção
local;
estabelecimentos
prisionais;
instituições
particulares
de
solidariedade social, nos seguintes
contextos: exclusão e marginalização
social; delinquência juvenil e adulta;
educação
e
desenvolvimento
comunitário;
educação
ambiental;
familiar; residência para idosos. O
curso de animação sociocultural é
fundamentalmente vocacionado para a
formação de técnicos superiores em
animação
cultural nas
seguintes
vertentes: autarquias / juntas de
apparently healthy people, with subclinical conditions or with disabilities;
promoter of leisure activities and sport
animation; exercise and weight control;
sport
director;
sports
authorities
responsible technician; sports spaces
director; manager of sporting events.
On Social and Cultural area the senior
technicians in social education are
dependent on services from: ministry of
justice and ministry of labour and social
solidarity; local authorities; offices of
local intervention; prisons; private social
welfare institutions, in the following
contexts:
exclusion
and
social
marginalization; juvenile and adult
delinquency; education and community
development; environmental education;
familiar; residence for the elderly. The
course of socio-cultural animation is
fundamentally geared to train senior
technicians in cultural animation in the
following strands: municipalities/parish
councils;
free/occupational
times
spaces; day centres/homes; community
centers; schools (first and second
cycle); schoolar and municipal libraries;
youth club
23 In the area of tourism technicians may
exercise functions in: Tourism of
Portugal, I.P.; city councils; tourism
associations; tourism information; hotel
establishments; tourist villages; resorts;
rural tourism endeavors; nature tourism
ventures; housing tourism institutions;
travel agencies; tour operators; airports;
airlines; rent-a-car; spas; therms;
casinos; theme parks; teaching of
tourism; tourism consultancy; tourism
planning;
tourism
research;
and
entrepreneurship of tourism (selfemployment).
Access to further studies
In accordance with the legislation, for
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students freguesia; A.T.L/O.T.L.; centros de
dia/lares; centros comunitários; escolas
(1º e 2º ciclo); bibliotecas escolares e
municipais; clube de jovens
Na área do Turismo o técnico poderá
exercer funções em: Turismo de
Portugal, I.P.; Câmaras Municipais;
Associações de Turismo; Informação
Turística; Estabelecimentos Hoteleiros;
Aldeamentos
Turísticos;
Resorts;
Empreendimentos de Turismo em
Espaço Rural; Empreendimentos de
Turismo
de
Natureza;
Empreendimentos de Turismo de
Habitação; Agências de Viagens;
Operadores Turísticos; Aeroportos;
Companhias Aéreas; Rent-a-Cars;
Estâncias Termais; SPA'S; Casinos;
Parques
Temáticos;
Ensino
do
Turismo;
Consultoria
Turística;
Planeamento Turístico; Investigação
Turística;
e
Empreendedorismo
(autoemprego) Turístico.
Acesso a estudos futuros
De acordo com a legislação em vigor,
para o acesso a estudos futuros que
atribuem
titulação
existem
determinados requisitos a cumprir. No
caso do Mestrado podem candidatar-se
ao acesso ao ciclo de estudos: (i)
titulares do grau de licenciado ou
equivalente legal; (ii) titulares de um
grau académico superior estrangeiro
conferido na sequência de um 1º ciclo
de estudos organizado de acordo com
os princípios do Processo de Bolonha
por um Estado aderente a este
Processo; (iii) titulares de um grau
académico superior estrangeiro que
seja reconhecido como satisfazendo os
objetivos do grau de licenciado pelo
órgão
científico
estatutariamente
competente do estabelecimento de
ensino superior onde pretendem ser
admitidos; (iv) detentores de um
currículo
escolar,
científico
ou
profissional, que seja reconhecido
como atestando capacidade para a
access to future studies that assign
titration there are certain requirements
to fulfill. In the case of master's degree
may apply for access to the cycle of
study: (i) holders of bachelor's degree
or legal equivalent; (ii) holders of
foreign high academic degree conferred
following a 1st cycle of studies
organized according to the principles of
the Bologna process by an acceding
State to this process; (iii) holding a
foreign high academic degree that is
recognised as meeting the objectives of
the bachelor's degree by the statutorily
competent scientific board of the high
education institution to which they wish
to be admitted; (iv) holders of a school
curriculum, scientific or professional,
that is recognized as attesting the
capacity to carry out this cycle of
studies by the statutorily competent
scientific board of the higher education
institution to which they wish to be
admitted.
24 In PhD cases can apply for access to
the cycle of study: (i) holders of
master’s degree or legal equivalent; (ii)
holders of bachelor's degree, in
possession of a schoolar or a scientific
curriculum particularly relevant that is
recognized as attesting the capacity to
carry out this cycle of studies by the
legal and statutorily competent scientific
board of the University where they wish
to be admitted; (iii) in possession of a
schoolar, scientifc or professional
curriculum, that is recognized as
attesting the capacity to carry out this
cycle of studies by the legal and
statutorily competent scientific board of
the University where they wish to be
admitted.
Course
credits
structure
diagram
with
A credit system is based essentially on
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students realização deste ciclo de estudos pelo
órgão
científico
estatutariamente
competente do estabelecimento de
ensino superior onde pretendem ser
admitidos.
No caso de Doutoramento podem
candidatar-se ao acesso ao ciclo de
estudos: (i) os titulares do grau de
mestre ou equivalente legal; (ii) titulares
de grau de licenciado, detentores de
um currículo escolar ou científico
especialmente relevante que seja
reconhecido
como
atestando
capacidade para a realização deste
ciclo de estudos pelo órgão científico
legal e estatutariamente competente da
universidade onde pretendem ser
admitidos; (iii) detentores de um
currículo
escolar,
científico
ou
profissional que seja reconhecido como
atestando
capacidade
para
a
realização deste ciclo de estudos pelo
órgão
científico
legal
e
estatutariamente
competente
da
universidade onde pretendem ser
admitidos.
Estrutura de créditos dos cursos
Um sistema de créditos baseia-se
essencialmente na capitalização dos
conhecimentos
adquiridos
pelos
estudantes em situação formal de
frequência das aulas e contacto com o
docente, e em situação informal de
estudo e de aprendizagens pessoais,
que lhe desenvolvam competências
transversais e subsidiárias da sua
formação.
A adoção de um sistema de créditos
facilita a leitura e a comparação dos
programas de estudo, incentiva a
mobilidade e garante o reconhecimento
académico. O crédito é a unidade de
medida do trabalho do estudante e
capitalisation of knowledge acquired by
students in formal situation of classes
frequency and contact with the faculty,
and in informal situation of study and
personal
learning,
to
develop
transversal skills and subsidiaries of its
formation.
The adoption of a credit system
facilitates reading and comparison of
study programs, encourages mobility
and guarantee academic recognition.
The credit is the unit of measurement of
the student's work and includes all
forms of work envisaged, namely the
contact hours and the hours dedicated
to internships, projects, field work,
study and evaluation. To a credit unit
correspond approximately 27 hours of
student work.
25 The course units will have a weekly
workload of 1.30, 2 or 3 hours,
depending on whether it curricular units
of 3, 6 or 9 ECTS, respectively.
The structure of the ISCE courses is
divided
by
semesters,
each
corresponds to 30 ECTS, i.e. 60 ECTS
per year. The course is successfully
completed when the student gets the
180 ECTS, in degrees, and 120 ECTS
in the masters defrees.
Mode of study
The frequency model is defined by the
fulfilment
of
all
administrative
procedures. The courses develop into
b-learning scheme. However, at the
beginning of each semester, the faculty
member may submit, to the organs of
the ISCE, for approval, a proposed
alternative scheme of frequency of
curricular unit who teaches. Studentsworkers have a special regime of fouls,
with a reasoned request to that effect,
to present to the Presidency, within the
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students inclui todas as formas de trabalho
previstas, designadamente as horas de
contacto e as horas dedicadas a
estágios, projetos, trabalhos no terreno,
estudo e avaliação. A uma unidade de
crédito correspondem 27 horas,
aproximadamente, de trabalho do
estudante.
time limits established for each
academic year. The internships,
seminars and other curricular units of
same nature must be considered, in all
circumstances, whose performance has
been fully completed.
As unidades curriculares terão uma
carga horária semanal de 1h30m, 2
horas ou 3 horas, consoante se trate de
unidades curriculares de 3, 6 ou 9
ECTS, respetivamente.
 Degree in Basic Education - Celeste
Rosa [[email protected]]
 Degree in Cultural Animation - Eva
Corrêa [[email protected]]
 Degree in Physical Education and
Sport
Paulo
Sousa
[[email protected]]
 Degree in Social Education – Ana
Paula
Leitão
[[email protected]]
 Degree in Tourism - Nuno Abranja
[[email protected]]
 Master in Preschool Education - Eva
Corrêa
[[email protected]]
e
Celeste Rosa [[email protected]]
 Master in Teaching 1st Cycle of Basic
Education
Paula
Farinho
[[email protected]]
 Master in Teaching 1st and 2nd Cycle
of Basic Education - Paula Farinho
[[email protected]] e Pedro
Patacho
[[email protected]]
 Master in Business and Administration
of
School
Paula
Farinho
[[email protected]]
 Masters in Supervision and Training of
Teachers - Armindo Rodrigues
[[email protected]] e Maria
dos
Anjos
Cohen
[[email protected]]
 Masters
in
Special
Education:
Cognitive Domain and Motor Armindo
Rodrigues
[[email protected]] e João
Casal [[email protected]]
A estrutura dos cursos do ISCE está
dividida por semestres, em que cada
um corresponde a 30 ECTS, ou seja,
60 ECTS por ano. O curso é
completado com sucesso quando o
aluno obtém os 180 ECTS, nas
licenciaturas, e 120 ECTS nos
mestrados.
Modelo de estudo
O regime de frequência é definido pelo
cumprimento
de
todos
os
procedimentos administrativos. Os
cursos desenvolvem-se em regime blearning. Porém, no início de cada
semestre, o docente pode apresentar,
aos órgãos próprios do ISCE, para
aprovação, uma proposta de regime
alternativo de frequência da unidade
curricular que leciona. Os estudantestrabalhadores dispõem de um regime
especial
de
faltas,
mediante
requerimento fundamentado nesse
sentido, a apresentar à Presidência,
nos prazos estabelecidos, para cada
ano letivo. Os estágios, seminários e
outras
unidades
curriculares
de
natureza equiparada terão de ser, em
todas as circunstâncias, integralmente
cumpridos.
Programme director
26 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Coordenadores de curso
 Licenciatura em Educação Básica Celeste Rosa [[email protected]]
 Licenciatura
em
Animação
Sociocultural
Eva
Corrêa
[[email protected]]
 Licenciatura em Educação Física e
Desporto
Paulo
Sousa
[[email protected]]
 Licenciatura em Educação Social –
Ana
Paula
Leitão
[[email protected]]
 Licenciatura em Turismo - Nuno
Abranja [[email protected]]
 Mestrado em Educação Pré-Escolar Eva Corrêa [[email protected]] e
Celeste Rosa [[email protected]]
 Mestrado em Ensino do 1º Ciclo do
Ensino Básico - Paula Farinho
[[email protected]]
 Mestrado em Ensino do 1º e do 2º
Ciclo do Ensino Básico - Paula
Farinho [[email protected]] e
Pedro
Patacho
[[email protected]]
 Mestrado em Gestão e Administração
Escolar
Paula
Farinho
[[email protected]]
 Mestrado em Supervisão Pedagógica
e Formação de Formadores - Armindo
Rodrigues
[[email protected]] e Mª
dos
Anjos
Cohen
[[email protected]]
 Mestrado em Educação Especial:
Domínio Cognitivo e Motor - Armindo
Rodrigues
[[email protected]] e João
Casal [[email protected]]
 Mestrado em Educação Social:
Intervenção c/crianças e jovens em
risco
–
Luís
Picado
[[email protected]]
e
Fernanda
Carvalho
[[email protected]]
 Mestrado em Educação Social:
Intervenção Socioeducativa e
 Master
in
Social
Education:
Intervention with children and youth at
risk
–
Luís
Picado
[[email protected]]
e
Fernanda
Carvalho
[[email protected]]
 Master in Social Education: Socio
Intervention and Gerontology – Luís
Picado
[[email protected]]
e
Fernanda
Carvalho
[[email protected]]
 Master in Sport: Specialization in
Human Resources - Paulo Sousa
[[email protected]]
27 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students  Gerontologia
–
Luís
Picado
[[email protected]]
e
Fernanda
Carvalho
[[email protected]]
 Mestrado em Desporto: Área de
Especialização
em
Recursos
Humanos
Paulo
Sousa
[[email protected]]
28 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 3. Informação Curricular – Descrição por unidade curricular / Information on Programmes –
Description of individual course units
Licenciatura em Educação Básica – título, tipologia, nº de ECTS, ano, semestre, nome do docente, resultados de aprendizagem,
modo de ensino, pré-requisitos e local de estágio de unidades curriculares / Degree in Basic Education – title, type, ECTS number,
29 year, semester, name of lecturer, learning outcomes, mode of delivery, prerequisites and training places of units.
1º ano, 1º semestre / 1st year, 1st semester
Nome da
UC /
Course
unit title
Pedagogia e Modelos de
Educação
Tipo de UC
(/ Type of
course unit
Compulsory
Número
de
ECTS /
Number
of ECTS
3
Nome do
Docente /
Lecturer
name
Luís
Picado
Resultados de aprendizagem da UC / Learning outcomes of the unit
Understanding the extent of the educational field.
Critically analyze the main theories, models, paradigms and philosophies of education
Mastering critical concepts, principles, facts and ways of thinking and knowledge relating to pedagogy
and education.
Implement guidelines pedagogical models to potential situations of formal, non-formal and informal
education.
Assumption of roles around the potentially emancipatory pedagogical challenges by reference to
criteria such as reflexivity, (inter) subjectivity, trading and regulation.
Promotion of dialogic communication in educative context, through the intersection of theories and
models of education, experience, interests, expectations, needs and languages, and facilitator in an
interactive process of social construction of knowledge.
Adequate and sustained intervention in open and distance compromised, encouraging the
confrontation of perspectives around the pedagogical problems.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Modo de
ensino / Mode
of delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
b-learning
No Applicable
No
Applicable
Psicologia do
Desenvolvimento e da
Aprendizagem
Compulsory
Tecnologias de Informação
e Comunicação Aplicadas
à Educação
Compulsory
Educação Especial e Inclusão
ISCE Guide for Foreign Students Compulsory
3
3
3
Patrícia
Pacheco
Maria
Manuel
Nunes
Identify different descriptive and explanatory models of psychological development, while adopting an
integrative and critical perspective.
Understand the processes of development of individual, both as unique personality and as member of
social and cultural groups.
Knowing the main stages of development and learning, focusing particularly on children and
adolescents, from the perspective of their physical and biological dimensions to the psychological,
socio-cultural and inter-relational, trough cognitive and affective dimensions, in the processes of
construction and structuring ok knowledge.
Develop personal skills and interpersonal (supported by an attitude of systematic questioning of their
capabilities and skills, their attitudes and their values systems).
Adopt a reflective and research approach.
Understanding the formation and characterization of the universe and the solar system and the Earth's
position;
Recognize specific units, taking into account the distances of the universe;
Identify causes and consequences of the movements of the heavenly bodies;
Understand the importance of measurements, ratings and representations as a way of looking at the
world before the diversity and complexity;
Understanding the changes that contribute to the dynamics of the Earth;
Explain some geological phenomena, given the physical processes:
Having a general understanding and wider biodiversity on Earth as well as on the evolution and
ontogenesis of Man;
Use the Portuguese language and scientific terminology appropriately to different knowledge areas
covered by this course;
Recognize that scientific knowledge is in permanent evolution and knowledge unfinished;
Valuing the relational dimensions of learning and ethical principles that govern the relationship with
knowledge and with others.
Promote the integration and use of Information and Communication Technologies (ICT) in initial
teacher education and in educational contexts.
Understand the importance of learning to learn and promote a methodology of active learning and
autonomous in order to meet the challenges of the knowledge society.
Acquire communication skills in the field of education, a transversal perspective, critical and
diversification in the use of multimedia.
Adopt working models supported by tools and dynamic of Web 2.0
Design and evaluate multimedia content using Web 2.0 tools, and others, directed towards children /
young people and real integration in educational contexts.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] b-learning
No Applicable
No
Applicable
30 b-learning
No Applicable
No
Applicable
b-learning
No Applicable
No
Applicable
Técnicas de
Expressão e
Comunicação em
Português
Compulsory
Fundamentos da
Matemática
Compulsory
6
Temas Integrados
de Ciências
6
6
To acquire an adequate level of proficiency in the Portuguese language, either in the oral and in the
written.
Component conductive to a quality linguistic input in the verbal and in the conversational interactions.
To know the processes and the means to develop the linguistic and communicative competence.
To develop the basic and specific linguistic knowledge of oral and written communicative skills, in order
to be effective in communication – the ability to speak and to write in various linguistic contexts.
To perfect the writing techniques through the use of the adequate procedures and rules.
To identify the causes of the most frequent spelling and grammar mistakes and be aware of the useful
strategies to avoid them.
Develop number sense, with emphasis on mental computation strategies and understanding of
properties of operations.
Develop understanding of numbers and respective processes of computation as well as the use of
such knowledge and skills to solve problems in different contexts.
Develop habits of thinking, solving problems, making connections and mathematics communication.
Analyze and discuss numbers and operations tasks resolutions of elementary school students as a
starting point to understand the importance of the explicit representation of reasoning and
mathematical communication.
Find episodes and know the history of mathematics related to numbers.
Understand the global dynamics of the Earth and Life.
Develop a general and widened understanding of the biological diversity in Earth.
Know about the importance of the experimental activities in problem solutions.
Develop convincing arguments from evidences;
Adopt adequate strategies and methodologies in the different areas of scientific, cultural and
technological knowing.
Give value to the dimensions of the learning and the ethical principles that regulate the relationship
with knowing and the others.
Recognize that the scientific knowledge is in permanent evolution, being an unfinished knowledge.
No Applicable
No
Applicable
31 b-learning
No Applicable
No
Applicable
b-learning
No Applicable
No
Applicable
ISCE Guide for Foreign Students 1º ano, 2º semestre / 1st year, 2nd semester
Nome da
UC /
Course
unit title
Metodologia de
Investigação em
Educação
Tipo de UC
(/ Type of
course unit
Introdução à Linguística
Portuguesa
Compulsory
Geometria
Compulsory
Compulsory
Número
de
ECTS /
Number
of ECTS
4
Nome do
Docente /
Lecturer
name
To acquire research methodologies in order to improve observation and interpretation capacities on
educational practice;
To recognize the need of the emergence of a professional conscience, supported by the construction
of a pedagogical sense towards the perception and development of the educational practice;.
To develop the critical reflection capacity, considering the school as a reference space of the
educational practice and valuing the relationship between school and community.
To develops and improve the adequate level of proficiency in Portuguese, both in oral and in written
skills.
To know the function of the language grammar and being able to distinguishing grammars at different
moments and with different aims.
To know the grammatical functioning of Portuguese and the critical items of Portuguese grammar,
being able to identify usual deviances and questioning about what is wrong and what is adopted by
usage.
To have fundamental knowledge about the organization of the grammar of the language: vocabulary,
syntax, phonology, semantics.
To develop knowledge, skills and competence in the Portuguese language at the level of
understanding and producing spoken and written language.
Develop spatial sense, with emphasis on visualization and understanding of properties of geometric
figures in the plane and in space.
Develop understanding of geometric and respective processes of measure as well as the use of such
knowledge and skills to solve problems in different contexts.
Develop an understanding of geometric transformations and the use of such knowledge and skills to
solve problems in different contexts.
Analyze and discuss geometry tasks resolutions of elementary school students as a starting point to
understand the importance of the explicit representation of reasoning and mathematical
communication.
Find episodes and know the history of mathematics related to geometry.
ensino / Mode
of delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
32 b-learning
No Applicable
No
Applicable
b-learning
No Applicable
No
Applicable
b-learning
No Applicable
No
Applicable
Temas Integrados de
Ciências II
Compulsory
História de Portugal
Sort materials on Earth, using various criteria;
Using symbols and models representation of structures, systems and transformations;
Present scientific explanations involving critical thinking;
Understanding how science and technology have contributed to improving the quality of life;
Analyze, interpret and understand the general physiology of human systems:
Recognize interactivity in human--‐environment relationship, and correlate the physiology of human
systems in response to an organism to different situations;
Use the Portuguese language and scientific terminology appropriately to different knowledge areas
covered by this course;
Recognize scientific knowledge as unfinished and evolving;
Valuing the relational dimensions of learning and ethical principles that govern relationships and
knowledge with others.
At the end of the unit, students must demonstrate knowledge of the key moments of the history of
Portugal until the recent past and understanding its complexity and articulation, by being able to:
Collect and process historical information, analyzing different types of primary sources (written
documents, iconography, voice recordings, built heritage, etc..) And secondary sources (historiographic
texts, graphs and mapping, timelines, etc.). Produce a small historical research; Locate the facts and
historical processes in space and time and contextualize them at local, regional, national and
international; Recognize and appreciate elements of historical and cultural heritage; Report writing and
orally acquired knowledge, serving up a terminology of history and manifesting ability to reason;
Produce various representative materials and / or explaining the historical phenomenon such as
biographies, historical maps, chronological friezes, genealogies, among others, that can be used as
educational resources. Should also recognize history as conditioning elements of present and future
and motivating a civic and social intervention
No Applicable
No
Applicable
33 b-learning
No Applicable
No
Applicable
ISCE Guide for Foreign Students 2º ano, 1º sem / 2nd year, 1st semester
Nome
da UC /
Course
unit title
Desenvolvimento curricular
Compulsory
Observação em
Contextos Educativos
Compulsory
Língua
Portuguesa e
Aquisição da
Liguagem
Tipo de UC
/ Type of
course unit
Compulsory
Nome
Número
do
de
Docente
ECTS /
/
Number
Lecturer
of ECTS
name
To identify the major trends in curriculum theory, reflecting on some of the paradigms that support
current models of education.
To develop capacity to manage the national curriculum in an integrated and embodied with the
particularities of the local environment and students', understanding the variables inherent in the
teaching-learning process, particularly with regard to the actors, relationships and learning
mechanisms.
To understand planning models in context, to propitiate curricular practices and assessment models in
line referenced in the construction of Curriculum and Educational Projects based on the development
of cross Citizenship education and critical thinking, with emphasis on strategies of integrating
disciplines and not subjects of the curriculum.
To reflect on the connections between the theoretical contributions of scientific research and
development of educational practices.
To develop skills of observation and recording observations in the context of an investigative position in
relation to educational settings
To understand the importance of categorizing the scope and scale of observation
To build simple tools for records of observation
To identify, in educational contexts, interaction occurrences, organization of space and time
organization
To register indicators of events observed in educational settings
To identify particular educational settings observed
To critically analyze the informational sets obtained from the records of observation performed
To recognize similarities and differences in the diversity of educational contexts
To identify the specificity of the human language.
To know the skills and competences of knowledge of the language.
To understand the biological basis of language acquisition.
To know theoretical perspectives on acquisition and development of the language.
To identify and characterize stages of language acquisition.
To know the main stages of language development in children
To understand the role of the linguistic settings (family, school, peers) in the mother tongue acquisition
process.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Modo de ensino /
Mode of delivery
Prérequisitos
/
Prerequisi
tes
Local de
Estágio /
Work
placement
34 b-learning
No
No Applicable
Applicable
Presential
No
Applicable
b-learning
No
No Applicable
Applicable
Lisboa area
Álgebra
ISCE Guide for Foreign Students História Contemporânea
Compulsory
Expressão musical
Compulsory
Compulsory
Develop the algebraic thinking and proportional reasoning in different context with increasing
formalization.
Developing mathematical reasoning, specifically, the formulation, testing and demonstration of
conjectures, using iconic representations (pictures, graphs and diagrams), numerical and algebraic.
Develop habits of thinking, solving problems, making connection, communicating mathematics.
Review and discuss resolutions task of students of basic education in the development of algebraic
thinking and proportional reasoning, as a starting point to understand the importance of the explicit
representation of reasoning and mathematical communication.
Find episodes and know the history of mathematics related to algebra.
Knowing the great moments of Contemporary History of Portugal, understanding its complexity and
interconnection;
Recognize some of the political actors of the contemporary Portugal and critically evaluate their action;
Submit written and oral knowledge acquired, serving up a terminology of history and expressing ability
to reason;
Know survey instruments and master research methods diverse information such as written documents
and iconographic testimonies or oral literature, which can be used as a teaching resource;
Promote historical research and its application in teaching practice;
Deepening the critical perspective towards science and historical world today;
Stimulate interest in history, as an element determinant of present and future and motivating a civic
and social intervention.
Understand the importance of the musical phenomenon in the development of the child and its
potential in someone´s education;
Understand the individuality of the musical phenomenon and its expressive potential;
Understand and value of the musical phenomenon as heritage, identity factor, and the social and
cultural development;
Understand and use the proper musical language;
Explore and improvise sonorous and musical materials, with differentiated styles, genres and
technologies;
Recognize different types of musical instruments and cultures;
Identify and recognize the different musical elements and its articulation in different cultures;
Be able to apply different and proper strategies in musical activities proposals;
Be able to apply some computerized tools in musical activities and creating/adjusting resources;
No
No Applicable
Applicable
35 b-learning
No
No Applicable
Applicable
b-learning
No
No Applicable
Applicable
ISCE Guide for Foreign Students 2º ano, 2º semestre / 2nd year, 2nd semester
Língua e Cultura Portuguesa
Didática da Língua
Portuguesa
Nome
da UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Nome
Número
do
de
Docente
ECTS /
/
Number
Lecturer
of ECTS
name
Modo de
ensino /
Mode of
delivery
Pré-requisitos
Local de Estágio
/
/ Work placement
Prerequisites
36 Compulsory
Analyze curriculum references for the development of learning of the Portuguese Language in Early
Childhood Education and Primary Education;
Understand the fundamentals of the progressive development in Portuguese language proficiency in
childhood;
Understanding the role of educator / teacher in promoting learning in Portuguese native language;
Meet today's major trends in the promotion of learning Portuguese native language;
Identify concepts underlying didactic proposals enabler learning in Portuguese native language;
Produce educational resources from the viewpoint of managing the development of learning
Portuguese language.
b-learning
No Applicable
No Applicable
Compulsory
To understand the relationship between language and culture.
To understand different concepts of culture, as well as cultural creations or embodiments of the
Portuguese people.
To reflect on the question of identity.
To identify some of the most important national characteristics, or "traces" of Portuguese nationality.
To recognize the Portuguese language as a factor of national cohesion, viewing it in its historical
dimension.
To embracing the Portuguese language in world culture.
To understand the factors of unity and diversity of Portuguese language.
To reflect critically on the concept of language policy.
To understand the communicational and cultural vocation of popular literature.
To know the different genres of popular literature of oral tradition.
b-learning
No Applicable
No Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Geografia Humana
Tecnologias de
Informação e
Comunicação
Aplicadas à Educação
Expressão Dramática
ISCE Guide for Foreign Students Understand Arts Education - and its several languages - as a proposal of development adjusted to
provide meaningful forms of learning
Understand concepts in the field of Drama in comprehensive education contexts, both formal and
informal
To develop methodologies, techniques and Drama's own resources, which can constitute themselves
in appropriate experience and knowledge to the area of teaching
Encourage individual and collective creativity
Organize and participate in educational and artistic projects – individually and in group work
Be able to provide experiences of artistic appreciation given the cultural and artistic heritage of
humanity
To assess their own learning by developing critical and reflexive thinking
b-learning
Compulsory
Promote the integration and use of Information and Communication Technologies (ICT) in initial
teacher education and in educational contexts.
Understand the importance of learning to learn and promote a methodology of active learning and
autonomous in order to meet the challenges of the knowledge society.
Acquire communication skills in the field of education, a transversal perspective, critical and
diversification in the use of multimedia.
Adopt working models supported by tools and dynamic of Web 2.0
Design and evaluate multimedia content using Web 2.0 tools, and others, directed towards children /
young people and real integration in educational contexts.
b-learning
No Applicable
No Applicable
Compulsory
Knowing the fundamental aspects of human geography of Portugal understanding their
interrelationship
Understand Portuguese demographics and population working profiles;
Recognize the current demographic trends and their implications;
Characterize the distribution of economic activities in the country;
Identify the major asymmetries and demographic and economic imbalances on the national territory;
Know the national urban network, identifying their present characteristics and evolution main
characteristics;
Provide written and oral knowledge acquired, serving up a terminology of Geography and
demonstrating ability to reason;
Implement forms of research and exploration based on geographic information technologies available;
Deepen the critical perspective towards the geographical science;
Assume the geography as part of this condition and the future and a motivator of human sustainable
and responsible intervention in the territory.
b-learning
No Applicable
No Applicable
Compulsory
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] No Applicable
No Applicable
37 Métodos
Quantitativo
s
Provide the students with more advanced mathematical tools and a more theoretical and
comprehensive.
Develop the ability to use mathematics as a tool for interpretation and intervention in reality.
Develop the capacity to formulate and solve problems.
Promote the further development of a technical and scientific culture.
Develop a positive attitude towards science.
b-learning
No Applicable
38 3º ano, 1º semestre / 3th year, 1st semester
Ação educativa
em Contextos
Didática da
Matemática
Nome
da UC /
Course
unit title
Nome
Tipo de UC Número
do
(obrigatória,
de
Docente
opcional /
ECTS /
/
Type of
Number
Lecturer
course unit of ECTS
name
No Applicable
Modo de
ensino /
Mode of
delivery
Pré-requisitos
Local de Estágio
/
/ Work placement
Prerequisites
Compulsory
Deepen the mathematical knowledge, teaching in their applications, taking into account the current
national and international research in mathematics education and curriculum guidelines used in
Portugal.
Investigate and analyze professional practices to promote learning in Mathematics.
Analyze mathematical tasks, reflecting on them with in a frame of the "consumer" of curriculum
materials and mathematically rich, appropriate tasks to the diversity of contexts of learning
mathematics.
Recognize the role of mathematics in the literacy development of children and adolescents, as
reflected in the tools for understanding the world.
b-learning
No Applicable
No Applicable
Compulsory
Develop skills in observation and understanding of educational contexts and situations.
To analyze, from the data collected by use of instruments, educational situations experienced.
Outline and plan moments of educational intervention, duly coordinated with the supervisor and with
the professional of the educational context.
Develop, in an educational context, activities previously planned.
Evaluate the intervention, in a prospective formative as regards the environment, the processes
adopted, the media and educational resources affected.
Presential
No Applicable
Lisboa area
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Compulsory
Understanding the evolution of health
Recognize landmarks relevant to health promotion
Identify paradigms in health
Salutogénese acquire the concepts, and sense of patogénses corerência
Recognize and identify the conceptual differences between disease prevention and health promotion.
Develop skills of critical analysis of research
Understand that the promotion of health of a population through the development of its health
Compulsory
Understand the historical evolution of the perception of environmental issues;
Know the most important concepts and principles that allow the understanding of the major
environmental problems;
Know argue and debate so reasoned the main implications of the major environmental problems;
Recognize the role of man in solving major environmental problems now and in the future;
Understanding the multidimensionality of the concept of sustainable development and
transdisciplinarity inherent consequences and responses to environmental problems.
b-learning
No Applicable
No Applicable
Optional
To Identify and classify the creative activators.
To master and apply techniques of creative expression.
To select and use the best techniques suited to the production of each person.
To develop creativity and the possibilities of expression.
To develop creative activities for different groups, applying the integrated expressions.
To plan innovative activities based on the curriculum guidelines.
To create unpublished projects through creative activators
Development of critical, reflexive and creative thinking.
Development of the autonomy the participation and creativity.
Adoption of a methodology of work and creative learning.
Search of information for the development of creative projects.
Implementation of the facilitation strategies for a creative practice.
Use of techniques and tools to develop creativity.
Articulation of knowledge of different areas of expression.
Design of creative and innovative projects.
b-learning
No Applicable
No Applicable
Optional
According to the syllabus to develop this UC, students at the end of the semester should be able to:
Know the laws of the functioning of groups and the variables that influence group interaction.
Mastering some essential technical training and teamwork.
Reflect about the role of formal education agents in facilitating integration into groups.
Learn different ways of dealing with conflict situations.
Articulate knowledge from different disciplinary areas.
b-learning
No Applicable
No Applicable
Técnicas de
Animação
Dinâmica de
Grupos
Expressões Criativas Integradas
Ecologia e
Educação
Ambiental
Educação para a
Saúde
ISCE Guide for Foreign Students Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] b-learning
No Applicable
No Applicable
39 Expressão FísicoMotora
ISCE Guide for Foreign Students Motricidade e
Desportos
Optional
Optional
Understand the importance of Education and Physical-Motor Expression and the role of the
Kindergarten educator/teacher to the global development of the child;
Know, in their fundamental components, the areas and domains of the Physical-Motor Expression;
Understand the importance of Physical-Motor Expressions as a means of maintenance and
improvement of physical condition, health and healthy life styles;
Know and understand the several phases of child motor development, characteristics and constrains;
Know the fundamental motor abilities and the associated processes to motor learning;
Develop the Kindergarten educator/teacher intervention in Physical-Motor Expression regarding the
specific context of available space and material resources.
b-learning
To know the physical activity contributions for human development;
To recognize the motor development process and phases;
To identify and comprehend the motor virtues and their critical phases;
To be acquainted with and perform dissimilar sport games situations as a pedagogic instrument on
human development;
To deal with pedagogic techniques and instruments;
Organize learning situations that allow resilience (Emotional Intelligence), development in collaborative
situations, taking into account the individual differences.
b-learning
No Applicable
Modo de
ensino /
Mode of
delivery
Pré-requisitos
Local de Estágio
/
/ Work placement
Prerequisites
Recognizing the goals of science education,
Understand the perspective CTS Science-Technology-Society-Environment.
Recognize the existence of preconceptions in science;
Understand the importance of promoting a school focused on a social and constructivist perspective of
learning;
Identify the various types of activities in science
Understand the curriculum guidelines for the area of the "Knowledge of the World" in Preschool
Education and its relations with the curriculum guidelines for basic education, particularly in what
concerns the Environmental Studies.
Develop capacities to analyze critically and reflectively.
b-learning
No Applicable
No Applicable
No Applicable
40 No Applicable
3º ano, 2º semestre / 3th year, 2nd semester
Didática do Estudo do
Meio
Nome
da UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Compulsory
Nome
Número
do
de
Docente
ECTS /
/
Number
Lecturer
of ECTS
name
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] No Applicable
Didática das Expressões
Compulsory
Projetos em Contextos
Educativos
Compulsory
Literatura para a Infância
Integrate artistic expressions in the educational process
Develop the interdisciplinary dimension of expressive practices
Contribute to integrated learning
Use theoretical - conceptual and creative strategies of action in various contexts.
To develop critical, reflexive and creative thinking.
To accept diversity
To facilitate communication.
To adopt a methodology of work and creative learning.
To search information for the development of creative projects.
To Implement strategies to facilitate a creative practice.
To articulate knowledge of different areas of expression.
To design creative and innovative projects
Developing skills of understanding about the scope and diversity of contexts Education;
Encourage the involvement in educational, social and cultural different, favoring the assumption of a
formative project supported and involved in the complexity that makes up the ecology and supports the
development of children and adolescents;
Promote awareness of the conditions of professional help to raise awareness of ethical imperatives,
and social ethics which is based on the teaching profession;
Deepening the knowledge level of work for projects, catalyst principles and skills essential for life in the
knowledge society and uncertainty;
Developing skills for participation in the design, implementation and evaluation of projects in various
educational contexts.
Identify and characterize the literature for children.
Know the historical perspective of literature for children.
Understand and master the various forms of transmission of literature.
Meet the authors of greater importance in the literature for children.
Analyze selected texts of major authors.
Reflect on the value of fairy tales, traditional and popular or the psychological and social development
of children.
Know the works conform to the age group.
Identify and select a good book.
Select the correct text book or the story according to the purpose it is intended
Use mechanisms and techniques of creative writing.
Use of reading strategies, animation and promotion of literary skills.
No Applicable
No Applicable
41 Presential
No Applicable
Lisboa area
b-learning
No Applicable
No Applicable
Seminário
interdisciplinar
Projetos em
Educação
Matemática
Compulsory
In assembling projects, responding to issues identified students learn by doing. Through constant
monitoring, developing a regulatory evaluation practice, it leads to attitudes of reflection and analysis of
the work accomplished in a logical relationship between theory and practice. Whenever possible there
will be a strong link with other courses so that there is room for implementing projects in contexts
where students develop activities responding to the objectives, a kind of laboratory work in nature.
Also, guests can be received that will encourage the practice sessions on topics where they are
experts. These themes vary according to design projects, substantiating the goals.
The Seminar Interdisciplinary Course is assumed as an open space, generating a connection between
theory and practice and an asset to the critical reconstruction of knowledge acquired.
Become aware of the complexity of the educational
Develop procedural and instrumental capabilities in order to build skills for planning and
implementation of educational activities
Developing skills for collaborative work
Develop skills of critical analysis and reflective.
Meet educational resources in various subject areas.
Understand the importance of coordination and continuity between the various cycles of education in
different educational areas.
No Applicable
No Applicable
42 Presential
No Applicable
No Applicable
ISCE Guide for Foreign Students Licenciatura em Educação Básica – title, conteúdos, leituras recomendadas, métodos de ensino, métodos de avaliação e idioma de
ensino de unidades curriculares / Degree in Basic Education – title, contents, recommended reading, teaching methods, assessment
methods and language of instruction of units.
43 1º ano, 1º semestre / 1st year, 1st semester
Pedagogia e Modelos de Educação
Nome
da UC /
Course
unit title
Conteúdos abreviados / Course
contents
I. Range of educational field
II. Theories, models, paradigms
and philosophies of education
III. Theories and models of
education
Leitura recomendada ou exigida /
Recommended or required reading
Métodos de ensino / Teaching methods
Métodos de avaliação e
os critérios / Assessment
methods and criteria
Idioma de
ensino /
Language
of
instruction
Arends, R. (2008). Aprender a ensinar.
Instituto Piaget. Lisboa, Mc Graw-Hill.
Bertrand Y. (1991). Teorias
Contemporâneas da Educação, Lisboa.
Instituto Piaget.
Bertrand Y. & Valois, P. (1994). Paradigmas
Educacionais. Escola e Sociedades. Lisboa:
Instituto Piaget.
Houssaye, J. (2002). La Pédagogie : une
encyclopédie pour aujourd'hui. Paris:ESF
Éditeur.
Kincheloe, J. (2006). Construtivismo Crítico.
Mangualde: Edições Pedago.
Marques R. (1999). Modelos Pedagógicos
Actuais. Lisboa, Plátano Edições Técnicas.
Popkewitz, t. S. & fender, L. (Eds.) (1999).
Critical Theories in Education. Changing
Terrains of Knowledge and Politics. New
York: Routledge.
Serralheiro J. P. (Organizador) (2006). O
processo de Bolonha e a Formação dos
Educadores e Professores Portugueses.
Porto, Editora ProfEdições.
Emphasis will be teaching methodologies based
on guided discovery, Socratic dialogue. Resources
are selected and developed diverse historical and
educational, research work carried out and
presented problem situations as a starting point for
the work to develop. Search will also encourage the
emergence of educational opportunities for
exploration of the interconnections between the
concepts and practices.
According to the typology of UC, promotes the
integration of lectures, most suited for the
construction of program content by presenting the
issues and integrating them in a context consistent
with the theoretical and practical lessons, where
students work, fundamentally, the group work
which will be presented and discussed throughout
the lessons.
Work Group (40%).
Individual forms (50%)
Constructive participation
in the critical analysis of
texts, projects and / or
theme under discussion
(10%).
Portuguese
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] O professor
fala inglês?
/ The
teacher
speaks
English?
Psicologia do Desenvolvimento e da
Aprendizagem
ISCE Guide for Foreign Students Almeida, L. (1988) Teorias da Inteligência
(2ª Ed.). Porto: Edições Jornal de psicologia
1. Intelligence: meanings and
Davidoff, L. (2000) Introdução à Psicologia.
evaluation
S. Paulo: Makron Books
2. The cognitive development:
Martinot, C.; Troadec, Bertrand. (2009). O
Piaget and Kohlberg approaches
Desenvolvimento Cognitivo: Teorias actuais
3. The development of
do pensamento em contextos. Lisboa:
psychosocial identity in
Instituo Piaget
Childhood, Adolescence and
Piaget, J. (1978) Seis estudos de
Youth
Psicologia. Lisboa: D. Quixote
4. Learning theories
Shaffer, H. R. (1999) Desenvolvimento
5. Educational goals and
Social da Criança. Lisboa: Instituto Piaget
learning: Bloom, Hunt and Hunter
Sprinthall, N. & Sprinthall, R (1993)
Approaches
Psicologia Educational. Lisboa: McGraw-Hill
6. Classroom managing
Tavares, L; Pereira, Anabela; Gomes, Alan;
7. Learning and motivation in the
Monteiro, Sara; Gomes, Alexandra. (2011).
classroom
Manual de Psicologia do Desenvolvimento e
Aprendizagem. Porto: Porto Editora
In the T-component of the UC, to discuss the
program content in a theoretical perspective and
formative nature, through the presentation of the
issues and their integration into a coherent
scientific-pedagogical context. In TP component of
UC expounds on the syllabus in a theoretical and
practical perspective and formative nature, by
conducting case studies, individually and in groups,
as a way for students to apply the concepts
presented in lectures, promoting the acquisition
and development of attitudes of research and
reflection, coordination ability and exposure, as well
as critical thinking. In the guidelines tutorials
monitoring is carried out individually or in small
groups of interest, the pedagogic assistance and
clarification of doubts.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] - Seminars
- Tutoring
- E-learning and
theoretical and research
works
44 Portuguese
The final classification
(FC) is obtained according
to the following formula:
FC=50%GW+50%FT
Educação Especial e Inclusão
ISCE Guide for Foreign Students 1. Society and Information
Technology and Communication:
the phenomenon of globalization
and its impacts in all activities
and areas of knowledge. The
school in the information society
and knowledge management:
challenges in social, cultural and
educational. Computers in the
classroom and using the Internet.
2. ICT, communication and
education: educational
communication media. The
speeches at the service of
multimedia educational
communication and teaching.
Production of digital media
content: rules and procedures.
3. The Web 2.0 tools and their
dynamics. The promotion of good
practice: collaborative work,
communities of practice online.
Distributed learning
environments: LMS platforms,
learning and online tutoring and
distance (e-learning/b-learning).
Collaborative tools and their
application in education. Social
networks: social impact and
potential.
Amante, L. (2007). As TIC na escola e no
jardim-de-infância. Lisboa: Sísifo, Revista
de ciências da educação (Vol. n.º3, pp. 5164)
Anderson, P. ( 2007). What is web 2.0?
Ideas, technologies and implications for
education.Retirado a 3 de março de 2012,
disponível em:
http://www.jisc.ac.uk/media/documents/tech
watch/tsw0701b.pdf
Coltman, P, Whitebread, D. (2008).
Teaching and Learning in the Early Years.
New York: Routledge
Conselho Nacional de Educação. (2002).
Redes de Aprendizagem, Redes de
Conhecimento. Seminários e Colóquios.
Lisboa: Ministério da Educação.
Dapp. (2002). As TIC e a Qualidade das
Aprendizagens. Estudos de caso em
Portugal, 1ª ed., Lisboa : Ministério da
Educação.
Miranda, G., L. (org.) (2009). Ensino Online
e Aprendizagem Multimédia. Lisboa:
Relógio D’água editores.
Paraskeva, J.M.,Oliveira, L.R. (org.). (2006).
Currículo e Tecnologia Educativa.
Mangualde: Edições Pedago
Demonstrative and active method:
.Demonstration of how technology can be used in
education and teaching and learning, as an
auxiliary for transmitting knowledge such as knowhow and learning by doing (practical work to be
performed by students).
. Promoting dialogue with students, in order to
analysis and critical reflection texts, videos,
multimedia educational software and websites.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Teamwork: a project that
involves the production of
a digital educational
resource and /or
multimedia applicable to a
real educational context
and a written report about
the development of it.
(Digital resource: 60%)
(Report: 30%)
Assiduity and participation
in the classroom and
distance (10%)
45 Portuguese
Técnicas de Expressão e Comunicação em Português
ISCE Guide for Foreign Students 1.Linguistic Competence
1.1.Grammar and use;norm and
deviation
1.2.Language, knowledege of the
language and usage of the
language.
1.3.Linguistic.variation
1.4.Linguistic normalization.
2.Communicative Competence
2.1.The verbal activity as a form
of action: speech acts.
2.2.Use of language and
situational context.
2.3.Participants and style: the
actors, the register.
2.4.Requested skills in the
communiticative competence.
3. The oral language and the
written language
3.1.Ranging from the oral
language to the written
language:spelling.
3.2.Portuguese vocalic and
consonant system. Syllabic
structure.
3.3.Phonetic, phonological and
syntactic specificities of the oral
speech.
3.4.Ranging from the oral
language to the written language:
The punctuation – the logical
assimilation of the rules.
3.5.Communication and written
expression:The stages of the
writing process.
3.6.The mistakes in the oral
speech and in the written speech:
identification and collection.
Bechara, E. (1999). Moderna Gramática
Portuguesa. Rio de Janeiro: Lucerna
Castro-Pinto, J. M. & Nascimento, Z. (2002).
A Dinâmica da Escrita. Como Escrever com
Êxito. Lisboa: Plátano Editora.
Cintra, L. F. L. (1983). Estudos de
Dialectologia Portuguesa. Lisboa: Edições
João Sá da Costa.
Cunha, C. & Cintra, L. F. L.(1987). Nova
Gramática do Português Contemporâneo.
Lisboa: Edições João Sá da Costa.
Duarte. I. (2000). Língua Portuguesa.
Instrumentos de Análise. Lisboa:
Universidade Aberta.
Faria, I. H. et al (1996). Introdução à
Linguística Geral e Portuguesa. Lisboa:
Editorial Caminho.
Fromkin, V. & Rodman, R. (1993).
Introdução à Linguagem.Coimbra:
Almedina.
Mateus, M. H. M. Et al (2003). Gramática da
Língua Portuguesa. Lisboa: Editorial
Caminho.
Moutinho, L. de C. (2000). Uma Introdução
ao Estudo da Fonética e Fonologia do
Português. Lisboa: Plátano – Edições
Técnicas.
Peres, J. A. & Móia, T. (1995). Áreas
Críticas do Português. Lisboa: Editorial
Caminho.
46 General principles:
-a teaching approach based on the balance
between oral exposition and practical work;
-permanent incentive on the ative and positive
participation of the students.
Evaluation:
Elaboration and exposition
of individual works - 35%
- contents supported by the mentioned bibliography
Written test - 40%
and worked over in the lessons or over the oracle
Elaboration, presentation
software platform;
and discussion of a group
-consolidation of the knowledge through systematic
research work - 25%
questionnaires on taught issues;
-problematization and discussion in the lessons of
the language;
-individual work for class discussion and class
presentation;
-group works for class presentation with a research
component.
Procedures:
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Portuguese
Fundamentos da Matemática
ISCE Guide for Foreign Students 1. Teory Sets
1.1. The sets N, Q, Z and R.
1.2. Symbols and concepts
1.3 Representation in diagrams.
2. Teory of Numbers
2.1. The natural numbers
2.1.1. The ordinal and cardinal
2.1.2. Dividers and multiple
2.1.3. Criteria for divisibility
2.1.4. Prime numbers and
decomposition of a number of
prime factors
2.1.5. The maximum common
divisor and minimum common
multiple
2.1.6. Operations sense,
algorithms and their properties in
natural numbers.
2.2. The whole numbers
2.2.1. Operations sense: sum,
difference, product and division
2.3. The rational numbers
2.3.1. Operations and their
properties: addition, subtraction,
multiplication and division.
2.3.2. Simplification and compare
of equivalent fractions
2.3.3. Fractions as ratios
2.3.4. Operations, algorithms and
their properties in all the sets of
numbers.
2.4. Powers: rules and operations
in various collections.
APM (1988). A Natureza e Organização
das Actividades de Aprendizagem e o Novo
Papel do Professor. In: Renovação do
Currículo de Matemática. APM
Fidalgo, A.; Ponte, J.P. (2004). Conceções,
práticas e reflexão de futuros professores
do 1º ciclo do ensino básico sobre o ensino
da Matemática. Quadrante, 13, 1.
Godino,J. (2003). Matemáticas y su
didáctica para maestros. Proyecto EdumatMaestros.
Ministério da Educação (2007). Programa
de Matemática do ensino básico. Lisboa:
DGIDC.
NCTM (2007). Princípios e Normas para a
Matemática Escolar. Lisboa: APM.
Palhares, P. (2009). Elementos de
Matemática para professores do Ensino
Básico. Editora Lindel.
Pastor, J.; Calleja, P. & Trejo, C. (1969).
Análisis matemático (volume I). Editorial
Kapelusz (8ª edição). Buenos Aires.
Ponte, J.P. e Serrazina, L. (2001). Didáctica
da Matemática do 1º ciclo. Universidade
Aberta
Skovsmose, O. (2000). Cenários para
investigação. Bolema, 14, 66-91
47 •Attendance and
participation (20%)
Methodology applied is social constructivist in
nature, based on an exploratory learning. This was
embodied in the activities that are listed below.
•Implementation and discussion of tasks that
address the issues identified.
•Analysis of students resolutions in
kindergarten,1st and 2nd cycle on numbers and
operations.
•Texts critical reading.
•Investigations on personalities in the history of
mathematics related to geometry.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] •Biography of a
mathematician who
studied numbers and
operations (10%)
•Classroom tasks
resolutions collected for
evaluation (15%)
•Text critical reading
(15%)
•Written test (40%)
Portuguese
Temas Integrados de Ciências I
ISCE Guide for Foreign Students . THE LAND AND THE SPACE
1.Origin of the Universe. 2. Solar
system ( Planets, Sun,
Meteorites, Asteroids and
Comets). 3. Earth, Sun and moon
- movements and forces (mass,
weigh and magnetism of the
earth). 4.The Light. 5.The Sound.
6.The physical states of the
substances.
II THE EARTH IN
TRANSFORMATION
A. Geophysical data –
1.Seismology. 2.Types of seismic
waves. 3.The registration of the
earthquakes. 4.Seismic Intensity
and Magnitudes. 5. Distribution of
earthquakes the case of Portugal.
6.Earthquakes forecast. 7.
Earthquakes prevention.
B. Manifestations of the Internal
Heat of Earth – 1.volcanic
Activity. 2.Theory of the Tectonic
Drift and model of the structure of
the Earth.
III. ORIGIN AND DIVERSITY OF
THE ROCKS
A. Cycle of the rocks
IV. ORIGIN AND DIVERSITY OF
LIFE
A. The Cell as Basic Unit of the
Life – 1.from inorganic precursors
to the cell. 2.Cellular
organization: procariotic and
eucariotic cells.
Máximo, F. (2001). O pequeno livro de
Astronomia. Lisboa: Bizâncio
Carlos e Manuel, F(2006).CFQ-7. Lisboa:
Texto Editora
Cavaleiro,M e Beleza, M.
(2007).Sustentabilidade na Terra.
Lisboa:Asa
Alberts, B. et al. (2002). Molecular Biology
of the Cell . 4th ed. NY: Garland Science
Taylor & Francis Group
Audesirk & Audersirk. (1999). Biology. Life
on Earth. 5TH ed. Prentice Hall
Bell, F. G. (1998). Environmental Geology.
Geology and the human environment.
Ed.:John Wiley & Son
Brock et al. (1999). Brock biology of
microorganisms. Ed.:Prentice Hall, Inc
Press, F. & Siever, R. (2000).
Understanding Earth. NY: Freeman Ed.
Purkes, W. K. et al.(2001). Life, The
Science of Biology. NY Freeman Ed.
Tarbuck, E.J. & Lutgens, F.K. (1997). Earth
Science. Prentice Hall
48 The scientific approach of concepts integrated in
the program’s thematic will be made by research,
systematization and presentation of information.
Student work will include the analysis of scientific
papers, opinion and dissemination, as well as other
relevant resources. Some experimental planning
from the programmatic content will also be done.
Students will be asked to carry out a thematic
portfolio that will be monitored throughout the
semester. Two written tests will be conducted
during the semester.his course will have two written
stages of evaluation.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Teacher contact
(Assiduity and punctuality;
Persistence and
participation in the
proposals of each
session; Tutorial
orientation) - 15%
Autonomous study
(Individual/group)
Preparation of a learning
portfolio - 40%
Two summative tests 45%
Portuguese
Metodologia da Investigação em Educação
Nome
da UC /
Course
unit title
contents
The Educational Research
Types of knowledge and scientific
methods - scientific knowledge
and other types of knowledge;
the concept of method, the
deductive method, the inductive
method, hypothetical-deductive
method
Types of scientific work and
writing
Major paradigms of research in
education - Qualitative,
Quantitative, Mixed
Classification of Research
Nature - Basic / Applied
Goals - Explanatory / Descriptive
/ Explanatory
Methods / Procedures: Case
Study; ethnographic Study;
research action; research and
experimental
Process phases of research in
education - Research Plan: a
quantitative / qualitative approach
Techniques of data collection interview, questionnaires; note
Ethical issues in research in
education
Almeida, L.S., & Freire, T. (2008).
Metodologia da Investigação em Psicologia
e Educação. Braga: Psiquilibrios.
Creswell, J. (2002). Research Design.
Qualitative, Quantitative and Mixed Methods
Approaches. (2nd Edition). London: Sage
Publications.
Denzin, N., & Lincoln, Y. (2006). O
Planejamento da Pesquisa Qualitativa:
Teorias e Abordagens. S. Paulo: Artmed.
Flick, U. (2005). Métodos Qualitativos na
Investigação Científica. Lisboa: Monitor.
Ghiglione, R., & Matalon, B. (2005). O
inquérito: Teoria e Prática. Oeiras: Celta
Editora.
Gómez, G. R., Flores, G. F., & Jiménez, G.
E. (1999). Metodología de la Investigación
Cualitativa. Malaga: Ediciones Aljibe.
Lakatos, E. M., & Marconi, M.A. (2001).
Fundamentos da Metodologia científica. S.
Paulo. Atlas.
Máximo-Esteves, L. (2008). Visão
Panorâmica da Investigação-ação. Porto:
Porto Editora.
Stake, R. (2007). A Arte da Investigação
com Estudos de Caso. Lisboa: Fundação
Calouste Gulbenkian.
The presentation and framing of the issues relate
to theoretical sessions that develop through the
activities of a presentation and the use of
technological means, in theory sessions and
practical activities that develop in the discussion,
which will be based on materials provided by the
teacher in order the questioning and reflective
analysis and criticism. The aim is also taking place
to share ideas and knowledge between students,
promoting cooperative learning. The teacher is
assumed to mediate the learning of students,
answers questions as, for guiding the construction
of meanings present in the syllabus of this course.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Métodos de avaliação e
The evaluation of this
course will be based on
the following evaluation
tools:
Group work - 30%
Individual work - 30%
Test (s) written - 35%
Student Self-assessment 5%.
Idioma de
ensino /
Language
of
instruction
Portuguese
O professor
fala inglês?
/ The
teacher
49 speaks
English?
Introdução à Linguística portuguesa
ISCE Guide for Foreign Students 1. Grammar
1.1. Different kinds of grammar
1.2. The organization of the
grammar
1.3. The role of grammatical
discussion on teaching a mother
tongue
2. The knowledge of words
2.1. Word and word constituents
2.2. Inflection – number, gender,
person and tense
2.3. Processes to form new
words – morphological
processes, non-morphological
processes
2.4. More about meaning
2.4.1. Hyperonymy and
hyponymy, synonymy and
antonymy, polysemy and
homonymy, homophony and
homography.
3. The syntactic knowledge
3.1. The structure of word
combinations
3.2. Constituent’s typology:
syntactic categories
3.3. Grammatical relations and
agreement processes
3.4. Word order
3.5. Simple and complex
sentences
4. The phonological knowledge
4.1. Description and classification
of speech sounds
4.2. Phonological segments
4.3. Phonological processes
4.4. Prosodic aspects
4.5. The role of the syllable in
structuring the phonological
knowledge
Correia, M. & San Payo de L. (2005).
Inovação Lexical em Português. Lisboa:
Edições Colibri/APP.
Instrumentos de Análise. Lisboa:
Duarte. I. (2008). O Conhecimento da
Língua: Desenvolver a Consciência
Linguística. Lisboa: ME/DGIDC..
Freitas, M. J. & Santos, A. L. (2001). Contar
(histórias de) Sílabas. Lisboa: Edições
Colibri/APP.
Freitas, M. J., Alves, D. & Costa, T. (2007).
O Conhecimento da Língua: Desenvolver a
Consciência Fonológica.
Gonçalves, F., Guerreiro, P. & Freitas, M. J.
(2011). O Conhecimento da Língua:
Percursos de Desenvolvimento.
Mateus, M. H. M. Et al (2003). Gramática da
Língua Portuguesa. Lisboa: Editorial
Caminho.
Valentim, H. T. Monção, A. & Coutinho, A.
(1996). Importa-se de Responder?
Exercícios de Introdução aos Estudos
Linguísticos. Lisboa: Plátano – Edições
Técnicas.
Villalva, Alina (2000). Estruturas
Morfológicas. Lisboa: Fundação Calouste
Gulbenkian.
- a teaching approach based on the balance
- permanent incentive on the active and positive
Evaluation:
Attendance, participation
Procedures:
texts or issues for debate,
-contents supported by the mentioned bibliography elaboration and exposition
and worked over in the lessons or over the oracle
of individual works– 10%
software platform;
Written tests - 35% (2x)
-consolidation of the knowledge through systematic Elaboration, presentation
research work - 20%
the language - grammatical workshops;
presentation;
component.
Geometria
ISCE Guide for Foreign Students Notations of mathematical
geometry.
Space Figures:
Classification of figures in space
Polyedra not polyedra
List of planes in space
Planning geometric solids
Views (representation in terms of
three-dimensional figures
Plane figures:
Plane figures – classification
Regular and irregular polygons
and not polygons
Line, segment line and semirreta
Lines on the plane
Angles
Isometries
Symmetry
Trims and rosetts
Covering plane
Measurement:
Measure notions
Different units of measurement
Perimeter, area and volume
Congruent, similar and equivalent
figures
Personalities in the history of
mathematics related to geometry
Clements, D. H., & Bright, G. (Orgs.)
(2003). Learning and teaching
measurement (NCTM Yearbook).Reston,
VA: NCTM.
Jacobs, H. R. (1987). Geometry. Nova
Iorque: W. H. Freeman & Company.
King, J., & Schattchneider, D. (2003).
Geometria dinâmica. Lisboa: APM.
NCTM (1993). Geometria a partir de
múltiplas perspectivas — Normas
profissionais para o ensino da Matemática:
Colecção de adendas. Lisboa: APM.
Smith, K. (2004). The Nature of Problem
Solving in Geometry and Probability – a
liberal arts approach. Belmont, CA:
Brooks/Cole – Thomson Learning.
Van den Heuvel-Panhuizen, M., & Buys K.
(Orgs.) (2001). Young children learn
measurement and geometry: A learningteaching trajectory with intermediate
attainment targets for calculation with whole
numbers in primary school. Utrecht:
Freudenthal Institute.
Veloso, E., Fonseca, H., Ponte, J. P., &
Abrantes, P. (Orgs.) (1999). Ensino da
Geometria no virar do milénio. Lisboa:
DEFCUL.
Methodology applied is social constructivist in
Implementation and discussion of tasks that
Geogebra and apllets exploration with geometric
tasks.
Texts critical reading.
Investigations on personalities in the history of
mathematics related to geometry.
Attendance and
participation (20%)
Biography of a
mathematician who
studied geometry (10%)
Classroom tasks
evaluation (15%)
Text critical reading (15%)
The papers presented will suffer a 1st review which Written test (40%)
will provide more meaningful learning, based on a
reconstruction process. Only one of the tools
evaluators have a summative component.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 51 Portuguese
Temas Integrados de Ciências II
ISCE Guide for Foreign Students I.TERRA IN TRANSFORMATION
Materials
Substances and mixtures
Mass density
Separation components chemical
and physical
mixtures
Transformations
Classification of Materials
Structure atomic
Periodic Table
II.BETTER LIVING ON EARTH
Electrical Circuits
Electricity
Components circuit schematics
Installation in series and parallel
electric
Resistance
Power
Effects electric current
Electromagnetism
Electromagnetism and
electromagnets
Production and distribution Of
electricity
III.ORIGIN AND DIVERSITY OF
LIVING BEINGS (HUMAN
PHYSIOLOGY)
Respiratory and Circulatory
System
Digestive System
Excretory System
Neuro--‐Hormonal coordination
Abbel, S & Lederman, N. (2007). Handbook
of research on science education. Mahwha:
LEA.
Alonso, M. & Finn, J. (1999). Física.
España: Addison--‐Wesley Iberoamericana
España, S.A.
Audesirk, G., Audesirk, T. & Byers,
B.E.(2004). Biology: life on earth (7th ed.).
Pearson/Prentice Hall.
Cachapuz, A. (2002). Ciência, educação em
ciências e ensino das
ciências. Lisboa: Ministério da Educação.
Cachapuz, A; Praia, J.; & Jorge, M. (2004).
Da educação em ciência às orientações
para o ensino das ciências: um repensar
epistemológico. Ciência & Educação,v. 10,
n. 3, p. 363--‐381.
Chang R. (1994). Química (5ª Edição).
McGraw--‐Hill.
Chang R. (2010). Chemistry (10th Edition).
McGraw--‐Hill
Gilbert, J. & Treagust, D. (2009). Multiple
representations en Chemical Education.
Mayford: Springer.
Seeley, R. R., Stephens, T. D .& Tate, P.
(2007). Anatomia & Fisiologia (6ª ed.).
Lusociência.
Silva, A.A. (1999). Didáctica da física.
Perspectivas centradas na natureza da
evolução conceptual. Colecção Horizontes
da Didáctica. Asa Editores.
Simões. J.A.M. (2008). Guia do Laboratório
de Química e Bioquímica (2ª Edição).
LIDEL
Solomon, E., Berg, L. & Martin, D. W.
(2004). Biology (7th ed.). Brooks Cole.
52 The approach of the themes include:
collection, organization and presentation of
information, analysis and discussion of scientific
papers, use of multimedia tools and materials
laboratory of Biology, Chemistry and Physics;
solving and performing other activities of the
application of knowledge, and experimental and
investigational pathways in some subjects. It is
intended that the teaching--‐learning processes
incorporating tutoring, allow close monitoring on
individual learning and integrated concepts, and in
the maturation of social skills.
Posture and individual Activities. 15%
Evaluation:
Of attendance and punctuality;
Responsibility and autonomy;
Commitment and participation in the proposed
activities.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Group Activity: 25%
Evaluation of group work,
for which will be given
relevance:
the appropriateness of the
strategy used in the
preparation and
presentation of the work;
Portuguese
the field and coherence in
the organization of
content;
Applying the correct
scientific language.
Individual Tests:
Evaluation of two written
tests: 30%+30%
História de Portugal
ISCE Guide for Foreign Students Bonifácio, M.F. (2010). A Monarquia
Constitucional. 1807--‐1910. Alfragide:
Texto Editores.
Branco, R.M. (2003). O Mapa de Portugal.
Estado, Território e Poder no Portugal de
Oitocentos. Lisboa: Livros Horizonte.
Carneiro, R. (dir.). (2005 – 2007). Reis de
Portugal (34 vols). Lisboa: Círculo de
Leitores.
Cruz, M.B. & Pinto, A.C. (dir.). (2004).
Dicionário Biográfico Parlamentar. 1935--‐
1974 (2 vols). Lisboa: ICS/Edições
Parlamento.
Module I – The Iberian Peninsula:
Gomes, A. & Castanheira, J.P. (2006). Os
the beginning of the occupation
dias loucos do PREC. s.l.:
of territory
Expresso/Público.
Module II --‐ The Medieval
Mattoso, J. (2001). A Identidade Nacional.
Portugal: a State of a Nation
Lisboa: Gradiva.
Module III - The Portuguese
Mónica, M.F. (coord.) (2004--‐2006).
Expansion: give new worlds to
Dicionário Biográfico Parlamentar. 1834--‐
the world
1910 (3 vols). Lisboa: ICS/Edições
Module IV - The Modern Portugal
Parlamento.
Module V --‐ The Liberal Portugal
Ramos, R. (coord.). (2009). História de
Module VI --‐ The Republican
Portugal. Lisboa: Esfera dos Livros.
Portugal
Rosas, F. (2004). Portugal século XX (1890Module VII --‐ The Authoritarian
-‐1976). Pensamento e acção política:
Portugal
ensaio histórico. Lisboa: Editorial Notícias.
Module VIII --‐ The Revolutionary
Rosas, F. (2012). Salazar e o Poder. A arte
Portugal
de saber durar. Lisboa: Tinta da China.
Rosas, F. & Rollo, M.F. (coord.). (2009).
História da Primeira República Portuguesa.
Lisboa: Tinta da China. Santos, B.S.;
Cruzeiro, M.M. & Coimbra,
M.N. (2000). O Pulsar da Revolução.
Cronologia da Revolução de 25 de Abril
(1973--‐1976). s.l.: Edições
Afrontamento/Centro de Documentação 25
de Abril.
Serrão, J. & Marques, A.H.O. (dir.). (1987--‐
2004). Nova História de Portugal (12 vols).
Lisboa: Editorial Presença.
53 Emphasis will be teaching methodologies based on
guided discovery, Socratic dialogue. Resources are
selected and developed diverse historical and
educational, research work carried out and
presented problem situations as a starting point for
the work to develop. Search will also encourage the
emergence of educational opportunities for
exploration of the interconnections between the
concepts and practices. According to the typology
of UC, promotes the integration of lectures, most
suited for the construction of program content by
presenting the issues and integrating them in a
context consistent with the theoretical and practical
lessons, where students work, fundamentally, the
group work which will be presented and discussed
throughout the lessons. In the OT will be promote
personalistic methodologies, conducive to
monitoring, care and teaching to clarify doubts of
each student
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Work Group (40%).
Individual forms (50%)
Constructive participation
texts, projects and / or
theme under discussion
(10%).
Portuguese
ISCE Guide for Foreign Students 2º ano, 1º semestre / 2nd year, 1st semester
Desenvolvimento Curricular
Nome
da UC /
Course
unit title
contents
1. The Theory of the
Development Curricular as
education science and its
importance for the dynamics of
the educative processes
2. The Education as
communicational and
technological system
3. Theories, metatheories and
models of organization curricular
3.1. Evolution and diversification
of the conceptions of the
curriculum
3.2. Social emergence of the
concept of Competence
3.3. Curricular Organization as
variable of the human
development
3.4. Development of cross
competences in the curriculum
4. Curriculum and planning
4.1. Project: typologies of the
decision and referential systems
of the planning in education
4.2. Strategies of curricular
development organization
4.3. Soft skills and development
of critical thinking
4.4. Types, functions, instruments
and techniques of evaluation
5.Contextualize of the problems
boarded in the educative
Portuguese system
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
54 Coll, C., et al (2001). O Construtivismo na
Sala de Aula. Porto: ASA.
Enguita, M. (2007). Educação e
Transformação Social. Mangualde: Ed
Pedago.
Frago, A.V. (2007). Sistemas Educativos,
Culturas Escolares e Reformas. Mangualde:
Ed Pedago.
Mesquita, E. (2011). Competências do
professor: representações sobre a formação
e a profissão. Lisboa: Edições Sílabo.
Morin, E. (2002). Os sete saberes para a
Educação. Lisboa: Instituto Piaget.
Paraskeva, J.(org) (2007). Discursos
Curriculares Contemporâneos. Mangualde:
Ed Pedago.
Perrenaud, P. (1999). Construir as
Competências desde a Escola. Porto
Alegre: Artmed Editora.
Roldão, M.C. (2003). Gestão do Currículo e
avaliação de competências. Lisboa:
Editorial Presença.
Rychen, D. & Tiana, A. (2005). Desenvolver
competências-chave em educação. Porto:
ASA Editores.
Simão, A. M.. (2002). Aprendizagem
estratégica - uma aposta de auto-regulação.
The focus is the ongoing dialogue that allows the
detection of previous ideas of students, allowing
the occurrence of significant learning, cognitive
confrontation motivated by each trainee with the
different theoretical positions that are being
introduced.
Curriculum development occurs by the sequence of
learning where learners work texts and produce
summaries documentary.
It is valued teamwork, conflict of views and joint
production.
Assessment tools are:
Individual portfolio (PI): Records of UC with
relevant technical content of reflective analysis,
properly articulated, conceptual extension of
individual research from the authors of reference.
Analysis of the curricular requirements (APC):
Working Group of the requirements document
analysis of the SEP curriculum.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Tokens task (FT): From
the proposals submitted in
the online tasks.
The final score is
calculated from the
Portuguese
following formula: CF=
60PI% + 30% APC +
10%FT
Observação em Contextos Educativos
ISCE Guide for Foreign Students 1. Observation in Educational
Contexts
1.1. Types of observation:
unstructured / structured, nonparticipant / participant
1.2. Guiding models of
observation in educational
contexts
2.The field of education as a field
of confluence of several variables
that constitute the educational
context
2.1. Scaled Observation: the
categories of space, time and
interaction
3.Instruments for registration of
observation
3.1. Instruments validated by the
scientific community
3.2. Construction of simple
instruments for observation
record of educational contexts
4.Contexts Observation
4.1. Observation of educational
contexts
4.2. Characterization of
educational contexts
4.3. Analysis and critical
reflection, between pairs, of
observed educational settings
4.4. Mobilization of learning
derived from observations for the
Introduction to Professional
Practice
Alarcão. (2001).Escola Reflexiva e
supervisão. Porto: Porto Editora.
Alarcão, I., Leitão, A. e Roldão, M.C. (2009).
Prática pedagógica supervisionada e
feedback formativo-construtivo. Revista
Brasileira de Formação de professores.,1
(3),2-29. [Disponível em
http:www.facec.edu.br/seer/índex.php/forma
caodeprofessores/article/view/109/157].
Altet, M. (2000). Análise das práticas dos
professores e das situações pedagógicas.
Porto: Porto Editora.
Bogdan, R.C. e Biklen, S. K (1994).
Investigação qualitativa em educação: Uma
introdução à teoria e aos métodos. Porto:
Porto Editora.
Cortesão, L, (2000). Ser Professor: um
ofício em risco de extinção? – reflexões
sobre práticas educativas face à
diversidade, no limiar do século XXI, Porto,
Edições Afrontamento
Estrela, A. (1994). Teoria e prática de
observação de classes. Uma estratégia de
formação de professores. Porto: Porto
Editora.
Gonçalves, F. (2006). A Auto-Observação e
Análise da Relação Educativa. Porto: Porto
Editora.
55 Are used, in theoretical and practical component,
diversified teaching methodologies: exposure,
document analysis, group discussions and
collaborative work.
In practical laboratory component students are
guided to observe educational settings, supported
by instruments previously constructed and
analyzed.
The articulation of components is facilitated in
tutorial guidance context.
The assessment tools are UC: Reports group,
systematizing the observations of the Laboratory
Practice; individual reflections of the Laboratory
Practice, participation in debates and questioning
room.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The final grade of UC is
obtained by applying the
formula given: NC (200) =
AP (15) +R1 (15) + R2
(15) + R3 (35) + R4 (60) +
RF1 (10) + RF2 (20) +
RF3 (30)
(NF - Final Note; AP Participation in the
dynamics of class, R Reports of Laboratory
Practice; RF - Reflections
on the individual
observations).
Portuguese
Língua Portuguesa e Aquisição da Linguagem
ISCE Guide for Foreign Students I– Communication and
Language
Specificity of the human
language; proprieties and use of
the language; linguistic
proficiency; knowledge of the
language: skills and
competences; development and
language; language, acquisition
and learning.
II – Theoretical perspectives on
acquisition and development of
the language
• Acquisition theories according
to the empiristic fundamentation
• Acquisition theories according
to the rationalist fundamentation
• The biological aspects in the
language acquisition process.
III – Language development in
children
1. Main stages
1.1. From sounds to words
1.2. The words and the concepts
1.3. From words to sentences
IV – Language development and
social context
• Role of the linguistic settings
(family, school, peers) in the
mother tongue acquisition
process.
Castro, S. L. & Gomes, I. (2000).
Dificuldades de Aprendizagem da Língua
Materna. Lisboa: Universidade Aberta.
Costa, J. & Santos, A. L. (2003). A Falar
como os Bebés. Lisboa: Editorial Caminho.
Delgado-Martins, R. et al (1992). Para uma
Didáctica do Português. Seis Estudos de
Linguística. Lisboa: Colibri.
Fromkin, V. & Rodman, R. (1993).
Introdução à Linguagem. Coimbra:
Almedina.
Lamprechet, R.R. (1999). Aquisição da
Linguagem: Questões e Análises. Porto
Alegre: Edpucrs.
Martins, M. A. (1996). Pré-história da
Aprendizagem da Leitura. Lisboa: ISPA.
Pinto, M. da G. (1989). Desenvolvimento e
Distúrbios da Linguagem. Porto: Porto
Editora.
Rigolet, S. (2006). Para uma Aquisição
Precoce e Optimizada da Linguagem. Porto:
Porto Editora.
Sim-Sim, I., Duarte, I. & Ferraz, M. J.
(1997). A Língua Materna na Educação
Básica. Lisboa: ME/DEB.
Sim-Sim, I., (1998). Desenvolvimento da
Linguagem. Lisboa: Universidade Aberta.
The assessment will
constitute itself combining
a formative and a
The work will be developed with a flexible approach
summative character:
thus enabling different work modalities:
formative assessment
-theoretical exposition;
- participation of the
-group project, with a research component,
students in the suggested
focusing on the analysis and reflection on language
activities.
data and materials and handouts;
-summative assessment
Portuguese
- individual autonomous work.
-Elaboration and
exposition of individual
We aim to develop in the students the awareness
works - 35%
to the relevance of the taught issues for their future
-Written test - 40%
lives, both at the personal and professional levels.
- Elaboration, presentation
research work - 25%
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 56 Álgebra
ISCE Guide for Foreign Students 1. Relations
1.1 The relationship of equality
and inequality
1.2 Relationship between
numbers, expressions, and
generalization.
1.3 Properties of operations.
2.Sequences and regularities
2.1 Visual counts
2.2 Repetitive Sequences
2.3 Sequences growing
2.4 Numerical Schemes
3.Symbols and algebraic
expressions
3.1 Interpretation of symbols and
expressions
3.2 Development of number
sense
3.3 Algebraic Expressions
3.4 Notable cases of multiplying
binomials
4.Equations, systems of
equations, second degree
equations and inequalities
4.1 Equations of a degree
4.2 Literal Equations
4.3 Systems of Equations
4.4 Equations of 2st degree
4.5 Inequalities in the 1st degree
5.Functions
5.1 Linear
5.2 Related
5.3 In inverse
5.4 Quadratic
Arcavi, A. (2006). El desarrollo y el uso del
sentido de los símbolos. In I. Vale, T.
Pimentel, A. Barbosa, L. Fonseca, L. Santos
& P. Canavarro (Orgs.), Números e Álgebra
na aprendizagem da Matemática e na
formação de professores (pp. 29-48).
Lisboa: SEM-SPCE.
Dias Agudo, F. R. (1996). Introdução à
algebra linear e geometria analítica. Lisboa.
Escolar Editora.
Kaput, J. J. (2008). What is algebra? What
is algebraic reasoning? In J. J. Kaput, D. W.
Carraher & M. L. Blanton (Eds.), Algebra in
the early grades (pp. 5-17). New York, NY:
Routledge.
Jacobson, N.. (1985). Basic Algebra. São
Francisco: W H Freeman & Co.
Lipschutz, S. (1994). Álgebra linear Teorias e problemas. Markron Books, Sãp
Paulo
ME-DGIDC (2009). ÁLGEBRA NO ENSINO
BÁSICO. Lisboa: Ministério da Educação,
Direcção Geral de Inovação e
Desenvolvimento Curricular.
Valença, M. R. Álgebra Linear,
Departamento de Matemática da
Universidade do Minho.
57 Methodology applied is social constructivist in
•Implementation and discussion of tasks that
•Texts critical reading.
•Investigations on personalities in the history of
mathematics related to algebra.
•Assessment of students is primarily regulatory in
character. The papers presented, along the unit will
suffer a first critical analysis that will provide more
meaningful learning, based on a reconstruction
process. Only one instrument will have a single
component evaluators summative
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] •Attendance and
participation (20%)
•Biography of a
mathematician who
studied numbers and
operations (10%)
•Classroom tasks
evaluation (15%)
•Text critical reading
(15%)
•Written test (40%)
Portuguese
História contemporânea
ISCE Guide for Foreign Students I - The Liberal Portugal
1. The background of the liberal
revolution
2. The Revolution of 1820 and
the Constitution of 1822: a new
vision of society and a new
political practice
3. The troubled political period
nineteenth century: the
counterrevolution Regeneration
4. The crisis of the constitutional
monarchy
II - The Republican Portugal
1. The rise of the republican
movement, the regicide and the
establishment of the Republic
2. The Constitution of 1911 and
the Republican victories
3. Participation in the Great War,
and ‘sidonismo’ "new Old
Republic"
III - The Authoritarian Portugal
1. Of the Military Dictatorship
Estado Novo
2. Knowing last: the consolidation
of the dictatorship
3. The Colonial War
4. The social protest and political
IV - Revolutionary Portugal
1. Finally Freedom: the military
coup of April 25, 1974
2. The PREC - Revolutionary
Period In Progress
3. A plural country
Barreto, A. e Mónica, M. F. (coord.) (1999 e
2000). Dicionário de História de Portugal
(vols. VII a IX). 1ª edição, Figueirinhas.
Portos.
Bonifácio, M.F. (2010). A Monarquia
Constitucional. 1807-1910. 1ª edição, Texto
Editores. Alfragide.
Mattoso, J. (dir.) (1992 e 1993). História de
Portugal (Vols. V a VIII). 1ª edição, Círculo
de Leitores. Lisboa.
Ramos, R. (coord.) (2010). História de
Portugal. 4ª edição, Esfera dos Livros.
Lisboa.
Reis, A. (dir.) (1990). Portugal
Contemporâneo (6 vols.). 1ª edição,
Publicações Alfa. Lisboa.
Rosas, F. e Rollo, M.F. (coord.) (2009).
História da Primeira República Portuguesa.
1ª edição, Tinta da China. Lisboa.
Santos, B.S., Cruzeiro, M.M.C., Coimbra, M.
N. (2000). O Pulsar da Revolução.
Cronologia da Revolução de 25 de Abril
(1973-1976). Edições Afrontamento/Centro
de Documentação 25 de Abril. S.l.
Serrão, J. e Oliveira Marques, A.H. (1987 a
2001). Nova História de Portugal (Vols. IX a
XII). Editorial Presença. Lisboa.
58 Individual work: Read oriented fiction or historical
novel about the First Republic.
Group work: Development of a small historical
research on a topic of Contemporary History of
Portugal and later directed the planning of it,
Working Group - 35%
Preschool, the 1st or 2nd cycle of Basic Education.
Test - 40%
The planning should not be restricted to the context
of the classroom, also including extracurricular
activities.
Written test.
Expressão Musical
ISCE Guide for Foreign Students I – Basic musical elements:
sound and characteristics
• Timbre
• Rhythm
• Height
• Dynamics
• Form
II - The voice and the body
• The human body as an
instrument of communication
• Vocal and body sounds
III - Instruments
• Musical Instruments:
classification and working
principles
• Construction of elementary
sound sources
IV – informatics’ tools in musical
expression
• Audio digital edition: edition,
recording and mixture
V – World Musical Cultures
• Identification and exploration of
world musical cultures
• Organization of exploration
activities based in different
musical cultures
A PAR - Projecto Aprender em Parceria
(2007), Cantar Juntos I, Lisboa, Associação
Aprender em parceria (livro e CD)
Amado, M. (1999), O prazer de ouvir
música – Sugestões pedagógicas de
audições para crianças, Lisboa, Editoria
Caminho
Ferrão, A. M. & Rodrigues, P. F. (2008),
Sementes de Música para Bebes e
Crianças, Lisboa, Editorial Caminho (livro e
CD)
Fonseca, N. (2007), Introdução à
Engenharia de Som, Lisboa, FCA – Editora
de Informática
Gordon, E. (2005), Teoria da Aprendizagem
Musical para Recém-Nascidos e Crianças
em Idade Escolar, Lisboa: Fundação
Calouste Gulbenkian
Henrique, L. (2002), Acústica Musical,
Lisboa, Fundação Calouste Gulbenkian
Mills, J. (2009), Music in the primary school,
Oxford, Oxford University Press
Sousa, M & Neto, F. (2003), A Educação
Intercultural através da Música, Lisboa,
Edições Gailivro
Santos, M. (2006), Histórias de cantar,
Lisboa: Juventude Musical Portuguesa (livro
e CD)
Storms, J. (2003), 101 Jogos Musicais,
Lisboa, Edições ASA.
59 Since this Curricular Unit is both theoretical and
practical, the group of practical and theoretical and
practical, will involve a diversity of processes,
namely:
- Active involvement of the students, in big and
small groups, in structured activities, based on
significant musical examples from different times,
styles and traditions;
- Analysis of the process in the practical musical
activity to the systematization of contents;
- Analysis of relevant documentation:
- Tutorial support;
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Participation and musical
practice 20%
Individual Assignments
40%
Project, in small groups,
with oral exposition 40%
Portuguese
Didática da Língua Portuguesa
Nome
da UC /
Course
unit title
contents
1. Analysis of Prescribed
1.1 Curriculum in Preschool
1.2 Education and Elementary
Education
2. The Oral Communication
2.1. The principles of
development of Orality
2.2. The Oral Communication in
Preschool Education
2.3. The Oral Communication in
Primary
3. Writing Practices: read and
write
3.1. Psycholinguistic aspects of
reading
3.2. Emergency Social Reading
and Writing
3.3. Contexts that facilitate the
emergence of the Reading and
Writing in Preschool Education
3.4. Strategies for the
Development of Reading in
Primary School
3.5. Strategies for the
Development of Writing in
Primary School
4. The Explicit Knowledge in
native language
4.1. Methodological Perspectives
of Learning Grammar
5. The native language
Amor, E. (2004). Littera – Escrita, Reescrita
Avaliação: Iniciação da leitura – Reflexões
para o 1º ciclo do ensino Básico. Lisboa: F.
C. Gulbenkian
Barbeiro, L. & Pereira, L. (2007). O ensino
da escrita – a dimensão textual. Lisboa:
ME-DGIDC
Duarte, I. & Morão, P. (2006). Ensino do
português para o século XXI. Lisboa:
Edições Colibri.
Duarte, I. (2008). O conhecimento da
Língua: desenvolver a consciência
linguística. Lisboa: ME-DGIDC.
Freitas, MJ et al (2007). O conhecimento da
lingua: desenvolver a consciência
fonológica. Lisboa: ME-DGIDC
Mata, L. (2008). A descoberta da escrita.
Lisboa: ME-DGIDC.
Sim-Sim, I. (2006). Ler e ensinar a ler.
Porto: Asa.
Sim-Sim, I. et al (2008). Linguagem e
Comunicação no Jardim de Infância.
Lisboa: ME-DGIDC
Sim-Sim, I. et al. (2001). A formação para o
ensino da Língua Portuguesa na Educação
Pré-escolar e no 1º Ciclo do ensino básico.
Porto: INAFOP. Porto Editora.
Teberosky, A. Colomer,T. (2001). Aprender
a ler e a escrever. São Paulo: Artmed.
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
60 The focus is the ongoing dialogue that allows the
detection of the students' previous ideas, which
might cause significant learning, cognitive
confrontation motivated by each trainee with the
different references that are introduced.
In the theoretical component and practical focus is
the analysis of theoretical and legal. In laboratory
practice component is valued teamwork, the
confrontation of opinions and joint production.
There are tools for learning development and
evaluation:
Reading sheets (FL), Analysis of the curricular
normative (SC): Analysis of reports of practice
(RP); Essays planning task (P); Work of thematic
analysis (TA) Construction of a didactic resource
(JOGO); Reflection papers (FR)
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The final score is
calculated from the
following formula:
NF = 40 FL + 50 SC + 30
RP + 80 P + 50 TA + 35
JOGO + 30 FR = 200
Portuguese
Língua e CulturaPortuguesa
ISCE Guide for Foreign Students I - Language and Culture
1. The language, an instrument of
perception of the world, a vehicle
and repository of culture.
2. Concepts of Culture: popular/
traditional culture, culture of
"mass" / industrial, high culture /
elaborate.
2.1. Cultural creations or
embodiments of the Portuguese
people.
3. The Language as a factor of
national cohesion: the origins and
evolution of the Portuguese
language.
3.1. From the Vulgar Latin to the
Galician-Portuguese: effect of
substrate and superstrate.
3.2. From the GalicianPortuguese to the Portuguese:
historical factors, linguistic
changes.
3.3. The Portuguese:
periodization; language change
directions.
II - Unity and Diversity of
Language
1. The Portuguese in the world
1.1. The Portuguese in Brazil
1.2. The Portuguese in Africa and
Asia
1.3. Factors of unity and diversity
1.4. A policy language to
Portuguese
III - Language, Culture and
Literature
1. Popular literature of oral
tradition
Baptista, F. P. C. (2003). Tributo à madre
Língua. Coimbra: Pé de Página Editores.
Cardeira, E. (2006). O Essencial sobre a
História do Português. Lisboa: Caminho.
Castro, I. (2006). Introdução à História do
Português. Lisboa: Edicões Colibri.
Cunha, C. (1999). Língua Portuguesa e
Realidade Brasileira. Lisboa: Edições João
Sá da Costa.
Hull, G. (2001). Timor-Leste. Identidade,
Língua e Política Educacional. Lisboa:
Instituto Camões.
Lourenço, E. (2008). “Da Língua como
Pátria”. In Conferência Internacional sobre o
Ensino do Português. Lisboa: ME/DGIDC.
Mateus, M. H. M. (1998). Uma Política de
Língua para o Português. Lisboa: Edições
Colibri.
Mateus, M. H. M. (2002). A Face Exposta
da Língua Portuguesa. Lisboa: Imprensa
Nacional Casa da Moeda.
Parafita, A. (1999). A Comunicação e a
Literatura Popular. Lisboa: Plátano –
Edições Técnicas.
Thomaz, L. F. R. (2002). Babel Loro Sa’e. O
Problema Linguístico de Timor-Leste.
Lisboa: Instituto Camões.
-permanent incentive on the active and positive
Evaluation:
Attendance and
participation in the critical
Procedures:
analysis of texts or issues
for debate – 5%
-contents supported by the mentioned bibliography
and worked over in the lessons or over the
blackboard software platform;
Written test - 40%
-consolidation of the knowledge through systematic
research work - 25%
specific themes of the course;
presentation;
component.
Métodos Quantitativos
ISCE Guide for Foreign Students 1: Theory of probability
• Randomized spaces and
results;
• Events and algebra of events;
• Definition ‘frequencista’ and
Law of Laplace;
• counting methods;
• Axioms of probability theory and
fundamental theorems;
• repeated tests: the binomial
distribution
• Conditional Probability and
Independence of events
2: Descriptive statistics
• The object of study of statistics;
• Organisation and data
processing;
• Measures of location: fashion,
mean, median, quartiles and
percentiles;
• Measures of dispersion:
variance and standard deviation;
• The normal distribution.
3: Simple Linear Regression
• Nature of the Relationship
between Variables
• Simple Linear Regression
Model
Afonso, A. & Nunes, C. (2010). Estatística e
Probabilidades – Aplicações e Soluções em
SPSS. Lisboa : Escolar Editora.
Murteira, B., Ribeiro, C., Silva, J. & Pimenta,
C. (2010). Introdução à Estatística. Lisboa :
Escolar Editora.
Oliveira, C. e Magalhães, F. (2004).
Introdução à Análise Combinatória - O
Problema da Contagem. Escolar Editora.
Pinto, R. (2009). Introdução à Análise de
Dados – Com recurso ao SPSS. Lisboa : 1ª
Edição, Edições Sílabo.
Reis, E. (2010). Estatística Descritiva.
Lisboa : 7ª Edição, Edições Sílabo.
Santos, C. (2007). Manual de Autoaprendizagem – Estatística Descritiva.
According to the UC component of TP expounds on
the syllabus in a theoretical and practical
perspective and formative nature, by conducting
case studies, individually and in groups. According
to the PL component of UC, the classes will focus
on integration of knowledge and know-how through
the application of knowledge in laboratory settings.
Skills will be practiced in controlled environments,
jobs and projects developed in order to encourage
students in developing an epistemology of practice
and other skills to the application of models,
methods, working techniques and analysis of
results.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 62 The evaluation will be
continuous, composed of
a group work in the
classroom, with a
weighting of 25%, for an
individual record, with a
weighting of 25% and a
final test individual, with a
weighting of 40%.
Portuguese
ISCE Guide for Foreign Students Geografia Humana
I – Portuguese Population
II – Economic Activities in
Portugal
III – National Urban System
IV – Space Structuring and
Integration
Section V – Geographical
Information Technologies and
Land Management
DGOTDU (2007). Programa Nacional da
Política de Ordenamento do Território.
http://www.territorioportugal.pt/pnpot/.
Goodchild, M. (2008). Geographic
Information Science: The Grand
Challenges, in The Handbook of
Geographic Information Science . Blackwell
Publishing Ltd, Oxford, Reino Unido.
Medeiros, C. (dir.) (2000). Geografia de
Portugal: O Ambiente Natural e Ocupação
Humana. Edição de 2000, Editorial
Estampa. Lisboa.
Portugal: O Planeamento e Ordenamento
do Território. 1ª edição, Círculo de Leitores.
Lisboa.
Portugal: Sociedade, Paisagens e Cidades.
1ª edição, Círculo de Leitores. Lisboa.
Portugal: Atividades Económicas e Espaço
Geográfico. 1ª edição, Círculo de Leitores.
Lisboa.
Petersen, J. (coord) (2012). Physical
Geography, International Edition 10e.
Edição de 2012, Editor BrooksCole. EUA.
Sessions of theoretical framework;
Targeted sessions aiming research and analysis of
sources and bibliography;
Sessions presenting the methodological framework
to develop, with accompanying tutorial;
Reading of referenced scientific articles that
contribute to a deeper understanding of the issues
under study;
Development of theoretical and practical group
works;
Theoretical test.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 63 Evaluation parameters:
Working Group - 40%;
Presentation and progress
of group work throughout
the semester - 10%;
Test - 50%.
Portuguese
Expressão Dramática
ISCE Guide for Foreign Students Aguillar, L. F.(2001).Expressão e Educação
Dramática Lisboa:IIE – ME
Bosky.(1993). A Relaxação Activa na
Escola e em Casa.Lisboa:Piaget
Francas, L. (2003) Expressão Dramática e
Actividades Teatrais
Paulo, 1982. LisboaAPCC
Lopes, Mª de são Pedro (2011).Saber
Dramático (o): a Construção e a
Reflexão.Lisboa:Fundação Calouste
Gulbenkian
Slade, P. (1978).O Jogo Dramático
Infantil.S. Paulo:Summus
Sousa, Alberto Barros de (2003). Educação
pela Arte e Artes na Educação – 1º e
2ºVol.Lisboa:Piaget
1. Integrated Art Education
2. Drama and Theatre
3. Symbolic Play and Dramatic
Play - Personnel Game and
Projective Play
4. Creative Drama and
Improvisation
5. Drama Techniques
6. Drama Methodologies
7.Resources in Drama Education
7.Drama and Creative Drama
8. Pedagogical and Artistic Group
Performance
Sitografia .
http://cedricia.blog.free.fr/public/miolo_Artes
_na_Educacao.pdf - Maria de São Pedro
Lopes (2010)Teatro e Expressão
Dramática: uma discussão de conceitos
In the sessions to develop practical work: practical
individual and group activities supported
theoretically, experience in various activities and
techniques of Drama designed to promote
openness, creativity and reflexive spirit and
communication, performative working groups which
aim to coordinate and present practical and
theoretical contents seized in class
The PL at: Works of individual and group
expression and creation ; Construction of dramatic
scripts; Going to a show and developing a critical
review individual; Research about the contents and
research to writing a final individual work; Planning
activities, presentation of papers
The Tutoring is intended to support individual and
group projects, by guiding and developing the
various assignments given to students at the
Curricular Unit.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 64 Constructive participation
in UC dynamics- 10%
Performative Working
Group - 40%
Portuguese
Tecnologias de Informação e Comunicação Aplicadas à Educação
ISCE Guide for Foreign Students 1. Society and Information
Technology and Communication:
the phenomenon of globalization
and its impacts in all activities
and areas of knowledge. The
school in the information society
and knowledge management:
challenges in social, cultural and
educational. Computers in the
classroom and using the Internet.
communication media. The
speeches at the service of
multimedia educational
communication and teaching.
Production of digital media
content: rules and procedures.
communities of practice online.
Distributed learning
environments: LMS platforms,
learning and online tutoring and
distance (e-learning/b-learning).
Collaborative tools and their
application in education. Social
networks: social impact and
potential.
Amante, L. (2007). As TIC na escola e no
jardim-de-infância. Lisboa: Sísifo, Revista
de ciências da educação (Vol. n.º3, pp. 5164)
Anderson, P. ( 2007). What is web 2.0?
Ideas, technologies and implications for
education.Retirado a 3 de março de 2012,
disponível em:
http://www.jisc.ac.uk/media/documents/tech
watch/tsw0701b.pdf
Coltman, P, Whitebread, D. (2008).
Teaching and Learning in the Early Years.
New York: Routledge
Conselho Nacional de Educação. (2002).
Redes de Aprendizagem, Redes de
Conhecimento. Seminários e Colóquios.
Dapp. (2002). As TIC e a Qualidade das
Aprendizagens. Estudos de caso em
Portugal, 1ª ed., Lisboa : Ministério da
Educação.
Miranda, G., L. (org.) (2009). Ensino Online
e Aprendizagem Multimédia. Lisboa:
Relógio D’água editores.
Paraskeva, J.M.,Oliveira, L.R. (org.). (2006).
Currículo e Tecnologia Educativa.
Mangualde: Edições Pedago.
Demonstrative and active method:
65 .Demonstration of how technology can be used in
education and teaching and learning, as an
auxiliary for transmitting knowledge such as knowhow and learning by doing (practical work to be
performed by students).
. Promoting dialogue with students, in order to
analysis and critical reflection texts, videos,
multimedia educational software and websites.
Teamwork: a project that involves the production of
a digital educational resource and /or multimedia
applicable to a real educational context and a
written report about the development of it.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Digital resource: 60%)
(Report: 30%)
Portuguese
ISCE Guide for Foreign Students 3º ano, 1º semestre / 3th year, 1st semester
Didática da Matemática
Nome
da UC /
Course
unit title
contents
Abrantes, P., Serrazina, L. e Oliveira, I.
(1999). A Matemática na Educação Básica.
Lisboa: Ministério da Educação
1. Promotion practices of learning Boavida, A., Paiva, A., Cebola, G., Vale, I.,
Mathematics
& Pimentel, T. (2008). A experiência
2. Analysis of curriculum
matemática no ensino básico: Programa de
frameworks for Math Education
Formação Contínua em Matemática para
3. Numbers and calculations
Professores dos 1.º e 2.º Ciclos do Ensino
Development of number sense;
Básico. Lisboa: Direcção-Geral de Inovação
The development of mental
e de Desenvolvimento Curricular. Ministério
calculation;
da Educação
The algorithms work with
Ministério da Educação (2007). Programa
integers.
de Matemática do ensino básico. Lisboa:
4. Foundations in Algebra
DGIDC
The development of algebraic
NCTM (2007). Princípios e normas para a
thinking;
Matemática escolar: Lisboa: Associação de
Connections between algebra
Professores de Matemática
and other syllabus issues.
Ponte, J. P,& Serrazina, L. (2000). Didática
5. Geometry and Measurement
da Matemática do 1º Ciclo. Lisboa:
Spatial sense: levels of Van Hile. Universidade Aberta
6. Organization and Data
Ponte, J.P, Quaresma, M., Branco, N.
Processing
(2011).Práticas profissionais dos
professores de Matemática. Avances en
Investigación en Educación Matemática
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
66 (a) Participation in the
activities of the course,
within and outside the
classroom, including
discussions and
In this course are using different methodologies of
reflections of papers and
work, with special emphasis on:
themes worked in class
(a) Analysis of curriculum documents in force in
presencial and at distance
Portugal in mathematics in basic education;
(25%).
(b) Presentation by the teacher and prospective
(b) Work in pairs (task
teachers of tasks of the 1st cycle, accompanied by analysis in each of the
a debate within the group;
themes of the
(c) Research, discussion and reflection of empirical mathematics program of
articles and / or theorical papers related to teaching the basic education) (35%
practice in Mathematics;
).
(c) Working Group (oral
and written presentations
of a tasks on a topic of
any school year basic
education) (40%)
Ação educativa em Contextos
ISCE Guide for Foreign Students 1. The diversity of educational
contexts
1.1 Observation of educational
reality
1.2 Scaling of educational
contexts: school, class, child,
adult
1.3 Perception of the
environment as a variable in
educational reality
2. The study of validated
instruments
2.1 The ECERS and ITERS
scales
2.2 The PIPP scale
2.3 The STRS scale
2.4 Techniques for registration of
critical incidents
3. The registration of information
in real educational settings
3.1 The selection of appropriate
instruments
3.2 Application of instruments for
registration
3.3 Inferences and decisions
4. Intervention in educational
settings
4.1 Planning of small
interventions in educational
settings
4.2 Conception and use of
resources to support intervention
4.3 Implementation of activities
5. Comparative and reflective
analysis of interventions in
educational settings
5.1 Records of interventions and
situational analysis
5.2 Reflection of the shared
experiences of implementation of
activities
Díaz, Amparo, S. (2002). Avaliação da
Qualidade das Escolas – modelos de
avaliação da qualidade educativa. A eficácia
escolar e as propostas de melhoria dos
resultados. Porto: Edições ASA.
Katz, L.; Chard, S. (2009). A Abordagem de
Projecto na Educação de Infância. Lisboa:
Fundação Calouste Gulbenkian.
Oliveira-Formosinho , J. (Org.) (2007).
Modelos Curriculares para a Educação de
Infância. Porto: Porto Editora:
Roldão, M.C. (2003). Gestão do Currículo e
Avaliação de Competências. As Questões
dos Professores. Lisboa: Editorial Presença.
Siraj-Blatchford. I. (2005 ). Manual de
Desenvolvimento Curricular para a
Educação de Infância. Lisboa: Texto
Editora.
Spodek, B. (Org.). (2002). Manual de
Investigação em educação de Infância.
Lisboa: Fund. Calous. Gulb.
Spodek, B., & Saracho, O. (2002).
Ensinando Crianças de Três a Oito Anos.
Porto Alegre: Artmed.
Vasconcelos, T. (2009). Prática Pedagógica
Sustentada Cruzamento de saberes e de
Competências. Lisboa: Edições Colibri
67 Are used in theoretical and practical component,
teaching methodologies diversified exposure,
document analysis, group discussions,
collaborative work.
action-oriented educational settings, supported by
instruments previously studied, planning small units
of intervention in an educational context.
The articulation of the components is facilitated in
the context of tutorial guidance.
The evaluation will take formative and summative
character:
Formative evaluation
-Participation of students in educational settings;
-Records of occurrences in contexts of teaching
practice and relevant technical critical reflection.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Summative assessment
-Attendance, intervention 10% weighting
-Individual Portfolio weighting 40%
Individual report weighting 50%
Portuguese
Educação para a Saúde
ISCE Guide for Foreign Students The historical evolution of the
concept of health
Landmarks relevant to health
promotion
The paradigm salutogénico health promotion
The concept of salutogénese
Components of the model
salutogénico
The Paradigm pathogenic disease prevention
The concept of pathogenesis
The model pathogen
Conceptual differences between
disease prevention and health
promotion - the human body,
health concept, sort of person
you are looking for issues to
address, model, focus research
and intervention, key
stakeholders and expected
results
The sense of coherence - a
concept of the paradigm
operacionalizador salutogénico
Critical analysis of the concepts
of salutogénese and sense of
coherence and compare them to
other health measures
Antonovsky, A. ; Bernstein, J. (1986).
Pathogenesis and salutogenesis in war and
other crisis: Who studies the successful
coper. In Milgram, N, A. (Ed) Stress and
coping in time of war: generalizations from
the Israeli experience (pp. 52-65) . New
York .
Antonovsky, A. (1993). Complexity, conflit,
chaos, coherence, coercion and civility,
Social Science & Medicine, 37, 969-974.
O'Donnell, M. P. (1989). Definition of Health
Promotion: Part III : Expanding the
definition. American Journal of Health
Promotion, 3(3).
Galvão, J. (2008). Os jovens e o sexo:
Valores da sexualidade. (1º edição) Lisboa:
Deplano Books.
Galvão, J. (2000). Um olhar à sexualidade
humana para uma paternidade responsável.
LISBOA: Paulinas Multimédia
68 The teaching methodologies that support the
lectures will be based on the adoption of strategies
of expository themes of UC. The theoreticalpractical classes are developed by analyzing case
studies and debates and discussions to the
application of educational concepts related to
health education strategies and still in critical
analysis and discussion of certain clinical situations
and their prevention.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The assessment focuses
on:
- Development of
individual or group on
issues of UC-50%
- Mini tests - 30%
- Participation in the
activities of debate and
discussion - 20%.
Portuguese
Ecologia e Educação Ambiental
ISCE Guide for Foreign Students 1. Introduction. Definition of
Ecology, Environment and
Environmental Sciences. The
evolution of the approaches to
environmental subjects since last
decades. Sustainable
development.
2. Basic concepts. Earth as a
system. The laws of
thermodynamics and the limits of
science. Resources:
ecological/economic;
renewables/perpetual/nonrenewable. Pollution.
Environmental impacts.
3. Ecology. Levels of organization
of matter in nature. Life-support
systems. Abiotic factors.
Biogeochemical cycles. Energy
flows. Ecosystems, niches and
biodiversity. Biogeography and
terrestrial biodiversity.
4. Global environmental
problems. Air pollution. Ozone
layer. Greenhouse effect. Climate
change. Water pollution.
Eutrophication. Biodiversity
decrease. Soil degradation and
desertification.
5. Environment, economy and
society.
The UC is developed through lectures and
theoretical-practical. Each item starts with a
programmatic lecture of the main concepts of
Miller, G.T.; Spoolman, S.E. (2011) Living in exposure, after which follow the theoretical and
the Environment Belmont, USA:
practical application, reflection, discussion and
Brooks/Cole
debate among students and the professor. At the
APA, Agência Portuguesa do Ambiente
end of each learning object, as well as at the end of
(2010).Relatório do Estado do Ambiente,
each lesson classroom theory and practice will be
2009. Lisboa.APA
offered to students carrying out an activity /
United Nations (2005).Millennium
reflection on the themes studied in view of its
Ecosystem Assesment.Washington,
application to their professional future and that will
USA.Island Press
be subject to evaluation.
Continuous assessment will consist of the
development of small jobs and responding to
questionnaires to occur after a few lessons.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 69 The summative evaluation
component will consist of
a written test performance
of individual regard to all
the contents.
The weighting of
assessment components
in the final classification
will be as follows: 40%:
Test, 60%: Assignments
and quizzes to be held
throughout the school.
Portuguese
ISCE Guide for Foreign Students The Multidimensionality of
Creativity
- The Creativity and the
Expression
- The Creative Activity
- The Creative Activators:
necessary tools to develop
creativity
- The Creative Method
- The Creative Activity in an
interdisciplinary perspective
The Expressive Languages
- Dramatic/Body Movement
- Writing / Verbal / Poetic / Non
Verbal
- Sound / Musical
- Plastic / Artistic
The integrated artistic
expressions
- The artistic expressions
incorporated in the planning of
activities.
- The Portfolio of Artistic
Education.
Charaf, M. (1999) Relajación
Creativa:técnicas y esperiências Santiago
Compostela.USC
Faure, G. & Lascar, S. (1982).O Jogo
Dramático na Escola
Primária.Lisboa.Editora. Estampa
Gardner, H.(1987)Arte, Mente y Cerebro
Barcelona.Paidós
Gardner, H. (1995).Mentes
Creativas.Barcelona.Paidós
Gouch, M.(1993)In Touch with
Dance.Lancaster. Whitethom Boocks.
Melo, M., (2005) A Expressão Dramática à
Procura de Percursos.Lisboa.Livros
Horizonte
Motos, T.(1999) Creatividad Dramática
Santiago Compostela.USC
Prado, D.(coord.) 1996) Técnicas creativas
y lenguaje total. Santiago Compostela.USC
Prado, D. (1998) 10 Activadores Creativos.
Santiago Compostela.USC
Sanz, E. (1999) Tantas formas de llegar,
tantas formas de decir.Santiago
Compostela USC
Torre, S. & Barrios, O. (2000) Estrategias
Didácticas innovadoras.Barcelona Octaedro
Torre, S. (2002) Educación Emocional [on
line] [email protected]
The student through experimentation of several
activators will be able to develop creative activities
for different groups, developing creative
techniques.
It will be practise the procedures of formative and
continuous evaluation.
1. The work developed in contact with teacher:
participation; management of creative techniques;
ability to propose solutions; group work; assiduity.
30%
2. The group work Creative Project:
Research in creativity, expressions and art
education; planning of creative activities; oriented
readings; autonomic study;; by the assessment of a
Portfolio of Creative Intervention, final work of
synthesis of knowledge, to present in the last two
weeks of the curricular plan: research quality;
suitable methodological and creative techniques;
innovation and originality; elucidation of evaluation;
quality and authenticity of presentation
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 70 The assessment on these
parameters corresponds
to 50% / Practical
Presentation 20%
Portuguese
Técnicas de Animação e Dinâmicas de Grupo
ISCE Guide for Foreign Students 1. The theoretical currents in
social psychology
2. Theoretical approaches to
group dynamics.
2.1. Social Psychology of Group
Dynamics.
2.2. The Comprehensiveness of
Group dynamics: the concept of
group dynamics.
3. Kurt Lewin and group
dynamics
3.1. Life space or living space.
3.2. The behavior of the
individual and his life space
4. Phenomena and group
processes.
4.1. Group definition.
4.2. Genesis and development of
a group.
4.3. The interactions within the
groups.
5. The notion of belonging.
5.1. While individual basic need.
5.2. While factor of group
cohesion.
6. Leadership.
7. Communication in groups
7.1. The communication and
relationship.
7.2. The nonverbal
communication in interpersonal
relationships.
8. The group dynamics
8.1. Recreational and educational
techniques
8.2. Relationships and
communication technique
8.3. Creativity techniques.
8.4. Management techniques and
conflict negotiation.
Anton, K. (2001). Práctica de la dinámica de
grupos. Barcelona: Herder
Antunes, C. (2002). Manual de técnicas de
dinâmica de grupo de sensibilização de
ludopedagogia. Petropólis: Ed. Vozes
Fachada, O. (2001).Psicologia das relações
interpessoais. Lisboa: Rumo
Fritzen, S. J. (1981).Exercícios práticos de
dinâmica de grupos. Petropólis: Ed. Vozes
Idánez, M. J. A. (2004). Como animar um
grupo: princípios básicos e técnicas.
Petropólis: Ed. Vozes.
Manes, S. (2003) 83 jogos psicológicos
para a dinâmica de grupos. São Paulo:
Atlas
Maisonneuve, J. (2004). A Dinâmica dos
Grupos. Lisboa: Ed. Livros do Brasil
Myers, D. G.(2005) Psicologia social.
México: McGraw-Hill
Neto, F.(2000) Psicologia social. Lisboa:
Univ. Aberta
Watzlawick, P; Bavelas, J.B. & Jackson, D.
D. (2002) Teoría de la comunicacion
humana. Barcelona: Herder
71 Weighting factors:
The classes will be developed through theoretical
and practical exhibition of the syllabus, using the
potencies of different techniques of group
dynamics, which are simulated in different contexts,
using the text analysis, discussion and analysis and
viewing videos. The PL component is present in the
objectives defined in group work and sessions
conducted in the laboratory and contact OT
correspond to individualized and personalized to
the needs of students.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] - Attendance, participation
and attitude - 20%
- Individual work (platform)
- 25%
- Portfolio (Individual
work) - 35%
- Group work (20%):
- Stimulation: 10%
- Planning and reflection:
10%
Portuguese
Expressão Físico-Motora
1. The motor and playful activity
as a factor of children
development
2. Motor development
3. Motor capabilities
4. Motor tasks and the learningteaching process
5. Physical-Motor Expression and
the health education
6. Pedagogic Intervention
Contents in Physical-Motor
Expression
7. Physical-Motor Expression
interdisciplinary possibilities in
early childhood education/1st
Cycle of basic teaching
Motricidade e Desportos
ISCE Guide for Foreign Students Motor development;
Motor qualities and critical
phases;
Plan session;
Physical activity prescription;
Sports session efficiency criteria
Teaching strategies.
Pedagogical intervention
techniques;
Management;
Climate;
instruction;
Discipline.
Araújo, C. (2002). Manual de ajudas em
ginástica. Porto Editora. Porto
Caillois, R. (1990). O jogo e os homens.
Lisboa
Godinho, M. (2007). Controlo Motor e
Aprendizagem (3ª ed.) FMH Edições.
Lisboa
Neto, C. (2003). Jogo e desenvolvimento da
criança. FMH edições. Lisboa
Vasconcelos, O. (1991). Capacidades
coordenativas. Vol. 1. FCDEF-UP e CMP.
Porto
Bento, J. (1998). Planeamento e Avaliação
em Educação Física. Lisboa,
HorizonteNeto, C. (1983). Motricidade
Infantil. Lisboa, ISEF-UTL
Neto, C. (1995) Motricidade e Jogo na
Infância. Lisboa, Sprint
Eckert, H. (1987). Desenvolvimento Motor.
S. Paulo Manole
Nunes, L. (1999). A prescrição da
Actividade Física. Lisboa, Caminho
Pieron, M. (1996). Formação de
professores. Lisboa, FMH
Siedentop, D. (1983). Developing Teaching
Skills in PE. Palo Alto, Mayfield
Theoretical and practical sessions with support and
enrichment to the unit by audiovisual devices,
The final grade of the
supported by official documents for the intervention
course is obtained by
of Professor / Educator and b-learning support.
applying the given
formula: FE (200) =
The practical component will take place not only in
W1(60) + R1(60) + T1(80)
a multisport pavilion, aiming at the integration of the
(FE - Final Evaluation; W
contents framed within practical situations and
– Work; T – Test; R –
problem-solving cases, but also in educational
Report)
contexts in which the student adopts participating
observation strategy.
Direct instruction;
Interactive teaching;
Station and circuit teaching;
Cooperative learning.
Participation and
commitment on practical
sessions (10%);
Thematic research:
Theoretical work (50%);
Portuguese
Practical development and
presentation of the work
(40%)
72 ISCE Guide for Foreign Students 3º ano, 2º semestre / 3th year, 2nd semester
Didática do Estudo do Meio
Nome
da UC /
Course
unit title
contents
Aikenhead, G. S. (2009). Educação
Cientifica para todos. Ramada: Ediçoes
1. The Natural Sciences, the
Pedago
Environmental Studies and
Astolfi, Jean-Pierre et al. (2000). Práticas de
"Knowledge of the World".
formação em didáctica das ciências. Lisboa:
1.1. Curriculum guidelines and
Piaget.
requirements for the World
Cachapuz, A., Praia, J. & Jorge, M. (2002).
Knowledge and Environmental
Ciência, Educação em Ciência e Ensino das
Studies.
Ciências. Lisboa: IIE.
2. The relationship between
DGEBS (1991). Programa de Ciências da
Science-Technology-SocietyNatureza: EB2º ciclo: Plano de Organização
Environment
do Ensino – Aprendizagem. ME
2.1. The CTSA educational
Martins, I. et al (2009). Despertar para a
perspective.
ciência: atividades dos 3 aos 6 anos.
2.2. History and Geography, local
Lisboa: ME-DGIDC.
heritage and citizenship.
Martins, I. et al (2006).Educação em
2.3. Skills of scientific literacy and
ciências e ensino experimental no 1.º ciclo
its relationship with specific
EB. ME-DGIDC.
expertise in Environmental
Me- DEB (1997). Orientações curriculares
Studies
para a Educação Pré-Escolar. Lisboa:
3. The vision of social and
ME_DEB
constructivist learning in science
ME-DEB (2001). Organização Curricular e
3.1. The previous conceptions.
Programas para o 1º CEB. Lisboa: ME3.3. Types of activities: research
DEB.
activities, experimental teaching;
Membiela, P. (Org.) (2001). Ciêncialaboratory work, practical work,
Tecnologia-Sociedade. Narcea
fieldwork, projects.
Reis, P. (2008). A Escola e as
4. Designing activities in Science.
Controvérsias Sociocientificas. Escolar
Editora
This unit assumes both a theoretical, practical and
laborite nature, in order to complement theory with
opportunities for practice. Teaching methodology
will be based on:
a) Analysis and discussion of texts, curricular
orientations and programs;
b) Planning activities and built didactical resources;
c) Discussion of teaching/learning proposals
conceived by students.
The evaluation of this unit
should be made as
flowing:
a) Regular participation in
unit activities (interest,
assiduity, previous
readings and discussions
on those readings)- 20%;
b) A group work of
didactical design based on
the Estudo do Meio
program contents or in the
curriculum gidelines for
kindergarten
(Conhecimento do
Mundo)- 50%.
c) An individual work of
written critical reflection
about a recommended
text or a event local,
national or international30%
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Idioma de
ensino /
Language
of
instruction
Portuguese
O professor
fala inglês?
/ The
teacher
speaks
English?
73 Didática das Expressões
ISCE Guide for Foreign Students 1. The Teaching of Expressions
in Elementary Education
Curricular guidelines and didactic
expressions
Curricular Organization and
Syllabuses - 1st Cycle / The
National Curriculum for Basic
Education - Essential skills and
didactic expressions
Creativity and innovation in
learning of contents
2. Arts Education in the
curriculum areas
Using the different expressive
languages in educational
projects: Dramatic / Body, Writing
/ Verbal / Poetry / No Verbal;
Sound / Music; Plastic / Artistic
Literacy in the Arts: specific skills
The art curriculum areas: specific
skills.
3. Creative Project / Teaching in
Elementary Education
The interaction of curriculum
areas and expressive languages.
The Mathematics, Environmental
Studies and Portuguese
language through the expressive
languages
The creation of a creative project
based on curriculum guidelines
and / or National curriculum EB
Sousa, F. (1998) A Criatividade como
Disciplina Científica Santiago Compostela
Serviços P. USC
Fontanel, B & Rouquet, A. (1997) A
Educação artística na acção educativa
Lisboa Texto Editora
Leite, E. & Malpique, M. (1986) Espaços de
Criatividade Porto Ed. Afrontamento
Martins, A.(coord) (2002) Didáctica das
Expressões Lisboa Universidade Aberta
Melo, M. (2005) A Expressão Dramática à
Procura de Percursos. Lisboa Livros
Horizonte
Prado, D. (1999) Educrea: la creatividad,
motor de renovación esencial de la
educación. Santiago Compostela Serviços
P U.S.C.
Santos, A. & Balancho, M. (1993) A
Criatividade no Ensino do Português Lisboa
Texto Editoa
Torre, S. &Barrios, O. (2002) Estrategias
didácticas innovadoras Barcelona Ediciones
Octaedro
Torre, S. (2002) Educación Emocional [on
line] [email protected]
Torre, S. Aprender com os erros. Brasil.
Artmed.
The evaluation is based
on the following criteria:
1. Oral and written
participation in group and
individual proposals, that
The development of the unit is focused on an active
arise during the analysis
teaching / learning methodology.
of the instruments of the
It is used as a classroom strategy for the resolution
first content. (20%)
of issues that arise during the analysis of the
2. Written group work
instruments of the first content and the
a) - Preparation of an
development of a teaching writing / artistic project
educational / artistic
with compulsory oral presentation and also a
project. (40%)
practical presentation.
b) - Oral presentation of a
This methodology ensures the development of
summary of the project
creative projects targeted to the 1st cycle of the
and practical presentation
educational system and to the nursery school.
of creative activities of the
project (10%)
3. A test based on the
developed programme
content (30%)
Projetos em Contextos Educativos
ISCE Guide for Foreign Students 1. Curriculum and project:
assumptions that underlie the
socio-educational practices in
project methodology
1.1 Fundamentals of educational
intervention for project
methodology
1.2 Autonomy in curriculum
management and project design
1.3 Contexts and identification of
educational problems as starting
points for the project
2. Phases of project working
mode
2.1. Actors and stages of project
2.2. Factors that influence the
construction, implementation and
evaluation of projects
2.3. Procedures for conception,
implementation and evaluation of
projects
3. Development projects in
Educational Contexts
3.1. Implementation strategies in
project methodology
3.2. Factors that influence the
construction, implementation and
3.3. Procedures for conception,
implementation and evaluation of
projects
4. Implementation of projects in
Educational Contexts
4.1. Supervised activities in class
projects
4.2. Projects development
Alonso, L. & Roldão, M. (coord) (2005). Ser
professor do 1º Ciclo construindo a
profissão. Coimbra. Almedina.
Altet, M. (2000). Análise das práticas dos
professores e das situações pedagógicas.
Lisboa. Texto Editora.
Bernardes, C. & Miranda, F. (2003).
Portefólio. Uma escola de competências.
Porto. Porto Editora.
Cardoso, C. (2006). Os professores em
contexto de diversidade. Porto. Profedições.
Carvalho, A. & Diogo, F. (2001). Projecto
Educativo. Colecção Polígono. Porto.
Edições Afrontamento.
Many, E. & Guimarães, S. (2006). Como
abordar… A metodologia de trabalho de
projecto. Maia. Areal Editores.
Pereira, A.; Santiago, R. (Org.) (2004).
Investigação e educação. Abordagens
conceptuais e práticas. Porto. Porto Editora.
Katz, L.; Chard, S. (2009). A Abordagem de
Projecto na Educação de Infância. Lisboa:
Vasconcelos, T. (2009). Prática Pedagógica
Sustentada Cruzamento de saberes e de
Competências. Lisboa: Edições Colibri.
75 Are used in theoretical and practical component,
diversified teaching methodologies: exposure,
document analysis, group discussions.
oriented to the implementation of strategies in
educational settings, framed in class projects,
supported by instruments previously worked,
planning intervention of units in the educational
context.
The articulation of the components is facilitated in
the context of tutorial guidance.
The evaluation is performed from the working tools
for projects: prototype of project design, drafting of
the intervention; reflexive portfolio, participation in
the dynamics of tutorial guidance, presentation of
the products design.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The final grade is found
from the assessment
tools, by applying the
following formula:
NF = 50% Portfolio +20%
+10% design document
document prototype of
project dynamic+10%
+10% guidance tutorial
presentation of the
product design
Portuguese
Literatura para a Infância
ISCE Guide for Foreign Students Definition of literature;
contextualization of literature for
children.
Historical perspective; form of
transmission of literature, sources
of literature for children and
youth.
Purchase of tools and techniques
for use of literature for children.
Telling stories, reading stories,
drama.
The story in literature for children:
sources, relevance, timeliness,
structure, helping the child to
overcome problems of their own
psychological evolution.
Approach of contemporary
literature for children.
Analysis of some works
according to the following
parameters: text, image, material,
fitness for every age, fitness for
purpose teaching and
educational.
The poetry in literature for
children.
Implications of literature for
children in skills for reading and
writing
Proposals, strategies and
mechanisms for the development
of creative writing.
The Comic in Literature for
Children.
Barreto, H. C. (2000). Dicionário de
Literatura Infantil Portuguesa. Porto: Campo
das Letras.
Bethelheim; B. (1988). Psicanálise dos
Contos de Fadas. Lisboa: Bertrand Editora.
Costa, I. A.; Baganha, F. (1989). Lutar para
dar um Sentido à Vida. Porto: Edições ASA.
Costa, M. J. (1992). Um Continente Poético
Esquecido. Porto: Porto Editora
Diniz, M. A. S. (1993). As fadas não foram à
Escola. Porto: Edições Asa.
Leao, M.; Filipe, H. (2002). 70+7Ppropostas
de Escrita Criativa. Porto: Porto Editora.
Marques, A. L ( 2003). Motivar para a
Escrita. Lisboa: Editorial Presença.
Mesquita, A. (coord.). (2002). Pedagogia do
Imaginário. Porto: Edições Asa.
Rodari, G (1993). Gramática da Fantasia.
Lisboa: Editorial Caminho.
Traça, M. E. (1998). O Fio da Memória do
Conto Popular ao Conto para Crianças.
Porto: Porto Editora
Viana, F. L.; Teixeira, M. M( 2002).
Aprender a Ler da aprendizagem informal à
aprendizagem formal. Porto: Edições Asa.
76 The program of the course is based on a
continuous evaluation focused on the use of a
method of active teaching / learning. Assumes a
theoretical-practical. The trainee through practical
exercises and selects or constructs or texts and
stories appropriate for each age group.
Develop techniques of creative expression for use
in various educational contexts.
The student trains storytelling skills by participating
actively in all classes.
Analysis will be made of works by several authors
in order to find tailor each story or text to teachable
moments differentiated according to the
pedagogical intentions aesthetic, intellectual, moral,
emotional or transmission of values.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Assessment tools:
A – Mini sheets evaluation
of program content 30%
B - Working Group 20%
C - Individual Work 20%
D - Attendance, 10%
intervention
E - Participation in
practical work 20%
Portuguese
Projetos em Educação Matemática
ISCE Guide for Foreign Students Abrantes, P. (2004). O trabalho de projeto e
a relação dos alunos com a matemática. A
experiência do projecto MAT789 (tese de
doutoramento, Universidade de Lisboa).
APM.
Alro, H. & Skovsnose, O. (2010). Diálogo e
1. Identification of problems in
Aprendizagem em Educação Matemática.
mathematics education;
Autêntica Editora.
2. Projects in Mathematics
Almeida, S. (2008). Formação Inicial de
Education
Educadores de Infância: competências e
- Plan of action and its
práticas matemáticas sobre padrões. Tese
justification
de mestrado, Universidade de Lisboa (em
- The stages of project design
publicação).
- Planning activities for
APM (1988). A Natureza e Organização das
structuring projects in
Actividades de Aprendizagem e o Novo
mathematics education
Papel do Professor. In: Renovação do
- Implementation of a plan of
Currículo de Matemática. APM.
action
Capucha, L.(2008). Planeamento e
3. Construction of teaching
avaliação de projectos. DGIDC- ME.
materials that support meaningful Fidalgo, A.; Ponte, J.P. (2004). Conceções,
activities.
práticas e reflexão de futuros professores
do 1º ciclo do ensino básico sobre o ensino
da Matemática. Quadrante, 13, 1
GTI (2001). A Matemática é de todos. APM.
Ponte, J.P. e Serrazina, L. (2001). Didáctica
da Matemática do 1º ciclo. Lisboa:
The methodology develops:
a) Through discussions in large group and
professionals testimonies of mathematics
educators and issues emerging in the field, where
students collaborated, make an inventory of
projects that students can devise and implement
within the mathematics education.
b) Monitoring the development and completion of
projects (materials construction)
c) Presentation of the projects developed and
implemented in the project unit in context.
Discussion among students in the class about the
results or expectations.
d) Provide opportunities for reflection on the
processes experienced.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Evaluation through:
- Participation and
attendance (20%)
- Achieve a Project in
Mathematics Education
(40%)
- Project Presentation and
possible outcomes /
expectations (20%)
- Critical reflection on
(20%):
77 Portuguese
Seminário Interdisciplinar
ISCE Guide for Foreign Students Seminar contents are those that,
for each school year, be
considered as an asset in the
development of the proposed
objectives.
Deepening themes in the form of
workshops followed by a reflexive
analysis and may eventually lead
to project work, to be achieved by
students.
Manipulation and exploitation of
educational resources, among
other games, thematic areas, to
develop manipulative skills,
instrumental and procedural skills
that leads to the design and
implementation of educational
activities.
The development methodology of the course is
organized by the implementation of regular
activities in different areas of teaching, preferably
carried out by external guests.
The thematic diversity calls for building a
comprehensive and transdisciplinary vision of
educational reality.
In each session to discuss the topics in theoretical
and practical perspective that aims to show the
integration and application of theoretical concepts,
and a component of laboratory practice that aims to
develop procedural skills, and instrumental analysis
and critical reflection.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The assessment will be
based on assessment
tasks pertaining to each,
being the arithmetic mean
of individual and collective
productions set in each
training area.
78 Portuguese
ISCE Guide for Foreign Students Licenciatura em Animação Sociocultural – título, tipologia, nº de ECTS, ano, semestre, nome do docente, resultados de
aprendizagem, modo de ensino, pré-requisitos e local de estágio de unidades curriculares / Degree in Sociocultural Animation – title,
type, ECTS number, year, semester, name of lecturer, learning outcomes, mode of delivery, prerequisites and training places of units.
Psicologia da Criança e do
Adolescente
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
6
Nome do
Docente /
Lecturer
name
Patrícia
Pacheco
Modo de
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
Know the main changes of development in children and adolescents,
from their physical dimensions and biological dimensions to the
psychological, socio-cultural and inter-relational, to the cognitive and
affective partner in the processes of construction and structuring of
knowledge.
Identify the various contexts of development and its impact on the
person and in groups.
Understand the process of developing the person as a unique
personality and as a member of groups or communities socially and
culturally heterogeneous.
Develop personal skills and interpersonal (supported by an attitude of
systematic questioning of his abilities and skills, their attitudes and their
value systems).
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Expressão Musical
Obrigatória/
Compulsory
3
Pedro
Nunes
Expressão
Motora
ISCE Guide for Foreign Students Obrigatória/
Compulsory
3
Diogo Dos
Santos
Teixeira
Develop the student´s musical skills;
Understand the musical phenomenon individuality and its expressive
potential;
Understand and value the musical phenomenon as heritage, identity
factor, and social and cultural development;
Identify and compare musical styles and genres taking into account its
articulation in different cultures;
Identify and produce the various aspects that characterize the sounds;
Explore and improvise sonorous and musical materials, with
differentiated styles, genres and technologies;
Recognize and categorize different types of musical instruments;
Understand and apply some informatics tools in musical activities and
creating/adjusting resources;
Understand and apply different and proper strategies in musical
activities proposals;
Develop critical and reflexive thinking.
Understand the musical phenomenon individuality and its expressive
potential;
Understand and value the musical phenomenon as heritage, identity
factor, and social and cultural development;
Identify and compare musical styles and genres taking into account its
articulation in different cultures;
Identify and produce the various aspects that characterize the sounds;
Recognize and categorize different types of musical instruments;
Understand and apply some informatics tools in musical activities and
creating/adjusting resources;
To know the physical activity contributions for human development;
To identify and comprehend the motor virtues and their critical phases;
To be acquainted with and perform dissimilar games situations as a
pedagogic instrument on human development;
To deal with pedagogic techniques instruments.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 80 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Sociologia da Educação
Obrigatória/
Compulsory
Metodologia de Investigação
Obrigatória/
Compulsory
6
Técnicas da Expressão
Escrita do Português
Compulsory
3
3
Dominate concepts, methodologies and practices that enable to
develop research work independently.
Embrace the family, school and community spaces such as inclusive
education and sociocultural intervention.
Analyze and problematize the contribution of the school institution for
the social and cultural reproduction.
Ana Isabel
do
Nascimento
Ferreira
Understand the pedagogical problems in a social dimension for the
Runa
study the Sociology of Education.
Know what happens in terms of education and cultural in society,
family, school, and in the systems of interaction between them.
Analyze and problematize the contribution of school
Meet, critically, the nature or the fundamentals of Science and
characterize scientific knowledge over other kinds of knowledge;
Identify and know the main operational methods and research
techniques applicable to the area of the course;
Knowing how to organize the study and have skills for reading / writing
Maria
of scientific texts from the perspective of critical thinking and argued;
Fernanda
Identify and characterize the main types of scientific and scholarly
Nunes
work;
Martins de
Plan and implement a Bibliographic Research leading to the
Carvalho
development of a Research Project / Research.
Know the necessary procedures for the operation of any investigation:
defining the issues of research, exploration, problem definition, model
building analysis, design research, data collection, analysis and
discussion of data, presentation of the findings
To possess an adequate level of proficiency in the Portuguese
language, both in the oral and the written component in order to
facilitate the integration of the groups and their communication.
To know and master the processes and the means for the development
Inês dos
of the communicative and linguistic competence.
Anjos da
To develop basic linguistic and grammar knowledge of the written
Silva
competence designed to develop culture and social projects.
Teixeira
To develop the knowledge and the correct use of the procedures of
Ribeiros
writing in what concerns the word, sentence, and text designed for the
articulation of the several curricular fields
To identify the causes of the most frequent spelling and grammar
mistakes and be aware of the useful strategies to avoid them.
To develop the critical and reflexive thought.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
81 Acção Educativa em Contextos
Compulsory
6
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa
To know the intervention of culture and social Animator in Portugal
To know the profile and abilities of the culture and social Animator
To know several intervention projects
To distinguish the functions of the socio and cultural animator
To identify strategies, purposes, objectives and activities in a working
plan
To use animation techniques in a working plan
To draft /project a working plan for a specific problem
According to the content to develop in this subject students will acquire,
at the end of the semester, the following skills:
Conception, dynamics, development and evaluation of culture and
social projects
Ability to diagnose social and cultural problems, in the context of
intervention
Capacity of efficient team work
Analysis and interpretation of the different cultural and social realities
Articulation capability of different curricular areas
Characterization of the several social realities
Development of critical and reflexive thinking
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Psicologia do
Adulto e do
Idoso
Número
de
ECTS /
Number
of ECTS
Obrigatória/
Compulsory
6
Expressão Visuo-Plástica
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
3
Pedagogia Social
Nome da
UC /
Course
unit title
Obrigatória/
Compulsory
3
Nome do
Docente /
Lecturer
name
Recognize the human development process as a co-extensive with the
length of life.
Describe the key stages of development, identifying its specific
Patrícia
characteristics.
Pacheco
Acquire and develop knowledge about the process of development
from adulthood.
Think about the complexity of the development process.
Create and reinvent new forms, structures and relationships;
Read the contents critically plastics formal;
Interpreting and enjoy the works of art;
Learn express themselves through see, do and understand the images;
Analyze the performance plastics and relations of compatibility
Maria João
between different materials;
Bravo Lima
Explore the possibilities of plastic materials of drawing and painting;
Nunes
Systematizing thread and the different techniques;
Delgado
Design and develop projects of expression plastic;
Helping to develop autonomy, participation and creativity;
Have critical thinking and reflective;
Be able to communicate and act in space environmental and social, on
different channels of expression.
A framework for the training and practice within the previous major
Filipa
trends of social pedagogy;
Veríssimo
Contextualizing social work practice guidelines from the national and
Coelhoso
European social policy;
/Luìs Miguel
Develop an understanding of the complexity of the processes of
Correia
socialization and reintegration and its multiple meanings.
Marujo
Conceptualizing the socio-educational intervention as a dialectic
Picado
between social protection and participation.
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
83 Antropologia Social e Cultural
Marketing Cultural
Compulsory
3
Nuno
Alexandre
Pereira
Abranja
Building theoretical foundations that justify the exercise of functions of
marketing and sales;
Provide an organized and systematic framework of constructive
elements of marketing in Animation area;
Promote culture as an essential means of dissemination;
Develop the articulation and promotion of social and cultural
equipment, institutions and services.
Awareness for the quality of cultural offer that must reach up;
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Mastering the technical concepts and terminology used in marketing;
Develop a communication strategy and to know use it;
Building a marketing plan for an organization or event;
Using tools to control the results and investment return.
Develop a critical spirit on the marketing and its cultural application;
This course will cover such topics as research methods and techniques
used by anthropology, analyzed particular aspects of the classic areas
of the discipline (of kinship and marriage systems, magico-religious
systems) and discussed issues of concern in contemporary
anthropology, such as Identity and Otherness, Culture, Body and
Gender.
Obrigatória/
Compulsory
3
Maria
Fernanda
Nunes
Martins de
Carvalho
Ability to diagnose problems in social and cultural contexts of
intervention
Intervention in different contexts
Analyze the different social and cultural realities
Know the Cultural Heritage and Environmental
Characterize the social realities
Accept and value diversity
Integrate into multidisciplinary working teams
Have reflective and critical thinking
Being communicative
Have an open mind to the myriad of problems of society
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 84 Espanhol
Optativa/
Optional
Optativa/
Optional
Francês
Inglês
ISCE Guide for Foreign Students Optativa/
Optional
3
Helena
Paula de
Medeiros
Correia
Raposo
3
Liesmet
Brezhenev
Pérez
Andrés
3
José
António
Costa
Ideias
To reactivate and to consolidate syntactic, morphologic, phonetic and
lexical general English competences;
To explore contrastive relevant items focusing on cultural and social
aspects of the English-speaking countries;
To identify contrastive, relevant aspects in different cultural matrices;
To stimulate the autonomy in the speech and and naturalness in written
and oral productions;
To activate general processes of fluency in speech;
To stimulate communicative processes, critical reflection and creativity,
both in the linguistic approach and in the cultural and communicative
component.
Know the Spanish language and grammar at the initiation level.
Apply and develop the specialized, academic vocabulary.
Understand and produce written and oral messages.
Recognize and use vocabulary related to the social, cultural,
educational and literary language of Cervantes, especially in basic
texts.
Interpret the global information and the specific oral and written
discourse related to the various communication situations the students
may encounter in their professional lives.
Learn to recognize and distinguish the cognate words of the Spanish
and Portuguese language
Strengthen the work and the application of functional grammar on the
new platform, performing and developing academic activities designed
to supplement and support the curriculum.
Use and adopt cognitive and metacognitive strategies to increase the
effectiveness of the process of learning through experience and
reflection.
Knowing the French language and grammar to the initiation level, with
particular attention focused on those forms of specialized texts in the
field of animation, economy, commerce and administration.
Learn the vocabulary, including the technical vocabulary related to
animation.
Understand and produce written and oral messages (basic level).
Recognize and use the technical vocabulary related to animation,
especially in specialized basic texts.
Interpreting the global information and specific oral and written
discourse related to the various communication situations with which
the student may encounter.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
85 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Observação em Contextos
Compulsory
9
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa
/ Maria
Teresa De
Carvalho
Peral
Ribeiro
To Develop the capacity of observation.
To Develop the capacity of analysis.
To Develop the capacity of research.
To Project means of action for the different realities
a) Local Authorities
b) A.T.L.
c) Day Care Centers
d) Libraries
e) Cultural Centers
To Evaluate the role of Culture and Social Animator in these realities.
To Reflect on the practice developed
To Reflect on work topics in Cultural and Social Animation
Capacity development and promotion of an action plan
Implementation of one creative technique developed in the unit “Action
Education in Context”
Ability to solve problems;
Capacity of develop critical and reflexive evaluation.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Presencial/
Presential
Não
aplicável/No
applicable
86 Lisboa area
ISCE Guide for Foreign Students 2º ano, 1º sem / 2nd year, 1st semester
Sociologia da Cultura e do Lazer
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Animação e Criação
Musical
Nome da
UC /
Course
unit title
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
3
3
Nome do
Docente /
Lecturer
name
Rui Pedro
da Silva
Brito
Fonseca
Pedro
Nunes
To understand the importance of different ways of explaining the world:
from common sense to scientific knowledge;
To know the historical evolution of leisure time and the emergency of a
society of leisure, contextualizing leisure as
culture;
To understand the different functions of leisure, in consumption/ hyper
consumption contemporary societies;
To understand leisure as a way of life and differentiation, in
contemporary societies;
To know the processes of social inclusion and exclusion focused on
leisure.
Development of a critical and reflexive thought;
Ability to characterize different social realities;
Ability to develop team work and networks;
Ability to conceive implementation strategies of different types of
leisure, as tools of social inclusion;
Apply interdisciplinary methodologies in actions in leisure places;
Development of analysis and decision skills;
Evaluate the meanings of leisure, in different social contexts.
Design musical recourses, materials and activities, in articulation with
other artistic expressions, integrated in an extensive project.
Design, develop, encourage and evaluate musical projects from
different themes and intervention contexts.
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
87 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
3
Modelos de Animação
Sociocultural
Obrigatória/
Compulsory
Obrigatória/
Compulsory
6
Ética e
Deontologia
Expressão Corporal e Dramática
Compulsory
3
Eunice
Sandra
Malheiro
Gonçalves
Duarte
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa/
Maria
Teresa de
Carvalho
Peral
Ribeiro
Armindo
José
Rodrigues/
Ana Isabel
do
Nascimento
Ferreira
Runa
Perceiving the body as the presence of oneself when perceived by
others: introduction to “autoscopy” and self-performance
The body as an intentional producer of meaning: development of
expression skills of body and gesture
Promoting new ways of communication: paralanguage and
metalanguage
Establishing a relation with the other: to learn how to work in a team (to
lead and/or to support leadership)
Developing body awareness skills
Stimulating creative potential: rediscovering the imagination
Applying improvisation and creation techniques through dramatic
expression
Developing methods for teaching and for social assistance to risk
groups
Using drama as a method for expression intervention among different
social groups
Promoting disinhibition and easiness when facing an audience
Creating short dramatic pieces departing from body composition
Developing social and educational projects involving dramatic
expression in a team environment
88 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Understanding of the social, cultural, historical and political factors that
influence the different segments of the intervention in Culture and
Social Animation; Awareness to the different dimensions of the knowhow used in the intervention of a Social Animator; Understanding of the
importance of participation and empowerment as the foundations of
Social Animation in the communitarian development, social and cultural
change; Sensitization to its role, as a Social Animator, in a process of
Animation; Capacity of applying the project methodology based upon
the model activities for a methodology of action; Development of a
critical and reflexive thought.
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
To apprehend the ethical and deontological
beddings of human action.
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Tecnologias da Informação
e Comunicação
Obrigatória/
Compulsory
Ação Educativa Interdisciplinar
Compulsory
3
9
Promote the integration and use of Information and Communication
Technologies (ICT) in the initial formation of sociocultural animators
and, consequently, in educational contexts and social and cultural
animation.
Ana Isabel
To reflect upon educative, social, cultural and ethical implications of the
do
ICT
Nascimento
Acquire communication skills in the field of education, a transversal
Ferreira
perspective, critical and diversification in the use of multimedia.
Runa
Adopt working models supported by tools and dynamic Web 2.0
Design and evaluate multimedia content using Web 2.0 tools and
others, targeted to children / young people/seniors and real integration
in educational and animation settings
To know various projects of Community animation
To search and select projects for Community intervention
To distinguish the methodologies of animation for the elderly and young
Ângela
To identify the various areas of intervention for the Culture and Social
Maria
Animator
Patrício
To know, foster and assess the various stages of a project
Lisboa/
Maria
According to the content in the drive to develop curriculum, students
Teresa de will acquire by the end of the semester the following skills:
Carvalho
Formulation of various work plans
Peral
Capacity of planning and implementing activities to real problems;
Ribeiro
Ability to assess the work done in groups;
Plan and implementation of a project in groups;
Capacity of teamwork;
Development of a critical and reflexive thinking.
Presencial/
Presential
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Lisboa area
89 ISCE Guide for Foreign Students 2º ano, 2º semestre / 2nd year, 2nd semester
Motricidade e
Desportos
Aventura
Metodologia
das
Atividades
Físicas
Criação Plástica
Aplicada
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Optativa/
Optional
Optativa/
Optional
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
3
Mário
Eduardo
Ribeiro
Alves
Gandra do
Amaral/
Maria João
Bravo Lima
Nunes
Delgado
Develop the ability to communicate.
Explore the ability of expression.
Develop a sense of observation and imagination.
Develop skills to run creative projects.
To know several materials, exploring its possibilities and applications in
several fields.
Develop the ability to establish a link and to represent in an expressivegraphic way, leading to a strategic selection of techniques and
materials.
3
Marco
Catarino
Espada
Estêvão
Correia
3
Marco
Catarino
Espada
Estêvão
Correia
To study the motor-behavior in order to apprehend their diverse
variables;
To acquire technical competences on planning, organizing and
supervising physical activities;
To acknowledge the capability of the content and ethic transmission of
the games;
To study the motor-behavior in order to apprehend their diverse
variables;
To acquire technical competences on planning, organizing and
supervising outdoor activities;
To be acquainted with ecological problems and nature preservation;
To discern and perform the outdoor sports basic specific techniques;
To identify and distinguish, specific equipment and security rules, on
each outdoor modality.
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
90 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Criação Corporal
Multiculturalidades e Minorias
Compulsory
Optativa/
Optional
3
Maria
Fernanda
Nunes
Martins de
Carvalho
3
Eunice
Sandra
Malheiro
Gonçalves
Duarte
Understand the changes that are occurring in society, framing migrant
communities in their historical, social and cultural origin.
Understand the relationship between the phenomenon of cultural
diversity and inter-ethnic conflict situations.
Identify the importance of intercultural education in Portuguese society.
The Curricular Unit Multiculturalism and Minorities aims to contribute to
the acquisition of skills in the following areas:
- Identify social problems
- Describe social realities
- Facilitate the integration of groups
- Managing Conflict
- Accept and value diversity
- Facilitate communication
- Have critical and reflective thinking
- Apply strategies facilitating an adequate practice social contexts.
Acquire basic techniques from chorographical body movement:
Contact-Improvisation, Release Technique, Body-Mind Centering,
Feldenkrais, and others
Apprehend the fundaments of body awareness: personal research
departing from the student's physicality
Develop performance creation skills: experimenting with the body
Stimulate the creative potential through contemporary dance
Develop competences relating to choreography: experimentation with
the basic performance element such as rhythm tempo and space.
Perceive how chorographical creation can interact with other artistic
fields
Learn how to transpose sociocultural issues and themes to artistic
projects
Create a project of sociocultural animation based on work with the
community
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
91 Criação Dramática
Optativa/
Optional
Organização e Gestão de Eventos
Compulsory
3
Eunice
Sandra
Malheiro
Gonçalves
Duarte
6
Nuno
Alexandre
Pereira
Abranja
Acquire basic dramatic and theatrical techniques: the study of «The
Method», bio-mechanics, theatre of «cruelty» physical theatre, the
theatre of gesture, the Meinsner technique, and others
Apprehend the fundaments of drama: text, characters and stage
elements
Develop performance creation skills: experimenting with the voice and
with the body
Develop competences relating to drama: performance research and
experimentation on stage
Stimulate the creative potential through dramaturgy
Perceive how theatre creation can interact with other artistic fields
Learn how to transpose sociocultural issues and themes to artistic
projects
Create a project of sociocultural animation based on work with the
community
Build a theoretical domain in terms of organization and management of
events;
Train technicians capable of planning, designing and implementing
educational, social, artistic and cultural events;
Provide information that will facilitate monitoring and the evaluation of
organized events;
Analyze and interpret real cases adapting to the reality of each one.
Theoretical and technical domains of events language;
Ability to distinguish the different types of events;
Identify the most important impacts of events in the partners and local
communities;
Recognize the planning elements and the indicators of management
and evaluation;
Identify the logistic elements in the events organization;
Critical thinking and self-criticism;
Leadership, creativity and entrepreneurship.
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
92 Prática em Contextos
Estatística
Optional
Optativa/
Optional
Obrigatória/
Compulsory
3
Elisabete
Barata
Fernandes/
Ricardo
Manuel
Viseu
Ferreira
3
Elisabete
Barata
Fernandes/
Ricardo
Manuel
Viseu
Ferreira
9
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa/
Maria
Teresa de
Carvalho
Peral
Ribeiro
According to the contents to be developed in the course unit, the main
objective is that students will be motivated in order to acquire
knowledge and develop skills and attitudes, which enable it in the
future, play roles in different types of organizations.
Media will be available so that students will have skills to develop
thinking skills; making them aware of the extensive field of applications,
to limit the problems of research for which the statistic is particularly
devoted, to promote the acquisition of knowledge allowing
conceptualize, model and evaluate field studies, as well as proper use
of mathematical language in the development of calculation
techniques, which create or deepen knowledge essential to the
continuation of studies in later years.
According to the contents to be developed in the course unit, the main
objective is that students will be motivated in order to acquire
knowledge and develop skills and attitudes, which enable it in the
future, to play roles in different types of organizations.
Teaching media will be available so that students will have skills to
develop thinking skills; making them aware of the extensive field of
applications, to limit the problems of research for which the quantitative
methods are particularly devoted, to promote the acquisition of
knowledge allowing conceptualize, model and evaluate field studies, as
well as proper use of mathematical language in the development of
calculation techniques, which create or deepen knowledge essential to
the continuation of studies in later years.
To develop a project, already planned in an institution last year
To act as a cultural and social animator through the selected group
To apply the creative techniques of social intervention
To readjust the project, as a way of solving problems
To reevaluate the project in the end of the practice
Capacity to implement and develop a project, in a social context
already identified
Implementation of creative techniques of social intervention, to the
stimulating of a specific group
Ability to solve problems
Capacity of develop critical and reflexive evaluation
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Presencial/
Presential
Não
aplicável/No
applicable
Lisboa area
93 ISCE Guide for Foreign Students 3º ano, 1º semestre / 3th year, 1st semester
Psicossociologia
das Organizações
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
3
Animação e
Intervenção
Comunitária
Nome da
UC /
Course
unit title
Número
de
ECTS /
Number
of ECTS
Obrigatória/
Compulsory
6
Nome do
Docente /
Lecturer
name
Able to characterize Social reality
Understand the potential of individuals and groups within the
Virgílio
organizations.
Ribeiro do
Know the functioning of organizations (equipment, institutions and
Amaral/
social services)
Ana Paula
Intervene in different organizational contexts
Marcelino
Articulate knowledge in different areas
Neto Leitão
Have a critical and reflexive thought
Integrate in plural disciplinary teams
Know the concept of community and of the social phenomena that
Ângela
identify them;
Maria
Observe and analyze the social practices in different contexts of
Patrício
sociocultural animation and intervention;
Lisboa/
Know and identify the elements at play in social intervention;
Filipa
Understand and recognize the importance of empowerment and
Veríssimo advocacy in social intervention;
Coelhoso Be able to use the interdisciplinary knowledge through the use of
assessment instruments and intervention techniques.
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
94 Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Técnicas de Animação e
Dinâmicas de Grupo
Compulsory
Obrigatória/
Compulsory
6
6
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa
Virgílio
Ribeiro do
Amaral
Filipa
Veríssimo
Coelhoso
To Identify and classify the creative activators
To master and apply techniques of creative expression
To select and use the best techniques suited to the production of each
person
To develop creativity and the possibilities of expression
To develop creative activities for different groups, applying the
integrated expressions
To plan innovative activities based on the curriculum guidelines
To develop creative strategies through creative activators
To create unpublished projects through creative activators
Development of critical, reflexive and creative thinking
Development of the autonomy the participation and creativity
Adoption of a work methodology and creative learning
Search of information for development of creative projects
Implementation of facilitation strategies for a creative practice
Use of techniques and tools to develop creativity
Articulation of knowledge of different areas of expression
Design of creative and innovative projects
Identify the theoretical perspectives of social psychology and group
dynamics.
Understand the importance of living space and its relationship to the
behavior of individuals.
Know the laws of the functioning of groups and the variables that
influence the genesis, development and interactions within the groups.
Identify the feeling of belonging as a factor for group cohesion.
Understanding the issues of leadership present in both groups.
Recognize the importance of communication in groups and their
importance in the implementation of techniques of group dynamics.
Identify, distinguish and know how to apply the different techniques of
group dynamics.
Reflect on the role of the educator or teacher in the facilitation of
integration into groups.
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
95 Desenho, Desenvolvimento e Avaliação
de Projetos
Obrigatória/
Compulsory
Promoção da Saúde
Optional
6
3
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa/
Ângela
Maria
Patrício
Lisboa
Rui Pedro
da Silva
Brito
Fonseca
To understand the importance of planning and management of projects
in culture and social animation;
To know the phases of a project design and the different types of
projects;
To know different research methodologies;
To understand the inter-connections of the main elements of a project,
as well as the strategies and risks of various methods of project
management;
To know the processes of accomplishing a research project;
Design, stimulation, development and evaluation of culture and sociall
projects;
Capability of carrying through a research project;
Ability to diagnose problems in social and cultural contexts of speech;
Analyze the different cultural and social realities;
Use of methods and techniques of culture and social intervention;
Evaluation of the design, development and results of projects;
To understand the guidelines of the national health system;
To know the profile of health in Portugal, based on a set of statistical
indicators
To understand the issues of equity, access and citizenship in health;
To understand the importance of economic and social support in health
and disease, focusing on nowadays;
To know the contours conducive to the growing medicalization of
everyday life.
To develop critical and reflective thinking;
To characterize the national health system;
To develop the ability to teamwork and networking;
To design methods of intervention to promote health;
To apply interdisciplinary methodologies for analyzing health settings;
To develop ability to analyze and decision making;
Assess the constraints and potential for gains in health in different
social contexts.
Não
aplicável/No
applicable
Não
aplicável/No
applicable
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
96 Educação Ambiental
Optional
3
Tânia
Marisa
Rego
Magalhães
de Almeida
Familiarize students with the main environmental problems in Portugal
and around the world;
Introduce the basic concepts of Ecology and Environmental Sciences;
Train critical thinking of the students around the main environmental
subjects;
Highlight the main challenges of future generations on solving and
managing the environmental problems based on the concept of
sustainable development.
Understand the historical evolution of the perception of environmental
issues;
Know the most important concepts that allow understanding of the
major environmental problems;
Know argue and debate so reasoned the main implications of the major
environmental problems;
Recognize the role of man in solving major environmental problems
now and in the future;
Understanding the multidimensionality of the concept of sustainable
development and transdisciplinarity inherent consequences and
responses to environmental problems
Não
aplicável/No
applicable
Não
aplicável/No
applicable
ISCE Guide for Foreign Students 3º ano, 2º semestre / 3th year, 2nd semester
Ação Educativa em
Animação
Sociocultural
Prática em Animação Sociocultural
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
21
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa/
Maria
Teresa de
Carvalho
Peral
Ribeiro
To Prepare a Creative Intervention project to the practice of 2nd
semester.
To Develop and Intervention Project / Action.
To Act as a Culture and Social Animator with the target population.
To (Re) evaluate the design project.
To Present (orally) the Intervention Project / Action and its conclusion
in the unit of A. E. I.
As purpose of practice, it is expected that the Culture and Social
Animator develop the following skills:
Instrumentals Skills:
Analyze the different sociocultural realities.
Characterize the different groups.
Using methods and techniques of innovative intervention.
Articulate knowledge of different curriculum areas.
Designing and developing intervention projects.
Evaluate the design, development and results of intervention projects.
9
Eva Maria
Lino do
Patrocínio
Santos
Lacerda
Corrêa/
Ângela
Maria
Patrício
Lisboa
ensino /
Mode of
delivery
Pré-requisitos /
Prerequisites
Local de
Estágio / Work
placement(s)
98 Presencial/
Presential
Não
aplicável/No
applicable
Lisboa area
Misto/blearning
Não
aplicável/No
applicable
Não
aplicável/No
applicable
ISCE Guide for Foreign Students Licenciatura em Animação Sociocultural – title, conteúdos, leituras recomendadas, métodos de ensino, métodos de avaliação e
idioma de ensino de unidades curriculares / Degree in Sociocultural Animation – title, contents, recommended reading, teaching
methods, assessment methods and language of instruction of units.
99 Nome
da UC /
Course
unit title
contents
Psicologia da Criança e do Adolescente
1. Psychology in education and
training of social and cultural
animators.
2. Child Psychology, Adolescent
Psychology, Developmental
Psychology.
3. Development in Children and
Adolescents.
4. Cognitive development from
childhood to adolescence
5. Moral and social development in
children
6. Emotional and social development
in children.
7. The adolescent psychology
8. Social and emotional development
in adolescence.
9. Identity development and contexts
of existence.
10. Vocational development in
adolescence
Campos, B.P. (1990). Psicologia do
desenvolvimento e educação de
jovens. Lisboa: Univ. Aberta.
Campos, B.P. (1991). Educação e
desenvolvimento pessoal e social.
Porto:Afrontamento.
Erikson, E. (1976). Infância e
Sociedade. Rio de Janeiro:Zahar.
Erikson, E. (1976). Identidade,
Juventude e Crise. Rio de Janeiro:
Zahar.
Lourenço, O. (1998). Psicologia do
desenvolvimento
moral.Coimbra:Almedina.
Pinto, J. M. (2003). Adolescência e
escolhas: à descoberta da
singularidade.Coimbra:Quarteto.
Curriculum Development Unit will focus on selfeducation and research work individually and in
groups.
thus:
• Exposition of Methods
• Guided Study and research
• Collaborative learning
Idioma de
ensino /
Language of
instruction
Assessment tools:
Class participation and
discussion forum platform
10%
Work (individual): a
critical review of a
scientific paper 60%
Portuguese
Work (group): Choose a
The assessment focuses on:
topic from the proposed
• Develop research skills, selection and analysis of offering and development
information
of a literature review in
• Develop information syntheses
order to answer the
• Discussion and critical information
underlying question.
• Sharing of learning and communication
Group presentation 30%
fala inglês?
/ Teacher
speaks
English?
Yes
ISCE Guide for Foreign Students Expressão Musical
I – Basic musical elements: sound
and characteristics
•Timbre
•Rhythm
•Pitch
•Dynamics
•Form
II - The voice and the body
•The human body as an instrument
of communication
•Vocal and body sounds
III - Instruments
•Musical Instruments: classification
and working principles
•Basic percussion (Orff instruments)
and symphonic orchestra
IV – Informatics tools in musical
animation
•Audiodigital edition: edition,
recording and mixture
A PAR - Projecto Aprender em
Parceria (2007). Cantar Juntos I.
Lisboa: Associação Aprender em
parceria (livro e CD)
Amado, M. (1999). O prazer de ouvir
audições para crianças. Lisboa:
Editorial Caminho.
Ferrão, A. M. & Rodrigues, P. F.
(2008). Sementes de Música para
Bebes e Crianças. Lisboa: Editorial
Caminho (livro e CD).
Padovan, M. (2000). A Dança no
Ensino Obrigatório. Lisboa: Fundação
Rooyackers, P. (1996). Jogos Musicais
para crianças. Lyon: Lyon Multimedia
Edições.
Santos, M. (2006). Histórias de cantar.
Lisboa: Juventude Musical Portuguesa
(livro e CD).
Sousa, M & Neto, F. (2003). A
Educação Intercultural através da
Música.Lisboa:Edições Gailivro.
Storms, J. (2003), 101 Jogos Musicais,
Lisboa, Edições ASA
Given the nature of theory and practice of this
Course, the set of classroom practices and
theoretical and practical, involve a variety of
processes, including:
- Active involvement of students in large group and
small groups in structured activities, drawing on
examples of significant musical eras, styles and
traditions;
- Review of the musical practice in the activity for
the systematization of content;
- Analysis of relevant documentation;
- Tutorial Support .
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 100 Attendance 10%
Participation 20%
Individual work 40%
Group,Project with 30%
Oral Exposition
Portuguese
Yes
ISCE Guide for Foreign Students Expressão Motora
Bento, J. (1998). Planeamento e
avaliação em Ed. Física. Lisboa:
Horizonte
Neto, C. (2003). Jogo e
desenvolvimento da criança. Lisboa:
FMH
Motor development:
Neto, C. (1995). Motricidade e Jogo na
Motor behaviour. Growth, maturation,
Infância. Sprint.
learning, adaptation and
Neto, C. (1983). Motricidade Infantil.
development.
Lisboa: ISEF-UTL
Human variables development
Nunes, L. (1999). A prescrição da
(biological, kinetics, morphologic and
actividade física. Lisboa: Caminho
cognitive).
Pieron, M. (1996). Formação de
Phases of human development
professores. Lisboa: FMH
Motor qualities and critical phases;
Siedentop, D. (1983). Devloping
Physical activity planing;
teaching skills in PE. Palo Alto.
Teaching strategies and Sports
Mayfield
session efficacy criteria’s;
Bento, J. (1998). Planeamento e
avaliação em Ed. Física. Lisboa:
Horizonte
FMH
Direct instruction;
Situation and circuit teaching;
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 101 Individual work
development:
Individual work (50%)
Presentation of the
individual work (40%)
Participation (10%).
Portuguese
Yes
ISCE Guide for Foreign Students Sociologia da Educação
Estanque,E., Mendes, J.M. (1998).
Classes e desigualdades sociais em
Portugal. Porto:Afrontamento
Enguita, M.F. (2007). Educação e
Transformação Social. Mangualde:
I - The Epistemological Issues.
Pedago
Sociology as social science: object
Giddens, A. (2004). Sociologia.
and method of study. The specificity Lisboa:F.C.Gulbenkian
of the sociology of education.
Haecht, A. V. (2008). Sociologia da
II - Social Dimension of Education.
Educação.Porto Alegre: Artmed
Agents of socialization. The
Keller, D. (1995). Media Culture.
relationship School - Society: social
London: Routledge
reproduction
Leandro, M. E. (2001) Sociologia da
III - Cultural Dimension of Education. Família nas Sociedades
The relationship School - Culture (s), Contemporâneas.Lisboa:Univ. Aberta
cultural pluralism in schools.
Pardal, A. L. (1996). A Educação, A
IV - The Family, the Socialization and Escola e a Estratificação Social.Aveiro:
Education.
Univ. Aveiro
Sanches, Mª F. C., (org.) et al.
(2009).A Escola como espaço
social.Porto: Porto Editora
Segalen, M. (1999).Sociologia da
Família. Lisboa:Terramar
Assiduity and participation in the theoretical
lessons, presence and distance in the form of
dialogue, critical analysis of texts and / or issues
under discussion, online discussion forums. (10%)
•Individual and group works (30%)
•Written proof assessment of knowledge (60%)
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Assiduity and
theoretical lessons,
presence and distance in
the form of dialogue,
critical analysis of texts
and / or issues under
Portuguese
discussion, online
discussion forums. (10%)
•Individual and group
works (30%)
•Written proof
assessment of
knowledge (60%)
102 Yes
ISCE Guide for Foreign Students Metodologia de Investigação
Aipelf, E. (1991). A metodologia da
Investigação em educação.Lisboa:
F.P.C. E.
1. The research component in the
Badin, L. (2000). Investigação
animators training
Qualitativa em Educação.Porto: Porto
1.1.The different types of knowledge Editora.
2. Scientific Method
Carmo, H. & Ferreira, M.M.
2.1. Characteristics
(1998).Metodologia da
2.2. Types of Research
Investigação.Lisboa: U. Aberta
3. Phases of the Research Process
Ceia, C. (1995).Normas para
3.1. Choose the Subject / Theme and apresentação de trabalhos científicos.
its delimitation
Lisboa: Editorial Presença.
3.2. Problem formulation
Lakatos, E.M. & Marconi, M.A. (2001).
3.3. Formulation of hypotheses and
Fundamentos de Metodologia
questions
Cientifica.São Paulo: Atlas.
3.4. Delimitation of the study
Quivy, R.& Van Campenhoudt, L.
population
(1992).Manual de Investigação em
3.5. Gathering information
Ciências Sociais.Lisboa: Gradiva.
3.6. Technical Data Collection
Santos, B. S.(1989). Introdução a uma
4. Scientific Research
ciência pós-moderna.Porto: E.
4.1. Structuring and Drafting:
Afrontamento.
Scientific Papers, Book Review,
Silva, A.S. & Pinto, J.M. (1986).
Research Report, Monographs;
Metodologia das Ciências
Project.
Sociais.Porto: E. Afrontamento.
Tuckham, B.W. (2000).Manual da
investigação em Educação. Lisboa:
F.C.G.
The time allocated school will be by matter
associated with the programmatic modules and is
designed to provide students with the essential
technical and scientific support. It will be
complemented by classroom sessions with a
practical component through a participatory
management that includes observation and
discussion of different types of documents, case
studies, comments and practical work in order to
illustrate and apply the theoretical knowledge
acquired.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 103 The assessment will be
continuous:
- Attendance, attitude 10%
- Critical analysis of a text
Portuguese
- 15%
- 3 Research Papers
(AO) - 15% each, totaling
45%
- Frequency writing - 30%
Yes
ISCE Guide for Foreign Students Técnicas da Expressão Escrita do Português
1. Linguistic Competence
1.1.Grammar and use; norm and
deviation
1.2.Language, knowledge of the
language and usage of the language
1.3.Linguistic.variation
1.4.Linguistic normalization
2.Communicative Competence
2.1.The verbal activity as a form of
action: speech acts
3.The oral language and the written
language
3.1.Ranging from the oral language
to the written language: spelling –
correspondence between graphism
and sound
3.2.Brief history of the spelling of the
Portuguese Language. The
Orthographic Agreement
3.3.Portuguese vocalic and
consonant system
3.4.The accentuation rules
3.5.Ranging from the oral language
to the written language
3.6.Communication and written
expression
3.7.The most frequent mistakes in
the oral speech and in the written
speech
Bechara, E. (1999). Moderna
Gramática Portuguesa. Rio de Janeiro:
Lucerna
Castro-Pinto, J. M. & Nascimento, Z.
(2002). A Dinâmica da Escrita. Como
Escrever com Êxito. Lisboa: Plátano
Editora
Instrumentos de Análise. Lisboa: Un.
Aberta
Faria, I. H. et al (1996). Introdução à
Linguística Geral e Portuguesa.
Lisboa: Editorial Caminho
Gomes, A. & Cavacas, F. (2005).
Escutar. Falar. Oralidade. Lisboas:
Clássica Editora
Escrever Direito. Ortografia. Lisboa:
Clássica Editora
Mateus, M. H. M. Et al(2003).
Gramática da Língua Portuguesa.
Lisboa: Editorial Caminho
Valentim, H. T. Monção, A. &
Coutinho, A. (1996). Importa-se de
Responder? Exercícios de Introdução
aos Estudos Linguísticos. Lisboa:
Plátano Ed. Técnicas
General principles:
-permanent incentive on the ative and positive
Procedures:
- contents supported by the mentioned
bibliography and worked over in the lessons or
over the blackboard software platform;
-consolidation of the knowledge through
systematic questionnaires on taught issues;
the language;
presentation;
-group works for class presentation with a
research component.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 104 Evaluation:
Elaboration and
exposition of individual
works - 35%
Portuguese
Written test - 40%
research work - 25%
Yes
ISCE Guide for Foreign Students Acção Educativa em Contextos
The Culture and Social Animator in
Portugal: history and social
framework:
Problem-Solving:
-The problem-solving in the
Animator’s intervention.
-Pedagogy of Project.
-The techniques in the creative
problem-solving
b) The brainstorm in the problemsolving
Intervention Projects: Mini-projects
development:
-Introduction
-Theoretical justification / theoretical
framework
-Targets.
-Development process / Plan - action
-Conclusion and evaluation
The Animator in Educational
Practice:
-How to develop observation,
analysis and research capacities:
-How to evaluate an observed reality;
-How to elaborate a training report.
M. (1998).Como elaborar um
Projecto.LIsboa: CPIHTSocial
Besnard, P. (1980).Animateur SocioCulturel: Une profession differente?
Paris: Editions ESF
Cook, C.(2000).La solución creativa de
Problemas.Santiago
Compostela:S.Publicações USC
Cubero, M.V. (1991).La Animación
Socio-Cultural: una alternativa para la
tercera edad. Madrid: C trabajo social.
Serie cuardenos, Siglo XXI,
Prado D. (1998):10 Activadores
Criativos.Santiago Compostela: S.
Publicações USC
Quintana, J. (1986): Fundamentos de
animación sociocultural.
Madrid:Narcea
Quintas, S.F. (1995):Para comprender
la animación Sociocultural.Navarra:Ed.
Verbo Divino,
Lopes, M.(2006).Animação
Sociocultural em Portugal.Braga:Braga
Ed.
Trillas, J.(2004):A Animação
Sociocultural:Lisboa:Ed. Piaget
Contact with the Teacher:
Assiduity 10%
Participation in the critical
analysis of texts, projects
and / or topics for
Throughout this subject, students will consider and
discussion 10%
discuss issues and experiences developed for
Development of Projects
text, images, news or projects submitted in each of
(design and organization)
a dynamic class.
10%
These debates and reflections will base the profile
Independent Work:
and skills of the Culture and Social Animator as
Guided-reading, personal Portuguese
well as develop skills at observation and analysis
independent study, work
level. Thus it is intended that this theoretical and
on search 20%
practical unit in the curriculum will develop a
Preparation of a mini
methodology for learning and teaching, in which
individual project 20%
the learner will be able to research and debate
Preparation of a miniissues related to developing the contents.
draft group 20%
Presentation,
implementation and
10%
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 105 Yes
Nome
da UC /
Course
unit title
contents
os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
106 Psicologia do Adulto e do Idoso
1. Adulthood:
1.1. The criteria of definition.
1.2. The emergence of the
psychology of the adult and the
elderly.
1.3. Periods of development in
adulthood. Brief reference to some
theories.
2. The elderly
2.1. Attitudes, myths and prejudices,
preconceived ideas about old age
2.2. Biological aspects of aging: the
aging process, aging primary and
secondary.
2.3. Psychological and cognitive
aspects of aging.
2.4. Social and cultural aspects of
aging.
Barros de Oliveira, J. (2005).
Psicologia do envelhecimento e do
idoso. Porto: Legis.
Berger, K.S. (2001). O
desenvolvimento da pessoa: da
infância à terceira idade. Rio de
Janeiro: LTC.
Fonseca, A. (2005). Desenvolvimento
humano e envelhecimento. Lisboa:
Climepsi.
Marchand, H. (2005). Psicologia do
adulto e do idoso. Coimbra: Quarteto.
Marchand, H. (2001). Temas de
Desenvolvimento Psicológico do
Adulto e do Idoso. Coimbra: Quarteto.
Schaie, K. W.& Willis, S. L. (2003).
Psicología de la edad adulta y la vejez.
Madrid: Pearson Educación.
In the Course of Psychology of Adult and Elderly
refers to a methodology based on active reflection
and discussion, critical analysis of texts, work on
collecting information related to the themes
discussed in class.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The weighting of
assessment components
in the final classification
will be as follows:
Portuguese
Class participation
through discussion and
reflection – 10%
Test – 50%
Work group – 40%
Yes
ISCE Guide for Foreign Students Expressão Visuo-Plástica
Dondis, D. A. (1985) La Sintaxis de la
Imagen Barcelona: Ed. G.Gili
Expression and Creativity
Fabris, S.; Germani, R. (1973).Color Language and Communication
Proyecto y Estética en las Artes
- Visual language of modern
Gráficas.Barcelona:Don Bosco
movements
Fundação Eugenio Granell.
Surrealist - methods and techniques (1995).Colección Eugenio
Means of Expression Plastic:
Granell.S.Compostela:Consórcio de
materials and techniques
Santiago
Concept of artistic material
Read, H. (1982).Educação pela
-Origins and evolution of various
Arte.Lisboa:Ed. Edições 70
artistic materials
Ernst. M. (1987).Livros e obra gráfica –
- Properties and applications of
Exp.Inst.Relações
artistic material
Culturais.Lisboa:Fundação Calouste
Expressividade of Materials
Gulbenkien
- Qualities of a material to use in
Munari, B. (1987).Fantasia - Invenção,
artistic expression
Criatividade e Imaginação na
Potential and behaviour of materials Comunicação Visual.Lisboa:Ed.
The materials "classic" and the other Presença
Materials and Techniques
Munari, B.(1985).Diseno Drawing - Components of imaging
Comunicacion Visual.Barcelona:Ed.
- Processes or techniques, materials, G.Gili
design and media
Kandinsky, W. (1987).Ponto Linha
Painting - visual components of
Plano:Lisboa:Ed.Edições 70
painting
Rodrigues, D. D’Alte (2002).A Infância
- Processes or techniques, materials da Arte, a arte da
and mediums of painting.
infância.Lisboa:Edições ASA
Sousa, R. (1980).Desenho: Artes
Plásticas.Lisboa:Univ. Aberta.
Attendance 5%
Commitment and participation in the proposals of
each session 5%
Research on the concepts that served to support
the construction of the images 10%
Developing a portfolio of learning consists of:
1. Work on holding plastic of different techniques,
focusing on the field and expressive use
of technology and critical evaluation of processes
and materials used 30%
2. 2. Research and critical analysis on the
performance and possibilities of plastic materials
used. 10%
Carrying out exercises on the assessment of
technical, performance and possibilities plastic
materials for
drawing and painting. 40%
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Attendance 5%
Commitment and
proposals of each
session 5%
Research on the
concepts that served to
support the construction
of the images 10%
Developing a portfolio of
learning consists of:
1. Work on holding
plastic of different
techniques 30%
2. 2. Research and
critical analysis on the
performance and
possibilities of plastic
materials used. 10%
Carrying out exercises
on the assessment of
technical, performance
and possibilities plastic
materials for
drawing and painting.
40%
107 Portuguese
Yes
ISCE Guide for Foreign Students Pedagogia Social
1. The social pedagogy in the context
of educational sciences and the
humanities in general.
Historical Approach.
2. Political and legal assumptions of
social action.
3. Assumptions socio-cultural and
educational social action.
The concepts of marginalization,
exclusion and social integration and
its factors.
The family and other institutions as
agents of socialization.
The role of local communities.
4. The target groups of social
intervention - education:
Childhood, adolescence, youth and
adulthood problems
The family and their existential needs
Disabled, sensory and psychic
5. Branches of Social Pedagogy
Pedagogy hospital;
Pedagogy of inadequacy and
marginalization
Adult Education
Education and Community Education
Caride, A. (2005). Las Fronteras de la
Pedagogia Social – Perspectivas
Científica e Histórica.
Barcelona.Gedisa Editoral
Carreras, J. S. & Molina, J.G. (2006).
Pedagogia Social. Madrid: Alianza
Editorial.
Fermoso, P.(1994). Pedagogia social.
Fundamentación científica. Barcelona:
Herder.
García Garrido, J.L.; Alejos Gray, C.J.;
Rodriguez Sedano, A. (2001).
Esquemas de Pedagogia Social.
Pamplona: Eunsa.
Montoya Sáen, J. M., Lebrero Baena,
M. P. & Quintana Cabanas, J. M.
(2001). Pedagogía Social. Madrid:
UNED.
Pérez Serrano, G. (2009). Pedagogía
Social- Educación Social.
Construcción científica e intervención
práctica. Madrid: Narcea.
108 In the Social Pedagogy classes will mainly use
methodology exhibition, due to its theoretical
character. However, student participation in
discussions and reflections will be valued. At the
end of the semester, students present a group
work and carry out an evaluation test of knowledge.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Class participation
through discussion and
reflection – 10%
Test – 50%
Work group – 40%
Portuguese
Yes
ISCE Guide for Foreign Students Marketing Cultural
1. Concepts and contextualization of
cultural marketing
1.1 Concept of Culture
1.2 Concept of Marketing
1.3 Concept of Cultural Marketing
2. The evolution of marketing
2.1 The Production optical phase
2.2 The Sales phase
2.3 The Market view phase
2.4 The Integrated Marketing phase
3. Cultural marketing as a
management philosophy
3.1 The cultural marketing
3.2 The marketing mix
3.3 The strategic marketing
4. The marketing plan and its
strategies of communication
4.1 Diagnosis
4.2 Analysis SWOT
4.3 Objectives of Marketing
4.4 Strategic Marketing
4.5 Definition of the strategy of
communication
4.6 Investment and financing Plan
4.7 Control and Update of the plan
Costa, I. (2004). Marketing
Cultural.São Paulo: Atlas.
Reis, A. C. F. (2003.Marketing Cultural
e Financiamento da Cultura.São
Paulo:Pioneira Thomsom Learning
Kotler, P.(1997).Marketing
Management – Analysis Planning,
Implementation and Control. 9th
Edition.Upper Saddle: RiverPrentice
Hall.
Ashley, Patrícia et al. (2003).Ética e
Responsabilidade Social nos
Negócios.São Paulo: Saraiva.
Lendrevie, Jacques et al
(2004).Mercator - Teoria e Prática do
Marketing, 8ª Ed.Lisboa:Publicações
Dom Quixote.
Muylaert, R. (2000).Marketing Cultural
& Comunicação Dirigida, 5ª
Edição.São Paulo:Editora Globo.
Ribeiro, L. M. (2004).Comunicação e
Sociedade- Cultura, Informação e
Espaço Público. Rio de Janeiro:Epapers.
Mendes, J. V. (1991).Marketing,
Patrocínio e Mecenato.Lisboa: Texto
Editora.
109 Presentation and explanation of content by the
teacher;
Exercises performed by the student, in groups or
individually.
Period of mentoring for discussion of contents,
preparing work.
Analysis and interpretation of various tourist
itineraries.
Selection of articles or works directly related to the
curriculum unit, in order to provide study support.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Autonomous work.
Regularity and attitude
(10%)
Promotional Film (30%)
Marketing Plan (40%)
Exhibition /Workshop
(20%)
Portuguese
Yes
ISCE Guide for Foreign Students Antropologia Social e Cultural
Module I – Anthropology
- Anthropology
- Purpose and working methods
- Branches of Anthropology:
Physical, Social and Cultural
Module II – Culture
- Culture
- Otherness
- Identity
Module III – Theories
- Theories of Anthropology
Module IV - Social Organization
- Relationship
- Marriage and matrimonial aliances
- Forms of social organization
Module V - Symbolic Systems and
Practices
- The Sacred and the Profane
- Magic
- The Ritual
Module VI - The Body as Symbol
- The centrality of body language.
- The concepts of the body in
contemporary urban culture, gender
and embodiment
Almeida, M.V. (2004).Outros destinos:
Ensaios de Antropologia e
Cidadania.Porto:Campo das letras.
Almeida, Miguel M. C. V. ed. 1996.
Corpo Presente: Treze Reflexões
Antropológicas sobre o CorpoOeiras:
Celta.
Bastos, J. (org.). (2002). Antropologia
dos processos
identitários.Lisboa:FCSH.
Levi-Strauss, C. (1982). As Estruturas
do Parentesco.Petrópolis:Vozes.
Maalouf, A. (2009).As Identidades
Assassinas. Lisboa: Difel.
Titiev, M. (1992).Introdução à
Antropologia.Lisboa:F.C.G.
Malinowski, B. (1988).Magia, Ciência e
Religião.Lisboa:Edições 70.
Rowland, R. (1987).Antropologia,
História e Diferença.Lisboa:Edições
70.
Warnier, J.P. (2000).Mundialização da
cultura.Lisboa:Edições 70.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 110 - Critical analysis of a
texts - 20%
- 2 Learning Modules 15% making up 30%
- Group work 50% (20%
presentation, 30%
written work)
Portuguese
Yes
ISCE Guide for Foreign Students Inglês
Linguistic Component: (structural and
theme approach)
•Description - people, characters,
activities and places - habitual and
irregular actions , phrasal verb
paragraph and punctuation;
•The Future - experiences,
projections and plans - future tenses,
formal and informal register;
•Opinion - art, professions and
artists, fame and social protagonism
– the gerund and the infinitive
tenses;
•Comparison - similarities and
differences, social behaviour of men
and women – comparative adjectives
and superlatives;
•Narrative - memories, stories, tales
and facts – past tense and past
participle;
Cultural Component:
Introduction to relevant social,
cultural, geographical and historical
aspects of the English-speaking
countries.
Fordham, S. (1997). Portuglish.
Lisboa: Plátano
Giles, Judy & Middleton, Tim, 2002,
Studying Culture, London, Blackwell
Haines, S. & Stewart, B. (1995) New
First Certificate Masterclass.
Oxford:Ox. U. Press
Norman, S. & Revell, J.(1997).In Your
Hands.London :Saffire Press
Quirk & Greenbaum(1995).A
University Grammar of English.Essex,
Longman
Sorry, Mike & Childs, Peter, (Ed.)
2002, British Cultural Identities,
London, Routledge
Swan, M.(1973).Practical English
Usage.Essex, Longman
• Written and oral comprehension exercises for
practice;
• Listening and comprehension exercises;
• Pair and group work;
• Group or individual roleplaying;
• Oral exposition of general information in linguistic
and cultural issues;
• Games for linguistic or cultural awareness;
• Permanent presentations of assignments under
the teacher supervision;
• An English Project.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Permanent assessment
based upon any activity
and work done by the
students – 30%
•Test – 50%
•The project of the
subject – 20%
111 Portuguese/
English
Yes
ISCE Guide for Foreign Students Espanhol
1.1.- Morphology: name; articles and
contractions and possessive
pronouns, adverbs, numerals and
verbs
The adjective and its degrees,
adverbs, prepositions, interrogative
pronouns and demonstrative
1.2 Social and cultural topics:
- Social, economical, and cultural
aspects of the Spanish-American
countries
1.3 Team work: Writing of dialogues
Amenós, José; Gil-Toresano, Manuela;
Soria, Inés (2005). AGENCIA ELE
(Manual de lengua castellana
adoptado). Alcobendas SGEL
Castro Viúdez, F. (2004). Aprende
Gramática y Vocabulario (Manual de
lengua adoptado – Libro de Ejercicios).
Alcobendas SGEL
Rubio Moraiz, Paloma; (2006). Verbos
Españoles Conjugados. Alcobendas
(Madrid). SGEL
Larousse Editorial y Porto Editora
(Diccionario) (2006). Diccionario
Portugués – Español. Español –
Portugués; Mallorca y Porto. Vox,
Larousse Editorial y Porto Editora
www.egramatica.com (con actividades
de práctica de gramática española);
www.euroverb.com (conjugador
verbal)
http://dirae.es/ (diccionario inverso de
español) ; http://www.elcastellano.org /
(La página del idioma español)
http://www.spain.info/es/ (web oficial
del turismo en España: Videos, rutas,
informaciones culturales y turísticas,
etc.)
The method of
evaluation is continuous
assessment, which is set
as follows:
1.1 One (1) final written
test (35%) - To be held
to the end of the
semester
The primary activity of Spanish classes for this
course is: "Practice" (communication and a focus
on interactive grammar and vocabulary based on
the procedure of association and reading).
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 1.2 One (1) work
(presentation) oral and
oral participation in class
(30%)
Portuguese/
Spanish
1.3 Continuous
assessment / written and
oral participation in class
(35%)
Continuous assessment
through exercises in
grammar / vocabulary
and dialogues, as well
as presentation /
handing out of work /
supplementary sheets
proposed by the
teacher.
112 Yes
Nome
da UC /
Course
unit title
contents
Sociologia da Cultura e do Lazer
Costa, Lamartine P. (1987) A
reinvenção da educação física e do
1. Different ways of explaining the
desporto segundo paradigmas dos
world: from common sense to
lazer e da
scientific knowledge:
recreação Lisboa Ministério da
2. From free times to leisure:
Educação e Cultura
historical evolution and
Coster, Michel de e François Pichault
conceptualization:
(1985) Le loisir en 4 dimensions Paris
3. Leisure cultural contextualization:
Éditions Labor
4. Leisure functions and work/ free
Dumazedier, Joffre (1962) Vers une
time opposition:
civilization du loisir Paris Seuil
5. Rural and urban: a dichotomised
Dumazedier, Joffre (1962) Sociologie
vision of leisure spaces and forms:
empirique du loisir Paris Seuil
6. Leisure in contemporary societies:
Lima dos Santos, Maria e José
7. Freedom of choice as leisure
Machado Pais (2010) Novos trilhos
central condition:
culturais – Práticas e políticas Lisboa
8. Leisure and society:
ICS
9. Free time institutional
Pais, José Machado (2010) Lufa-Lufa
organization:
quotidiana Lisboa ICS
9.1. Structure and methodology
Rosales, Marta Vilar (2009) Cultura
characteristics;
material e consumo – uma introdução
9.2. Leisure organisms;
Lisboa Celta Editora
9.3. School and free-time institutions:
Rojek, Chris (2010) The labour of
oppositions and complementarities.
leisure London Sage
10. Leisure as social pathologies
Schwanitz, Dietrich (2010) Cultura –
profilaxy and therapeutics:
Tudo o que é preciso saber Alfragide
D. Quixote
os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
113 Contact with the teacher
- Assiduity 10%
and topics for discussion
20%
Throughout this curriculum unit, there shall be
developed reflexions and debates on the issues on
stake, through scientific articles, texts, images and
newspaper articles.
These tasks will allow the development of
knowledge and skills, on the leisure sociology
contemporary problematic, providing tools that can
enhance the agents’ field action.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Tutorial Orientation
- Supervision of
activities and projects
- Clarification of doubts.
Independent Work
(Individual / group)
- Guided reading and
research, oral
exposition, individual
presentation of work
research 30%
- Written test 40%
Portuguese
Yes
ISCE Guide for Foreign Students I – Basic musical elements: sound
and characteristics (review and
recovery)
Animação e Criação Musical
•Timbre
•Rhythm
•Pitch
•Dynamics
•Form
II – Musical Projects
•The human body as an instrument
of communication
•Creation of musical activities
•Planning musical activities
•Development of musical expression
projects from different subjects:
Portuguese Traditional Music, World
Music, Urban Music, Instrument
Building, Musical Games
A PAR - Projecto Aprender em
Parceria (2007). Cantar Juntos I.
Lisboa: Associação Aprender em
parceria (livro e CD).
Almeida, J. (1998). Um olhar musical
pelos resíduos. Lisboa: Ministério do
Ambiente.
Amado, M. (1999). O prazer de ouvir
audições para crianças. Lisboa.
Editorial Caminho.
Ferrão, A. M. & Rodrigues, P. F.
(2008). Sementes de Música para
Bebes e Crianças. Lisbo:, Editorial
Caminho (livro e CD).
Henrique, L. (1998). Instrumentos
Musicais. Lisboa: Fundação Calouste
Gulbenkian.
Padovan, M. (2000). A Dança no
Ensino Obrigatório. Lisboa: Fundação
Rooyackers, P. (1996). Jogos Musicais
para crianças. Lyon: Lyon Multimedia
Edições.
Santos, M. (2006). Histórias de cantar.
Lisboa: Juventude Musical Portuguesa
(livro e CD).
Sousa, M & Neto. F. (2003). A
Educação Intercultural através da
Música. Lisboa: Edições Gailivro.
Storms, J. (2003). 101 Jogos Musicais.
Lisboa: Edições ASA.
114 Once this Curricular Unit is both theoretical and
practical, the group of practical and theoreticalpractical classes and will involve a diversity of
processes, namely:
- Active involvement of the students, in big and
small groups, in structured activities, based on
significant musical examples
from different times, styles and traditions;
- Analysis of the process in the practical musical
activity to the systematization of contents;
- Analysis of relevant documentation;
- Autonomous work;
- Tutorial support;
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] - Assiduity 10%
- Participation 20%
- Individuals works 40%
- Project, in teamwork,
with oral exposition 30%
Portuguese
Yes
ISCE Guide for Foreign Students Self-presence when facing the
others: body posture, alignment and
expression
Muscles and tense postures of the
body
Introduction to the expressive
movement: composition techniques
Relationship between Body/Space
and Body/Rythm
The self and the other
Creativity and movement in teaching
and in other social contexts
Creative movement methodologies
Planning methods for a movementsession
Expressão Corporal e Dramática
Bateson,G. (1989). Metadiálogos.
Lisboa: Gradiva.
Brook, P. (2011). O Espaço Vazio.
Lisboa: Orfeu Negro.
Brook, P. (1993). O Diabo é o
Aborrecimento: Conversas sobre
Teatro. Lisboa: Asa.
Calais-Germain, B. (2007). Anatomy of
Movement. s/l: Eastland Press.
Courtine, J.&Haroche, C. (s/d). A
História do Rosto. Lisboa: Teorema.
Goffman, E. (1993). A Apresentação
do Eu na Vida de Todos os Dias.
Lisboa: Relógio d’Água.
Dramatic Expression
Laban, R. (1963). Modern Educational
Dance. London: MacDonald&Evans,
The evolution of dramatic expression Ltd.
Voice, text and the actor: discovering Melo, M.C. (2005). A Expressão
drama
Dramática à Procura de Percursos.
Creation of individual and collective
Lisboa: Livros Horizonte.
characters
Ribeiro, A.(1994). Dança
“To be in the moment”
Temporariamente Contemporânea.
Dramatic expression adapted to
Lisboa: Vega.
different spaces and to different
Stanislavski,C. (1994), A preparação
social actions
do Actor. Rio de Janeiro:Civilização
The drama game
Brasileira.
- Games with rules
- Improvisation/devising
115 The teaching methodology to be used in this
curricular unit includes practical exposition of the
issues of the syllabus and the acquisition of basic
techniques, as well as the analysis and the
reflection of social and cultural issues through the
creation of work, both individual and in group.
In the classes are often adopted as method videos
and the analysis of texts will be used as teaching
procedures.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The evaluation is based
on participation and
attendance
of students in class
(20%), on short
evaluation exercises
(10%), on individual
Portuguese
work (creation of short
dramatic pieces
supported by a log book)
(40%), on a group work
(movement-session
planning) (30%).
Yes
ISCE Guide for Foreign Students Modelos de Animação Sociocultural
1. Dimensions of the know-how in
Culture and Social Animation (CSA)
1.1. The concept of CSA
1.1.1. The idea of culture in the CSA
1.1.2. “Cultural democracy” and
“democratization of culture”
1.2. Evolution of the CSA in Portugal
2. Theories of the CSA
2.1. Theoretical paradigms
2.1.1. Technological
2.1.2. Interpretative
2.1.3. Dialectic
3. Characteristics of the CSA
3.1. Participation
3.2. Empowerment
3.3. Agent of change
3.4. System of social communication
4. The Animator in action: dimension
and extents of acting
4.1. Technical profile and status of
the Social Animator
4.2. Social Animation and other
phenomena of Culture and Social
Animation: differences and
compatibility of similar concepts
4.3. Associations and Reference
Institutions
5. Methodology of Action and of
Project
5.1. Training Activities
5.2. Diffusion Activities
5.3. Artistic activities
5.4. Entertaining activities
5.5. Social activities
Ander-Egg, E. (1999).O Léxico do
Animador.Amarante: Edições ANASC
Ander-Egg, E.(1983).Metodologia y
práctica de la Animación
Sociocultural.Madrid: Marsiega
Ferreira, P. (2001). Guia do animador,
uma actividade de formação. Lisboa:
Multinova
Jardim, J. (2002).O Método da
Animação. Manual para o
formador.Porto: Ed. Ave
Lopes, M. (2006).A Animação
Sociocultural em Portugal. Braga: Ed.
Autor
Quintas, S.; Sánchez, G.(1999).Para
comprender La Animación
Sociocultural. Navarra: Editorial Verbo
Divino
Trilla, J. (Coord.)(2004).Animação
Sociocultural, Teorias Programas e
Âmbitos.Lisboa: Instituto Piaget
UNESCO.(1980).Educador e a
Abordagem Sistémica. Lisboa: Ed.
Estampa
116 Methodology of teaching and learning: a critical
analysis of texts and case studies, exercises,
analysis and reflection on issues for proposals,
methodologies and strategies, problem solving,
with previous research on the issues to be
addressed, Method for the exhibition presentation
of the syllabus of the UC through the presentation
of themes, contextualized, and the provision of
systematic information of the most relevant issues,
participatory methodology, privileging dialogue,
exchange experiences and debate ideas, as well
as collaborative work, simultaneously developing
personal skills such as coordination ability and
exposure and critical spirit.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Attendance 10%
Participation in reflexive
activities under the form
of dialogue, critical
analysis of texts,
projects and / or topics
for discussion 20%
Design of individual
work 30%
Design of a working
group 30% +
presentation 10%
Portuguese
Yes
ISCE Guide for Foreign Students Ética e Deontologia
Baptista, I. (1998). Ética e
Educação.Porto.Univ. Potucalense
Cunha, P.D’.(1996). Ética e
Educação.Lisboa U.C.E
1. Axiology and Ethics: the ethical
Dias de Carvalho, A. (org).(2001).
stance as a fundamental human
Filosofia da Educação. Temas e
axiological.
Problemas. Porto.Porto Editora
Gervilla, E. (1992).El Animador, Perfil
2. Nature and foundations of ethics.
Y Opciones.Madrid.Editorial CCS
Intent ethics and moral norms.
Lopes,M.S..(2006).AnimaçãoSociocult
ural em Portugal.Chaves.Intervenção
3. Axiological education: values,
Monteiro, A.R.(2004).Educação e
ethics and education.
Deontologia Lisboa. Escolar Editora
Monteiro, A.R.(2008). Qualidade,
4. Ethical dimension of action: Codes Profissionalidade e Deontologia na
of Professional Ethics.
EducaçãoPorto.Porto Editora
Paradigms and problems. Ethical
Patrício, M (1993 ). .Lições de
responsibilities in the institutions,
Axiologia Educacional. Lisboa.Univ.Ab.
toward individual, the group and
towards the Community.
Estatuto do Animador Sociocultural
(proposta da ANASC)
http://anasc.no.sapo.pt/estatuto%20do
%20ASC.htm
(retirado a 3 de Agosto de 2011)
Attendance and
spontaneous
participation in
Methodology using active dialogue with the
theoretical sessions in
students, discussions and critical analysis of texts
the form of dialogue,
and / or themes, videos, as well as work on
collection, individually and in groups, independently
and / or issues under
and / or directed to relevant information by the
discussion (10%)
same referring the issues under discussion.
-Work group final (40%)
- Individual written
Reflexion (50%)
Yes
ISCE Guide for Foreign Students Tecnologia da Informação e Comunicação
Amante, L. (2007). As TIC na escola e
no jardim-de-infância. Lisboa
Sísifo, Revista de ciências da
1. Society and Information
educação (Vol. n.º3, pp. 51-64)
Technology and Communication: the Anderson, P.(2007). What is web 2.0?
phenomenon of globalization and its Ideas, technologies and implications
impacts in all activities and areas of
for
knowledge. The school in the society education.http://www.jisc.ac.uk/media/
of the information and the
documents/techwatch/tsw0701b.pdf
knowledge.The fight against digital
(retirado a 5 de Agosto de 2011)
illiteracy, and social exclusion and
Anderson,P; Castells,M. (2005).A
cultural.
Sociedade em Rede. Lisboa: F.C.G.
Conselho Nacional de
Educação.(2002).Redes de
Aprendizagem .Lisboa:Ministério da
communication media. The speeches Educação
at the service of multimedia
Dapp (2002).As TIC e a qualidade das
educational communication and
aprendizagens.Lisboa:Ministério
socialcultural animation . Production Educação
of digital media content: rules and
Gouveia, L.(1997).A Internet,
procedures.
oportunidade ou ameaça ao
professor?.Porto: UFP
Miranda,G.(2008).Teorias da
Aprendizagem e Aplicações
Educativas Programáveis. Lisboa
communities of practice online,
Sísifo, revista Ciências da Educação
virtual learning communities.
(pp.1-48)
Collaborative tools (Webquest, Wikis, Missão para a Sociedade da
Blogs). Criteria for evaluating
Informação(1997).Livro Verde para a
Websites.
Sociedade da Informação em Portugal.
Lisboa.M.C.T.
Sanmya, F.T.(2002).Comunidades
Virtuais.S. Paulo:Editora Érica
118 (Digital resource: 50%)
(Report: 30%)
Teamwork: A project that involves the production of
a multimedia resource and /or online directed to an
Assiduity and
educational context and real intervention, and a
Involvement in the
written report on its development.
classroom and distance
(20%)
Yes
ISCE Guide for Foreign Students Ação Educativa Interdisciplinar
1. Projects of Animation
1.1.Animation Community
1.2.Animation of the Elderly
1.3.Animation of the Schools
1.4.Animation of the Libraries
1.5.Animations of the Youth
1.6.Animation and Entrepreneurship
1.7.Animation and Webmarketing
2. The Animator and the Project
2.1.Planning
2.1.1.The preparation of a working
plan
2.1.2.Examples of various types of
planning
2.2.The development
2.2.1.Specifics phases of
development
2.2.2.Research
2.3.The Action
2.3.1.Presentation of the work
2.3.2.“Learn to be” close to reality
2.3.3.“Learn to act” in front of a
specific reality
Ander-Egg, Ezequiel (1987). Perfil del
animador Socio-Cultural. Alicante:
Gráficas dias, SL.
Ander-Egg, Ezequiel (1999). Léxico do
Animador. Amarante: ANASC
Ander-Egg, E e Idáñez M.J.A. (1998).
Como elaborar um Projecto. Lisboa:
CPIHTSocial
Barbier, J.-M. (1993). Elaboração de
projectos de Acção e Planificação.
Porto: Porto Editora
Besnard, Pierre (1980). Animateur
Socio-Culturel: Une profession
differente?. Paris: Editions ESF
Quintana, J. e outros (1986).
Fundamentos de animación
sociocultural. Madrid: Narcea
Sousa Lopes, Marcelino (2006).
Animação Sociocultural em Portugal.
Amarante: Ed.Intervenção
Trillas; Jaume (2004). A Animação
Sociocultural. Lisboa: Ed. Piaget
Jantsch,J.(2008). MarketingAderente –
o guia de marketing para pequenas
empresas mais prático do mundo
(1ªed). Lisboa: Smartbook
Gaspar, F. (2010). O processo
Empreendedor e a criação de
Empresas de Sucesso 2ªed. Lisboa:
Edições Sílabo, Lda
Throughout this unit students will consider and
discuss issues and experiences developed for text,
images, news or projects submitted in each of a
dynamic class.
These debates and reflections will base the profile
and skills of the Culture and Social Animator, as
well as developing skills at observation and
analysis level. Thus it is intended that this
theoretical and practical unit of the curriculum, will
develop a methodology for learning and teaching,
in which the student will debate issues related to
developing the contents.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] - Attendance and
participation in
laboratory practice 15%
- Reflexive participation
in the activities in the
form of dialogue, critical
analysis of texts and/or
topics for discussion
15%
- Dynamization and
implementation of the
Animation Projects30%
Guided-reading,
research and
preparation of a new
creative Project 20%
- Group Work 20%
119 Portuguese
Yes
Nome
da UC /
Course
unit title
contents
Criação Plástica Aplicada
The artistic expression
•Creative process
Materials relevance in the evaluation
of plastic quality
•Properties and characteristics of
representation and expression
materials
Techniques and materials – 2D
•Origami
•Chinese Shadows Theater
•Poster
•Modelling on paper collé –
conformation structures (wires, nets,
boxes, etc) / newsprint, draft, craft,
etc.
•Modelling in sponge or PVC – plate
and block.
Recoverings - specific paints,
varnishes, glues.
Calvo, Jorge; Martorrell, Amparo.
(1986). El Actor Oculto – mascarassombras-titeres.Madrid:Diputació de
Castelló
Costa, Isabel Alves; Baganha, Filipa
(1989). O Fantoche que Ajuda a
Crescer. Porto: Ed. ASA
Kleist, Heinrich Von (1988). Sobre el
Teatro de Marionetas, y otros ensayos
de arte e filosofía. Livros Hiperión
Lequeux, Paulette (1977). A criança
criadora de espectáculos, jogos de
sombras – jogos dramáticos. Família
2000
Munari, Bruno (1987).Fantasia Invenção, Criatividade e Imaginação
na Comunicação Visual.Lisboa:Ed.
Presença
Gonçalves, Eurico(1991). A Arte
descobre a criança.Lisboa:Raiz
Editora
Katz,L; Chard,S. (2009).A Abordagem
por Projectos na Educação de
Infância.Lisboa:FCG
os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
120 The artistic expression
•Creative process
Materials relevance in the evaluation of plastic
quality
•Properties and characteristics of representation
and expression materials
•Origami
•Chinese Shadows Theater
•Poster
•Modelling on paper collé –conformation structures
(wires, nets, boxes, etc) / newsprint, draft, craft,
etc.
•Modelling in sponge or PVC – plate and block.
Recoverings - specific paints, varnishes, glues
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] •Attendance -5%
•Preparation of a project
- Briefing detected in
organizational design,
production and
exploration
of different materials and
techniques used - 30%
•Creativity and
Portuguese
expressive use of the
technique - 30%
•Commitment and
course of the work 10%
Research on the
concepts that
underpinned the project
- 25%
Yes
Metodologia das Atividades Físicas
ISCE Guide for Foreign Students Physical activities and teachinglearning relations;
Planning;
Sporting structures: Events,
Tournaments, Sporting Events
Management;
Physical Activities Prescrition.
Barreu, G. (2001). Gestão do Risco na
Organização de eventos Desportivos.
Seminário Internacional Gestão de
Eventos desportivos. Ministério da
saúde e do desporto. Centro de
Estudos e Formação Desportiva.
Lisboa.
Brighenti O.; Clivaz, C.; Délétroz, N. e
Favre, N. (2005). Sportos Event
Network for Tourism and Economic,
Development of the Alpine Space,
Réseu transfontalier pour le
development touristique et
économique de LÁrc Alpin au travers
d´´evénements Sportifs. Chappelet,
Jean-Loup
Cerezuela, B. (2003). La información y
documentación deportiva y los
grandes eventos deportivos. Instituto
Andaluz del Deporte
Correia, A. (2001). Marketing
Estratégico de eventos desportivos. In
CorreiaA., Ferrand, A., Monteiro, E.,
Madail, G., Mata, J. et al. Seminário
Internacional: Gestão de eventos
desportivos. Lisboa: Cento de Estudos
e Formação Desportiva.
Poit, D. (2006). Organização de
Eventos Desportivos (4º ed.). São
Paulo: Phorthe Editora
121 Direct instruction;
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Participation and
commitment on
theoretical and practical
sessions (10%);
Presentation of the
Assiduity (10%)
Portuguese
Yes
ISCE Guide for Foreign Students Motricidade e Desporto Aventura
Planning, organization and
supervision on outdoor sports;
Security on outdoor sports;
Outdoor Sports:
Orienteering;
Climbing;
Bow and arrow;
Team Building;
Surfing.
Botelho, M. (2002). Situações de risco
nas actividades curriculares e extracurriculares.Boletim da Sociedade
Portuguesa.
Carvalho, A (1985). Corrida de
Orientação - Desporto e Aventura na
Natureza, Horizonte,1 (5), Jan/Fev
1985, pp. 152-155.
Engh, D. (2004). Archery
Fundamentals (Sports Fundamentals
Series). Human Kinetic
Estêvão Correia, M. (2011). Escalada
– O Manual de Iniciação. Edições SChallenge.Grândola.
Estêvão Correia, M. (2005).
Concepções Didácticas e
Metodológicas no Ensino do Surf.Tese
de Mestrado não Publicada, FMHUTL.
Guisado, R. (2003). The Art of Surfing.
A training manual for the developing
and competitivesurfer. Falcon Guide.
Montana.
Norman, Bertil; Yngstron, Arne (1991).
Orienteering Technique From Start to
Finish. The Swedish Orienteering
Federation , Sweden.
Silva, F. ; Sousa C. ; Lopes, S. ;
Lopes, J. (2000). Segurança em
actividades de aventura –
manobras de cordas para transposição
de obstáculos. CEFD.
122 Direct instruction;
Participation and
commitment on
theoretical and practical
sessions (10%);
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Presentation of the
Assiduity (10%)
Portuguese
Yes
ISCE Guide for Foreign Students Module I – Migration
- Migration: immigration and
emigration
-Inter-ethnic relations
Multiculturalidades e Minorias
Module II – Multiculturalism
- Multiculturalism.
- Cultural diversity in the Portuguese
society
- Intercultural Education: Concept
and issues
- Presentation of cultural practices
and materials
Module III - Ethnicity and Ethnic
Group
- Definition of ethnicity and ethnic
relations
- Concept of group and ethnic group
- Social Class: identifier and
structuring
Module IV - Racism and xenofobia
- Ethnocentrism
- Racism and xenofobia
Module V – Minorities
Minorities: Concept and issues
- Prejudice
- Stereotypes
- Ethnicity
- Minority Groups
Almeida, Miguel M. C. V.. 1995.
Senhores de Si: Uma Interpretação
Antropológica da Masculinidade.
Lisboa: Fim de Século.
Almeida, M.V.(2000)Um Mar da Cor da
Terra: “Raça”, Cultura e Política de
Identidade.Oeiras: Celta.
Carmo, H. (2001) (coord). Problemas
Sociais Contemporâneos. Lisboa
Cashmore,E.(1988). Dictionary of
Race and Ethnic Relations. London :
Routledge.
Giddens, A. (2000). O mundo na era
da globalização. Lisboa: Presença.
Pires, R. P. (2003). Migrações e
Integração: Teorias aplicações à
sociedade. Oeiras: Celta.
Merton, R.(1968). Sociologia - Teoria e
Estrutura. São Paulo : Edições
Mestrepon.
Pires, R. P. (2003). Migrações e
Integração: Teorias aplicações à
sociedade. Oeiras: Celta.
Rex, J. (1988). Raça e Etnia. Lisboa:
Editorial Estampa.
Rocha-trindade, Mª B.
(1995),Sociologia das Migrações.
Lisboa: Universidade Aberta.
123 The time allocated school will be by matter
associated with the programmatic modules, and is
designed to provide students with the essential
technical and scientific support. There will be a
practical component, through a participatory
management, which includes observation and
discussion of different types of documents, case
studies, reviews and practical work, watching films,
the presence of invited experts. These
metolodologias aim to illustrate and apply the
theoretical knowledge acquired in order to enhance
the practical training, integrating them into its own
universe of their future profession. Students,
through visits and field work (direct observation)
Develop communication skills and cooperation with
others, as well as an intellectual and conceptual
Module VI - Globalization and
Human Rights
- Citizenship and human rights
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Forum: - Critical analysis
of texts (3-15% each)
45%
OA: an Exploration Work
Portuguese
- 15%
Working group 40%
(30% written work,
presentation 10%)
Yes
ISCE Guide for Foreign Students The Sensible Body:
Introduction to the issues of body
and its image in the 20th century
Exploring different techniques of
body awareness: anatomy and
dynamics
The tradition of contemporary
movement technique: from Graham
to Keersmaeker
Expressing contemporary movement:
dancing the emotion
Criação Corporal
The Presence of the Body:
The perception of body as presence
of the self toward others
The body as an intentional producer
of meaning
Sensorial techniques and the
rediscovery of imagination
Absence/Presence of the voice in
choreographical creation
The Body in Performance
Creating with the body I: Body and
space
Creating with the body II: Body and
time
Choreographing the narrative: Body
and dramaturgy
Improvisation and Devising in
choreographical creation
The physicality of the character
Interaction and experimentation with
stage elements: lights, sets and
props
BrooK,P. (2011). O Espaço Vazio.
Lisboa: Orfeu Negro.
Cohen, B. (2008). Sensing, Feeling
and Action. s/l: Contact Editions.
Dowd, I. (1995). Taking Root to Fly:
Articles on Functional Anatomy. s/l:
Irene Dowd.
Foster, S.L.(1996). Choreography &
Narrative. Indiana: University Press.
Fulkerson, M. (2004). The Language of
the Axis. s/l: Arts Documentation Units.
Gil,J. (1997). Metamorfoses do corpo.
Gil, J. (2001), Movimento Total.
Humphery, D. (s/d). The Art of Making
Dances. London: Dance Books Ltd.
Laban, R. (1963). Modern Educational
Dance. London: MacDonald&Evans,
Ltd
Revista de Comunicação e Linguagem
(1998), N.º 10/11 (Corpo, Técnica,
Subjectividades). Lisboa: CECL
Ribeiro, P. (1994). Dança
Temporariamente Contemporânea.
Lisboa: Vega.
curricular unit includes practical exposition to the
issues of the syllabus and the acquisition of basic
techniques for theatre creation, as well as the
analysis and the reflection of social and cultural
issues through the creation of work, both individual
and in group.
In the classes are often adopted as a method
videos and the analisys of texts will be used as
teaching procedures.
attendance of students
in class (20%), on short
(20%) and on the
Portuguese
presentation of a project
of sociocultural
animation based on
work with the community
(60%) .
Yes
ISCE Guide for Foreign Students Criação Dramática
Techniques and Theories
Short Introduction to different
techniques and theories of theatre in
the 20th century
Study of «The Method»,
Artaud’s«Theatre of Cruelty»,
Brecht’s theory, Brook’s «Empty
Space»,Wilson’s technology
and Castellucci’s visual theatre
From Drama to Performance
Drama research: analysis and
critique of theatrical text
Neutral readings, expressive
readings and improvised readings
The materiality of drama:
performance action composition
Characters’ research and creation
Dynamic body/ voice
Breathe, intonations and pauses
Voice articulation technique,
inflexions,pace and rhythm
The voice,the text and the actor
Modulation of voice in the dynamic of
the body
The language of the stage
Creating theatre action through the
body
Improvisation and devising in drama
creation
Approaching theatrical text through
its physical components: exploring
the essential of the performance
such as rhythm, space and space
Interaction and experimentation with
stage elements
Adágio - Revista do Centro Dramático
de Évora (1998/1999) N.º 21/22
(Colóquio Internacional Bertolt Brecht),
Évora, Centrev.
Artaud, A. (1996), O Teatro e o seu
Duplo, Lisboa, Fenda
Brook, P. (2011) O Espaço Vazio,
Lisboa, Orfeu Negro
Brook,, P. (1993), O Diabo é o
Aborrecimento: Conversas sobre
Teatro, Lisboa, Asa
Boal, A. (1998), Jogos para Actores e
Não Actores, Rio de Janeiro,
Civiliazação Brasileira
GALIZA, L. R. (1996), Os Processos
Criativos de Robert Wilson, São Paulo,
Perspectivas, S.A.
Grotowski, J. (1991), Towards a Poor
Theatre, Londres, Methuen
Jameson, F. (1999), O Método Brecht,
Petrópolis, Editora Vozes
Revista de Comunicação e
Linguagens (1998), N.º 24 (Dramas),
ed. Paulo Filipe Monteiro, Lisboa,
Cosmos
Schechner, R. (1994), Performance
Theory, New York, Routledge
Stanislavski, C. (1994), A preparação
do Actor, Rio de Janeiro, Civilização
Brasileira
curricular unit includes practical exposure to the
issues of the program and the acquisition of basic
techniques for theatre creation, as well as the
analysis and the reflection of social and cultural
issues through the creation of work, both individual
and in group
In the classes are often adopted as a means of
viewing the teaching videos and study of texts in
the area of Drama Creation.
attendance of students
in class (20%), on short
(20%) and on the
Portuguese
presentation of a project
of sociocultural
animation based on
work with the community
(60%) .
Yes
ISCE Guide for Foreign Students Organização e Gestão de Eventos
Module I:
1. Background (Frame) and
Introduction
a. Concept, characteristics and
objectives of the event
b. Overall planning of events and its
general phases
c. Classification criteria of events
d. Types of events
Module II:
2. Planning, management and
evaluation of events
a. Planning stages of events
b. Resources allocated to events
c. Monitoring and Evaluation
Module III
3. Case Studies
a. Subject of Study
b. Methodology
c. Analysis and Evaluation
d. Conclusions
Britto, J. & Fontes, N. (2002).
Estratégias para Eventos – Uma ótica
do Marketing e do Turismo. São Paulo:
Editora Aleph.
Campos, L. C. M. (2000). Eventos –
Oportunidade de Novos Negócios.
SENAC
Cardoso, J. (2004). Como Gerir
Patrocínios Com Sucesso. Lisboa:
Edições Sílabo.
Canton, A. M. (2002). Eventos –
Ferramenta de Sustentação para as
Organizações do Terceiro Setor.
Editora Roca.
Giacaglia, M. (2006). Eventos – Como
Criar, Estruturar e Captar Recursos.
São Paulo: Pioneira Thomson
Learning.
Neto, F. P. M. (2001). Criatividade em
Eventos. Contexto Pinsky Lda.
Oliveira, J. B. (2000). Como Promover
Eventos – Cerimonial e Protocolo na
prática. Madras.
Portuguez, A. P. (2001). Consumo e
Espaço: Turismo, Lazer e Outros
Temas. Roca, 1ª. Edição.
- Presentation and explanation of content by the
teacher;
- Roll playing performed by the student, in groups
or individually.
- Period of mentoring for discussion of contents or
preparing work.
- Analysis and interpretation of various tourist
itineraries.
- Selection of articles or works directly related to
the curriculum unit, in order to provide study
support.
- Autonomous work.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 1.Regularity and attitude
15%
2.Teamwork / Event
Part I (Theoretical
frame/ Resources
inventory) 20%
Portuguese
Part II (Activities Plan)
Plan and program of
activities) 20%
Part III (Final project)
20%
Part IV (Aplicattion) 25%
126 Yes
ISCE Guide for Foreign Students Part I -Probabilities
1.1. General Terms and Concepts
1.2. Probability of an Event
1.3. Independent events,
incompatible and complementary
events
1.4. Properties and Axioms of
probability
1.5. Conditional Probability. Total
Probability Theorem. Bayes'
theorem.
Estatística I
Ferreira, M. A. e Amaral, I.(1999).
Matemática, Álgebra Linear. Volume I
.Lisboa:Edições Sílabo.
Guimarães, R. e CABRAL, J. A.
(1998). Estatística.McGraw-Hill.
Johson, R.A. and Wichern, D.W.
(2002).Applied Multivariate Statistical
Analysis.Prentice-Hall.
Lipschitz, S. (1972) Teoria dos
Conjuntos.Colecção Schaum. São
Paulo. McGraw-Hill.
Part II - Descriptive Statistics
Madala, G. S..(2003).Introdução à
Econometria.Livros Técnicos e
Científicos Editora.
2.2. Frequency Tables and Charts
Murteira, B. J. F., Ribeiro, C. S.,
2.3. Measures of Location. Measures Pimenta, C. e Silva, J. A.
of Central Tendency and not Central. (2001).Introdução à
2.4. Measures of Dispersion or
Estatística.McGraw-Hill.
Variation
Oliveira, A. F. (1996) Lógica e
2.5. Measures of Shape
Aritmética – Uma Introdução Informal
2.6. Bivariate Distributions
aos Métodos Formais. Gradiva
Publicações.
Part III - Inferential Statistics
Reis, E.(2005).Estatística Descritiva.
6ª edição.LisboaEdições Sílabo
3.1. Definition and Types of
Spiegel, Murray e Lindstrom, D. P.
Sampling
(2000).Statistics.McGraw-Hill
3.2. Confidence Intervals
3.3. Parametric Tests of Hypotheses
The sessions of theoretical and practical will be
taught through theoretical exposition of the
contents, then discussing the covered topics .
The practical laboratory sessions will focus on
discussion of the topics included in the syllabus
and presented illustrative case studies of statistical
methodology, intending thereby a greater
motivation among students.
It also be used tutorial orientation sessions in order
to clarify some of the contents that have not been
well established by the remaining sections.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The evaluation will be
continuous, composed
of a group work in the
classroom, with a
final test individual, with
a weighting of 40%.
Attendance and
participation will have a
weighting of 10%. Any
assessment will be
carried out in the
classroom.
127 Portuguese
Yes
ISCE Guide for Foreign Students Part I -Probabilities
1.2. Probability of an Event
1.3. Independent events,
incompatible and complementary
events
1.4. Properties and Axioms of
probability
1.5. Conditional Probability. Total
Probability Theorem. Bayes'
theorem.
Afonso, A. & Nunes, C. (2010).
Estatística e Probabilidades –
Aplicações e Soluções em SPSS.
Lisboa : Escolar Editora.
Murteira, B., Ribeiro, C., Silva, J.,
Pimenta, C. (2010). Introdução à
Part II - Descriptive Statistics
Estatística. Lisboa : Escolar Editora.
Pinto, R. (2009). Introdução à Análise
de Dados – Com recurso ao SPSS.
2.2. Frequency Tables and Charts
2.3. Measures of Location. Measures
Reis, E. (2010). Estatística Descritiva.
of Central Tendency and not Central.
2.4. Measures of Dispersion or
Santos, C. (2007). Manual de AutoVariation
aprendizagem – Estatística Descritiva.
2.5. Measures of Shape
2.6. Bivariate Distributions
The evaluation will be
continuous, composed
of a group work in the
classroom, with a
The practical laboratory sessions will focus on
discussion of the topics included in the syllabus
and illustrative case studies will be presented
final test individual, with
inherent to statistical methodology, intending
a weighting of 40%.
thereby to provide a greater motivation among
Attendance and
students.
participation will have a
weighting of 10%. Any
Tutorial orientation sessions will be used in order to
assessment will be
clarify some of the contents that have not been well
carried out in the
established by the remaining sections.
classroom.
Part III - Inferential Statistics
3.1. Definition and Types of
Sampling
3.2. Confidence Intervals
3.3. Parametric Tests of Hypotheses
128 The sessions of theoretical and practical teaching
will be taught through theoretical exposition of the
contents, then discussing the covered topics.
Yes
ISCE Guide for Foreign Students Prática em Contextos
The Programmatic contents of this
unit are based on the learning
development of the students in the
different realities of the current
practice and the ability to
interconnect the learning in all the
units of the plan course
The contents to develop along this
unit are:
- Design a problem
- Practice development
- Project presentation
- Project evaluation
- Structuring the practice report
- The practice report: written and
verbal presentation
Ander-Egg, E e Idanez M.J.A. (1998).
Como elaborar um Projecto. Lisboa:
CPIHTSocial
Barbosa de Castro, Lisete e Ricardo,
Mª Manuel (1999). Gerir o trabalho de
projecto. Manual para professores e
formadores. Lisboa: Texto Editora
Bernet, Jaume Trilla (1993). Otras
educaciones: animación sociocultural,
formación de adultos y ciudad
educativa. Barcelona: Anthropos
Canário B., M. B. (1998). Construir o
projecto educativo local: relato de uma
experiência. Lisboa: IID ME
Cembranos, F. (1992). La animación
sociocultural: una propuesta
metodológica. Madrid: Popular
Cubero, M.V. (1991). La Animación
tercera edad.Madrid: CTSocial
Duarte, A. e Gonçalves, L. J. (1999).
Clubes na Escola actividades extra curriculares. Lisboa: Texto Editora
Trillas; J. (2004). A Animação
Sociocultural. Lisboa: Ed. Piaget
Peres, A. & Sousa, Marcelino (2007).
Animação Sociocultural: Novos
Desafios. Amarante: APAP
Contact with the Institution:
- Stimulating and implementation of a Animation
Project 40%
- Meetings in the institution for valuation 10%
Independent Work (Individual/group)
- Guided-reading and research 10%
- Design the intervention Project 10%
- Developing a personal report of practice 30%
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] - Stimulating and
implementation of a
Animation Project 40%
- Meetings in the
institution for valuation
10%
Independent Work
(Individual/group)
- Guided-reading and
research 10%
- Design the intervention
Project 10%
- Developing a personal
report of practice 30%
129 Portuguese
Yes
Nome
da UC /
Course
unit title
contents
os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
130 1.Epistemological frame of Psycho
sociology
2.The transformation in occidental
societies in the end of 19th and 20th
centuries.
Psicossociologia das Organizações
3.Concept of work and organization
4.Theory perspectives about
organizations
a . Classic approach
b. Human Resources School
c. General theory of systems
d. Cotangential approach
e. Ecological theory and social
cognitive
f. Neoclassic theory
5.Individuals and groups in the
organizations:
a.Individuals fitness and motivational
theories
b.Attitudes and satisfaction at work
c.Groups and team work
d.Communication and leadership
processes
e.Decision making
Baum, J. A. (2002).The blackwell
companion to organizations.
Oxford:Blackwell Publishers.
Chambel, M. J. & Curral, L.
(1995).Psicossociologia das
organizações.Lisboa:Texto Editora:
Cunha, M. P.; Rego, A.; Cunha, R. C.
& Cabral-Cardoso, C..(2003).Manual
de comportamento organizacional e
gestão.Lisboa:RH Editora.
Ferreira, J. M.; Neves, J. & Caetano,
A. (2001).Psicossociologia das
organizações. Amadora:McGraw-Hill.
Neves, J. G. (2000).Clima
organizacional, cultura organizacional
e gestão de recursos
humanos.Lisboa:RH Editora
Rego, A.(1999).Comunicação nas
organizações. Lisboa:Ed. Sílabo.
Rego, A. & Cunha, M. P.(2003).A
essência da liderança.Lisboa:RH.
Editora.
Watzlawick, P.; Bavelas, J. B. &
Jackson, D. D.(2002).Teoria de la
comunicación humana.
Barcelona:Herder
In this course the teaching methodologies used are
as follows:
- Theoretical Exposition of the contents;
- Class participation through reflection and
discussion (10%)
- Group works (45%)
- Test (45%).
6.Organization and change
a. Power, conflict and negotiation
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] The evaluation criteria
for this course is
weighted as:
Participation- 10%
Test - 45%
Preparation and
presentation of group
work - 45%
Portuguese
Yes
ISCE Guide for Foreign Students Animação e Intervenção Comunitária
1. Community, Identity, Participatory
Process
Concept of Community and
Community Identity
The Community and the Participatory
Process
2. Process of social intervention in
communities
Elements play in the process of
social intervention
Sociocultural animator as intervening
social
3. Community Animation
The Animation community as an
intervention strategy
Animation as a factor in community
development
Characteristics and principles of
intervention from the Animation:
characterization, methodology and
practice
4. Organization and Community
Development
Principles of community development
Empowerment and advocacy:
integrating two concepts
Citizenship and participation
The proportion of individual versus
community intervention
Community Development in Social
Education and Socio-cultural
5. Community development and
strengthening of civil society
Models and methods in community
intervention
Systemic approach in community
work
Planning and programming in
community development
Almeida, V. M. (2010). O Mediador
Sócio-cultural em contexto Escolar.
Mangualde: Edições Pedago
Caride, J. A. (2000). Educación social
y politicas culturales. Santiago de
Compostela: Universidade de Santiago
de Compostela/Facultad de Ciências
de la Educación
Caride, J. A.; Freitas, O.M; Callejas, G.
V. (2007). Educação e
Desenvolvimento Comunitário Local.
Perspectivas Pedagógicas e sociais de
sustentabilidade. Porto: Profedições
Carmo, H. (2000).Actualidade do
Desenvolvimento Comunitário como
estratégia de intervenção social.
Lisboa:Univ. Aberta
Carmo, H. (coordenador) (2001).
Problemas Sociais
Contemporâneos.Lisboa: Univ. Aberta
Carmo, H.(1999). Desenvolvimento
Comunitário.Lisboa:Univ. Aberta
Trilla, J. (coordenador).2004.
Animação Sociocultural, Teorias
Programas e Âmbitos.Lisboa:Instituto
Piaget
131 The classes will be developed through theoretical
and practical exhibition of the syllabus,
held through debate, analysis of texts and
community intervention projects. The PL
component is present in the objectives defined in
group work and contact OT correspond to
individualized and personalized to the needs of
students.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] participation and
Attendance - 10%
-Individual work - 55%
-Group work - 35%
Portuguese
Yes
ISCE Guide for Foreign Students Expressões Criativas Integradas
Arenheim, R. (1986).Arte e Percepção
VisuaS.Paulo.Liv.Pioneira Editora
Charaf, M. (1999).Relajación
Creativa:técnicas y
The Multidimensionality of Creativity
esperiências.Santiago Compostela
USC
- the Creativity and the Expression
Faure, G. & Lascar, S. (1982).O Jogo
- the Creative Activity
Dramático na Escola Primária.Lisboa.
- the Creative Activators: necessary
Edit. Estampa
tools To develop Creativity
Gardner, H. (1987).Arte, Mente y
- the Creative Method
Cerebro.Barcelona Paidós
- the Creative Activity in an
Gardner, H. (1995).Mentes
interdisciplinary perspective
Creativas.BarcelonaPaidós
Gouch, M. (1993).In Touch with
The Expressive Languages
DanceLancaster.Whitethom Boocks.
Melo, M., (2005).A Expressão
-Dramatic/Body Movement
Dramática à Procura de
-Writing / Verbal / Poetic / Non
Percursos.Lisboa.Livros Horizonte
Verbal
Motos, T. (1999).Creatividad
-Sound / Musical
Dramática.Santiago Compostela.USC
-Plastic / Artistic
Prado, D. (coord.) (1996).Técnicas
creativas y lenguaje total.Santiago
The integrated Artistic expressions
Compostela USC
Prado, D. (1998).10 Activadores
- The Artistic expressions
Creativos.Santiago Compostela.USC
incorporated in the planning of Social
Ribeiro, A. 2003).O Corpo que
Cultural Animator.
Somos.Lisboa Edit. Notícias
Sanz, E. (1999).Tantas formas de
The Creative Project in Action
llegar, tantas formas de decir.Santiago
Research.
Compostela.USC
Torre, S. & Barrios, O. (2000)
Estrategias Didácticas
innovadoras.Barcelona Octaedro
1. The work developed in
contact with teacher:
participation; management
of creative techniques;
ability to propose solutions
in Socio-Cultural Animation;
group work; assiduity,
participation on Tutorial
Orientation (attendance,
email, and forum). The
assessment on these
parameters corresponds to
30%
It will be practise the procedures of formative and
continuous evaluation.
1. The work developed in contact with teacher:
participation; management of creative techniques;
ability to propose solutions in Socio-Cultural
Animation; group work; assiduity, participation on
Tutorial Orientation (attendance, email, and forum).
The assessment on these parameters corresponds 2. The group work Creative
Project:
to 30%
Research in creativity,
2. The group work Creative Project:
Research in creativity, expressions and art
education; planning of creative activities; oriented
readings; autonomic study;; by the assessment of
the Creative Intervention Project in Socio-cultural
Animation, final work of synthesis of knowledge, to
present in the last two weeks of the curricular plan:
research quality; suitable methodological and
creative techniques; innovation and originality;
elucidation of evaluation; quality and authenticity of
presentation. The assessment on these
parameters corresponds to 50% / Practical
Presentation.
3. Evaluation test 20%
expressions and art
education; planning of
creative activities; oriented
readings; autonomic study;;
by the assessment of the
Creative Intervention
Project in Socio-cultural
Animation, final work of
synthesis of knowledge, to
present in the last two
weeks of the curricular
plan: research quality;
suitable methodological
and creative techniques;
innovation and originality;
elucidation of evaluation;
quality and authenticity of
presentation. The
assessment on these
parameters corresponds to
50% / Practical
Presentation.
3. Evaluation test 20%
Yes
ISCE Guide for Foreign Students Técnicas de Animação e Dinâmica de Grupos
1. The theoretical currents in social
psychology
2. Theoretical approaches to group
dynamics.
2.1. Social Psychology of Group
Dynamics.
2.2. The Comprehensiveness of
Group dynamics: the concept of
group dynamics.
3. Kurt Lewin and group dynamics
3.1. Life space or living space.
3.2. The behavior of the individual
and his life space
4. Phenomena and group processes.
4.1. Group definition.
4.2. Genesis and development of a
group.
4.3. The interactions within the
groups.
5. The notion of belonging.
5.1. While individual basic need.
5.2. While factor of group cohesion.
6. Leadership.
7. Communication in groups
7.1. The communication and
relationship.
7.2. The nonverbal communication in
interpersonal relationships.
8. The group dynamics
8.1. Recreational and educational
techniques
8.2. Relationships and
communication technique
8.3. Creativity techniques.
8.4. Management techniques and
conflict negotiation.
Anton, K. (2001). Práctica de la
dinámica de grupos. Barcelona:
Herder
Antunes, C. (2002). Manual de
técnicas de dinâmica de grupo de
sensibilização de ludopedagogia.
Petropólis: Ed. Vozes
Fachada, O. (2001).Psicologia das
relações interpessoais. Lisboa: Rumo
Fritzen, S. J. (1981).Exercícios
práticos de dinâmica de grupos.
Petropólis: Ed. Vozes
Idánez, M. J. A. (2004). Como animar
um grupo: princípios básicos e
técnicas. Petropólis: Ed. Vozes.
Manes, S. (2003). 83 jogos
psicológicos para a dinâmica de
grupos. São Paulo: Atlas
Maisonneuve, J. (2004). A Dinâmica
dos Grupos. Lisboa: Ed. Livros do
Brasil
Myers, D. G.(2005) Psicologia social.
México: McGraw-Hill
Neto, F.(2000) Psicologia social.
Lisboa: Univ. Aberta
Watzlawick, P; Bavelas, J.B. &
Jackson, D. D. (2002) Teoría de la
comunicacion humana. Barcelona:
Herder
133 The classes will be developed through theoretical
and practical exhibition of the syllabus, using the
potencies of different techniques of group
dynamics, which are simulated in different
contexts, using the text analysis, discussion and
analysis and viewing videos. The PL component is
present in the objectives defined in group work and
sessions conducted in the laboratory and contact
OT correspond to individualized and personalized
to the needs of students.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] -Attendance,
participation and attitude
- 20%
-Individual work - 25%
-Portfolio (Individual
work) - 35%
-Group work - 20%
Portuguese
Yes
ISCE Guide for Foreign Students Desenho, Desenvolvimento e Avaliação de Projetos
1. Introduction to the planning and
management of projects
2. The stages and construction of a
project. (Steps taken in the 2nd year)
3. Projects Research in Culture and
Sociall Animation
3.1 Ranging from the problem to the
hypothesis, the problem of research,
awareness of a problem
3.2. The route:
3.2.1. Problem-question-hypothesis
3.2.2. Targeted questions
3.2.3. Review of literature
3.3. Strategies for verification
3.3.1. Several strategies for research
with existing data: search of opinion,
case studies, history of life,
3.4. Preparations for the collection of
data: testimonies, questionnaires,
interviews, etc..
3.5. From information to the
conclusions
3.6. The search report: written and
verbal presentation
3.7. The final plan / final report:
Practice and research, ensure the
final version of the work
3.7.1. Interpretation and presentation
of final data
3.7.2. Drafting of the final work
Barbier, J.-M. (1993) Elaboração de
projectos de Acção e Planificação.
Porto:Porto Editora
Bell, J. (2004)Como realizar um
projecto de
investigação.Viseu:Gradiva.
Castro, L. B. & Ricardo, M. M.
(1992).Gerir o Trabalho de Projecto.
Lisboa:Texto Editora.
Erasmine, T. & Lima, L. (1989).
Investigação e Projectos de
Desenvolvimento em
Educação.Braga:Universidade Minho
Laville, Christian e Dionne, Jean
(1999). A Construção do saber.Porto
Alegre:Artmed.
Mendonça, M. (2002). Ensinar e
aprender por projectos.Porto:Edições
ASA.
Sousa, M., Lima, J. & Vieites, M.
(2007). Animação, Artes e Terapias.
Amarante: Ed. Intervenção
Trilla, J. (2004). Animação
Sociocultural.Lisboa:Ed. Piaget
Assiduity 5%
Participation in the
critical analysis of texts,
projects and / or topics
for discussion 10%
Preparation of projects
(design, organization,
management and
evaluation of projects)
10%
Throughout this curriculum unit, students will
consider and discuss topics and projects
developed through scientific articles, text, images
or news.
It is intended that this theoretical and practical
subject will develop a methodology for teaching
and learning, in which the student is able to debate
issues related to developing contents.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Independent Work
(Individual / group)
Guided reading and
research, oral
research 10%
Preliminary Design of a
single-report of search,
related to the practice of
2nd semester 30%
Use of activities plan of
arts education for
preparation of a final
group project 10%
Presentation of a
preliminary project 15%
Presentation and
evaluation of the group
project 10%
134 Portuguese
Yes
ISCE Guide for Foreign Students Promoção da Saúde
1.general framework
2.portugal’s health profile
3.health’s citizenship
4.equity and fair access to health
care
5.quality in health
6.healthy policies
7.gains in health
8.health throughout the life cycle
9.economic and social support in
health and disease
10. portuguese participation in global
health
11.main health indicators
12.cross-cutting issues
13.medicalization of everyday life
14.the death and dying in portugal
Altimier L. (2004), “Healing
Environments: For Patients and
Providers”, Newborn Infant Nurs Rev,
4(2).
Araújo E, Costa M, Hogan V, Mota E,
Oliveira N, Araujo T. Race/skin color
differentials in potential years of life
lost due to external causes. Rev
Saúde Pública 2009;43(3): 1-7.
Donabedian A. The Quality of Care.
How Can It Be Assessed? Arch Path
Lab Med 1997; 121: 11
http://www.bradfordvts.co.uk
Fassbender K. Citizen’s participation:
the role of citizens in the management
of the health care system and its
consequences. In Think Thank Saúdeem-rede, Lisboa, 2009.
Fragata J. Gestão do Risco. in
Campos L, Borges M, Portugal R
(Editores), Governação dos Hospitais,
Lisboa: Casa das Letras, Outubro de
2009.
Espanha, Rita, Rui Brito Fonseca, Rita
Veloso Mendes e Tiago Correia
(2012), Os Portugueses, a Saúde e a
Internet, Fundação Calouste
Gulbenkian, CIES-IUL, Projecto SER,
85 p.
OMS (2008). Cuidados de Saúde
Primários Agora Mais do que Nunca.
Geneva.
135 Throughout this curriculum unit, there shall be
developed reflexions and debates on the issues on
stake, through scientific articles, texts, images and
newspaper articles.
These tasks will allow the development of
knowledge and skills, on the health promotion
contemporary problematic, providing tools that can
enhance the agents’ action.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Assiduity 10%
and topics for discussion
20%
- Guided reading and
Portuguese
research, oral
research 30%
- Written test 40%
Yes
ISCE Guide for Foreign Students Educação Ambiental
1. Introduction. Definition of
Environment and Environmental
Sciences. The evolution of the
approaches to environmental
subjects since last decades.
Sustainable development.
2. Basic concepts. Earth as a
system. The laws of thermodynamics
and the limits of science. Resources:
ecological/economic;
renewables/perpetual/nonrenewable. Pollution. Environmental
impacts.
3. Ecology. Levels of organization of
matter in nature. Life-support
systems. Abiotic factors.
Biogeochemical cycles. Energy
flows. Ecosystems, niches and
biodiversity. Biogeography and
terrestrial biodiversity.
4. Global environmental problems.
Air pollution. Ozone layer.
Greenhouse effect. Climate change.
Water pollution. Eutrophication.
Biodiversity decrease. Soil
degradation and desertification.
5. Environment, economy and
society.
136 Miller, G.T. & Spoolman, S.E. (2011).
Living in the Environment. Belmont:
Brooks/Cole .
The Environmental Education course is being
developed through the teoreticall and practical
Agência Portuguesa do Ambiente
classes.Each program item will be introduced in a
(2009). Relatório do Estado do
class in which the main concepts are presented.
Ambiente. Lisboa: Agência Portuguesa This class is followed by classes for application,
do Ambiente.
reflection, discussion and debate among students
and with the teacher. At the end of each classes an
United Nations (2005). Millennium
assignment will be proposed to the students.
Ecosystem Assessment.
Washigton:Isaland Press.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Evaluation will be
weighted as following:
60%: written test.
40%: works, reflections
and other activities done
at the end of each class.
Portuguese
Yes
ISCE Guide for Foreign Students 3º ano, 2º semestre / 3th year, 2nd semester
Nome
da UC /
Course
unit title
Prática em Animação Sociocultural
contents
The work topics of this unit are
based on the development of the
entire learning of the students in
different periods of practice (training)
course.
• Problem and practical
development.
• Intervention Project / Action.
. Action Research project.
Alvarez, Geraldo Garcia (1990).
Interaccion social y animacion juvenil.
Madrid Popular
Ander-Egg, E e Idanez M.J.A. (1998)
Como elaborar um Projecto. Lisboa.
CPIHTSocial
Ander-Egg (1997). Perfil del Animador
Socio-Cultural. Alicante. Gráficas Dias
Canário B., Mª Beatriz. (1998).
Construir o projecto educativo local:
relato de uma experiência Lisboa IID
ME
Cembranos, Fernando (1992). La
animación sociocultural: una
propuesta metodológica. Madrid.
Popular
Cubero, M.V. (1991). La Animación
tercera edad. Madrid CTSocial
Freire, Paulo (1996). Educação e
participação Comunitária Inovação nº
9 305-312
Peres, A. e Sousa, M. (2007)
Animação Sociocultural: Novos
Desafios.Amarante. APAP
Quintana, J. (1993).Los Âmbitos
Profesionales de la Animación.
Madrid. Narcea
Sousa, M. Lima, José & Vieites, M.
(2007). Animação, Artes e
Terapias.Amarante. Ed. Intervenção
Trillas, J. (2004). A Animação
Sociocultural.Lisboa. Ed. Piaget
os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language of
instruction
O professor
fala inglês?
/ The
teacher
speaks
English?
137 Contact with the
Institution
Ability to observe,
analyzes, evaluate and
Contact with the Institution
reflect on the reality to
mediate.10%
Ability to observe, analyzes, evaluate and reflect on Stimulating and
the reality to mediate.10%
implementation of
Stimulating and implementation of Creative Project Creative Project 50%
50%
Meetings in the
Meetings in the institution for valuation 10%
institution for valuation
Independent Work (Individual/group)
10%
Guided-reading and research 10%
Independent Work
Design a creative intervention Project (research –
(Individual/group)
action) 10%
Guided-reading and
Verbal Presentation of the Research Action Project research 10%
10%
Design a creative
intervention Project
(research – action) 10%
Verbal Presentation of
the Research Action
Project 10%
Yes
ISCE Guide for Foreign Students Ação Educativa em Animação Socio-Cultural
I - Intervention Projects: preparation
of projects
The Practice of planning
II – Intervention Projects: the
creativity in the animation project
The creativity in planning.
Creative techniques of animation.
Criteria for creativity.
Creativity in the evaluation.
III - The Animator in Educational
Practice
Practice Activities of interaction /
simulation.
Preparation / development /
participation in intervention projects.
The "Know how" in a work of
educational interaction.
The self evaluation in the interaction.
Bell, J. (2004). Como realizar um
projecto de investigação. Viseu:
Gradiva.
Carvalho, A. & Ramos, M. ( 2000).
Dinâmicas da Formação.Lisboa:Asa
Cebalos, P. L. de (1991). Formación
de Animadores y Dinamicas de la
Animación.Madrid: Popular
De Cock, C. (2000).La solución
creativa de Problemas.Santiago
Compostela: USC
Laville, C. & Dionne, J. (1999). A
Construção do saber.Porto
Alegre:Artmed
Lobato, C. (1991). El Animador
Sociocultural: personalidad,
creatividad y valor.GastezVitoria
Mendonça, M. (1999).Ensinar e
Aprender por projectos.Lisboa:Asa
Pereira, A. & Poupa, C. (2003). Como
escrever uma Tese, Monografia ou
Livro Científico.Porto:Sílabo
Torre, S. & Barrios, O. (2000).
Estratégias didácticas
innovadoras.Barcelona:Octaedro
Torremorell, Mª C. (2008). Cultura de
Mediação e Mudança Social.
Porto:Porto Edito
Throughout this unit students will consider and
discuss issues and experiences developed for text,
images, news or projects submitted in each of a
dynamic class.
It is intended to stimulate research as validate the
practice of Culture and Social Animator.
The sessions will be formed by reflections of
practices,as well as individual presentations of
research developed in a specific area of research.
They also analyze works research or projects
connected to the practice developed in order to
promote the upgrade of practice in Culture and
Social Animation research.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Contact with the
Teacher
Attendance and
participation in 80% of
laboratory practice 10%
Reflexive participation in
the activities in the form
of dialogue,critical
analysis of texts and/or
topics for discussion
15%
Independent Work
(Individual/group)
Pre-Draft (Guidedreading, research and
preparation of the
project) 15%
Final Research action
Project with public
presentation 60%
138 Portuguese
Yes
ISCE Guide for Foreign Students Licenciatura em Educação Física e Desporto – título, tipologia, nº de ECTS, ano, semestre, nome do docente, resultados de
aprendizagem, modo de ensino, pré-requisitos e local de estágio de unidades curriculares / Degree in Physical Education and Sport –
title, type, ECTS number, year, semester, name of lecturer, learning outcomes, mode of delivery, prerequisites and training places of
units.
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
English
Language
and Culture
Compulsory
Helena
Raposo
Fluency in English applied to the context of sport and everyday
b-learning
No Applicable
No
Applicable
Quantitative
Methods
3
Modo de
ensino /
Mode of
delivery
Compulsory
3
Paulo
Sousa
Quantitative methods applied to sport sciences investigation
b-learning
No Applicable
No
Applicable
Soccer
Tipo de UC
/ Type of
course unit
Compulsory
6
Valter
Pinheiro
Dominion of technical and tactical concepts of modality and application to the context of the
sport
b-learning
No Applicable
No
Applicable
Gymnastics
Nome da
UC /
Course unit
title
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Compulsory
6
Clarissa
Printes
sport
b-learning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Knowledge of the basic principles of biochemistry applied to sport science
Compulsory
9
Carlos
Martinho
Knowlegde of human body functioning, based in the domain of the anatomy and physiology
principles
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
No Applicable
b-learning
No
No Applicable
Applicable
Modo de
ensino /
Mode of
delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
Compulsory
3
Pedro
Sequeira/
Rui
Lourenço
Domain of software analysis mode; basic knowledge of computer user's perspective and
superior technical sport
b-learning
No Applicable
No
Applicable
Compulsory
6
Rui Alves/
Pedro
Sequeira
sport
b-learning
No Applicable
No
Applicable
Compulsory
6
Pedro
Pereira
Dominion of technical and tactical concepts of several combat modalities
b-learning
No Applicable
No
Applicable
Anatomy and
Physiology
Compulsory
No
Applicable
b-learning
Applied
Computing
Joana
Silva
Handball
3
Combat
Sports
Biochemistry
ISCE Guide for Foreign Students 140 1º ano, 2º semestre / 1st year, 2nd semester
Nome da
UC /
Course unit
title
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 6
Hugo
Lourenço
Dominion of the base technical and tactical concepts of skating
b-learning
No Applicable
No
Applicable
Motor
Learning
and
Developm
ent
Compulsory
6
Clarissa
Printes/
Armando
Costa
Knowledge of the stages of growth and maturation of the human being; application to the
context of sport
b-learning
No Applicable
No
141 Applicable
Antropolog
y and body
history
Compulsory
3
Valter
Pinheiro
Knowledge of the history of the body, phenomenology of human societies and application and
analysis of sporting contexts
b-learning
No Applicable
No
Applicable
Nome da
UC /
Course unit
title
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Modo de
ensino /
Mode of
delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
Development and
Learning Psychology
Skating
3
Paulo
Sousa
Knowledge of key moments and phases of development of the human being, analysis of the
psychological factors and respective development theories
b-learning
No Applicable
No
Applicable
Compulsory
2º ano, 1º semestre / 2nd year, 1st semester
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Compulsory
6
José
tavares/
Mário Joel
sport
b-learning
No Applicable
No
Applicable
6
Joana
Reis
sport
b-learning
No Applicable
No
Applicable
Exercise
Physiology
Compulsory
6
Joana
Reis/
Armando
Costa
Dominion of physiological principles of exercise and sport
b-learning
No Applicable
No
Applicable
Sport
Sociology
142 Compulsory
3
Paulo
Sousa
Knowledge of sociological factors and their relationship with the sports scene
b-learning
No Applicable
No
Applicable
Trauma and aid in
Sport
Swiming
Basquetball
6
Diogo
Teixeira
Knowlegde and application of regulamented procedures of sports aid's; Knowlegde of sport
trauma (etiology and procedures)
b-learning
No Applicable
No
Applicable
Compulsory
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Nome do
Docente /
Lecturer
name
3
Ricardo
viseu
Ferreira
Knowledge of statistical principles applied to sport science
b-learning
No Applicable
No
Applicable
Voleyball
Compulsory
6
Alcides
Costa/
Diogo
Teixeira
sport
b-learning
No Applicable
No
Applicable
Raquet Sports
Compulsory
6
Armando
Costa
Dominion of technical and tactical concepts of several raquet modalities
b-learning
No Applicable
No
Applicable
Training Theory
2º ano, 2º semestre / 2nd year, 2nd semester
Número
de
ECTS /
Number
of ECTS
Compulsory
6
Valter
Pinheiro
Dominion of theoretical frameworks associated of trainig an training methods
b-learning
No Applicable
No
Applicable
Nome da
UC /
Course unit
title
Tipo de UC
/ Type of
course unit
Modo de
ensino /
Mode of
delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
Statistics
143 Compulsory
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Psicophysiology
3
Diogo
Teixeira
Dominion of the functioning of the nervous system and relation to the sport context and human
movement
b-learning
No Applicable
No
Applicable
Sport
Psychology
144 Paulo
Sousa
Compulsory
6
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
6
Clarissa
Printes/
Pedro
Sequeira
b-learning
No Applicable
No
Applicable
Modo de
ensino /
Mode of
delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
Dominion of pedagogical and methodological principles in Physical education and sports
b-learning
No Applicable
No
Applicable
Dominion of psycological factors and determinants related with human sport resources
3º ano, 1º semestre / 3th year, 1st semester
Physical Education and
Sport Methodology
Nome da
UC /
Course unit
title
Compulsory
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Organization and
management of physical
activities
Dominion and knowledge of sport management
6
Nelson
Melo
sport
b-learning
No Applicable
No
Applicable
Fitness
Compulsory
Pedro
Henriques
/Alcides
Costa
Compulsory
6
Diogo
Teixeira/M
ireille
Verite
sport
b-learning
No Applicable
No
Applicable
Biomechanics
Compulsory
Athletics
3
Diogo
Teixeira
Dominion and application of based physics principles applied to sports contexts and human
movement
b-learning
No Applicable
No
Applicable
6
b-learning
No Applicable
No
Applicable
145 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Exercise evaluation
and prescription
3
Rodrigo
Ruivo
Knowledge and application of exercise evaluation and prescription principles and guidelines,
based in major world entities recomendations
b-learning
No Applicable
No
Applicable
146 Tipo de UC
/ Type of
course unit
Compulsory
6
6
Water activities
Nome da
UC /
Course unit
title
Training
methodology
Número
de
ECTS /
Number
of ECTS
Compulsory
Nome do
Docente /
Lecturer
name
Modo de
ensino /
Mode of
delivery
Pré-requisitos
/
Prerequisites
Local de
Estágio /
Work
placement
Jorge
Castelo
Dominion of training methodology principles and application to sport context
b-learning
No Applicable
No
Applicable
Pedro
Henriques
/ Clarissa
Printes
Dominion of technical and tactical concepts of the modality and application to the context of
the sport, development of strutured classes in water environment
b-learning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Nature and
adventure
sports
6
Marco
Correia
Dominion of technical and security concepts of modality and application to the several context
of the sport
b-learning
No Applicable
No
Applicable
Adapted
sports
Compulsory
6
Leila
Matos
Dominion of technical and tactical concepts of modality and application to the several contexts
of the sport
b-learning
No Applicable
No
Applicable
Health
promotion
Compulsory
3
Clarissa
Printes
Health promotion and desease prevention; the participation of the superior sport technique in
health promotion
b-learning
No Applicable
No
Applicable
Sport
management
Optional
3
Paulo
Sousa
Dominion of sport management procedures and principles; human, space, financial and
material management in the sport context
b-learning
No Applicable
No
Applicable
Entrepreneurship
and marketing in
sport
147 Optional
3
Nuno
abranja
Structure, construction and development of sport related projects and activities; knowledge of
marketing strategies and principles applied to sport contexts
b-learning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Licenciatura em Educação Física e Desporto – title, conteúdos, leituras recomendadas, métodos de ensino, métodos de avaliação e
idioma de ensino de unidades curriculares / Degree in Physical Education and Sport – title, contents, recommended reading, teaching
methods, assessment methods and language of instruction of units.
English Language and Culture
Nome
da UC /
Course
unit title
contents
Sport and exercise terminology;
english language and the
scientific writting
Redmond, Alan & Warren, Sean
(2012). English for Football, Oxford
University Press, Oxford
Dignen, Bob (2012). Communicating
Across Cultures, Cambridge
University Press, Cambridge
Expository method; Exercises performed
by student; Tutorial period; Papers work;
Autonomous work
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Métodos de avaliação e os
critérios / Assessment
Idioma de
ensino /
Language of
instruction
I – Ficha teórica com
ponderação de 60% para a
nota final do aluno e
abrangendo os conteúdos
teóricos abordados nas
aulas.
II – Trabalho de
Portuguese
grupo/investigação, com
nota final do aluno, a incidir
na operacionalização de um
objetivo dos conteúdos
programáticos.
O professor
fala inglês?
/ The
teacher
speaks
English?
Yes
Quantitative Methods
Autonomous work
Simplification of the complex
structure of the game; ofensive
and defensive method of playing
Silva, M. (2008). O desenvolvimento
do jogar segundo a periodização
táctica. Mcsports
Castelo, J. (2009). Organização
dinâmica do jogo. Edições do autor
Expository method; Pratical exercises
performed by student in sport context;
Tutorial period; Papers work; Autonomous
work
Gimnic elements; technique
development of the elements
Peixoto, C. (1984). Ginástica
Desportiva 1. Lisboa. FMH.
Peixoto, C.; Ferreira, V. (1993). A
Ajuda Manual – Atitude Corporal
Face ao Executante. Lisboa. FMH.
work
Gymnastics
Elements and characteristics in
the scientific method;
characteristics of the
investigation process
Fortin, J. (2009). Fundamentos e
etapas do processo de investigação
científica. Loures: Lusodidacta.
Thomas, J. R. & Nelson, J. K.
(1996). Research Methods in
Physical Activity. Illinois: Human
Kinetics, Champaign, IL.
Soccer
ISCE Guide for Foreign Students Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] I – Ficha teórica com
aulas.
II – Trabalho de
Portuguese
programáticos.
aulas.
Portuguese
II – Avaliação prática, com
objetivo referente a
conteúdos programáticos.
aulas.
II – Avaliação
Portuguese
prática, com ponderação de
50% para a nota final do
aluno, a incidir na
operacionalização de um
Yes
149 Yes
Yes
Anatomy and Physiology
Biochemistry
ISCE Guide for Foreign Students Nutrient chemical composition;
acid-base balance adn relation
with human organism and
performance
Gleeson, M. e Ronald, J.M (2004).
The Biochemical Basis of Sports
Performance. Human Kinetics.
Poortmans, J. R. (2004). Principles
of Exercise Biochemistry (3rd Ed.).
Poortmans ED.
Human body comprehension;
muscle and bone anatomy;
criculatory system and
functioning
Seeley, Stephens & Tate (2003).
Anatomia e Fisiologia. McGraw-Hill
Companies (6 Ed.)
Espanha, M.; Silva, P. ; Pascoal, A.; by student; Tutorial period; Papers work;
Correia, P.. Anatomofisiologia, Tomo Autonomous work
I - Sistema osteo-articular. Lisboa:
Ed. FMH
Autonomous work
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] I – Ficha teórica com
aulas.
II – Trabalho de
Portuguese
programáticos.
aulas.
Portuguese
II – Trabalho de
programáticos.
Yes
150 Yes
Applied Computing
contents
Sport software analysis; Lince
program; user Health Club's data
base analysis
Gabín, B., Camerino, O., Anguera,
Mª.T. & Castañer, M. (2012). Lince:
Expository method; Exercises performed by
multiplatform sport analysis software. student; Tutorial period; Papers work;
Procedia - Social and Behavioral
Autonomous work
Sciences 46. 4692 – 4694.
Handball
Nome
da UC /
Course
unit title
Ofensive and defensive systems;
technical development; game
organization and development
Clanton & Dwight (2008).Team
Handball: Steps to success. Human
Kinetics. Nem York
Ribeiro, M. & Volossovitch, A.
(2008). Andebol 1 e 2. Lisboa. FMH
work
Idioma de
ensino /
Language of
instruction
ponderação de 60% para
a nota final do aluno e
Portuguese
aulas.
II – Trabalho de
a nota final do aluno
aulas.
II – Avaliação prática, com Portuguese
a nota final do aluno, a
incidir na
O professor
fala inglês?
/ The
teacher
speaks
English?
151 Yes
Yes
Combat Sports
Frederic, L. (2000) Diccionário
Ilustrado de las Artes Marciales.
Paris.
Félin Rosa, V. (2007). Estudo
Sociológico sobre as artes marcíais.
Lisboa. ISCTE
work
History and development of
skating modalities; initiating and
developement of skating basic
skills
Sénica, L. (2004) Formação de
professores – Patinagem. Lisboa,
FPP.
Almeida, A. (1996). A patinagem na
escola. Lisboa, FMH.
work
Concepts of growing,
development and maturation;
phases of learning
Haywood, K & Getchell, N. (2010).
Desenvolvimento Motor ao Longo da
Vida. 5ª Edição, RS – Brasil, Artmed Expository method; Exercises performed by
Godinho, M.; Mendes, R.; Melo, F. & student; Tutorial period; Papers work;
Barreiros, J. (1999). Controlo Motor
Autonomous work
e Aprendizagem: Fundamentos e
aplicações. Lisboa: UTL-FMH
Motor Learning and Development
History and development of
combat sports and martial arts;
technique development according
with diferent combat modalities
Skating
aulas.
incidir na
aulas.
incidir na
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
Yes
152 Yes
Yes
Antropology and body history
ISCE Guide for Foreign Students Olympism; the body in ancient
greece; the body in rome
Braconnier, A. (2000). Psicologia
Dinâmica e Psicanálise. Lisboa.
Climepsi.
Campos, B. P. (1991). Educação e
desenvolvimento pessoal e social.
Porto. Afrontamento
student; Tutorial period; Papers work;
Autonomous work
aulas.
II – Trabalho de
incidir na
programáticos.
Portuguese
Yes
153 2º ano, 1º semestre / 2nd year, 1st semester
Development and Learning
Psychology
Nome
da UC /
Course
unit title
contents
Theories and models of human
development; phases and stages
of human development
Gleitman, H. (1999). Psicologia.
Lisboa. Fundação Calouste
Gulbenkian
Fonseca, A. M. (2005).
Desenvolvimento humano e
envelhecimento. Lisboa. Climepsi
Autonomous work
aulas.
II – Trabalho de
incidir na
programáticos.
ensino /
Language of
instruction
Portuguese
O professor
fala inglês?
/ The
teacher
speaks
English?
Yes
work
Swimming
Technical development; water
adaptation; phases of water
adaptation; styles of swimming
Alves, F. & Silva, A. & Pessoa, P.
(2004). Hidrodinâmica – Análise das
técnicas de nado. Lisboa. FPN
Carvalho, C. (1994). Natação –
Contribuito para o sucesso do
ensino-aprendizagem. Edição de
Autor
work
Energetic sources, human
organism and sport performance;
system actue and cronic
response to exercise
Williams & Williams (2000).
Guidelines for Exercise Testing.
American College of Sports Medicine Expository method; Exercises performed by
Wilmore, J.; Costil, D. & Kenney, W. student; Tutorial period; Papers work;
(2008). Physiology of Sport and
Autonomous work
Exercise (4thEdt). Human Kinetics,
Illinois
Basquetball
Technical and tactical
development; history of the
game; rules of the game
ADELINO, J.(1994). As coisas
simples do basquetebol. Lisboa.
ANTB
Bompa, T. (1997). Periodization
Training: Theory and Methodology.
Human Kinectics
Exercise Physiology
aulas.
incidir na
aulas.
incidir na
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
Yes
154 Yes
Yes
Trauma and aid in Sport
Sport Sociology
ISCE Guide for Foreign Students Society sport development; mass
media; etic and fair play in sport;
Human being and the need to
recreation
Ingham, A.G. & Loy, J.W. (1993).
Sport in Social Development,
Traditions, Transitions and
Transformations. Champaign:
Human Kinetics.
Autonomous work
Aid in sport; trauma in sport and
injury prevention, fatigue and
efficency
Walker, B. (2007). The anatomy of
sports injuries. Lotus. California
EFAM (2011). Manual Europeu de
primeiros socorros. Cruz Vermelha.
Lisboa
Coakley, J. (2001). Sport in Society:
issues and controversies. Boston:
McGraw•Hill.
Autonomous work
aulas.
II – Trabalho de
incidir na
programáticos.
aulas.
II – Trabalho de
incidir na
programáticos.
Portuguese
Yes
Portuguese
Yes
155 ISCE Guide for Foreign Students 2º ano, 2º semestre / 2nd year, 2nd semester
Voleyball
Statistics
Nome
da UC /
Course
unit title
contents
Descriptive and inferencial
statistics; statistic methods and
investigation is sport sciences
Afonso, A. & Nunes, C. (2010).
Lisboa: Escolar Editora.
Reis, E. (2010). Estatística
Descritiva. Lisboa : 7ª Edição,
Edições Sílabo
Autonomous work
Game systems; ofensive and
defensive systems; technical
development; rules and their
application
Gonaçalves, J.( 2009). Voleibol:
ensinar jogando. Lisboa, Livros
horizonte.
Mesquita, I., Guerra, I., & Araújo V.
(2002). Processo de formação do
jovem jogador de voleibol. Lisboa.
Centro de estudos e formação
desportiva
work
Idioma de
ensino /
Language of
instruction
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
aulas.
incidir na
O professor
fala inglês?
/ The
teacher
speaks
English?
156 Yes
Yes
Psicophysiology
Training Theory
Racket Sports
ISCE Guide for Foreign Students History of racket games;
badminton technical and tacticl
development; rules and their
application
Grice, T. (2008). Badminton steps to
success. Illinois: Human Kinetics.
Hernadéz, M. (1995). Manuales para
la enseñanza: iniciacion al
Badminton. Barcelona, Editorial
Gymnos.
work
Training principles; training
organization and planning
Castelo, J. (2002). O Exercício de
Treino Desportivo. Edições FMH.
UTL.
Castelo, J.; Barreto, H.; Alves, F.;
Mil-Homens, P.; Carvalho, J.; Vieira,
J. (1996). Metodologia do Treino
Desportivo. Edições FMH. UTL.
Autonomous work
Nervous system and the human
movement
Kandel, E., Schwartz, J., & Jessel, T.
(2000). Principles of Neural Science
(4th Ed.). McGraw-Hill. New York
Latash, M. (2008).
Neurophysiological Basis of
Autonomous work
Movement. Human Kinetics.
Champagne, Il.
aulas.
incidir na
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
Yes
157 Yes
Yes
Sport Psychology
ISCE Guide for Foreign Students Tenenbaum, G. & Eklund, R. (Eds.)
(2007). Handbook of Sport
Psychology at the service of sport Psychology. New Jersey. Jonh Wiley
and exercise; lidership processes & Sons.
in sport; stress and anxiety in
Alves, J. & Paula Brito, A. (Eds.)
Autonomous work
competition
(2011). Manual de Psicologia do
Desporto para Treinadores. Lisboa:
Visão e Contextos.
aulas.
II – Trabalho de
incidir na
programáticos.
Portuguese
Yes
158 3º ano, 1º semestre / 3th year, 1st semester
Physical Education and Sport
Methodology
Nome
da UC /
Course
unit title
contents
Castelo, J. (2002). O Exercício de
Treino Desportivo. Edições FMH.
Class organization and
UTL
developement; strategies to class Castelo, J.; Barreto, H.; Alves, F.;
organization and dynamics
Mil-Homens, P.; Carvalho, J.; Vieira,
J. (1996). Metodologia do Treino
Desportivo. Edições FMH. UTL
Autonomous work
aulas.
II – Trabalho de
incidir na
programáticos.
ensino /
Language of
instruction
Portuguese
O professor
fala inglês?
/ The
teacher
speaks
English?
Yes
Organization and management of
physical activities
Technical development in the
several athletic's modalities;
history of the modality and thei
actual role in sport contex
Abrantes,J. (2006). Quem corre por
gosto…. Lisboa. Editora Xistarca.
Cunha, L. (2000). Atletismo Propedêutica das actividades
desportivas. Lisboa: UTL-FMH
work
exercise applied to the general
sport contexts; exercise technical
execution; group class
organization; error identification
and corretion
American College of Sports Medicine
(2006). ACSM’s Guidelines for
Exercise Testing and Prescription,
Baltimore: Lippincott
Williams &Wilkins.
American Council on Exercise.
(2000). Group Fitness Instructor
Manual. San Diego, CA: American
Council on Exercise.
work
Fitness
Management of sport facilities;
organization and promotion of
sport events
Mintzberg, H. (1992). A Estrutura e a
Dinâmica das Organizações. Lisboa:
Dom Quixote
Cunha, L. (2007). Os Espaços do
Desporto: Uma gestão para o
Autonomous work
desenvolvimento humano. Coimbra:
Edições Almedina
Athletics
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
aulas.
incidir na
aulas.
incidir na
Yes
Yes
Yes
159 Exercise evaluation and
prescription
Biomechanics
ISCE Guide for Foreign Students Whiting W. & Zernicke R. (2006).
Biomecânica Funcional e das lesões
musculo esqueleticas – 2ª Edição.
Linear and angular kinetics, linear
Guanabara, Brasil.
and angular kinematics
Palastanga N. (2000). Anatomia e
Movimento Humano, Estrutura e
Função. Manole, Brasil.
Exercise prescription and
evaluation guidelines; application
of evaluation protocols; studycase prescription
ACSMs Guidelines for Exercise
Testing and Prescription (2009).
Eight Edition, Lippincott Williams &
Wilkins, Philadelphia
Heyward, V. (2010). Advanced
Fitness Assessment and Exercise
Prescription. Sixt Edition, Human
Kinetics, Champaign, IL.
work
Autonomous work; study-case analysis
aulas.
II – Trabalho de
incidir na
programáticos.
aulas.
II – Trabalho de
incidir na
programáticos.
Portuguese
Yes
Portuguese
Yes
160 ISCE Guide for Foreign Students 3º ano, 2º semestre / 3th year, 2nd semester
Water activities
Training methodology
Nome
da UC /
Course
unit title
contents
Sarmento, P., Rosado, A &
Macro and micro cycle; training
Rodrigues, J. (2000). A Formação de
unit; training development and it's
Treinadores Desportivos, Edições
principles
Autonomous work
ESDRM, Rio Maior.
Water polo aproach, aerobic
water activities; Watrer activities
applied to sport contexts
Bonachela, V. (1994). Manual Básico
de Hidroginástica. Rio de Janeiro.
Editora Sprint Colorado
American College of Sports Medicine
(2006). ACSM’s Guidelines for
Exercise Testing and Prescription,
Baltimore: Lippincott
work
Idioma de
ensino /
Language of
instruction
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
aulas.
incidir na
O professor
fala inglês?
/ The
teacher
speaks
English?
161 Yes
Yes
Health promotion
Adapted sports
Nature and adventure sports
ISCE Guide for Foreign Students Climbing and rappel development
and security issues; surf
approach; orienteering
introduction and their
ramifications
Estêvão Correia, M. (2011).
Escalada – O Manual de Iniciação.
Edições S-Challenge
Palmer, P. (1998). The Complete
Orienteering Manual. England.
Crowood Press.
work
Boccia aproach; adapted
swimming; basketball in wellchair
Pitteti, K. H., Rimmer, J.H., &
Fernhall, B. (1993). Physical fitness
and adults with mental retardation:
An overview of current research and
future directions. Sports Medicine,
16: 23-56.
Shephard, R. J. (1990). Fitness in
special populations. Champaign, IL:
Human Kinetics.
work
Healt promotion models; the
population principles and
predictors of health and disease;
salutogenic Vs patogenic
approach
Sardinha, L., Matos, M & Loureiro, I.
(1999). Promoção da Saúde –
modelos e práticas de intervenção
nos âmbitos da actividade física,
nutrição e tabagismo. FMH Edições,
Lisboa
Hardman, A.E. & Stensel, D. (2003).
Physical Activity and Health. The
Evidence Explained. London:
Routledge.
Autonomous work
aulas.
incidir na
aulas.
incidir na
aulas.
II – Trabalho de
Portuguese
incidir na
programáticos.
Yes
162 Yes
Yes
Entrepreneurship and marketing in sport
Sport management
ISCE Guide for Foreign Students Armstrong, M. (1996). Handbook of
Personnel Management Practice (6ª
Human Resource Management in
Ed.) London, Kogan Pag.
Sport; Management of Sports
Chelladurai, P. (2006). Human
Events; Management of Sports
Resources Management in Sport
Autonomous work
Facilities
and Recreation (2ª Ed). USA: Human
Kinetics.
The Importance of
Entrepreneurship;
Business Creation;
The Sports Marketing
Bucha, A. I. (2009)
Empreendedorismo – Aprender a
Saber Ser Empreendedor. Lisboa:
Editora RH
Dionísio, Pedro (Coord) (2009)
Casos de Sucesso em Marketing
Desportivo. Lisboa: Livros d’Hoje
Publicações Dom Quixote.
Autonomous work
aulas.
II – Trabalho de
incidir na
programáticos.
I – Regularity
II - Ficha teórica com
teóricos abordados nos
conteúdos relacionados
com empreendedorismoo
Desporto.
III – Ficha teórica com
teóricos abordados nos
conteúdos relacionados
com Marketing no
Desporto.
Portuguese
Yes
Portuguese
Yes
163 ISCE Guide for Foreign Students Licenciatura em Educação Social – título, tipologia, nº de ECTS, ano, semestre, nome do docente, resultados de aprendizagem, modo
de ensino, pré-requisitos e local de estágio de unidades curriculares / Degree in Social Education – title, type, ECTS number, year,
semester, name of lecturer, learning outcomes, mode of delivery, prerequisites and training places of units.
164 Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Obrigatória/
Compulsory
6
Patricia
Pacheco
Identify the different contexts of development and its impact on the person and groups;
Misto/ blearning
No Applicable
No
Applicable
3
Ângela
Lisboa/
Ana
Isabel
Runa
Understand the pedagogical problems in a social dimension in the study of Sociology of
Education.
Misto/ blearning
No Applicable
No
Applicable
Sociologia da
Educação/Sociology
of Education
Nome da
UC /
Course unit
title
Psicologia da criança e do
adolescente/ Psychology of
child and adolescent
Obrigatória/
Compulsory
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
Educação/Pedagogy and
education models
Obrigatória/
Compulsory
Técnicas de Expressão Escrita
do Português/Techniques of
written expression of the
Portuguese
Obrigatória/
Compulsory
3
António
To possess an adequate level of proficiency in the Portuguese language, both in the oral
Lavouras/
and the written component in order to facilitate the integration of the groups and their
Inês
communication.
Ribeiros
Misto/ blearning
No Applicable
No
Applicable
Metodologia de
Investigação/Research
methodology
Compulsory
6
Fernanda
Carvalho
Misto/ blearning
No Applicable
No
Applicable
3
Luís
Picado
Critically analyze the main theories, models, paradigms and philosophies of education
Misto/ blearning
No Applicable
No
Applicable
165 Identify and know the main operational methods and research techniques;
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Educação Social e Contextos
de Intervenção/Social education
and intervention contexts
Obrigatória/
Compulsory
6
AnaPaula
Leitão/
Filipa
Coelhoso
Expressão Motora/Motor
expression
Opção/
optional
3
Pedro
Pereira/
Diogo
Teixeira
Expressão
Musical/Musical
expression
ISCE Guide for Foreign Students Opção/
optional
3
Pedro
Nunes
Understand the fundaments of Social Education as an object of study of Social Pedagogy
Misto/ blearning
No Applicable
No
Applicable
Misto/ blearning
No Applicable
No
Applicable
Understand the musical phenomenon individuality and its expressive potential;
Misto/ blearning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 166 ISCE Guide for Foreign Students 1º ano, 2º semestre / 1st year, 2nd semester
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Modo de
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
Psicologia do Adulto e do
Idoso/Adult Psychology and
Aging
Obrigatória/
Compulsory
6
Patricia
Pacheco
Recognizing human development as a process coextensive the length of life
Misto/ blearning
No Applicable
No
Applicable
Expressão VisuoPlástica/ Expression
Visuo-Plastic
167 Obrigatória/
Compulsory
3
Maria
João
Delgado
Create and reinvent new forms, structures and relationships.
Misto/ blearning
No Applicable
No
Applicable
Antropologia Social e
Cultural/Social and
cultural Anthropology
Nome da
UC /
Course unit
title
Obrigatória/
Compulsory
3
Fernanda
Carvalho
Diagnose and intervening in social and cultural problems in different contexts
Misto/ blearning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Pedagogia Social/
Social Pedagogy
Obrigatória/
Compulsory
Política e Legislação
Social/Social Policy
and Legislation
Compulsory
3
Luis
Picado/Fili
Contextualizing social work practice guidelines from the national and european social policy
pa
Coelhoso
Misto/ blearning
No Applicable
No
Applicable
168 Observação em Contexto
(Estágio)/ Training - Contextual
Monitoring
Obrigatória/
Compulsory
9
Inglês / English
3
Opção/
optional
3
Rogério
Canhões
Knowing the evolution of social policies in Portugal, and in particular comparative study of
different systems that characterize the welfare state and the trend lines relating to social
policy in international fora, particularly in the European Union
Ana Paula
Leitão/
Know different socio educational realities
Filipa
Coelhoso
Helena
Raposo
To reactivate and to consolidate syntactic, morphologic, phonetic and lexical general english
competences
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Misto/ blearning
N/A
N/A
Presencial/
Presential
No Applicable
Estágio
realizado
em
instituições
de
intervenção
socioeduca
tiva
escolhidas
pelo
ISCE/Traini
ng held in
different
institutions
chosen by
the ISCE.
Misto/ blearning
No Applicable
No
Applicable
Francês /
French
ISCE Guide for Foreign Students Opção/optio
nal
3
António
Costa
Ideias
Know the French language and grammar at the level of initiation
Misto/ blearning
No Applicable
No
Applicable
Espanhol/
Spanish
169 Opção/optio
nal
3
Liesmet
Perez
know the sapnish language and grammar at the level of initiation
Misto/ blearning
No Applicable
No
Applicable
Modo de
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
Nome da
UC /
Course unit
title
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 170 2º ano, 2º semestre / 2nd year, 2nd semester
Nome da
UC /
Course unit
title
Tipo de UC
/ Type of
course unit
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
Nome do
Docente /
Lecturer
name
Modo de
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
171 Psicossociologia das
Organizações
Número
de
ECTS /
Number
of ECTS
Obrigatória/
Compulsory
3
Patologias Sociais e
do Desenvolvimento
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
3
Ana
Moreira
Sociologia da Exclusão
Social e da
Marginalidade
Nome da
UC /
Course unit
title
Obrigatória/
Compulsory
6
Fernanda
Carvalho
Luís
Barrosa/
Understand the potential of individuals and groups within the organizations.
Ana Paula
Leitão
Misto/ blearning
No Applicable
No
Applicable
Difficulties in the definition of the concept and its delimitation from sociological concept of
"anomie". Maladjustment, exclusion and social marginalization.
Misto/ blearning
No Applicable
No
Applicable
Identification of the most relevant structure of poverty and exclusion in the Portuguese
society with reference to specific differences in the matter regarding the European situation;
Misto/ blearning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Animação e
Intervenção
Comunitária
Compulsory
6
Angela
Lisboa/
Filipa
Coelhoso
observe and analyze the social pratices in different contexts of sociocultural animation and
intervention.
Misto/ blearning
No Applicable
No
Applicable
Desenho,
Desenvolvimento e
Avaliação de Projectos
de Intervenção
Obrigatória/
Compulsory
6
Ana Paula
Identify the need of intervene in a systemic way, articulating knowledge in different areas
Leitão
Misto/ blearning
No Applicable
No
Applicable
Educação de
Adultos
Opção/
optional
6
Fernanda
Carvalho
Understanding the centrality of adult education in the face of great current educational
issues;
Misto/ blearning
No Applicable
No
Applicable
Promoção da Saúde e
do Bem-Estar
172 Opção/
optional
6
Rui Brito
Fonseca
Understanding the guidelines of the national health system;
Misto/ blearning
No Applicable
No
Applicable
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 3º ano, 2º semestre / 3th year, 2nd semester
Tipo de UC
/ Type of
course unit
Nome do
Docente /
Lecturer
name
Seminário de Aopio
ao Estágio
Obrigatória/
Compulsory
9
Provide students the possibility of application of achieved knowledge during training, in order
Ana Paula
to develop competencies that allow them to intervene properly in the institutions where
Leitão
they will work.
Obrigatória/
Compulsory
21
Ana Paula
Design, develop and evaluate projects for socio-educational intervention.
Leitão
Modo de
Pré-requisitos
ensino / Mode
/
of delivery
Prerequisites
Local de
Estágio /
Work
placement
173 Estágio
Nome da
UC /
Course unit
title
Número
de
ECTS /
Number
of ECTS
No Applicable
No
Applicable
Presencial/Pr
esential
No Applicable
Chosen
by
students
ISCE Guide for Foreign Students Licenciatura em Educação Social – title, conteúdos, leituras recomendadas, métodos de ensino, métodos de avaliação e idioma de
ensino de unidades curriculares / Degree in Social Education – title, contents, recommended reading, teaching methods, assessment
methods and language of instruction of units.
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
Psicologia da criança e do
adolescente/Psychology of child
and adolescent
Conteúdos abreviados /
Course contents
Métodos de avaliação
e os critérios /
Assessment methods
and criteria
Tavares, J., Pereira, A., Gomes, A.,
Child psychology,
Monteiro, S. & Gomes, A. (2007).
adolescent psychology,
Manual de psicologia do
developmental psychology desenvolvimento e aprendizagem.
Porto: porto Editora
Exposition of methods, self-education, research
work, collaborative learning
Written test, team and
individual work,
participation on
classes
Sociologia da
Educação/Sociology of
Education
Nome
da UC /
Course
unit title
Sociology of education,
social dimension of
education, cultural
dimension of education.
Discussion and critical analysis of texts and
theme, individual work, group work
Participatios in
lessons, individual and Portuguese
Yes
group works, critical
/English
analysis
Enguita, M.F. (2007). Educação e
transformação social. Mangualde:
Edições Pedago.
Yes
/English
Educação/Pedagogy and
education models
Theories, models,
paradigms and
philosophies of education
Serralheiro, J.P. (2006). O processo
de Bolonha e a formação dos
educadores e professores
portugueses. Porto: ProfEdições
Guided discovery, socratic dialogue, research
work, lectures, work group
Técnicas de Expressão Escrita do
Português/Techniques of written
expression of the Portuguese
Linguistic competence,
communicative
competence, oral
language and written
language
Gomes, A. & cavacas, F. (2005).
Escrever direito. Ortografia. Lisboa:
Cla´ssica Editora
Problamatization and discussion in the lessons,
individual work, group work
Elaboration and
exposition of individual Portuguese
Yes
works, written test,
/English
group research work
Metodologia de
Investigação/Research
methodology
ISCE Guide for Foreign Students Scientific method, phases
of research process,
scientific research
Tuckman, B.W. (2000). Manual de
investigação em educação. Lisboa:
FCG
Observation and discussion of different types of
documents, case studies, pratical work
Individuals work,
written test
Work group, individual
forms, critical analisy
of texts ou theme
Portuguese
yes
/English
175 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Portuguese No
Expressão
Musical/Musical
expression
Expressão Motora/Motor
expression
Educação Social e Contextos de
Intervenção/Social education and
intervention contexts
ISCE Guide for Foreign Students Education and social
education, the role of
social educator,
theoretical approach of
social education.
Serrano, G.P. (2009). Pedagogia
social. Educación social.
Construcción cientifica e interveción
prática. Madrid: Narcea.
Reflections on the topics discussed, individual
work, group work.
Attitude, group work,
individual work
Portuguese
Yes
/English
Motor development,
movement and behavior,
psysical planning of
activities
FMH
Direct instrution, interactive teaching,
cooperative learning, individual work.
Participation in
lessons, individual
work
Portuguese
Yes
/English
Active involvement of students, work group,
individual work, analysis of relevant
documentation
attendance,
Portuguese
participation, individual
Yes
/English
work, group project
Basic musical elements:
sound and characteristics,
Storms, J. (2003). 1001 jogos
the voice and the body,
musicais. Lisboa: ASA
instruments, informatic
tools in musical animation
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 176 ISCE Guide for Foreign Students 1º ano, 2º semestre / 1st year, 2nd semester
O professor
fala inglês? /
The teacher
speaks
English?
Psicologia do Adulto e do
Idoso/Adult Psychology and
Aging
Idioma de
ensino /
Language
of
instruction
Adulthood, Periods of
development in adulthood.
Brief reference to some
theories: Erikson,
Levinson and Loevinger.
The first adulthood, midlife
Barros de Oliveira, J. (2005).
and late
Psicologia do envelhecimento e do
adulthood.Periods of
idoso. Porto: Legis.
development in adulthood.
Brief reference to some
theories: Erikson,
Levinson and Loevinger.
The first adulthood, midlife
and late adulthood
Reflection and discussion, critical analysis of
texts, work on collecting information related to
the themes discussed in class.
Written test, group
work
Portuguese
Yes
/English
Expressão VisuoPlástica/Expression
Visuo-Plastic
Course contents
e os critérios /
Assessment methods
and criteria
expression and creativity,
language and
comminication, materials
and techniques
Rodrigues, D. (2002). A infancia da
arte, a arte da infância. Lisboa: Asa
Active involvement of students links the
theoretical with the practical issues.
Research, developing
a portfolio of learning.
Portuguese
Yes
/English
Antropologia Social e
Cultural/Social and
cultural Anthropology
Nome
da UC /
Course
unit title
Anthropology, culture,
theories, social
organization, Symbolic
Systems and Practices
Almeida, M. V. (2004). Outros
destinos: ensaios de antropologia e
cidadania. Porto: Campo de letras
Transmission of knowledge through techniques
such as dialogic and interactive lessons.
Individual and group
work
Portuguese No
177 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Perez Serrano, G. (2009).
Pedagogía Social- Educación Social.
Construcción científica e
Exposition of methods, collaborative learning,
intervención práctica. Madrid:
Narcea.
Written test and work
group
Portuguese
Yes
/English
178 Política e Legislação
Social/Social Policy and
Legislation
The social pedagogy in
the context of educational
sciences and the
humanities in general.
Political and legal
assumptions of social
action, target groups of
social intervention education:
Social Policy and Welfare,
The Law and Institutions,
Legislation of social
policy, Study of the Law of
Born. M. (2005). Psicologia da
Minors, nternational Law
delinquencia. Lisboa: Climepsi
concerning Families,
Children, the Elderly and
Persons with Disabilities
and Handicaps
Participation, involvement in research situations,
debates.
Written test and work
group
Portuguese No
Observação em Contexto
(Estágio)/Training - Contextual
Monitoring
Pedagogia Social/
Social Pedagogy
ISCE Guide for Foreign Students Understand interaction in
the local of stage with
other partner institutions in
the community;
Identification of target
population; perform a
report of the situations
lived from the analysis of
the same.
Integrate students into contact with social
institutions have different settings and
contexts and through these are able to reflect on
the role and intervention of
the Technical Higher Social Education
Preparation and
submission of the
report stage
Portuguese
Yes
/English
Carreras, J.S. & Molina, J.G. (2006).
Padagogia social. Pensar la
educación social como professión.
Madrid: Alianza editorial.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Oral exposition of general information in
linguistic and cultural issues; Permanent
presentations of assignments under the teacher
supervision
Francês /
French
Application of general and
basic Spanish grammar –
initiation level
Gilder Alfred (1993) Et si on parlait
français?, Cherche – Midi
Continuous evaluation which includes different
papers carried out in teams or small groups
(ongoing throughout the semester).
Written test, written
works: compositions,
preparation of specific
vocabulary, teamwork,
translation
Know the Spanish
language and grammar at
the initiation level;
Understand and produce
written and oral
messages.
Amenós, José; Gil-Toresano,
Manuela; Soria, Inés ; (2005)
AGENCIA ELE (Manual de lengua
castellana adoptado); ISBN: 978-849778-402-3 ; Alcobendas SGEL
The primary activity of Spanish classes for this
course is: "Practice" (communication and a focus
on interactive grammar and vocabulary based
on the procedure of association and reading).
Written test , work
(presentation) oral and Portuguese
No
oral participation in
/Spanish
class
Inglês /English
Reactivate and to
consolidate syntactic,
morphologic, phonetic and Sorry, M. & Childs, P. (2002). British
lexical general English
Cultural Identities. London:
competences; To activate Routledge
general processes of
fluency in speech;
Espanhol/Spanish
ISCE Guide for Foreign Students Written and oral
comprehension
exercises for practice;
Pair and group work
Portuguese
Yes
/English
179 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Portuguese
No
/French
Nome
da UC /
Course
unit title
Course contents
e os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
180 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 2º ano, 2º semestre / 2nd year, 2nd semester
Nome
da UC /
Course
unit title
Course contents
e os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
181 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 3º ano, 1º semestre / 3th year, 1st semester
Course contents
e os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language
of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
Psicossociologia
das Organizações
Attitudes and satisfaction
at work; groups and team
work; communication;
lidership; decision making,
coflict and negotiation
Cunha, M. P.; Rego, A.; Cunha, R.
C. & Cabral-Cardoso, C. (2003)
Manual de comportamento
organizacional. Lisboa: RH
Patologias Sociais e do
Desenvolvimento
182 Patologia e saude mental.
A patologia social. A
patologia social em
portugal. O estigma e a
patologização.
Ajuriaguerra, J. & marcelli, D. (1986).
Exposure theory about the contents; individual
Manual de psicopatologia infantil.
work; participation in classes
Porto Alegre: Artes Médicas.
work
Portuguese
Yes
/English
Sociologia da Exclusão
Social e da
Marginalidade
Nome
da UC /
Course
unit title
Exclusão Social –
Perspectiva Histórica e
Contextual, Anomia;
desvio, Estigma, Suicídio,
a realidade portuguesa
Silva, M. & rasgado, S. (1999).
Pobreza e exclusão social. A
investigação em Portugal. Lisboa:
Cecsis
work
Portuguese
Yes
/English
Exposure theory about the contents; individual
work; participation in classes
Learning based on learner autonomy
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Individual work, written Portuguese
Yes
test
/English
Animação e
Intervenção
Comunitária
Community, Identity,
Participatory Process;
Process of social
intervention in
communities; Community
animation.
Animation
Caride Gomez, J.A.; Freitas, O.M.;
Callejas, G.V. (2007). Educação e
desenvolvimento comunitário local.
Perspetivas pedagógicas e sociais
de sustentabilidade. Porto:
Profedições
Desenho, Desenvolvimento e
Avaliação de Projectos de
Intervenção
Phases and project
building, implementation
and project management,
evaluation and report.
Serrano, G. P. (2010). Elaboração
de projetos sociais. Porto: Porto
Editora
Educação de
Adultos
ISCE Guide for Foreign Students Adult education,
theoretical and historical
references,
Canário, R. & Belmiro, C. (2005).
Educação e formação de adultos:
Mutações e convergencias. Lisboa:
Educa
Exposure theory about the contents; discussion
and participation in classes
individual and group
works
Portuguese
Yes
/English
183 Presentation and reflection on case studies
Elaboration of
individual works ,
presentations and
evaluation.
Portuguese
Yes
/English
Research skills for the student to reflect and
transmit content, either individually or in groups.
individual and group
work
Portuguese
Yes
/English
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Promoção da Saúde e
do Bem-Estar
ISCE Guide for Foreign Students Portugal´s health profiles,
healthy policies, the death
and dying in portugal
Araujo, E., Costa, M., Hogan, V.,
Mota, E., Oliveira, N. , Araujo, T.
(2009). Race/skin color differentials
in potencial years of life lost due the
external causes. Revista de saude
publica, 43(3), 1-7
Reflexions and debates on the issues discusses
in classes
written test and gruop
work
Portuguese
Yes
/English
184 Nome
da UC /
Course
unit title
Course contents
Seminário de Apoio
ao Estágio
Analysis and reflection of
experiences lived by the
students, in the context of
educational practice
Serrano, G. P. (2009). Pedagogia
social. Educacion
social.Construccion cientifica e
intervención practica. Madrid:
Narcea
Estágio
Characterization of the
institution / service home
of the Stage; Project
Development Internship programming of research
and intervention
Carreras, J.S. & Molina, J.G. (2006).
Padagogia social. Pensar la
educación social como professión.
Madrid: Alianza editorial.
e os critérios /
Assessment methods
and criteria
Idioma de
ensino /
Language
of
instruction
Reflection in the classroom, individual work
Intervention project,
paper works
Portuguese
Yes
/English
Contact the local stage; Refelction sessions in
class
Preparation and
submission of the
stage
Portuguese
Yes
/English
fala inglês? /
The teacher
speaks
English?
ISCE Guide for Foreign Students Licenciatura em Turismo – título, tipologia, nº de ECTS, ano, semestre, nome do docente, resultados de aprendizagem, modo de
ensino, pré-requisitos e local de estágio de unidades curriculares / Degree in Physical Education and Sport – title, type, ECTS
number, year, semester, name of lecturer, learning outcomes, mode of delivery, prerequisites and training places of units.
Contabilidade Geral/
General Accounting
Introdução ao Turismo/
Introduction to Tourism
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
6
Professor
Doutor
Nuno
Abranja /
Dra. Ana
Marques
3
Mestre
Especialista
Ricardo
Viseu
Ferreira
Modo de
ensino / Mode
of delivery
Prérequisitos /
Prerequisites
Local de
Estágio /
Work
placement
Domínio da linguagem e do sistema turístico / Mastery of language and of the tourism
system
Misto / blearning
N/A
N/A
Formação de quadros técnicos de turismo na vertente contabilística, designadamente no
que concerne às operações contabilísticas úteis, não só de gestão corrente mas também de
tomada de decisões / To train technical tourism staff in the accounting aspect, mainly in
what concerns to current accountancy operations regarding current management and
decision-making.
Misto / blearning
N/A
N/A
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Estrutura Política e
Legislação do Turismo/
Political Structure and
Legislation of Tourism
Inglês – Língua /
English – Language
Obrigatória/
Compulsory
Obrigatória/
Compulsory
Metodologias de
Investigação /
Research
Methodologies
Obrigatória/
Compulsory
Português – Língua /
Portuguese - Language
Compulsory
6
6
3
6
Mestre
Especialista
António
Abrantes
Domínio do tipo, natureza e estruturas dos Estados para o desenvolvimento do turismo.
Conhecimento dos regimes jurídicos das principais actividades turísticas / Mastery of the
type, nature and structures of States to the development of tourism. Knowledge of the legal
systems of the main tourist activities
Mestre
Especialista Introduction to tourism vocabulary
Helena
Raposo
Proficiência em língua portuguesa nas suas vertentes oral e escrita/ Proficiency in the
Mestre Inês Portuguese language in their oral and written aspects.
Ribeiros
Professora
Doutora
Clara
Pereira /
Professor
Doutor
Nuno
Abranja
Identificar e saber operacionalizar os principais métodos e técnicas de pesquisa aplicáveis
ao Turismo, conhecendo os procedimentos necessários para a operacionalização de
qualquer investigação / Identify and know the main operational methods and research
techniques applicable to Tourism, knowing the procedures necessary for the operation of
any investigation
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Misto / blearning
N/A
N/A
186 Misto / blearning
N/A
N/A
Misto / blearning
N/A
N/A
Misto / blearning
N/A
N/A
ISCE Guide for Foreign Students Nome do
Docente /
Lecturer
name
6
Mestre
Especialista
Alexandre
Pessoa
Reconhecer os principais conceitos das Tecnologias de Informação e Comunicação,
utilizando as funcionalidades do Processador de texto, da ferramenta de Apresentações e
da Folha de cálculo / Recognize key concepts of IT, using the main features of the Word
processor, Presentation softwares and Spreadsheet softwares
Misto / blearning
N/A
N/A
Geografia Turística/
Tourism Geography
Obrigatória/
Compulsory
6
Professora
Doutora
Noemi
Marujo /
Mestre Ana
Afonso
Alcântara
Adquirir um conhecimento da evolução do fenómeno turístico no mundo, compreendendo o
fenómeno turístico em Portugal nas suas componentes, fluxos, padrões de distribuição e
unidades espaciais fundamentais e impactos / Acquire a knowledge of the evolution of world
tourism, understanding the tourist phenomenon in Portugal in its components, flows, basic
patterns of distribution, space regions and impacts
Misto / blearning
N/A
N/A
História Socioeconómica do
Turismo/ Socio-Economic
History of Tourism
1º ano, 2º semestre / 1st year, 2nd semester
Número
de
ECTS /
Number
of ECTS
Obrigatória/
Compulsory
3
Mestre
Domínio das prácticas do viajar e da evolução histórica do turismo e das implicações
Especialista
mútuas nas esferas económica e social / Mastery of practices of travel and the historical
António
evolution of tourism and the mutual impacts in economic and social areas
Abrantes
Misto / blearning
N/A
N/A
Informática Aplicada
/Applied Informatics
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Modo de
ensino / Mode
of delivery
Prérequisitos /
Prerequisites
Local de
Estágio /
Work
placement
187 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Inglês - Cultura e Língua/
English – Culture and
Language
Obrigatória/
Compulsory
Métodos Quantitativos /
Quantitative Methods
Obrigatória/
Compulsory
Português - Língua e
Comunicação / Portuguese
Culture and Language
Compulsory
Mestre
Especialista Acquisition of technical vocabulary in an English Speaking Frame
Helena
Raposo
Misto / blearning
N/A
3
Conhecimentos basilares e específicos no domínio das competências de comunicação oral
Mestre Inês e escrita/ Basic and specific knowledge and skills to the field of oral and written
Ribeiros
communication
Misto / blearning
N/A
N/A
6
Professor
Doutor
Eduardo
Moraes
Sarmento /
Mestre
Especialista
Ricardo
Viseu
Ferreira
Misto / blearning
N/A
N/A
6
Discussão de problemáticas de investigação para as quais os Métodos Quantitativos estão
particularmente vocacionados e criação de um pensamento estratégico / To review some
research issues for which quantitative methods are particularly suited and to create a
strategic thinking
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] N/A
188 ISCE Guide for Foreign Students 2º ano, 1º semestre / 2nd year, 1st semester
Nome do
Docente /
Lecturer
name
Modo de
ensino / Mode
of delivery
Prérequisitos /
Prerequisites
Local de
Estágio /
Work
placement
Economia Aplicada/
Applied Economics
189 Obrigatória/
Compulsory
Obrigatória/
Compulsory
Mercados Turísticos /
Tourism Markets
Tipo de UC
/ Type of
course unit
Inglês - Língua e Comunicação/
English – Language and
Communication
Nome da
UC /
Course
unit title
Número
de
ECTS /
Number
of ECTS
Obrigatória/
Compulsory
Fornecer conhecimentos de base na área da ciência económica, dotando os alunos das
competências básicas na análise micro e macroeconómica, quer de natureza gráfica quer
analítica / To provide a basic knowledge in the area of economic science, providing students
with basic skills in micro and macroeconomics both in graphic and analytical terms
Misto / blearning
N/A
N/A
6
Mestre
Especialista Consolidation and expansion of technical hotel and tourism vocabulary/communicative skills Helena
Raposo
Misto / blearning
N/A
N/A
6
Professora
Doutora
Noemi
Promover a criação de produtos em função dos mercados turísticos internos e externos,
Marujo /
atuais e futuros / Promote the development of products in terms of tourism markets either
Mestre Ana domestic or external,present and future
Afonso
Alcântara
Misto / blearning
N/A
N/A
3
Professor
Doutor
Álvaro
Matias
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Animação Turística /
Tourism Entertainment
Obrigatória/
Compulsory
Opção Língua: Espanhol/
Language Option: Spanish
Obrigatória/
Compulsory
Gestão de Recursos Humanos e
Relações Públicas em Turismo/
Human Resources Management
and Public Relations in Tourism
ISCE Guide for Foreign Students Opcional/
Optional
6
3
6
Professora
Doutora
Clara
Pereira /
Dra. Ana
Marques
Reconhecer o papel da Animação no sector turístico; Planificar as diversas atividades de
animação turística para os diferentes estabelecimentos turísticos existentes / Recognize the
role of animation in the tourism sector; Plan several activities for tourist entertainment,
applying to different types of tourist establishments and the different types of tourism.
N/A
N/A
190 Evidenciar a importância do Capital Humano enquanto factor determinante do
Mestre
desenvolvimento das organizações, caracterizando os principais métodos e técnicas da
Especialista
Gestão de Recursos Humanos / Put in evidence the importance of Human Capital, as a
Luís
determinant factor of organizational development, characterizing the main methods and
Barrosa
techniques of Human Resource Management.
Mestre
Liesmet
Pérez
Misto / blearning
Conhecer, compreender e interpretar a língua e a gramática espanhola ao nível de
iniciação, prestando especial atenção aquelas formas focalizadas nos textos especializado
da área do turismo, da economia, comércio e administração / Knowing, understanding and
interpretating the Spanish language and grammar to the initiation level, with particular
attention focused on those forms of specialized texts in the field of tourism, economy,
commerce and administration
N/A
N/A
Misto / blearning
N/A
N/A
Opção Língua: Mandarim/
Language Option: Mandarin
ISCE Guide for Foreign Students Professora
Doutora
Ana Cristina
Alves /
Mestre
Manuel
Lopes
Opcional/
Optional
Estudar o pinyin e a sua importância na aprendizagem da língua chinesa; Dominar os
princípios básicos da escrita dos caracteres chineses, a estrutura básica e os principais
elementos da gramática da língua chinesa / Learn the pinyin and its importance in the
process of learning Mandarin Chinese; Master the key principles that govern the writing of
Chinese characters, the basic structure and the fundamental elements of Chinese grammar
Misto / blearning
N/A
Prérequisitos /
Prerequisites
Local de
Estágio /
Work
placement
N/A
191 2º ano, 2º semestre / 2nd year, 2nd semester
Psicologia e
Comportamento do
Turista/ Psychology
and Behavior of Tourist
Economia do
Turismo/ Tourism
Economics
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
Nome do
Docente /
Lecturer
name
Modo de
ensino / Mode
of delivery
3
Professor
Doutor
Álvaro
Matias
Construir conhecimentos de âmbito turístico numa perspectiva macro e microeconómica;
Fornecer metodologias e instrumentos de medição de dados da procura e oferta turística e
inerentes à história económica do turismo / To build up touristic knowledge both in a macro
and microeconomic perspective; To provide methodologies and instruments of measurement
for tourism supply and demand data and regarding the economic history of tourism
Misto / blearning
N/A
N/A
3
Professor
Doutor Luís
Picado /
Dra. Ana
Marques
Identificar as necessidades do consumidor em turismo e os factores determinantes para o
seu comportamento, diagnosticando os elementos presentes no processo de compra /
Identify customer needs in tourism and the factors that determine consumer behavior,
diagnosing the elements present in the buying process
Misto / blearning
N/A
N/A
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Organização e Gestão de
Eventos/ Organization and
Management of Events
Obrigatória/
Compulsory
Inglês - Cultura e
Comunicação/ English –
Culture and Communication
Obrigatória/
Compulsory
Sistemas de Informação e
Comunicação para Turismo/
Information and Communication
Systems for Tourism
Compulsory
6
6
6
Professora
Doutora
Clara
Pereira /
Professor
Doutor
Nuno
Abranja
Organizar e gerir eventos turísticos lucrativos e atrativos/ Organize and manage profitable
and attractive tourist events
N/A
N/A
192 Mestre
Especialista Food, Restauratnts and its specificities Helena
Raposo
Professor
Doutor
Nuno
Abranja
Misto / blearning
Conhecer as TIC; Knowing ICT
Conhecer GDS; Knowing GDS
Domínios do Galileo; Galileo Domains.
N/A
N/A
Misto / blearning
N/A
N/A
Opção Cultura e Língua:
Mandarim/ Culture and
Language Option: Mandarin
Opção Cultura e Língua:
Espanhol/ Culture and
Language Option: Spanish
Optional
Mestre
Liesmet
Pérez
Ampliar o vocabulário, nomeadamente o léxico técnico relacionado com o turismo e o
mundo dos negócios; Produzir mensagens escritas e orais a nível médio. Neste sentido o
aluno apresentará um folheto turístico básico sobre um destino português projectado para o
mercado espanhol / Expand vocabulary, and in particular technical vocabulary related to
tourism and business; Produce written and oral messages at school. In this sense the
student will present a basic tourist brochure about a Portuguese destiny targeted to the
Spanish market.
Misto / blearning
Professora
Doutora
Ana Cristina
Alves /
Mestre
Manuel
Lopes
Aprofundar o conhecimento do pinyin; Melhorar a entoação das orações e o domínio das
mudanças dos tons; Reforçar a capacidade de reconhecer, ler e escrever um maior número
de caracteres / Improve their knowledge of pinyin; Improve their reading and stressing ability
as well the nuances of tone changing; Strengthen their ability to recognize, read and write a
greater number of characters
Misto / blearning
N/A
N/A
193 6
Opcional/
Optional
N/A
N/A
Itinerários
Turísticos/ Tourism
Itineraries
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
3
Nome do
Docente /
Lecturer
name
Professora
Doutora
Clara
Criar mecanismos de estudo do território e da avaliação do potencial turístico através da
Pereira /
construção de itinerários turísticos / Generate study mechanisms of the territory and the
Mestre Ana touristic potential evaluation through the creation of touristic routes
Afonso
Alcântara
Préensino / Mode requisitos /
of delivery
Prerequisites
Misto/blearning
N/A
Local de
Estágio /
Work
placement
N/A
Opção Gestão:
Logística /
Management
Option: Logistics
Seminário/ Seminar
Turismo de Saúde e BemEstar / Health Tourism and
Wellness
Marketing Turístico /
Tourism Marketing
Compulsory
Obrigatória/
Compulsory
Obrigatória/
Compulsory
Opcional/
Optional
3
Professor
Doutor
Eduardo
Moraes
Sarmento
Desenvolver domínios técnicos e tecnológicos de marketing turístico,com vista a estimular a
qualidade, inovação e investigação no produto, preço, promoção e distribuição turística /
Develop technical and technological fields of tourism marketing in order to stimulate the
quality, innovation and research in the product, price, promotion and distribution of tourism.
Misto / blearning
N/A
N/A
194 3
Professor
Doutor
Eduardo
Compreender a problemática do Turismo de Saúde e Bem-Estar e os diferentes produtos
Moraes
existentes em Portugal / To understand the subject of Health and Wellness Tourism and its
Sarmento /
different products in Portugal
Mestre Ana
Afonso
Alcântara
Misto / blearning
N/A
N/A
9
Professora
Doutora
Clara
Pereira /
Professor
Doutor
Nuno
Abranja /
Dra. Ana
Marques
Domínios de investigação científica; Gerar planos de negócio; Preparação para estágio /
Domains of scientific research; building business plans; trainning preparation
Misto / blearning
N/A
N/A
6
Mestre
Especialista
Alexandre
Pessoa
Perspectivar elementos críticos do processo de gestão logística e suas inter-relações na
cadeia de distribuição turística; Dar ferramentas para reconhecer áreas de desenvolvimento
turístico nas quais a logística traz vantagem competitiva / Present critical elements of the
logistics management process and their inter-relations in the tourism supply chain; Provide
tools to recognize business development in tourism where logistics can be competitive
advantage.
Misto / blearning
N/A
N/A
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Opção Gestão: Direito
Comercial e do Trabalho
/ Management Option:
Comercial and Work Law
Opcional/
Optional
Opção Gestão: Direito
Comunitário e Turismo /
Management Option:
Europeen Law and Tourism
Opcional/
Optional
Opção Língua e
Comunicação: Espanhol/
Language and Communication
Option: Spanish
Optional
6
Mestre
Adquirir conhecimentos relativos ao conjunto de princípios e de normas relacionados com a
Especialista
situação jurídica laboral / To acquire knowledge related to the set of principles and rules
António
about legal work
Abrantes
Misto / blearning
Mestre
Analisar o conjunto de princípios e de normas que regem, em termos especiais, a situação
Especialista
jurídica dos países-membros da União Europeia / Understand the set of principles and rules
António
which govern, in special terms, the juridic situation in the European Union member countries
Abrantes
Misto / blearning
N/A
N/A
Misto / blearning
N/A
N/A
Mestre
Liesmet
Pérez
Ampliar o vocabulário, nomeadamente o léxico técnico relacionado com o turismo e o
mundo dos negócios; Produzir mensagens escritas e orais a nível médio / Expand
vocabulary, and in particular technical vocabulary related to tourism and business; Produce
written and oral messages at school.
N/A
195 Opção Língua e Comunicação:
Mandarim/ Language and
Communication Option: Mandarin
ISCE Guide for Foreign Students Professora
Doutora
Ana Cristina
Alves /
Mestre
Manuel
Lopes
Opcional/
Optional
Aprofundar o conhecimento do pinyin; Melhorar a entoação das orações e dominar
estruturas; Conhecer aspectos culturais e obras clássicas / Improve their knowledge of
pinyin; Improve their reading and stressing ability and understand correct structures; Know
cultural aspects and classic novels.
Misto / blearning
N/A
N/A
196 3º ano, 2º semestre / 3th year, 2nd semester
Negociação e ECommerce / Trading and
e-Commerce
Nome da
UC /
Course
unit title
Tipo de UC
/ Type of
course unit
Obrigatória/
Compulsory
Número
de
ECTS /
Number
of ECTS
3
Nome do
Docente /
Lecturer
name
Proporcionar a visão de banda larga em e-commerce, com enfoque na compreensão do
Mestre
negócio, saber-fazer epensamento estratégico, na perspectiva do executante, e na
Especialista
perspectiva do empreendedor / Provide students with a broadband vision of e-commerce,
Alexandre
with focus on understanding the business, know-how and strategic thinking, both as
Pessoa
performer and as entrepreneur
Préensino / Mode requisitos /
of delivery
Prerequisites
Misto / blearning
N/A
Local de
Estágio /
Work
placement
N/A
Antropologia do Turismo/
Anthropology of Tourism
Obrigatória/
Compulsory
Opção Cultura Geral: História da
Arte e do Património Cultural /
General Culture Option: History of
Art and Cultural Heritage
Obrigatória/
Compulsory
Teoria das Relações
Internacionais/ Theory of
International Relations
Optional
Professor
Doutor
Bruno
Marques /
Mestre
Fernanda
Carvalho
Compreender as origens e os desenvolvimentos do turismo cultural; Estudar a articulação
entre turismo, cultura e património cultural / Understanding the origins and development of
cultural tourism; Studying the articulation between tourism, culture and cultural heritage
Misto / blearning
3
Professor
Doutor Rui
Brito
Fonseca
Problematizar a importância das Relações Internacionais para o Turismo; Compreender a
integração de Portugal em organizações internacionais, nomeadamente a União Europeia, e
as suas implicações para o Turismo / Questioning the importance of International Relations
for Tourism; Understanding the integration of Portugal in international organizations,
including the European Union, and its implications for tourism
Misto / blearning
N/A
N/A
6
Professor
Doutor
Bruno
Marques
Adquirir os conhecimentos básicos das diversas épocas da História da Arte em Portugal;
Adquirir competências na análise e identificação de obras de arte; Aplicar conhecimentos de
História da Arte no contexto das diversas áreas da cultura / Acquire a basic knowledge of
the various epochs of art history in Portugal; Acquire skills in analysis and identification of
works of art; Apply knowledge of art history in the context of the various areas of culture
Misto / blearning
N/A
N/A
3
N/A
197 Opção Cultura e
Comunicação: Espanhol/
Option: Spanish
Opção Cultura Geral: Museologia,
Cultura e Civilizações / General
Culture Option: Museology, Culture
and Civilizations
Opção Cultura Geral:
Etnologia Portuguesa /
General Culture Option:
Portuguese Ethnology
ISCE Guide for Foreign Students Professor
Doutor
Bruno
Marques
Obter uma visão panorâmica da cultura portuguesa com a solidez científica indispensável;
Valorizar o estudo das tradições, dos costumes e das crenças do povo português / Obtain a
solid scientific panoramic vision of the Portuguese culture; Value the study of tradition,
customs and beliefs of the Portuguese people
Misto / blearning
Opcional/
Optional
Professor
Doutor
Bruno
Marques
Estudar a dinâmica civilizacional e as respectivas interacções, privilegiando a sua aplicação
ao fenómeno
turístico; Proporcionar condições de apreciação e trabalho sobre a matéria conservada em
museus / Studying the dynamic civilization and their interactions, focusing its application to
the tourism phenomenon; Providing conditions of assessment and work on the subject kept
in museums
Misto / blearning
N/A
N/A
Opcional/
Optional
Mestre
Liesmet
Pérez
Ampliar o léxico técnico relacionado com o turismo e o mundo dos negócios; Produzir
mensagens escritas e orais a nível superior apresentando um projeto turístico sobre um
destino português projetado para o mercado espanhol / Expand the technical vocabulary
related to tourism and business; Produce written and oral messages at top featuring a
tourism project on a Portuguese destiny targeted to the Spanish market
Misto / blearning
N/A
N/A
Opcional/
Optional
6
N/A
198 Estágio / Training
Opção Cultura e Comunicação
Communication Option:
Mandarin
Optional
Professora
Doutora
Ana Cristina
Alves /
Mestre
Manuel
Lopes
Dominar regras e aprofundar as competências e técnicas para traduzir textos mais longos;
Estudar e dominar o vocabulário necessário para realizar uma viagem turística / Master the
rules and Improve their skills and techniques to translate longer texts; Study and master the
vocabulary to make a trip
Misto / blearning
N/A
Obrigatória/
Compulsory
Professor
Doutor
Nuno
Abranja /
Dra. Ana
Marques
Aplicar noções cruciais do sistema turístico, adquirindo novas metodologias de trabalho,
investigação, tecnologia, comunicação, integração em equipa e adaptação à mudança;
Fortalecer competências e atitudes para uma boa integração profissional / Apply crucial
notions of the tourism system, acquiring new methodologies of work, research, technology,
communication, team integration and adaptation to change; Strengthen skills and attitudes
for a good professional integration
Presencial
N/A
9
199 Organizaç
ões
Turísticas
ISCE Guide for Foreign Students Licenciatura em Turismo – title, conteúdos, leituras recomendadas, métodos de ensino, métodos de avaliação e idioma de ensino de
unidades curriculares / Degree in Social Education – title, contents, recommended reading, teaching methods, assessment methods
and language of instruction of units.
200 Nome da
UC /
Course
unit title
Course contents
Introdução ao Turismo/
Introduction to Tourism
Conceptualização e
Enquadramento Teórico
do Turismo; A Procura
Turística; A Oferta
turística; O Sistema
Turístico / Tourism
Framework; Tourism
Demand; Tourism
Supply; Tourism System
Abranja, N., Alcântara, A. A.,
Carneiro, I. Coelhoso, F., Ferreira, R.
V., Marques, A. P., Pereira, A. C. &
Teixeira, D. (Ed.) (2012). Turismo
Formação e Inovação. Mangualde:
Edições Pedago.
Método expositivo; exercícios realizados pelo
aluno; Período de tutorias; Trabalhos de grupo;
Visitas educacionais; Trabalho autónomo /
student; Tutorial period; Papers work; Educational
visit; Autonomous work
Regularidade e atitude;
teste escrito; Trabalho de
Investigação; Relatório da
visita / Regularity and
attitude; Evaluation written
test; Research Work; Visit
report
Idioma de
ensino /
Language of
instruction
Português e
Inglês /
Portuguese
and English
O professor
fala inglês? /
The teacher
speaks
English?
Yes
Contabilidade Geral/ General Accounting
ISCE Guide for Foreign Students O Património; O
inventário e o balanço; A
conta; Métodos de
registo contabilístico; Os
lançamentos; O Diário e
o Razão; Balancetes e
Balanços; Vantagens da
normalização; Sistema
de Normalização
Contabilística / The
Heritage; The inventory
and the balance; Bill;
Methods of accounting
records; Entries; The
Diary and General
Ledger; Balance Sheets
and Statements; Benefits
of standardization;
System of Accounting
Standards
António, C. & Lopes, R. (2011).
Consolidação das Contas. 2ª Edição.
LIsboa: Edições Sílabo; Borges, A.;
Isidro, H.; Macedo, J.; Moreira, A. &
Morgado, J. (2011). Práticas de
Contabilidade Financeira. 4ª Edição.
Lisboa: Áreas Editora; Borges, A.;
Rodrigues, A. & Rodrigues, R.
(2010). Elementos de Contabilidade
Geral. 25ª Edição. Lisboa: Áreas
Editora; Borges, A.; Gamelas, E.;
Rodrigues, J.; Martins, M.; Magro, N.
& Ferreira, P. (2009). SNC – Sistema
de Normalização Contabilística –
Casos Práticos. Lisboa: Áreas
Editora; Rodrigues, J. (2011).
Sistema de Normalização
Contabilística Explicado. Lisboa:
Porto Editora.
Exposição teórica dos conteúdos programáticos;
discussão dos temas abordados; análise de casos
práticos / Theoretical exposition of the contents,
discussion of the topics covered; case studies
analysis
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade, atitude e
participação em sala;
trabalho de grupo; ficha
individual; teste final
individual / Regularity,
attitude and behaviour;
group work; individual
sheet; individual final test
Português e
Inglês /
Portuguese
and English
201 Yes
Estrutura Política e Legislação do Turismo/ Political Structure and
Legislation of Tourism
Intervenção Pública no
Turismo; Parcerias
Público-Privadas no
Turismo; Intervenção
Pública no Turismo em
Portugal; Organizações
Internacionais no
Turismo; Organização
Institucional do Turismo
em Portugal, Legislação
Turística Portuguesa /
Public Intervention in
Tourism; Public-Private
Partnerships in Tourism;
Tourism Public
Intervention in Portugal;
International Tourism
Organisations;
Institutional Organisation
of Tourism; Portuguese
Tourism Legislation
Bramwell, B.; Lane, B.
(Editors) (2011), Tourism
Governance: Critical Perspectives
on Govenance and Sustainability,
London; Elliott, J. (2002), Tourism:
politics and public
sector management, Routledge, Ne
w York; Goeldner, C. R.;
Ritchie, J.R.B. (2011),
Tourism: Principles, Practices,
Philosophies,
John Wiley & Sons, New York; Hall,
C. M. (1999), Tourism and Politics Policy, Power and
Place, University of Camberra,
John Wiley & Sons, Chichester;
Monteiro, J. P. (2011), Regime
dos Empreendimentos TurísticosAnotado, Coimbra Editora, Coimbra;
OMT Organização Mundial do Turismo
(2001), Introducción al Turismo,
OMT, Madrid; OMTOrganização Mundial do Turismo (2
001), Cooperación entre Sectores Pú
blico y Privado, OMT, Madrid;
Quintas, P. (2011), Legislação Turís
tica-Anotada, 5.ª Ed.,Livraria
Almedina, Coimbra
Método Expositivo; Tutoria; Trabalho Grupo;
Visitas Educacionais; Trabalho autónomo do aluno
/ Expository method; Tutorial period; Papers work;
Visit report; Educational visit; Autonomous work
Atitude e Participação;
Testes escritos; Pesquisa
e Investigação / Attitude
and Behaviour; Evaluation
written test; Research
Work
Português e
Inglês /
Portuguese
and English
Yes
Inglês – Língua /
English – Language
ISCE Guide for Foreign Students Types of
accommodation,
Staffing, Reservations,
Harding, Keith & Henderson, Paul
High Season Oxford O.U. Press
Oral exposition/ group or individual role playing/
conceptual brainstorming
Written tests/ reasearch
work/ projects
Inglês /
English
Yes
202 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Português – Língua / Portuguese - Language
ISCE Guide for Foreign Students Princípios gerais:
- ensino baseado num equilíbrio entre a exposição
oral e o trabalho prático;
- valorização da participação ativa e positiva dos
alunos.
Procedimentos:
- suporte dos conteúdos por bibliografia invocada e
trabalhada diretamente na aula e através da
plataforma Blackboard;
1. Competência
- consolidação de conhecimentos através de
Linguística
respostas a questões sistemáticas sobre matérias
lecionadas;
2.Competência
Castro-Pinto, J. M. & Nascimento, Z. - problematização e discussão, na aula, de
Comunicativa - o uso da (2002). A Dinâmica da Escrita. Como especificidades da língua;
Escrever com Êxito. Lisboa: Plátano - realização e apresentação de trabalhos
língua
Editora.
individuais;
3. O oral e o escrito
- realização, apresentação e discussão de
1. Linguistic Competence Escutar. Falar. Oralidade. Lisboas:
trabalhos de grupo com uma componente de
Clássica Editora.
investigação.
2.Communicative
General
principles:
Escrever Direito. Ortografia. Lisboas:
Competence
Clássica Editora.
3.The oral language and Mateus, M. H. M. Et al (2003).
- permanent incentive on the ative and positive
Gramática
da
Língua
Portuguesa.
the written language
Lisboa: Editorial Caminho.
Procedures:
- contents supported by the mentioned bibliography
and worked over in the lessons or over the
blackboard software platform;
consolidation of the knowledge through
the language;
presentation;
component.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 203 Elaboração e exposição
de trabalhos individuais 35% (5% para
participação/assiduidade)
Teste escrito - 40%
Realização, apresentação
e discussão de um
Português /
trabalho de grupo - 25%
Portuguese
Written test - 40%
research work - 25%
Yes
Metodologias de Investigação / Research Methodologies
ISCE Guide for Foreign Students Aipelf, E. (1991). A metodologia da
Investigação em educação. Lisboa:
F.P.C.E; Badin, L. (2000).
Investigação Qualitativa em
Educação. Porto: Porto Editora;
Carmo, H. & Ferreira, M.M. (1998).
A componente de
Metodologia da Investigação. Lisboa:
investigação em
U. Aberta; Ceia, C. (1995). Normas
Turismo; Método
para apresentação de trabalhos
Científico; Fases do
científicos. Lisboa: Editorial
Processo de
Presença; Lakatos, E.M. ; Marconi,
Investigação;
M.A. (2001). Fundamentos de
Investigação Científica / Metodologia Cientifica. São Paulo:
The research component Atlas; Quivy, R.; Van Campenhoudt,
in Tourism; Scientific
L. (1992). Manual de Investigação
Method; Phases of the
em Ciências Sociais. Lisboa:
Research Process;
Gradiva; Santos, B. S. (1989).
Scientific Research
Introdução a uma ciência pósmoderna. Porto: E. Afrontamento;
Silva, A. S. & Pinto, J.M. (1986).
Metodologia das Ciências Sociais.
Porto: E. Afrontamento; Tuckham,
B.W. (2000). Manual da investigação
em Educação. Lisboa: F.C.G
Método expositivo; Gestão participada que inclui a
observação e a discussão de documentos de
diferentes tipos; estudos de caso, comentários e
trabalhos práticos com vista a ilustrar e a aplicar os
conhecimentos teóricos adquiridos / Expository
method; Participatory management that includes
observation and discussion of different types of
documents; case studies, comments and practical
work in order to illustrate and apply the theoretical
knowledge acquired
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Assiduidade e atitude;
Análise crítica de um
texto; 3 Trabalhos de
Pesquisa; Frequência
escrita / Attendance and
attitude; Critical analysis
of a text; 3 Research
Papers; Frequency writing
204 Português e
Inglês /
Portuguese
and English
Yes
Informática Aplicada /Applied Informatics
Nome da
UC /
Course
unit title
Course contents
Conceitos teóricos de
Tecnologias de
Informação e
Comunicação;
Processador de Texto;
Apresentações; Folha
de Cálculo / Computer
Science Theory; Word
Processor Software;
Presentation Software;
Spreadsheet Software
Sousa, S. e Sousa, M. José (2010).
Microsoft Office 2010 – Para Todos
Nós, FCA. Lisboa; Marques, P.
Capela e Costa, N. (2010).
Fundamental do Word 2010, FCA.
Lisboa;
Sousa, M. José (2010). Fundamental
do Excel 2010, FCA. Lisboa; Sousa,
M. José e Carocinho, N. (2010).
Fundamental do PowerPoint 2010,
FCA. Lisboa; Serrano, A. e Fialho, C.
(2005). Gestão do Conhecimento,
FCA. Lisboa; Silva, F. Oliveira da e
Alves, J. Augusto (2001). ERP e
CRM, Centro Atlântico. V.N.
Famalicão; Oliveira, W. (2011). CRM
e e-business, Centro Atlântico.
Lisboa/Matosinhos.
Método Expositivo; Método Demonstrativo;
Método Activo; Abordagem Experimental /
Expository method; Demonstrative Method; Active
Method; Experimental Aproach
Assiduidade, Interesse e
Participação; Projecto;
Teste Teórico e Prático;
Teste de Processador de
Texto; Teste de Aplicação
de Apresentações; Teste
de Folha de Cálculo /
Attendance, Interest and
Participation; Project;
Theoretical and Practical
Exam; Word Processor
Software Test;
Presentation Software
Test; Spreadsheet
Software Test
ensino /
Language of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
205 Português e
Inglês /
Portuguese
and English
Yes
Geografia Turística/ Tourism Geography
Lazer e Turismo; O
Crescimento do Turismo
no Mundo; Regiões
Turísticas no Mundo;
Tipos de Espaços
Turísticos; Planeamento
Turístico; Cenários
Prospectivos / Leisure
and Tourism; The
Growth of Tourism in the
World; Touristic Regions
of the World; Types of
Touristic Spaces; Tourist
Planning; Prospective
Scenarios
História Socioeconómica do Turismo/ SocioEconomic History of Tourism
ISCE Guide for Foreign Students Evolução histórica do
turismo mundial;
Evolução do turismo em
Portugal; Turismo no
espaço europeu;
Introdução ao estudo da
sociologia do turismo;
Impactos socioeconómicos do turismo
/ Historical evolution of
world tourism;
Development of tourism
in Portugal; Tourism in
Europe; Introduction to
the study of the
sociology of tourism;
Socio-economic impacts
of tourism
DGOTDU (2007). Programa Nacional
da Política de Ordenamento do
Território.
http://www.territorioportugal.pt/pnpot/.
; Balfet, M. (2007) – Management Du
Tourisme. 2ª edição. Pearson
Education, Paris. França; Giotart, J.
(2008) – Géographie do Tourisme.
Ed. Masson Géographie, Paris.
França; Medeiros, C. (dir.) (2005).
Geografia de Portugal: Atividades
Económicas e Espaço Geográfico. 1ª
edição, Círculo de Leitores. Lisboa;
Petersen, J. (coord) (2012). Physical
Geography, International Edition 10e.
Edição de 2012, Editor BrooksCole.
EUA; Williams, S. (2009). Tourism
Geography: A New Synthesis.
Routledge. London.
Boyer, M. ( 2005 ).
Histoire Générale du Tourismo:
du XVIe au XXIe siècle. Paris:
L’Harmattan; Casson, L. ( 1994 ).
Travel in the ancient world.
Baltimore & London: John Hopkins
University Press; Cunha, L. (2012).
Turismo em Portugal: Sucessos e
Insucessos. Lisboa: Edições
Universitárias Lusófonas; Feifer, M. (
1987
). Tourism in history: From imperia
l Rome to the present. Paris: Hen
ry Holt; Pina, P. ( 1988
). Portugal. O Turismo no século
XX. Lisboa: Lucidus; Chareyron, N.
( 2005 ).
Pilgrims to Jerusalem in the Middl
e Ages. New York:
Columbia University Press
Sessões de enquadramento teórico, presenciais
ou à distância; Sessões orientadas de pesquisa e
análise de fontes e bibliografia; Sessões de
enquadramento metodológico do trabalho a
desenvolver, com acompanhamento tutorial /
Sessions of theoretical framework, presential or
remote classes; Targeted sessions aiming
research and analysis of sources and bibliography;
Sessions presenting the methodological framework
to develop, with accompanying tutorial
Trabalho de Grupo;
Apresentação e progresso
do trabalho de grupo ao
longo do semestre; Teste;
Duas Fichas / Working
Group; Presentation and
progress of group work
throughout the semester;
Test; two Mini Tests
Método Expositivo; Tutoria; Trabalho Grupo;
Visitas Educacionais; Trabalho autónomo do aluno
/ Expository method; Tutorial period; Papers work;
Visit report; Educational visit; Autonomous work
Atitude e Participação;
Testes escritos; Pesquisa
e Investigação / Attitude
Português /
and Behaviour; Evaluation Portuguese
written test; Research
Work
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Português e
Inglês /
Portuguese
and English
206 Yes
No
Inglês - Cultura e Língua/ English
– Culture and Language
ISCE Guide for Foreign Students Money matters/
Complaints/ Offsite
services
Harding, Keith & Henderson, Paul
(1998), Going International, Oxford
University Press, Oxford
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Written tests/ reasearch
work/ projects
Inglês /
English
Yes
207 Português - Língua e Comunicação / Portuguese Culture and Language
ISCE Guide for Foreign Students 1.Abordagem ao
Fenómeno da
Comunicação.
2.Competência
Comunicativa e
Competência Linguística
3.A Comunicação
Escrita
1.Approach to the
Communication
Phenomena.
2.Communicative
Competency and
Linguistic Competency
The Written
3.Communication
Estrela, E., Almira, M. & Leitão, M. J.
(2006). Saber Escrever. Uma Tese e
Outros Textos. Lisboa: D. Quixote.
Escutar. Falar. Oralidade. Lisboas:
Clássica Editora.
Marujo, M. N. (2008). Turismo &
Comunicação. Castelo Branco: RVJEditores.
Rodrigues, A. D. (2010).
Comunicação e Cultura. A
Experiência Cultural na Era da
Informação. Lisboa: Editorial
Presença.
Princípios gerais:
- ensino baseado num equilíbrio entre a exposição
oral e o trabalho prático;
- valorização da participação ativa e positiva dos
alunos.
Procedimentos:
- suporte dos conteúdos por bibliografia invocada
e trabalhada diretamente na aula e através da
plataforma Blackboard;
- consolidação de conhecimentos através de
respostas a questões sistemáticas sobre matérias
lecionadas;
- problematização e discussão, na aula, de
especificidades da língua;
- realização e apresentação de trabalhos
individuais;
- realização, apresentação e discussão de
trabalhos de grupo com uma componente de
investigação.
General principles:
- permanent incentive on the ative and positive
Procedures:
- contents supported by the mentioned
bibliography and worked over in the lessons or
over the blackboard software platform;
consolidation of the knowledge through
the language;
presentation;
component.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 208 Elaboração e exposição
de trabalhos individuais 35% (5% para
participação/assiduidade)
Teste escrito - 40%
Realização, apresentação
e discussão de um
Português /
trabalho de grupo - 25%
Portuguese
Written test - 40%
research work - 25%
Yes
Métodos Quantitativos / Quantitative
Methods
ISCE Guide for Foreign Students Afonso, A. & Nunes, C. (2010).
Lisboa : Escolar; Editora; Murteira,
B., Ribeiro, C., Silva, J. & Pimenta, C.
Probabilidades;
(2010). Introdução à Estatística.
Lisboa : Escolar Editora; Pinto, R.
Estatística Descritiva;
Estatística Inferencial /
(2009). Introdução à Análise de
Probabilities; Descriptive Dados – Com recurso ao SPSS.
Statistics; Inferencial
Lisboa : 1ª Edição, Edições Sílabo;
Statistics
Reis, E. (2010). Estatística
Descritiva. Lisboa : 7ª Edição,
Edições Sílabo; Santos, C. (2007).
Manual de Auto-aprendizagem –
Estatística Descritiva. Lisboa : 1ª
Edição, Edições Sílabo.
Sessões de ensino teórico-prático para exposição
teórica dos conteúdos programáticos, discutindo
em seguida os temas abordados; Sessões de
práticas laboratoriais para discussão dos temas
constantes nos conteúdos programáticos, sendo
apresentados casos práticos elucidativos da
metodologia estatística / Theoretical and practical
sessions to theoretical exposition of the contents,
then discussing the topics covered; Practical
laboratory sessions to discuss the topics included
in the syllabus and presented illustrative case
studies of statistical methodology
Trabalho de Grupo; Ficha
Individual; Teste Final
Individual; Assiduidade e
Participação / Group
Work; Individual Sheet;
Final Individual Test;
Attendance and
Participation
Português e
Inglês /
Portuguese
and English
Yes
209 Nome da
UC /
Course
unit title
Course contents
Economia Aplicada/ Applied
Economics
Princípios fundamentais
de Economia; Os
elementos fundamentais
da oferta e da procura;
Moeda e crédito;
Macroeconomia e
Keynesianismo; Política
Económica /
Fundamental economic
principles; The
fundamentals of supply
and demand; Money
and Credit;
Macroeconomics e
Keynesianism;
Economic Policy
César das Neves, João Luís (2011),
Introdução à Economia, Editora
Verbo; Samuelson, Paul and
Nordhaus, William (2005) –
Economics, McGraw-Hill, 18ª Edição;
Mankiw, N. Gregory (2000),
Principles in Economics, SouthWestern College Publishing; 2nd
edition; Robert, Frank & Ben
Bernanke (2003), Princípios de
Economia, McGraw-Hill; Matias,
Álvaro (2007) Economia do Turismo:
Teoria e Prática. Editora Piaget.
Colecção “Sociedade e
Organizações”
Apresentação e explanação dos conteúdos pelo
docente; Exercícios realizados pelo estudante;
Sessões de tutoria; Período de trabalho autónomo
/ Presentation and explanation of content by the
teacher; Exercises performed by the
student;Tutorial sessions; Autonomous work
Regularidade e atitude
(20%); Testes (80%) /
(20%); Tests (80%)
Idioma de
ensino /
Language of
instruction
Português e
Inglês /
Portuguese
and English
O professor
fala inglês? /
The teacher
speaks
English?
Yes
Mercados Turísticos / Tourism Markets
Inglês - Língua e
Language and
Communication
ISCE Guide for Foreign Students Types of holiday/
Careers/ Trends
Miriam, Jacob & Strutt (1997)
English for International Tourism
Essex Longman
Written tests/ reasearch
work/ projects
English
Yes
210 Os mercados e os
mercados turísticos; A
segmentação dos
mercados; Mercado
interno; Redes de
distribuição: operadores
turísticos e retalhistas;
Análise da oferta em
mercados
concorrenciais;
Avaliação e
caracterização de
mercados emissores;
Análise dos padrões e
tendências de consumo
/ Markets and tourism
markets; The
segmentation of
markets; Internal
market; Distribution
channels, tour operators
and travel agencies;
Analysis of supply in
competitive markets;
Evaluation and
characterization of
tourism markets issuers;
Analysis of trends and
patterns of consumption
Abranja, N., Alcântara, A., Braga, C.,
Marques, A. e Nunes, R. (2012),
Gestão de Agências de Viagens e
Turismo. Lisboa: Lidel; Buhalis,
Dimitrios and Costa, Carlos (2006).
Tourism Business Frontiers:
Consumers, Products and Industry.
Oxford: Butterworth-Heinemann;
Buhalis, D. (2000). Distribution
Channels in the Changing Travel
Industry. International Journal of
Tourism Research, 2, pp. 113-139,
Bournemouth University.
docente. Exercícios realizados pelo estudante.
Seleção de artigos ou obras relacionadas
diretamente com a unidade curricular. Debate.
Análise de estudos de caso / Presentation and
explanation of content by the teacher. Exercises
performed by the student. Selection of articles or
works directly related to the curriculum unit.
Debate. Case studies analysis.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade e atitude
(10%). Teste de
conhecimentos (cultura
geral de Turismo) (20%).
Relatório de avaliação do
potencial turístico de um
território (50%).
Apresentação pública
(20%). / Regularity and
Attitude (10%).
Knowledge Test (tourism
general culture) (20%).
Report to assess the
tourism potential of a
territory (50%). Public
Presentation (20%).
Português e
Inglês /
Portuguese
and English
Yes
Animação Turística / Tourism Entertainment
ISCE Guide for Foreign Students A Animação Turística:
Contextualização;
Animação e o Turismo;
Técnicas de
Administração e
Coordenação da
Animação; Critérios e
métodos para as tarefas
de programação e
animação; As Empresas
de Animação Turística;
Aplicação / Tourist
Activities: Background;
Entertainment and
Tourism; Management
and Coordination
Techniques of
Animation; Criteria and
methods for
programming tasks and
animation; The holiday
activity companies;
Application
Ander-Egg, Ezequiel (1989) – La
Animación y los Animadores: Pautas
de acción y de formación. Madrid:
Narcea; Chaves, António & Mesalles,
Lluís (2001), El Animador: Como
organizar las actividades de los
clientes en un hotel divertido, Buenos
Aires: Ediciones del Aguazul;
Krippendorf, Jost (2002) ;Sociologia
do Turismo: para uma nova
compreensão do Lazer e das
Viagens, editora Aleph; Lopes de
Ceballos, Paloma; Salas Larrazábal,
Maria (1997) Formación de
Animadores y Dinámicas de la
Animación. Madrid: Editora Popular;
Trilla Bernet, Jaume (Coord.) (2004)
– Animación Sociocultural. Teorías,
programas y ámbitos.2ª Ed.
Barcelona: Ariel Educación; Ucar,
Xavier (1992) – La Animación
Sociocultural. Barcelona: Ediciones
Ceac; Torres, Zilah (2004). Animação
Turística. 3.ª ed, Roca.
Método expositivo intercalado por períodos de
perguntas e respostas, em sala; Trabalho
colaborativo em rede; Trabalho autónomo;
Trabalho em grupo; Prática em dinâmicas de
grupo; Prática de atividades de animação;
Acompanhamento tutorial dos alunos ao longo do
semestre / Exhibition method interspersed with
periods of questions and answers in class;
Collaborative work in network; Autonomous work;
Teamwork; Practice group dynamics; Practice of
planned activities; Students tutorial attendance
throughout the semester.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Assiduidade/Participação:
20% (Inclui aulas
práticas); Aulas práticas:
20%; Trabalho
Prático/Grupo: Proposta
de uma empresa de
Animação Turística (60%)
/ Attendance /
Participation: 20%
(includes practice time);
Practical classes: 20%;
Practical Work / Group:
Animation Tourism
Activities Project (60%)
211 Português e
Inglês /
Portuguese
and English
Yes
Gestão de Recursos Humanos e Relações Públicas em Turismo/ Human Resources
Management and Public Relations in Tourism
ISCE Guide for Foreign Students Contexto da Gestão de
Recursos Humanos e
planeamento; Análise e
especificações dos
postos de trabalho;
Recrutamento, selecção
e socialização;
Formação e
desenvolvimento de
competências;
Avaliação do
desempenho e do
potencial; Sistemas de
compensação e
carreiras profissionais;
Relações laborais;
Comunicação interna;
Marketing interno;
Comunicação externa;
Relações Públicas /
Context of the Human
Resource Management
and planning; Analysis
and specifications of
work places;
Recruitment, selection
and socialization;
Training and
development of
competencies; Appraisal
and potential evaluation;
Compensation and
career; Work relations;
Internal communication;
Internal marketing;
External
communications; Public
Relations.
212 Câmara, Pedro B., Guerra, P.,
Rodrigues, J. (2007) Novo
Humanator – Recursos Humanos &
Sucesso Empresarial – 2ª Edição
revista e actualizada. Lisboa:
Publicações Dom Quixote; Peretti, J.
(2011). Recursos Humanos – 3ª
Edição, Edições Sílabo, Lisboa;
Sebastião P. (2009) – Comunicação
Estratégica – As Relações Públicas.
Editora: Instituto Superior de
Ciências Sociais – Selecção Manuais
Pedagógicos, Lisboa; Lopes, A.,
Barrosa, L. (2008). A Comunidade
Educativa e a Gestão Escolar: Um
Contributo da Gestão Estratégica de
Recursos Humanos, Edições
Pedago, Mangualde.
Teste-50%; Trabalho de
grupo ou individual
(estudo de caso) -40%; A
participação nas aulas
terá um peso de 10%. O
trabalho individual ou de
grupo (teórico-prático)
Serão desenvolvidas actividades de natureza
incidirá sobre uma
expositiva e apresentação de casos para permitir
realidade organizacional
actividades de discussão em grupo. / Traditional
concreta respeitando
Português /
lessons will be developed with an expositive part
critérios base. / Test –
Portuguese
and other showing cases to allow group discussion 50%; Group or individual
activities.
work (case study) – 40%;
Participation in the
classes – 10%. Individual
or group work (theoretical
and practical) will focus on
a specific organizational
reality, respecting some of
specific criteria.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] No
Opção Língua: Espanhol/ Language Option: Spanish
ISCE Guide for Foreign Students Conteúdos gramaticais;
Morfología; Reglas
generales del género y
del número;
Conjugación verbal;
Verbos reflexivos e
irregulares; Oraciones
simples: Concordancias
gramaticales básicas;
Marcadores temporales;
Lexicologia e
Linguística;
Temas socioculturais /
Grammar contents;
Morphology; General
rules of gender and
number;
Verb conjugation;
Reflexive and irregular
verbs;
Simple sentences: basic
grammatical matches,
Temporal markers;
Lexicology and
Linguistics;
Sociocultural themes
Goeded, M. y Varela, R. (2004).
Bienvenidos I (Manual de lengua
castellana adoptado – Manual del
alumno). Madrid: enCLAVE-ELE;
Felipe Gallego, J. y Peyrolón
Melendo, R. (2004). Diccionario de
hostelería. Hotelería y turismo,
restaurante y gastronomía, cafetería
y bar. Madrid: Thomson Paraninfo;
Dorado, J. y Cerra, J. (1996). Manual
de recepción y atención al cliente.
Madrid: Editorial Síntesis.
O método de ensino aplicado é a avaliação
contínua e são realizados trabalhos em equipa ou
em pequenos grupos (contínuo durante todo o
semestre) / The teaching method applied is
continuous evaluation which includes different
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Teste intercalar escrito
(25%); Teste final escrito
(30%); Uma ou várias
apresentações orais
(20%); Entrega de
trabalhos escritos:
composições, elaboração
de léxico específico,
trabalho em grupo,
tradução (25%) / Written
Interim Test (25%);
Written Final Test (30%);
One or more oral
presentations (20%);
Delivery of written works:
compositions, preparation
of specific vocabulary,
teamwork, translation
(25%)
213 Português,
Inglês e
Espanhol /
Portuguese,
English and
Spanish
Yes
Opção Língua: Mandarim/ Language Option: Mandarin
ISCE Guide for Foreign Students Pinyin: iniciais, finais,
combinações; Os tons
do mandarim e as
mudanças de tom;
Regras e princípios
básicos da escrita de
caracteres; Os três
principais tipos de
caracteres: fonosemânticos, ideográficos
e pictográficos;
Numerais: 0-99;
Pronomes pessoais /
Pinyin: initial, final,
combinations; Mandarin
tones and tone changes;
Key rules and principles
in writing Chinese
characters; Main strokes
in a Chinese character
and their writing order;
Three fundamental
types of Chinese
characters:
phonosemantic,
ideographic, and
pictographic; Numerals:
from 0 to 99;
Personal pronouns
Classificação final
calculada de acordo com
Pan, W. (Ed.). (2000). A ChineseMetodologia essencialmente participativa,
os seguintes elementos:
English Dictionary of Chinese Idioms. baseada na exposição dos vários pontos do
teste 60%, assiduidade
Beijing: Sinolingua; Wang, S., & Lu,
programa, seguida de exercícios práticos de
20%, participação nas
Y. (2008). Lições de Chinês para
conversação com a intenção de transformar cada aulas e desenvolvimento
Portugueses. (Livro 1). Lisboa:
ponto da lição em diálogos contextualizados. /
de trabalhos 20%. / Final
Centro Científico e Cultural de
Essentially participatory methodology, based on
rating is calculated in
Macau; Wang, S., & Lu, Y. (2008).
the exposure of the various parts of the program,
accordance with the
Lições de Chinês para Portugueses. followed by practical exercises of conversation with following elements: test
(Livro 2). Lisboa: Centro Científico e
the intention of transforming each points of each
60%, class attendance
Cultural de Macau
lesson into contextualized dialogues.
20%, class participation
and works undertaken
20%.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 214 Português e
Chinês /
Portuguese
and Chinese
No
ISCE Guide for Foreign Students Nome da
UC /
Course
unit title
Course contents
Economia do Turismo/ Tourism Economics
2º ano, 2º semestre / 2nd year, 2nd semester
Elementos básicos de
Teoria Económica
aplicada ao Turismo;
Introdução à Economia
do Turismo; A Procura
Turística; A Oferta
Turística; O Mercado e a
Formação dos Preços
em Turismo; Turismo,
ambiente,
sustentabilidade e
política económica /
Basic Elements of
Economic Theory
applied to tourism;
Introduction to the
economics of tourism;
Tourism Demand;
Tourism Supply; The
market and price
formation in Tourism;
Tourism, environment,
sustainability and
economic policy
MATIAS, Álvaro (2007) – Economia
do Turismo: Teoria e Prática, Editora
Piaget, Colecção “Sociedade e
Organizações”; M. STABLER, A.
Papatheodorou, T. Sinclair (2009) –
The Economics of Tourism,
Routledge; DWYER, Larry and
FORSYTH, Peter (2006, Eds.),
International Handbook on the
Economics of Tourism, Edward Elgar
Pub;
TRIBE, John (2004) – The
Economics of Recreation, Leisure
and Tourism, 3rd edition, Elsevier ButterworthHeinemann; TISDELL,
Clem (2000) – The Economics of
Tourism, Vol. I (International Library
of Critical Writings in Economics),
Edward Elgar Publishing Ltd; BULL,
Adrian (1998) – The Economics of
Travel and Tourism, 2nd edition,
Longman; PAGE, Stephen and
CONNELL, Joanne (2006) – Tourism:
A Modern Synthesis, Second Edition,
Thomson.
Idioma de
ensino /
Language of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
215 Apresentação e explanação dos conteúdos pelo
docente; Exercícios realizados pelo estudante, em
grupo ou individualmente; Sessões de tutoria;
Período de trabalho autónomo. / Presentation and
explanation of content by the teacher; Exercises
performed by the student, individually or in groups;
Tutorial sessions; Autonomous work.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade e atitude
(20%); Tests (80%); /
(20%); Tests (80%)
Português e
Inglês /
Portuguese
and English
Yes
Psicologia e Comportamento do Turista/
Psychology and Behavior of Tourist
Contextualização da
Psicologia; O
comportamento do
consumidor/vendedor de
turismo; Os factores
explicativos da compra;
A dinâmica da compra;
Estudos de caso /
Contextualization of
Psychology; The
consumer behavior /
Promotor; The
explanatory factors of
purchase; The dynamics
of purchase; Case
Studies
Butler, Richard e Hall, C. (2006) The
influence of fashion and accessibility
on destination consumption. Tourism
business frontiers: consumers,
products and industry, Edição de
Buhalis, Dimitrios e Costa, Carlos,
ButterworthHeinemann/Elsevier,
Burlington; Comissão Europeia
(2009) Survey on the attitudes of
Europeans towards tourism. Flash
Eurobarometer, 258, Março 2009,
Bruxelas; Dubois, Bernard (2005)
Compreender o Consumidor. 4aEd.
Ed. Dom Quixote; Solomon, M.
(2002) O comportamento do
consumidor: comprando, possuindo e
sendo. Porto Alegre: Ed. Bookman.
Organização e Gestão de Eventos/
Organization and Management of Events
ISCE Guide for Foreign Students Introdução ao Estudo da
Organização de
Eventos; Comunicação
e Marketing de Eventos;
Planeamento e
Organização de um
Evento; Eventos em
Turismo; Eventos &
Banquetes / Introduction
to the Study of the
Events Organization;
Communication and
Marketing of Events;
Planning and Organizing
an Event; Events in
Tourism; Events &
Banquets
Allen, J., OToole, W., MCDonell, I.,
Harris, R. (2003). Organização e
Gestão de Eventos. Rio de Janeiro:
Elsevier Editora; Amaral, I. (2000)
Imagem e Sucesso, Guia de
Protocolo para Empresas. Lisboa:
Editorial Verbo; Britto, J., Fontes, N.
(2002). Estratégias para Eventos –
Uma ótica do Marketing e do
Turismo. São Paulo: Editora Aleph;
Cardoso, J. (2004). Como Gerir
Patrocínios Com Sucesso. Lisboa:
Edições Sílabo; Giacaglia, M. (2006).
Eventos – Como Criar, Estruturar e
Captar Recursos. São Paulo:
Pioneira Thomson Learning; Watt, D.
(2004). Gestão de Eventos em Lazer
e Turismo. Porto Alegre: Bookman.
Método expositivo intercalado por períodos de
perguntas e respostas, em sala; Trabalho
colaborativo em rede; Trabalho autónomo;
Trabalho em grupo; Debates; Role Play;
Acompanhamento tutorial dos alunos ao longo do
semestre. / Expositive method with periods of
questions and answers in class; Collaborative work
in network; Work independently; Teamwork;
Debates; Role Play; Tutorial follow-up to the
students throughout the semester.
Assiduidade/Participação
15%; Trabalhos
Individuais 20%; Artigo
Científico: 60%; Teste:
15% / Attendance /
Participation: 15%,
Individual Works: 20%,
Scientific Work: 60%,
Test: 15%
Português e
Inglês /
Portuguese
and English
Yes
Método expositivo; Workshops; Exercícios
realizados pelos alunos; Brainstoriming; Estudos
de Caso; Período tutorial; Trabalho autónomo /
Expository method; Workshops; Exercises
performed by student; Brainstorming; Case
studies; Tutorial period; Autonomous work
Participação e atitude;
organização de um evento
em grupo (em 3 fases);
realização de um event
em grupo / Attendance
and attitude; Organization
of a group event project
(in 3 stages); Realization
of a group event
Português e
Inglês /
Portuguese
and English
Yes
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 216 Sistemas de Informação e Comunicação
para Turismo/ Information and
Communication Systems for Tourism
Inglês - Cultura e
ISCE Guide for Foreign Students Menu planning/F& B
services/Catering
Services/Cultural
Matrices
Dignen, Bob (2012) Communicating
across Cultures, Business Skills,
Cambridge, Cambridge University
Press
ITC Framework; ITC in
tourism; The internet in
tourism; The GDS; The
Galileo GDS
Abranja, N., Alcântara, A., Braga, C.,
Marques, A. e Nunes, R. (2012),
Gestão de Agências de Viagens e
Turismo. Lisboa: Lidel. Buhalis,
Dimitrios (2003). eTourism :
Information Technology for Strategic
Tourism Management. 1ª ed. Harlow:
Prentice Hall.
Expository method; Practice in individual
Attendance and attitude;
computers; Exercises performed by student; digital
Practice Tests; digital
research techniques; Tutorial period; Autonomous
research teamwork
work
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Written tests/ reasearch
work/ projects
English
Yes
217 Português e
Inglês /
Portuguese
and English
Yes
Opção Cultura e Língua: Espanhol/ Culture and Language Option:
Spanish
ISCE Guide for Foreign Students Morfología; Los
comparativos;
Introducción a la
ortografía; Grado
superlativo; Marcadores
temporales; Temas
socioculturais: Relações
comerciais e culturais de
Espanha. Projeção e
debates de filmes;
Tratamentos formais e
normas de cortesia em
instalações hoteleiras; A
culinária regional
espanhola e latinoamericana / Morphology;
The comparative;
Introduction to spelling;
Superlative; Time
markers; Sociocultural
themes: trade and
cultural relations of
Spain. Projection of films
and discussions;
Treatments and formal
standards in hotel
facilities; regional
Spanish and Latin
American cuisine
Goeded, M. y Varela, R. (2004).
Bienvenidos I (Manual de lengua
alumno). Madrid: enCLAVE-ELE;
Goeded Castro Viúdez, F. (2004).
Aprende Gramática y Vocabulario
(Manual de lengua adoptado)
Cuaderno de ejercicios. Alcobendas
(Madrid): SGEL; Rubio Moraiz, P.
(2006). Verbos Españoles
Conjugados. Alcobendas (Madrid):
SGEL; Larousse Editorial y Porto
Editora (2006). Diccionario Portugués
– Español ; Español – Portugués;
Mallorca, y Porto: Vox, Larousse
Editorial y Porto Editora; Felipe
Gallego, J. y Peyrolón Melendo, R.
(2004). Diccionario de hostelería.
Hotelería y turismo, restaurante y
gastronomía, cafetería y bar. Madrid:
Thomson Paraninfo; Dorado, J. y
Cerra, J. (1996). Manual de
recepción y atención al cliente.
Teste intercalar escrito
(20%); Entrega de trab
escritos: composições,
elaboração de léxico
contínua. Nela são realizados trabalhos em equipa
específico, trabalho em
ou em pequenos grupos (contínuo durante todo o
grupo, tradução (25%) /
semestre) / The teaching method applied is
Written Interim Test
(25%); Written Final Test
(30%); One or more oral
(25%)
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 218 Português,
Inglês e
Espanhol /
Portuguese,
English and
Spanish
Yes
Opção Cultura e Língua: Mandarim/
Culture and Language Option:
Mandarin
ISCE Guide for Foreign Students Pinyin; A estrutura dos
nomes chineses;
Estruturas gramaticais;
As principais
festividades / Pinyin;
Structure of the chinese
names; Gramatical
structures; Main
festivities
Pan, W. (Ed.). (2000). A ChineseEnglish Dictionary of Chinese Idioms.
Beijing: Sinolingua; Tan, H. P. (1998).
What’s in a Chinese Character,
Beijing: New World Press; Wang, S.,
& Lu, Y. (2008). Lições de Chinês
para Portugueses. (Livro 1). Lisboa:
Macau; Yip, P., & Don, R. (2004).
Chinese: A Comprehensive
Grammar. London: Routledge; Yip,
P., & Don, R. (2004). Basic Chinese:
A Grammar and Workbook. New
York: Routledge; Zhu, H., Wu, J., &
Xuanzhu. (1991). 100 Ancient
Chinese Poems. Beijing: Sinolingua
Método expositivo; Exercícios realizados pelos
alunos; Período tutorial / Expository method;
Exercises performed by student; tutorial period
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade e atitude;
Avaliação escrita e teste
oral / Regularity and
and oral test
Português e
Chinês /
Portuguese
and Chinese
219 Não/No
UC /
Course
unit title
Course contents
Itinerários Turísticos/ Tourism Itineraries
1. Conceptualização e
tipologia de itinerários
turísticos. 2. A geografia
e a sua importância na
preparação de
itinerários turísticos.
3.avaliação do potencial
turístico de uma região.
4.planeamento e
concepção de itinerários
turísticos. 5. Análise e
interpretação de casos
práticos. / 1.
Conceptualization and
typology of touristic
itineraries.
2. The geography and
its importance in the
preparation of touristic
itineraries. 3. Evaluation
of a region tourism
potential. 4. Planning
and conception of
touristic itineraries. 5.
Analysis and
interpretation of case
studies .
Idioma de
ensino /
Language of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
220 Cabo Nadal, M. (2004). Asistencia y
guía de grupos. Madrid: ThomsonParaninfo.
Guichard, François (2000). Itinerarios
Transfronterizos en la Península
Ibérica. Zamora: Fundación Rei
Afonso Henriques. (Monografias y
Estudios).
Milió Balanza I. (2004). Diseño y
comercialización de productos
turisticos locales y regionales.
Madrid: Paraninfo.
docente. Exercícios realizados pelo estudante.
Análise e interpretação de itinerários turísticos
variados. / Presentation and explanation of the
contents by the professor. Exercises performed by
the student. Analysis and interpretation of routes.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade e
Participação. Construção
de Itinerários turísticos (3
fases). Spot Publicitário.
/ Regularity and
Participation. Construction
of tourist itineraries (3
phases). Spot Advertising.
Português e
Inglês/
Portuguese
and English
Yes
Marketing Turístico / Tourism Marketing
ISCE Guide for Foreign Students Buhalis, Dimitrios and Costa, Carlos
(2006). Tourism Business Frontiers:
Consumers, Products and Industry.
Oxford: Butterworth-Heinemann;
Os Fundamentos do
Buhalis, D. (2000a). Distribution
Marketing; O Marketing Channels in the Changing Travel
como Filosofia de
Industry. International Journal of
Gestão; O Plano de
Tourism Research, 2, pp. 113-139,
Marketing e as
Bournemouth University; Buhalis, D.
Estratégias de
(2000b). Marketing the Competitive
Comunicação; A Acção Destination of the Future. Tourism
do Marketing no Produto Management, (21), pp. 97-116,
Turístico / The Groups
Oxford: Elsevier Ltd; Cooper, Chris,
of Marketing; Marketing Scott, Noel e Kester, John (2006).
as a Management
New and emerging markets. Ritchie,
Philosophy; The
J. Brent e Crouch, Geoffrey (2003).
Marketing Plan and the
The competitive destination: a
Communication's
sustainable tourism perspective,
Strategies; The
Wallingford: CABI. Kotler, Philip and
Marketing Action in the
Keller, Kevin (2008). Marketing
Tourism Product
Management, 13th ed.. New York:
Prentice Hall. Kotler, Philip and
Armstrong, Gary (2007). Principles of
Marketing, 12th Ed. New York:
Prentice Hall.
docente; Exercícios realizados pelo estudante;
Período de tutoria reservado para discussão de
temas abordados nas sessões teóricas, ou na
preparação de trabalhos, em aula ou a distância;
Período de trabalho autónomo. / Presentation and
explanation of content by the teacher; Exercises
performed by the student, in groups or individually;
Period of mentoring for discussion of contents or
preparing work, in class or by distance;
Autonomous work.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularidade e Atitude
(10%); Instrumento
promocional tecnológico
(40%); Teste (50%) /
Regularity and Attitude
(10%); Promotional
technological tool (40%);
Evaluation written Test
(50%)
221 Português e
Inglês/
Portuguese
and English
Yes
Turismo de Saúde e Bem-Estar / Health
Tourism and Wellness
1. Turismo de Saúde e
Bem-Estar. 2. A Oferta
de TSBE em Portugal.
3. A Procura de TSBE
em Portugal. 4. A Oferta
Concorrente. 5. O
Futuro do TSBE em
Portugal. / 1. Health and
Wellness Tourism. 2.
The Health and
Wellness Offer in
Portugal. 3. The Health
and Wellness Demand
in Portugal. 4. The
Offering Competitors. 5.
The Future of Health
and Wellness Tourism in
Portugal.
Cavaco, C., Medeiros, C. (2008).
Turismo de Saúde e Bem-Estar.
Termas, Spas Termais e
Talassoterapia. Lisboa: Universidade
Católica Portuguesa.
Fernandes, J.V., Fernandes, F.V.
(2008). Spas, Centros Talasso e
Termas. Turismo de Saúde e BemEstar. Lisboa: Gestãoplus edições.
O ensino será amplamente ilustrado através de
casos de referência. As sessões tutórias serão
utilizadas no suporte de pequenos trabalhos de
natureza académica e no desenvolvimento de
casos. / The subject will be widely illustrated
through reference cases. The tutorial lessons will
be used to support small works and to the
development of study cases.
Seminário/ Seminar
ISCE Guide for Foreign Students Scientific research
Methods; Business
plans Building; Trainning
preparation; Tourism law
reinforcement; The
tourism systema and its
operation
Bucha, A. I. (2009)
Editora RH. Abranja, N., Alcântara, A.
A., Carneiro, I. Coelhoso, F., Ferreira,
R. V., Marques, A. P., Pereira, A. C.
& Teixeira, D. (Ed.) (2012). Turismo
Formação e Inovação. Mangualde:
Edições Pedago.
Regularity and Attitude;
Business plan/Scientific
Expository method; Workshops; Exercises
Article (Part I - theoretical
performed by student; Brainstorming; Papers work; frame); Business
Case studies; Presentations; Tutorial period;
plan/Scientific Article (Part
II - Empirical Study);
Autonomous work
Seminary/Public
Presentation
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Dois testes. Elaboração
de trabalho de grupo. /
Two tests. Written Group
Project.
Português e
Inglês/
Portuguese
and English
Yes
Português e
Inglês/
Portuguese
and English
Yes
222 Opção Gestão: Logística / Management Option:
Logistics
CARVALHO, J.M. Crespo; 2002;
Logística; Lisboa.; Edições Silabo,
Lda; Coyle, J.J., E.J. Bardi, and J.C.
Langley; 2003; The Management of
Business Logistics; South – Western;
Fernandez, C; 1990; Produção e
Venda de Serviços Turísticos em
Agências de Viage; Madrid; Síntesis;
A Logística Empresarial;
Rushton, A., Phill Croucher; 2006;
A Gestão Logística nos
The handbook of logistics and
Serviços Turísticos / The
distribution managemen; ; The
Logistics Management;
Chartered Institute of Logistics and
Logistics Management
Transports; SHARMAN, Graham;
in Travel Services
1984; The Rediscovery of Logistics; ;
Harvard Business Review; Stroh,
Michael B. A.; 2006; Practical Guide
to Transportation and Logistics;
Dumont, NJ; Logistics Network, Inc;
Tompkins, J.A. and D.A. Harmelink;
1993; The Distribution Management
Handbook; ; McGraw Hill
Trabalho individual (60%);
Recensão sobre caseMétodo expositivo; Apresentações; Relatórios;
study (30%); Trabalhos
Estudo de casos práticos; Visitas educacionais e
individuais (10%) /
participação em workshops. / Expositive method;
Individual Work (60%);
Presentations; Reports; Case Studies; Educational
Case-study analysis
trips and Workshops
(30%); Individual works
(10%)
Português e
Inglês/
Portuguese
and English
Yes
Opção Língua e Comunicação: Espanhol/
Language and Communication Option:
Spanish
ISCE Guide for Foreign Students Goeded, M. y Varela, R. (2004).
Bienvenidos II (Manual de lengua
Verbos; Diferentes tipos alumno). Madrid: enCLAVE-ELE;
de oraciones; Signos de Goeded, M. y Varela, R. (2004).
puntuación; Marcadores Bienvenidos II (Manual de lengua
temporales; Lexicologia adoptado – Cuaderno de ejercicios).
e Linguística; Temas
Madrid: enCLAVE-ELE; Rubio
socioculturais / Verbs;
Moraiz, P. (2006). Verbos Españoles
Different types of
Conjugados. Alcobendas (Madrid):
sentences; Punctuation SGEL; Felipe Gallego, J. y Peyrolón
marks; Time markers;
Lexicology and
Linguistics; Sociocultural restaurante y gastronomía, cafetería
issues
(20%); Entrega de
trabalhos escritos:
composições, elaboração
de léxico específico, trab
em grupo, tradução (25%)
semestre). / The teaching method applied is
/ Written Interim Test
(25%)
Português,
Inglês e
Espanhol /
Portuguese,
English and
Spanish
Yes
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 223 Opção Língua e Comunicação: Mandarim/ Language and
ISCE Guide for Foreign Students Pinyin: revisão e
conclusão; Verbos;
Pronomes, Nomes
próprios; A moeda
chinesa e os preços;
Expressões idiomáticas
e provérbios / Pinyin:
revision and conclusion;
verbs; Pronouns;
Names; Chinese
currency and prices;
Introduction to Chinese
idioms and proverbs
Beijing: New World Press; Wang, S.,
& Lu, Y. (2008). Lições de Chinês
para Portugueses. (Livro 1). Lisboa:
Macau; Wang, S., & Lu, Y. (2008).
Lições de Chinês para Portugueses.
(Livro 2). Lisboa: Centro Científico e
Cultural de Macau; Yan, M. H. et al.
Método expositivo; Exercícios realizados pelos
(2002). New Practical Chinese
alunos; Período tutorial / Expository method;
Reader: Textbook. Beijing: Beijing
Exercises performed by student; tutorial period
Language University Press; Yip, P., &
Don, R. (2004). Chinese: A
Comprehensive Grammar. London:
Routledge; Yip, P., & Don, R. (2004).
Basic Chinese: A Grammar and
Workbook. New York: Routledge;
Zhang, P. P. (2001). The Most
Common Chinese Radicals. Beijing:
Sinolingua; Zhu, H., Wu, J., &
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 224 Regularidade e atitude;
Avaliação escrita e teste
oral / Regularity and
and oral test
Português e
Chinês /
Portuguese
and Chinese
No
UC /
Course
unit title
Course contents
Negociação e E-Commerce / Trading and e-Commerce
• Basics of ecommerce:
• Common
implementations:
Retail, private sales and
coupons, emarketplaces and
portals; Drop shipment;
E-procurement, Egovernment, Auctions,
Group Shopping; price
Comparators; Online
Advertising; SaS;
crowdfunding,
collaborative commerce,
distance learning and
other applications of
Electronic Commerce
• Processes and
Technology:
o Security, Payment
Systems, Content
Management, legal,
ethical and social
Impacts
• Customer acquisition:
• Sales process:
• Electronic Commerce
Strategy, analysis of
business models and
implementation
• Launching an online
business
Idioma de
ensino /
Language of
instruction
O professor
fala inglês? /
The teacher
speaks
English?
225 Turban, E. (2010) Electronic
Commerce: A Managerial
Perspective, 6th. Ed., Nova Iorque,
Prentice-Hall, Inc.
Laudon, K. & Traver, C. (2008), ECommerce: Business, Technology,
Society, 2nd ed., London: PrenticeHall
Rodrigues, Dário (2002), E-Business
na óptica de marketing, Lisboa: FCAEditora Informática
student; Brainstorming; Papers work; Case
studies; Presentations; Autonomous work
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Regularity and attitude;
Case Studies and Written
Exercises; Practical
Exeercises; Evaluation
written and oral test
Portuguese
and English
Yes
Antropologia do Turismo/
Anthropology of Tourism
Antropologia; A
Organização Social;
Padrões de Cultura; O
Turismo como
Fenómeno Social e
Cultural; O Património /
Anthropology; Social
Organization; Patterns
of Culture; Tourism as
Social and Cultural
phenomenon; The
Heritage
Teoria das Relações Internacionais/ Theory of
International Relations
ISCE Guide for Foreign Students Cravinho, João Gomes (2008).
Visões do Mundo. As Relações
Internacionais e o Mundo
Contemporâneo. Lisboa: ICS;
Dougherty, James E. e Robert L
Introdução; Teorias das
Pfaltzgraff Jr.. (2003). Relações
Relações Internacionais;
Internacionais - As teorias em
A Cooperação
confronto. Um estudo detalhado.
Transnacional e o
Lisboa: Gradiva; Fernandes, António
Turismo;
José (2008). As Relações
Internacionalização das
Internacionais e Portugal. Da Europa
Empresas / Introduction;
do Mundo ao Mundo da Europa.
Theories of International
Lisboa: Prefácio; Lemaire, Jean-Paul
Relations; A
(1999). Desenvolvimento
Transnational
Internacional da Empresa.
Cooperation and
Estratégias de Internacionalização.
Tourism;
Lisboa: Instituto Piaget; Moreira,
Internationalization of
Adriano (2008). Teoria das Relações
Enterprises
Internacionais. Coimbra: Almedina;
Nogueira, João Pontes e Nizar
Messari (2005). Teoria das Relações
Internacionais. Rio de Janeiro
(Brasil): CAMPUS.
Barreto, M 2002 - Turismo e Legado
Cultural. Campinas, Papinus;
Castells, M. 2001 - O Poder da
Identidade. Lisboa, F.C.G; Friedman,
T. 2000 - Compreender a
Globalização. Lisboa, Quetzel;
Martins, Cl. 2003 - Turismo, Cultura e
Identidade. S. Paulo, Roca; Sousa
Santos, B. 2001 - Globalização:
fatalidade ou utopia? Porto,
Afrontamento
Método expositivo; observação e discussão de
casos; trabalhos práticos / Expositive method;
observation and case-studies discussion; practical
works
Análise crítica de um texto
(15%); 2 Trabalhos de
Pesquisa (30%); Trabalho
Português/
etnográfico (55%) / Critical
Portuguese
analysis of a text (15%); 2
Research papers (30%);
Ethnographic work (55%)
No
Método expositivo; observação e discussão de
casos; trabalhos práticos / Expositive method;
observation and case-studies discussion; practical
works
Participação activa (30%);
Trabalho individual I
(20%); Trabalho de grupo
(20%); Trabalho individual
II (30%). / Active
participation (30%);
Individual work 1 (20%);
Group work (20%);
Individual work II (30%)
Yes
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Português e
Inglês /
Portuguese
and English
226 ISCE Guide for Foreign Students Opção Cultura Geral: História da Arte e do Património Cultural /
General Culture Option: History of Art and Cultural Heritage
The program begins by
addressing a long cycle
of the art in Portugal,
located between the
prehistory times and the
Baroque. Focusing on
works of architecture,
sculpture and painting of
ACCIAIUOLI, Margarida (1998).
the periods of Antiquity,
Exposições do Estado Novo: 1934of Middle Ages and of
1940. Livros Horizonte. Lisboa. 1998.
Modern Age, the first
CORREIA, J.E. Horta. (1991).
part focuses on some
Arquitectura portuguesa,
subjects of our art,
Renascimento, Maneirismo, Estilo
particularly emphasizing
chão. Presença. Lisboa.
the specificity of the
DIAS, Pedro. (2008-2009) Arte de
Manueline, the “Chao
Portugal no mundo. Público, Lisboa.
style”, the gilded
FRANÇA, José-Augusto (1990). Arte
woodcarvings, the
em Portugal no século XIX (2 vols.).
parietal tile, the
Bertrand. Lisboa.
pombaline architecture.
FRANÇA, José-Augusto (1991). Arte
The second part
em Portugal no século XX: 1911proposes a journey
1961. Bertrand. Lisboa.
through the history of
Theoretical and practical classes with slide
MOREIRA, Rafael e CURVELO,
Portuguese Art in the
projection, complemented whenever possible with
Alexandra (1998). “A Circulação das
Contemporary Age (from
field trips. Debates about suggested readings.
Formas. Artes Portáteis, Arquitectura
the late
e
eighteenthcentury to the
Urbanismo”. História da Expansão
present). The key topics
Portuguesa (Vol. 2). Círculo de
of discussion and
Leitores. Lisboa.
analysis are:
Pereira, Paulo (dir.) (1995) História
Neoclassicism,
da Arte Portuguesa (3 vols). Círculo
Romanticism and
de Leitores, Lisboa.
Naturalism (nineteenth
RODRIGUES, Dalila (coord.). (2009).
century), Modernism
Arte portuguesa da pré-história ao
and the action of the
século XX. Fubu, D. L. Vila Nova de
SPN (1910-1945); the
Gaia.
quarrels between
SERRÃO, Vítor. (2003), História da
Surrealism and
Arte em Portugal. O Barroco. Ed.
Neorealism and
Presença. Lisboa.
between figuration and
abstraction (1945-1959),
the Neo-avant-garde:
object, action and
concept (1960-1979),
Internacional the "postmodernism"
Office and the returns of
painting (1980-89).
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 227 Biweekly critical reviews
on the references
indicated by the professor,
listed in the main
Portuguese
bibliography (70%),
followed by oral
presentations in class
(30%).
No
ISCE Guide for Foreign Students Opção Cultura Geral: Etnologia Portuguesa /
General Culture Option: Portuguese Ethnology
1-Introduction
Creation of the
ethnological field;
Portuguese
ethnographies
2-The Portuguese
national identity
National identity; Ethnogenealogic models;
Compared mythology;
ALMEIDA, Pedro Vieira de (1970).
Lusitanic theses; Plural
Raul Lino, arquitecto moderno, in
ethno-genealogy for the
Raul Lino, Exposição Retrospectiva
nation; Ethnic
da sua Obra (cat. exp.). Lisboa,
psychology or the nation
as a collective individual;
BRITO, J. P.; BAPTISTA, F. O.;
Teixeira de Pascoaes;
PEREIRA, B.E. (Eds.) (1996). O Voo
Jorge Dias; Boaventura
do Arado. Museu Nacional de
Sousa Santos
Etnologia/ Instituto Português de
3-The regional identities
Museus/ Ministério da Cultura.
in Portugal
Lisboa.
From the unitary image
CUTILEIRO, José (1977). Ricos e
to the valorization of
Pobres no Alentejo. Sá da Costa.
diversity; Rocha Peixoto;
Lisboa.
Estado Novo(“New
DIAS, Jorge. (1990). Os elementos
State”); Regional
fundamentais da cultura portuguesa. Theoretical and practical classes with slide
pluralist
In Estudos de Antropologia (vol. I,
ethno-genealogy in
pp.136-157), Imprensa Nacionalfield trips. Debates about suggested readings.
Portugal; Orlando
Casa da Moeda. Lisboa. (Original
Ribeiro, Jorge Dias and
work published 1950)
his team; A country
LEAL, João (2006). Antropologia em
changing – from 1950 to
Portugal. Mestres, Percursos,
the
Tradições. Livros Horizonte. Lisboa.
present day
LEAL, João (2000), Etnografias
4-Portuguese “popular
Portuguesas (1870-1970). Cultura
religiosity”
popular e identidade Nacional, Dom
Religious temporality
Quixote, Lisboa.
and rural labour;
LINO, Raul (1992). Casas
Churches and
Portuguesas. Cotovia (6.ª edição).
Sanctuaries; The OurLisboa.
Lady-Mother-nation; The
SANTO, Moisés Espírito (1990). A
Village and the
Religião Popular Portuguesa. Assírio
Saint; “Our religion and
e Alvim. Lisboa.
that of the Priests”
5-Traditional
Internacional architecture and
Office anthropology
Raul Lino and “The
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Portuguese House”;
ISA/SNA Inquiries;
228 Biweekly critical reviews
on the references
listed in the main
Portuguese
bibliography (70%),
followed by oral
(30%).
No
ISCE Guide for Foreign Students Opção Cultura Geral: Museologia, Cultura e Civilizações /
General Culture Option: Museology, Culture and Civilizations
1. THEORY OF
CULTURE 1.1. The
notion of culture in the
social sciences. Nature
and Civilization. 1.2.
Modernity, anti-modern,
post-modernity and late
modernity.
2. GREAT
CIVILIZATIONS OF
THE ANCIENT WORLD Cuche, D. (1999). A noção de cultura
2.1. Early Civilizations.
nas ciências sociais. Fim de Século.
2.2. The legacy of
Lisboa.
classical culture in the
Elias, N. (1989). O processo
definition of the Western civilizacional. Dom Quixote. Lisboa.
Steiner, G. (1971). No castelo do
World: Art and
Philosophy. 3.
bárbara azul. Relógio D'água. Lisboa
MUSEOLOGY 3.1.
(cap. “Pós-cultura”).
Lopes, M. H. T. (2003). O Egipto
Terminology and
concepts - heritage,
Faraónico – Guia de Estudo. Edição
Associação Portuguesa de
museums and
Egiptologia. Lisboa.
museology.
3.2. History of
Pereira, M. H. R. (1990). Estudos de
museums. Treasures of História da Cultura Clássica – Cultura
Theoretical and practical classes with slide
Romana. 2º ed, Fundação Calouste
the Renaissance and
the cabinets of
Gulbenkian, Lisboa.
field trips. Debates about suggested readings.
curiosities. The social
Jaeger, W (s/d.). Paideia. Editorial
Aster. Lisboa.
function ofmuseums
Rocha-Trindade, M. B (1993).
between the
Enlightenment and the
Iniciação à Museologia. Universidade
Aberta, Lisboa.
French Revolution.
National, regional and
Fernandéz, L A. (1995). Museologia.
Introducción a la Teoria y Práctica del
local museums. The
Museo. Istmo. Madrid.
architecture of
Anico, M. (2008). Museus e Pósmuseums. Museology
modernidade. Discursos e
nineteenth century Performances em Contextos
scientific and popular
education. 3.3. The "new Museológicos Locais.ISCSP,
Universidade Técnica de Lisboa,
museology". Parks,
Lisboa.
open-air museums and
historic houses.
Ecomuseums. 3.4.The
scientific potential of
museums. Processing,
Internacional heritage and education.
Office 3.5. The Portuguese
Museum Network:
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] typological and regional
diversity. Museum tour
229 Theoretical component:
biweekly critical reviews
on the references
listed in the main
bibliography (30%),
followed by oral
Portuguese
(20%).
Practical component: a
powerpoint presentation
as a guided tour of a
museum designed by
students (25%), followed
by the submission of its
written script (25%).
No
Opção Cultura e Comunicação
Opção Cultura e Comunicação: Espanhol/ Culture
and Communication Option: Spanish
ISCE Guide for Foreign Students Aplicação geral
intermédia da gramática
espanhola, na qual
serão introduzidos
conceitos e
competências
linguísticas específicas
importantes para a
compreensão e
elaboração de textos
técnicos e académicos. /
General application of
intermediate Spanish
grammar, in which will
be introduced concepts
and language skills
important for the
understanding and
development of
technical and academic
texts.
Advérbios de tempo;
Vocabulário diverso;
Introdução ao
vocabulário específico
da área do turismo;
Expressões idiomáticas,
provérbios e poemas em
mandarim / Adverbs;
General vocabulary;
Introduction to the
vocabulary specific to
the area of tourism;
Mandarin Chinese
idioms, proverbs and
poems
Rubio Moraiz, P. (2006). Verbos
Españoles Conjugados. Alcobendas
(Madrid): SGEL.; Larousse Editorial y
Porto Editora (2006). Diccionario
Portugués – Español ; Español –
Portugués; Mallorca, y Porto: Vox,
Larousse Editorial y Porto Editora;
Felipe Gallego, J. y Peyrolón
restaurante y gastronomía, cafetería
(20%); Entrega de
trabalhos escritos (25%) /
semestre). / The teaching method applied is
Written Interim Test
Delivery of written works
(25%)
Português,
Inglês e
Espanhol /
Portuguese,
English and
Spanish
Yes
Beijing: New World Press; Yan, M. H.
et al. (2002). New Practical Chinese
Reader: Textbook. Beijing: Beijing
Language University Press; Yip, P., &
Don, R. (2004). Chinese: A
Comprehensive Grammar. London:
Routledge; Zhang, P. P. (2001). The
Most Common Chinese Radicals.
Beijing: Sinolingua; Zhu, H., Wu, J., &
Metodologia participativa, baseada na exposição
dos vários pontos do programa, seguida de
exercícios práticos de conversação, com a
intenção de transformar cada um dos pontos da
lição em diálogos contextualizados. / An
essentially participatory methodology that favors
the expounding of the various parts of the program
by the
teacher, followed by practical exercises of
conversation with the aim of transforming each
point of the lesson into
dialogues contextualized in real situations.
Português,
Inglês e
Mandarim /
Portuguese,
English and
chinese
Yes
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Teste 60%, assiduidade
20%, participação e
trabalhos 20%. / Test
60%, class attendance
20%, participation and
assignments 20%
230 Estágio/ Training
ISCE Guide for Foreign Students The training integration; rules and
assessment;
preparation, behaviors,
attitudes and skills;
research, planning and
construction of training
reports; Trainning in
work context;
Presentations
Bucha, A. I. (2009)
Editora RH. Comissão Europeia
(2004). A Manual for Evaluating the
Quality Performance of Tourist
Destinations and Services.
Luxemburgo: CE
Presentation and explanation of the content by
professor. Training (practice). Individual’s
presentations. Debate (autonomy assignment).
Tutorial period; Autonomous work
a. Evaluation survey from
the host institution
b. Weekly presentations of
activities realized at the
training
c. Visits and consultation
of the responsible of
curricular unit at the host
institution
d. Training Report
Descrição dos Mestrados em breve.
Description of Masters soon.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Português
and Inglês /
Portuguese
and English
Yes
231 ISCE Guide for Foreign Students 4. Conhecer Portugal / To know Portugal
232 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Enquadramento Geográfico
Geographic framework
Portugal é um país rico em história,
encontrando-se no extremo sudoeste
da Europa e inclui os arquipélagos da
Madeira e dos Açores no Oceano
Atlântico. No continente europeu, o
território português ocupa uma área de
88.889 km2 (com 218 km de largura,
561 km de comprimento, 832 km de
costa atlântica e 1.215 km de fronteira
terrestre com Espanha).
Portugal is a country rich in history,
lying in the extreme southwest of
Europe and includes the archipelagos
of Madeira and the Azores in the
Atlantic Ocean. In Europe, the
Portuguese territory covers an area of
88,889 km2 (with 218 km wide and 561
km long, 832 km of Atlantic coastline
and 1215 km land border with Spain).
233 Population
População
Portugal tem uma população de cerca
de 10 milhões de habitantes e os
maiores
índices
de
densidade
populacional registam-se em Lisboa, a
capital do país, e nos seus arredores,
onde vivem cerca 1.9 milhões de
pessoas. A segunda maior cidade de
Portugal é o Porto, localizado no norte
do país. De um modo geral, as
localidades junto ao litoral têm maior
ocupação humana do que o interior do
país.
História
Portugal tornou-se desde há muito
aberto ao mundo e à comunicação
através das suas imensas viagens,
tanto por terra como por mar, mas
essencialmente por mar, pela sua
fronteira tão extensa com o mesmo.
Assim,
absorveram-se
diversas
culturas de variadas origens: Fenícios,
Gregos, Cartagineses, Romanos (que
nos deixaram a língua que falamos),
povos nórdicos e povos da Mauritânia.
Apesar de tantas misturas, o nosso
País é dos mais antigos da Europa. No
séc. XII tornou-se independente dos
outros reinos peninsulares graças ao
conde Afonso Henriques que foi nosso
primeiro rei por sua vontade própria.
Um século mais tarde, com a conquista
do Algarve, Portugal acabava de
desenhar a sua fronteira continental.
Portugal has a population of about 10
million, and the greatest population
density is in Lisbon, the capital and its
suburbs, where about 1.9 million people
live. The second largest city in Portugal
is Oporto in the north of the country.
Generally speaking, there are more
people living in the country’s coastal
regions than in the inland areas.
History
Portugal became long been open to the
world and communication through their
vast travels, both by land and by sea,
but mainly by sea, by its border so
extensive with it. Thus, we absorbed
diverse cultures of different origins:
Phoenicians, Greeks, Carthaginians,
Romans (who left us our language),
northern Europeans and peoples from
Mauritania. Although these mixtures,
our country is among the oldest in
Europe. In the XII century became
independent of the other Iberian
Peninsula kingdoms thanks to Conde
Afonso Henriques, who was our first
king at his own wish. A century later,
with the conquest of the Algarve,
Portugal had just draw its continental
border.
At the end of the XIII century, King D.
Dinis founded the University, one of the
oldest in Europe, and took her to the
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Em finais do séc. XIII o rei D. Dinis
criou a Universidade, uma das mais
antigas da Europa, e levou-a para a
bela cidade de Coimbra. Nos séc. XIV,
XV e XVI os portugueses foram os
primeiros europeus a navegar até
África, ao longínquo Oriente e às
profundezas
do
continente
Sul
Americano, donde trouxeram uma
montanha de raridades. Ainda antes de
prosseguirem pela costa de África,
encontraram os arquipélagos dos
Açores e da Madeira, que são parte do
território no Atlântico.
Depois de uma crise dinástica que
colocou Portugal sob o trono de
Espanha, em 1640 voltámos a ter um
rei
português
porque,
embora
discretos, temos um grande sentido de
independência. No séc. XVIII, D. João
V, rei absolutista e amante das artes,
mandou construir o imenso palácioconvento de Mafra, e o grande
Aqueduto que conduziu a água à
cidade de Lisboa. No séc. XIX, lutas
partidárias enfraquecem a Monarquia,
que acaba por cair em 1910, ano em
que se implantou a República. Portugal
entrou para a UE desde 1986.
Assim, por todas as intervenções que a
história portuguesa foi sofrendo ao
longo dos séculos, Portugal tornou-se
um país rico em património e cultura,
onde vale a pena viver e visitar.
Clima
Portugal continental
O
clima
em
Portugal
varia
significativamente de região para
região, e é influenciado pelo relevo,
latitude e proximidade do mar, que
proporciona
Invernos
suaves,
especialmente no Algarve. Nas áreas
do Porto e Norte de Portugal e Beiras,
especialmente nas zonas mais
beautiful city of Coimbra. In the XIV, XV
and XVI century. The Portuguese were
the first Europeans to sail to Africa, the
Far East and the depths of the South
American continent, where they brought
a wealth of treasures. Even before
continuing along the coast of Africa
they found the archipelagos of the
Azores and Madeira, which are part of
the territory in the Atlantic.
After a dynastic crisis that put Portugal
under the throne of Spain in 1640 we
once again have a Portuguese king
because, although discretes, we have a
great sense of independence. In the
XVIII century D. João V, an absolutist
monarch and lover of the arts, built a
huge palace and convent of Mafra and
the great aqueduct that water to the city
of Lisbon. In the XIX century, partisan
struggles weaken the monarchy, which
eventually falls in 1910, which
implemented the Republic. Portugal
joined the EU since 1986.
234 Thus, for all interventions that
Portuguese history has undergone over
the centuries, Portugal became a
country rich in culture and heritage,
which is worth living and visiting.
Climate
Mainland Portugal
The climate in Portugal varies
considerably from one region to another
and is influenced by the relief, latitude
and proximity to the sea, which offers
mild winters, especially in the Algarve.
In the Porto and North area and Beiras
region, particularly inland, nearer Spain,
the winters are colder, although the
temperatures are still mild when
compared to the rest of Europe. There
is some snowfall. It occurs most in the
Serra da Estrela mountains, where we
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students próximas de Espanha, os Invernos são
mais frios, apesar das temperaturas
serem moderadas quando comparadas
com o resto da Europa. Regista-se
alguma queda de neve, que é mais
frequente na Serra da Estrela, onde se
situa o ponto mais alto de Portugal
continental (1991m) e se podem
encontrar condições para a prática de
ski.
Os verões são quentes e secos
sobretudo nas regiões do interior
(Nordeste transmontano e Alentejo), e
no litoral o calor é moderado pela
influência marítima.
Durante
o
outono
registam-se
frequentemente dias ensolarados com
temperaturas
amenas,
que
ao
ocorrerem no início de novembro
costumam
ser
popularmente
designados por "verão de São
Martinho", devido à proximidade da
data em que se festeja este Santo
(11/11).
Açores
Influenciado pela latitude e pela ação
reguladora da corrente do Golfo, o
clima dos Açores é caracterizado por
temperaturas amenas ao longo de todo
o ano. Estas influências condicionam
igualmente a temperatura da água do
mar, que se mantém muito agradável
tanto no inverno como no verão,
possibilitando a prática de diversos
desportos marítimos.
Madeira
Com características subtropicais que
se devem à sua posição geográfica e
ao relevo montanhoso, o clima no
arquipélago
da
Madeira
é
excecionalmente
ameno,
com
temperaturas médias do ar que variam
entre os 24 °C no verão e os 19 °C no
inverno. A água do mar mantém
find the highest point in mainland
Portugal (1,991 m) and where it is
sometimes possible to ski. The
summers are hot and dry, especially in
the inland areas (Trás-os-Montes in
north-eastern and Alentejo) and on the
coast the heat is moderated by the
maritime influence.
There are often warm, sunny days in
autumn. Nice weather at There are
often warm, sunny days in autumn.
Nice weather at the beginning of
November is often called "St. Martin’s
Summer" as this saint’s day is on 11
November.
235 Azores
The climate in the Azores is influenced
by the islands’ latitude and by the Gulf
Stream, and temperatures are mild
there all year round. The same factors
also influence the sea temperature,
which is very pleasant both in winter
and summer and ideal for nautical
sports
all
year
round.
Madeira
The subtropical characteristics of the
weather in the Madeira Archipelago can
be explained by its geographical
position and mountainous relief. The
climate in Madeira is exceptionally mild,
with average temperatures varying
between 24 ºC in summer and 19 ºC in
winter. The sea temperature is also
very pleasant all year round, thanks to
the influence of the warm Gulf Stream.
Religion
The majority of Portuguese are
Catholics,
but
the
Portuguese
Constitution
guarantees
religious
freedom and there are a number of
different religions in Portugal.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students igualmente uma temperatura muito
agradável ao longo de todo o ano
devido à influência da corrente quente
do Golfo, oscilando entre os 18 °C
(inverno) e os 22 °C (verão).
Religião
O povo português é maioritariamente
católico,
mas
a
Constituição
portuguesa
garante
a
liberdade
religiosa, o que se traduz na presença
em Portugal de diversos cultos.
Língua
De raiz latina, o português é a terceira
língua europeia mais falada no mundo,
por cerca de 250 milhões de pessoas.
Os países de expressão oficial
portuguesa espalham-se pelos quatro
cantos do mundo. Assim, fala-se
português em África (Angola, Cabo
Verde, Guiné-Bissau, Moçambique e
São Tomé e Príncipe) na América do
Sul (no Brasil), e na Ásia, em TimorLeste, o mais jovem país do mundo,
sendo ainda língua oficial na Região
Administrativa Especial de Macau. Em
Portugal uma boa parte dos cidadãos
tem facilidade de comunicação em
inglês, francês e castelhano.
Moeda
Portugal faz parte do grupo de 17
países da União Europeia, em que o
Euro é a moeda oficial e comum a
todos. 1 Euro divide-se em 100
Cêntimos. Para as novas moedas
definiram-se oito valores faciais: 1, 2, 5,
10, 20 e 50 Cêntimos e 1 e 2 Euros. As
notas distinguem-se pela sua dimensão
e cor e têm os seguintes valores: 5, 10,
20, 50, 100, 200 e 500 Euros. As
moedas têm numa das faces desenhos
comuns (face europeia) enquanto a
outra face tem um símbolo nacional,
sendo que todas as moedas de Euro
podem ser utilizadas em todos os
Language
One of the Latin languages, Portuguese
is the third most spoken European
language in the world and the native
tongue of about 250 million people. The
Portuguese-speaking countries are
scattered all over the world. Portuguese
is spoken in Africa (Angola, Cape
Verde, Guinea-Bissau, Mozambique
and São Tomé e Príncipe), in South
America (Brazil) and in Asia, (East
Timor, the youngest nation in the
world), and it is also the official
language
in
Macao
Special
Administrative Region of China. In
Portugal there are lots of people who
are able to communicate in English,
French and Spanish.
236 Currency
Portugal is one of 17 European Union
countries whose common official
currency is the euro. 1 euro is divided
into 100 cents. The coins come in
denominations of 1, 2, 5, 10, 20 and 50
cents,
and
1
and
2
euros.
The notes are differentiated by their
size and colour and come in
denominations of 5, 10, 20, 50, 100,
200 and 500 euros. One side of the
coins has a common design (the
European side), and the other side has
a national symbol. All euro coins can be
used in any euro-zone country,
irrespective of which national symbols
they display.
ATMs - Automatic Teller Machines
(Multibanco)
Portugal has a national network of cash
machines (ATMs) identified by the
symbol MB (Multibanco), from which
you can withdraw cash 24 hours a day.
Currency Exchange
You can exchange money at banks,
which are open from 8.30 a.m. to 3 p.m.
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da sua face nacional.
Câmbios
O câmbio da moeda é efetuado nos
bancos, que estão abertos ao público
das 08h30m às 15h00m, durante os 5
dias úteis da semana, nas casas de
câmbio e máquinas automáticas
(disponíveis apenas para operações de
venda de divisas).
Multibanco
Existe uma rede nacional de Caixas
automáticas, identificada por MB
(Multibanco),
que
permite
o
levantamento de numerário, 24 horas
por dia.
Cartões de crédito
Em Portugal, os cartões de crédito
mais utilizados são: Visa; American
Express;
Diners
Club;
Europay/
Mastercard; JCB; Maestro. No caso de
extravio ou roubo do seu cartão Visa ou
Mastercard, poderá pedir ajuda através
dos seguintes telefones: Visa: 800 811
107; Mastercard: 800 811 272.
Custo de Vida
O custo de vida em Portugal é, em
média, mais baixo do que nos restantes
países da UE. Os preços são variáveis
e dependem dos estabelecimentos
selecionados, mas um estudante que
pretenda vir para Portugal deve ter em
conta que gastará aproximadamente
400€ mensais.
Economia
five working days a week; at bureaux
de change; and at automatic currency
exchange machines (these are for
currency sale transactions only).
Credit cards
In Portugal, the most commonly used
credit cards are: Visa, American
Express,
Diners
Club,
Europay/
MasterCard, JCB and Maestro.
If your Visa or MasterCard credit card is
lost or stolen, contact the following
telephone numbers for assistance:
- Visa: Tel. 800 811 107
- MasterCard: Tel. 800 811 272
237 Life Cost
The life cost in Portugal is, on average,
lower than in the other EU countries.
The prices are variable and depend on
the selected establishments, but a
student that pretends to come to
Portugal has to take into account that it
will spend approximately 400€.
Economy
Although a substantial amount of
continental Portugal is dedicated to
agriculture, exports in farming do not
make up the majority of the economy
as they once did. Sure, Portugal has
always exported its excellent wines,
olive oil, fruits (particularly oranges from
the Algarve), cherries and pears, but
the country has become more focused
on commerce in recent years.
More than one third of the country is
covered by forests and thanks to the
abundance of trees Portugal produces
half of the world’s cork. It is also home
Uma vasta área de Portugal continental
continua dedicada à agricultura,
embora as exportações de produtos
agrícolas já não representem uma
parte tão significativa da economia
como no passado. O país continua a
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students exportar excelentes vinhos, azeite e
frutos (em especial as laranjas do
Algarve, as cerejas e as pêras), mas o
sector comercial tem vindo a ganhar
uma maior importância nos últimos
anos.
to major companies including a worldrenowned paper company, the world’s
largest producer of wood-based panels
and the oldest canned fish producer.
The fishing industry remains present in
Portugal.
Mais de um terço de Portugal é
composto por florestas, que asseguram
cerca de metade da produção mundial
de cortiça. Portugal é também sede de
grandes indústrias, é o maior produtor
mundial de aglomerados de madeira e
a mais antiga fábrica de conservas de
peixe do mundo. A indústria pesqueira
continua bastante ativa em Portugal.
Entre as outras indústrias de maior
relevo contam-se as refinarias de
petróleo, a produção de plásticos, os
têxteis, a construção civil, a siderurgia,
o calçado e os artigos de couro e, não
menos importante, o turismo.
Other main industries also include oil
refineries, cement production, plastic
products, textiles, construction, steel,
footwear and leather and of course
tourism.
Banca e Finanças
Em 1975 as principais instituições
bancárias
e
seguradoras
foram
nacionalizadas, tendo sido privatizadas
apenas na década de 80. No início dos
anos 90 os bancos portugueses
continuavam a deter cerca de 80% do
mercado nacional e as seguradoras
portuguesas 60%. Em 1986, com a
adesão de Portugal à CEE, os
mercados financeiros beneficiaram de
um grande desenvolvimento no país.
Atualmente, existe um elevado número
de instituições bancárias espalhadas
por todo o país, assim como máquinas
automáticas,
permitindo
levantar
dinheiro, fazer pagamentos e compras
online, fazer câmbios ou descontar
cheques de viagem com muita
facilidade. O país está equipado com
um dos mais avançados sistemas
europeus de ATM, designado de
Multibanco, e que liga os 27 bancos
que existem em Portugal.
238 Banking and Finance In 1975 the banking and insurance
industries in Portugal were nationalised,
and subsequently went private in the
1980s. By the early 1990s the national
banks and insurance firms continued to
account for 80 percent and 60 percent
of their markets, respectively. Financial
markets have developed since Portugal
joined the European Community, in
1986.
Actualy, you will be able to find a bank
or an ATM to withdraw cash, payments,
shopping or change money and
traveller’s cheques very easy. Portugal
has one of Europe’s leading ATM
systems called Multibanco that links 27
banks in Portugal.
Trade
During the Age of Discovery Portugal
was a major force in economic trade,
was at the forefront of naval
explorations. Due the success of this
trips and its large conections, Portugal
became the first global empire in history
and during the Renaissance one of the
world’s leading economic power. The
conections created with anouther
continents allow the building of a global
trade system. But the country’s power
took a turn in 1822 when Portugal lost
Brazil, its main colony, and other
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Comércio
territories in Africa.
Durante os Descobrimentos Portugal
foi uma das nações mais inovadoras
nas explorações marítimas e um
grande impulsionador do comércio
internacional. Devido ao sucesso
destas viagens e às suas ligações com
terras distantes, Portugal tornou-se
também o primeiro império da história e
durante o Renascimento foi uma das
maiores potências comerciais do
mundo. A criação de laços com outros
continentes permitiu-lhe criar um
sistema comercial global. Contudo,
começa a perder a sua força, por volta
de 1822, com a perda do Brasil a sua
mais importante colónia e outros
territórios africanos.
Portugal’s economy was greatly
affected with the Estado Novo, in 1933,
which manifested following much
political unrest. Portugal was ruled by
Oliveira Salazar until the late 1960s. An
important part of Salazar’s policy was to
advocate the retention of Portuguese
colonies around the world and
strengthen the economy. Then there
was another regime change in 1974
after a military coup and Portugal was
transformed from dictatorship to
democracy.
A economia nacional ficou igualmente
afetada com a criação do “Estado
Novo”, em 1933, após vários anos de
instabilidade social. Até ao final dos
anos 60, Portugal foi governado por
Oliveira Salazar, cuja política se
centrou na conservação das colónias
portuguesas
no
mundo
e
no
fortalecimento da economia. Em 1974,
após um golpe militar, deu-se uma
nova alteração do regime político,
sendo a ditadura substituída por um
sistema democrático.
Em 1986, com a adesão de Portugal à
CEE e, em 1999, a adopção do Euro
como moeda oficial, deu-se um novo e
importante desenvolvimento económico
no país, tornando-se novamente
dependente do comércio internacional.
A balança comercial permanece,
porém, algo desequilibrada, com o
valor das importações (sobretudo
alimentação e bebidas, trigo, petróleo,
maquinaria, automóveis e matériasprimas) superando o das exportações
(sendo as mais importantes os têxteis,
vestuário e calçado, a pasta de
239 A new and an important economic
development happened with the CEE
entry, in 1986, and the adoption of
Euro, in 1999, still has to rely quite
heavily on foreign trade. Total imports
(primarily food and beverages, wheat,
crude oil, machinery, automobiles and
raw materials) have been greater than
total exports (of which the most
important
are
textiles,
clothing,
footwear, paper pulp, wine, cork and
tomato paste).
Transportation
Thousands of happy holidaymakers,
workers or students make their way
through Portugal’s airports every week
ready for a fantastic time in this unique
European destination. The Portela
Airport in Lisbon, an important junction
for intercontinental flights, is the base of
the Portuguese airline Transportes
Aéreos Portugueses (TAP), which
provides schedule services. Important
secondary airports are located at Porto
and Faro. Once you have arrived in
Portugal there are several different
transport options for getting around.
The maritime way is one of the new
but important ways to arrive to Portugal.
The major seaports are Leixões,
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students celulose, o vinho, a cortiça e a polpa de
tomate).
Transportes
Todas as semanas milhares de
visitantes passam pelos aeroportos
nacionais, escolhendo Portugal como o
país de destino para férias, trabalho ou
estudo. O Aeroporto da Portela, em
Lisboa, é o principal eixo de voos
intercontinentais e serve de base à
TAP Portugal – a companhia aérea
portuguesa. Os outros dois aeroportos
internacionais situados em território
continental são os do Porto e de Faro.
Após chegar a Portugal, as opções de
deslocação são variadas.
A via marítima é cada vez mais uma
forma de chegar a Portugal. Os
principais portos marítimos são os de
Leixões, Aveiro, Lisboa, Faro, Figueira
da Foz, Sines e Setúbal.
Depois dos anos 70, do século
passado, a rede de estradas de
Portugal
beneficiou
de
grandes
melhorias, com a construção de
inúmeras autoestradas e itinerários
principais e complementares por todo o
país. As ligações entre Lisboa e Porto,
as
duas
principais
cidades
portuguesas,
são
de
elevada
qualidade, assim como com a vizinha
Espanha. Todas as cidades mais
importantes
estão
unidas
por
autoestradas ou itinerários, bem como
os principais portos e fronteiras. Todas
as autoestradas têm no mínimo duas
faixas de circulação e são sinalizadas
com a letra “A”. As vias secundárias
ligam as povoações menores a quase
todas as áreas do interior. O percurso
de algumas das principais estradas do
país remonta a tempos antigos. Uma
das melhores formas de explorar as
lindas paisagens de Portugal é
alugando um automóvel e percorrer o
Aveiro, Lisbon, Faro, Figueira da Foz,
Sines and Setúbal.
As for Portugal’s roads, they have
come a long way since the 1970s with
major development of motorways and
important itineraries around the country.
Excelents
routes
(superhighway)
connect Lisbon to Porto, the two mains
city of Portugal, and similar routes have
been constructed from Portugal to
Spain. Highways and fast itineraries
connect the largest towns and extend to
the border and ports. There are many
other highways around Portugal; all
roads starting with ‘A’ (autoestrada)
have two lanes, at least. Secondary
roads link the towns with almost every
part of the interior and several of the
country's main roads date back to
ancient times. A great way to explore
the charming offerings of Portugal is by
hiring a car.
240 If you would like someone else to take
the strain of driving, finding a taxi is
easy in Portugal. Look out for cabs that
are usually all over the place. They are
normally cream in colour or the more
traditional taxis are painted black with a
green roof. The fare is displayed on the
taximeter which increases as the
journey continues. You can always ask
the driver for an approximate price for a
particular journey beforehand to get an
idea of how much it will cost. An
additional fee is added when you
telephone for a taxi in advance, and
luggage (regardless of size and weight)
carries an extra price as well.
The national railway service is CP –
Comboios de Portugal (Trains of
Portugal). There is a considerable
network covering the mainland as well
as international trains travelling to
Madrid, Vigo and Paris. Different types
of trains travel to different areas with all
major
cities
and
towns
being
connected. They are a fast,
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students país sem horários.
Em Portugal é fácil de encontrar um
táxi em todas as cidades e vilas. Em
geral, são de cor creme, mas os mais
tradicionais continuam a ser pretos com
tejadilho verde. A tarifa é exibida no
taxímetro e vai aumentando ao longo
do percurso. Antes de iniciar a viagem,
pode pedir ao taxista que lhe dê uma
estimativa do preço final da viagem.
Terá de pagar uma sobretaxa se
chamar um táxi por telefone, tal como
pelo transporte de qualquer bagagem.
A empresa nacional de transportes
ferroviários é a CP – Comboios de
Portugal . O país possui uma boa rede
de caminhos-de-ferro, com ligações
internacionais para Madrid, Vigo e
Paris. Há diferentes tipos de serviços
ferroviários unindo as diferentes
regiões do país e assegurando a
ligação entre as localidades principais.
Os comboios são rápidos, pontuais e
um meio relativamente económico de
viajar.
Os autocarros são um meio de
transporte económico e muito cómodo.
Em todas as principais localidades
existem estações de camionetas.
Muitos visitantes preferem viajar de
autocarro porque o preço dos bilhetes é
muito mais baixo.
Além da rede ferroviária, as cidades de
Lisboa e Porto possuem serviços de
metro que funcionam entre as 6h e a
1h da manhã. O Metropolitano de
Lisboa serve grande parte da cidade e
é muito prático para explorar a capital
do país. Algumas das suas estações
estão decoradas com bonitos painéis
de azulejos, que as transformam em
autênticas obras de arte.
Condução
comfortable, punctual and a relatively
cheap way of travelling.
Taking a bus can be a cost-effective
and convenient way to get around. You
will see bus stops all over the major
towns and cities of Portugal. Many
visitors like to experience this way of
travelling and take advantage of
inexpensive tickets.
In addition to the rail network above
ground there is an underground
network that operates in Lisbon and
Porto between 06.00 hrs and 01.00 hrs.
The capital’s network spreads out
across the city and is a great way to
explore Lisbon. Some of the stations
are decorated with colourful painted
tiles that transform them into works of
art.
241 Driving
Driving in Portugal can be a nervewracking affair, but is a great way to
see the country. Pay attention to the
traffic around you because some locals
tend to drive very fast and often fail to
indicate. A few informations you should
know.
 Drive on the right side of the road.
 Safety belts are compulsory for
drivers and passengers.
 The speed limit is 50 km/h (30 mph)
in most urban areas, 90 km/h (54
mph) on rural roads and up to 120
km/h (72 mph) on motorways (autoestradas).  The maximum blood alcohol level is
restricted to 0.05% and penalties for
drink driving can be high.  Toll roads are common on
motorways connecting major areas.
 Nationals of EU countries only
require their home driving licences to
drive in Portugal. Others should
consider getting an International
Conduzir em Portugal nas vias mais
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students movimentadas pode ser algo difícil,
mas é sempre uma excelente forma de
conhecer o país. Esteja atento ao
trânsito à sua volta, pois os
portugueses tendem a conduzir com
alguma
velocidade,
por
vezes
esquecendo-se
de
sinalizar
as
manobras. Algumas informações úteis:
 O trânsito processa-se pelo lado
direito da estrada
 Os cintos de segurança são
obrigatórios
para
todos
os
ocupantes.
 O limite de velocidade é de 50 km/h
na maioria das áreas urbanas, 90
km/h nas vias secundárias e até 120
km/h nas auto-estradas.
 O nível máximo de álcool no sangue
é de 0,05%, e as coimas para os
condutores que conduzam sob o
efeito do álcool são muito elevadas.
 As auto-estradas que ligam as
principais cidades do país estão
sujeitas a portagens.
 Os cidadãos da UE necessitam
apenas da sua carta de condução
nacional para poderem conduzir em
Portugal. Os restantes deverão
trazer uma Carta de Condução
Internacional.
 As bombas de gasolina costumam
abrir às 7h e fechar às 22h, mas
existem inúmeras estações de
serviço abertas 24 horas por dia.
 Se o seu carro sofrer uma avaria,
deve sair do veículo com um colete
reflector e deve colocar um triângulo
de sinalização a uma distância de
segurança na parte traseira do
veículo, por forma a alertar os outros
condutores.
Existem algumas autoestradas em
Portugal em que o sistema de cobrança
é exclusivamente eletrónico, isto é não
existem cabines de portagem e a
passagem dos veículos é detetada
Driving Permit as well.
 Petrol stations are usually open from
7:00 to 22:00, but there are a
number of 24-hour service stations.
Unleaded petrol is called ‘gasolina
sem chumbo’ and has an octane
rating of 95 or 98. Diesel is called
‘gasóleo’. LPG is called ‘GPL’ or ‘gás
líquido’.
 If your car breaks down, do not exit
the vehicle without first putting on a
reflective safety vest and put a
reflective warning triangle at a safe
distance from the rear of the vehicle
to alert other drivers.
242 There are some highways in Portugal
on which the tolls are electronic only.
It means that there are no cabins and
the passing of vehicles is detected by
devices placed at the beginning of
those highways. The highways are
identified at the beginning with:
"Electronic toll only". The highways
concerned:
Norte Litoral (Littoral North-highway)
- A27/IP9: Viana do Castelo - Ponte de
Lima
- A28/IC1: Viana do Castelo - Porto
AE Transmontana
- A4: Variante Sul de Bragança
Interior Norte
- A24/IP3: Vila Verde da Raia (border) Viseu
Grande Porto
- A4: Matosinhos - Águas Santas
- A41/IC24: Perafita/Freixieiro - Sêroa
(Oeste)
- A42/IC25: Sêroa (Oeste) - Lousada
Centro (Costa de Prata)
- A17/IC1: Estádio de Aveiro - Mira –
Autoestrada do Litoral Centro (entre Mira e
Aveiro)
- A25/IP5: Albergaria-a-velha (A1/IP1) Vilar Formoso (fronteira)
- A29/IC1: Miramar - Angeja
Centro (Beira Interior)
- A23/IP6: Torres Novas - Guarda
Lisboa Region (Pinhal Interior)
- A13/IC3: Atalaia - Tomar
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students através dos pórticos existentes no
início
dessas
vias,
que
estão
identificadas no seu início com a
referência “Electronic toll only”. As vias
abrangidas são:
Norte Litoral
- A27/IP9: Viana do Castelo - Ponte de
Lima
- A28/IC1: Viana do Castelo - Porto
AE Transmontana
- A4: Variante Sul de Bragança
Interior Norte
- A24/IP3: Vila Verde da Raia (fronteira) Viseu
Grande Porto
- A4: Matosinhos - Águas Santas
- A41/IC24: Perafita/Freixieiro - Sêroa
(Oeste)
- A42/IC25: Sêroa (Oeste) - Lousada
Centro (Costa de Prata)
- A17/IC1: Estádio de Aveiro - Mira –
Autoestrada do Litoral Centro (entre Mira e
Aveiro)
- A25/IP5: Albergaria-a-velha (A1/IP1) Vilar Formoso (fronteira)
- A29/IC1: Miramar - Angeja
Centro (Beira Interior)
- A23/IP6: Torres Novas - Guarda
Lisboa Região (Pinhal Interior)
- A13/IC3: Atalaia - Tomar
Lisboa Região (Litoral oeste)
- A8/IC36: Variante Sul de Leiria
- A19/IC2: Variante da Batalha
Baixo Tejo
- A33 - Belverde - Coina
Algarve (Via do Infante)
- A22: Lagos - Castro Marim
Para VEÍCULOS DE MATRÍCULA
ESTRANGEIRA
(consultar
www.portugaltolls.pt) existe o Toll
card, que é um cartão associado
à matrícula da viatura e pré-carregado
com valores de 5, 10, 20 ou 40 euros,
que são consumidos em função da
utilização
nas
portagens
exclusivamente eletrónicas. Os locais
para aquisição são: presencialmente
nos Welcome points da Easy Toll (nos
postos fronteiriços em EN 13 – Vila
Lisboa Região (west littoral)
- A8/IC36: Variante Sul de Leiria
- A19/IC2: Variante da Batalha
Baixo Tejo
- A33 - Belverde - Coina
Algarve (Via do Infante)
- A22: Lagos - Castro Marim
For FOREIGN LICENSE PLATE
VEHICLES (www.portugaltolls.pt) there
is the Toll card, a pre-loaded card with
a fixed amount of 5, 10, 20 or 40 € to
be consumed depending on circulation
in electronic only tolls. This solution
allows payment in cash or with
bankcard. You can buy in the Easy
Toll’s Welcome Points, at CTT postwww.ctt.pt,
offices
or
www.portugaltolls.pt, service areas in
Portugal and Spain, member Hotel
Units
and
tourist
offices.
After purchasing the card, the driver
shall proceed to its activation by
sending an SMS by mobile phone with
the code printed on the card and the
license plate of the vehicle (instructions
on the card), so that it is associated
with the license plate of the vehicle.
You can activate more than one card,
with the accumulation of balances. The
validity: one year or until spending the
amount loaded.
243 The Toll service is a prepaid ticket for
light vehicles, ready to use, with a fixed
charge of €20, with unlimited use for 3
days or a pre-paid tickets with
previously defined journeys (journey
from Spain - Porto Airport, via A28 or
A41 (round trip) or journey from Spain Faro Airport via A22 (round trip).
You
can
buy
in www.ctt.pt / http://www.portugaltolls.p
t, Easy Toll's Welcome Points on border
posts located at: EN13 – Vila Nova de
Cerveira, A24 Chaves, A25 – Vilar
Formoso and A22 – Vila Real de Santo
António, Porto Airport and Faro Airport),
Matosinhos IKEA, Service Areas (A28 –
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Nova de Cerveira, A24 – Chaves, A25
– Vilar Formoso e A22 – Vila Real de
Santo António), Estações dos CTT,
Áreas de serviço em Portugal e
Espanha,
Unidades
hoteleiras
aderentes, Postos de Turismo e na
internet
em
www.ctt.pt e http://www.portugaltolls.pt.
Após aquisição do cartão deverá ativálo através de SMS por telemóvel com o
código impresso no cartão e a
matrícula da viatura para que o mesmo
seja associado ao veículo. A validade é
de 1 ano ou até esgotar o saldo.
O Toll service é um título pré-pago
para veículos ligeiros pronto a utilizar
com um custo fixo de 20 euros e
utilização ilimitada durante 3 dias ou
um título pré-pago e com viagem
previamente definida para os trajetos
Espanha-Aeroporto do Porto via A28
ou A41 (ida e volta), ou EspanhaAeroporto de Faro, via A22 (ida e
volta). Os locais para a sua aquisição
são: presencialmente nos Welcome
points da Easy Toll (nos postos
fronteiriços na EN 13 – Vila Nova de
Cerveira,
Aeroporto
do
Porto,
Aeroporto de Faro, A24 – Chaves, A25
– Vilar Formoso e A22 – Vila Real de
Santo António), Estações dos CTT,
Áreas de serviço e na internet
em www.ctt.pt
e
http://www.portugaltolls.pt.
O Easy toll é o pagamento automático
das portagens eletrónicas associando
um cartão de crédito (Mastercard ou
Visa) à matrícula do veículo. Os locais
de adesão são: presencialmente nos
Welcome Points nos postos fronteiriços
em EN13 – Vila Nova de Cerveira, A24Chaves, A25 – Vilar Formoso e A22 –
Vila Real de Santo António. Para
aderir o condutor insere o cartão
bancário no terminal de pagamento e o
sistema associa automaticamente a
Viana and Modivas, A25 – Celorico da
Beira, A23 – Abrantes, A22 – Olhão,
A24 – Vidago) and Post-offices.
The Easy Toll is an automatic payment
of electronic tolls, with the association
of a credit card (Mastercard and Visa)
to the license plate of the vehicle. You
can access in the welcome points
located at the border posts at the
following locations EN13 – Vila Nova de
Cerveira, A24-Chaves, A25 – Vilar
Formoso and A22 – Vila Real de Santo
António. The driver, not having to leave
the vehicle, enters the credit card in the
payment terminal and the system
automatically associates the vehicle's
license plate to the bankcard. The tolls
rates owed are directly debited to the
account associated with the card.
Concerning the validity, at the time of
accession, valid for 30 days, a ticket is
issued as proof and must be kept.
The driver is always able to change
license
plates
or
cancel
the
membership, through the Call Center
707 500 501 (National) or 00 351 212
879
555
(from
abroad)
or www.portugaltolls.pt.
244 Concerning the Via Verde Visitors
driver may rent a Temporary ‘Via Verde
Visitors' Device to be consumed
depending on circulation that has the
advantage of being also used also on
traditional tolls. The cost of rental is €6
in the first week, and 1.50 € for each
week after that; initial deposit € 27.50
(value refunded upon return of the
device). The validity is 90 days,
extendable
and
you
can
rent
in www.viaverde.pt, via verde stores or
service areas.
The PORTUGUESE LICENSE PLATE
VEHICLES, when hiring a car please
ask the hire company how payment is
to be made regarding electronic tolls.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students matrícula do veículo a esse cartão,
sendo
as
portagens
eletrónicas
debitadas
diretamente
na
conta
bancária. Tem a validade de 30 dias a
contar da data de adesão, momento
em que é emitido um talão
comprovativo
que
deverá
ser
conservado. O condutor pode alterar
matrículas ou cancelar a adesão
através do call center 707 500 501
(Portugal), +351 212 879 555 (a partir
do
estrangeiro)
ou
em
www.portugaltolls.pt.
O Via Verde Visitors é um dispositivo
eletrónico para aluguer temporário com
consumo em função da utilização, que
tem a vantagem de poder ser utilizado
não só nas portagens eletrónicas como
também
nas
autoestradas
com
portagens tradicionais. O dispositivo é
associado a uma conta bancária, na
qual são debitados automaticamente os
custos de cada passagem. O custo é
de 6€ de aluguer na primeira semana e
1,50€ por cada semana seguinte +
27,50€ de caução (que serão
reembolsados
no
momento
de
devolução do dispositivo, em boas
condições). A validade é de 90 dias,
prorrogável.
Pode
alugar
em www.viaverde.pt, lojas via verde e
áreas de serviço.
Os VEÍCULOS DE MATRÍCULA
PORTUGUESA, se forem veículos em
regime de aluguer sem condutor, ao
alugar um automóvel informe-se junto
da empresa quanto à forma de
pagamento das portagens eletrónicas,
uma vez que algumas empresas de
aluguer de veículos sem condutor, para
comodidade
dos
seus
clientes, instalaram
dispositivos
eletrónicos
para
pagamento
de
portagens
nas
suas
viaturas,
repercutindo esses custos nos valores
a cobrar.
For their customer’s convenience,
some car hiring companies have
already installed devices on their
vehicles and the costs of using the tolls
are added at the client’s bill.
If the vehicles are not equipped with
electronic devices, the payment of
electronic tolls is normally done by the
customers at Post Offices. Payment
after having circulated at the roads
concerned (only available for vehicles
with a Portuguese license plate).
245 If a vehicle does not have an
electronic device when circulating at
the highways concerned, a photo of the
license plate will be made and saved
until
the
payment
is
made.
Term for payment: the payment can be
made at the second day after having
circulated at the roads mentioned
above and for a period of five
weekdays, at the post office or at one of
the shops signalized as “Payshop”.
Costs: normal toll costs + administrative
costs (an amount €0,25 for every time
the roads were used with a maximum of
€2
for
each
payment
made)
Note: when a payment term has
passed, the driver is in violation of the
rules, and fines will be added to the
administrative costs.
If a vehicle does have an electronic
device in order to use the above
mentioned highways, they should have
an electronic device, which must be
bought or hired beforehand at a Service
Area (Área de Serviço) alongside the
highways or at a post office
(CTT/Correios). There are three types
of electronic devices:
The
Electronic
License
Plate
Device (Dispositivo
electrónico
de
matrícula - DEM) is the device linked to
the vehicle's license plate and cannot
be
transmitted
to
other
cars.
Obtaining: at the highway service areas
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Os
veículos
sem
dispositivo
eletrónico instalado são normalmente
os clientes a efetuar o pós-pagamento
nas Estações de Correio. Quando
circular sob o pórtico de cobrança, a
imagem da matrícula desse veículo
será recolhida e ficará armazenada, até
que o pagamento da portagem seja
efectuado a partir do 2º dia após a
passagem na portagem e durante um
período de 5 dias úteis nos balcões dos
CTT ou das lojas pertencentes à rede
payshop. Os custos são: valor da
portagem mais custos administrativos
(no valor de 25 cêntimos por cada taxa
de portagem em dívida, até um limite
máximo de 2 euros por cada ato de
pagamento). Depois de terminado o
prazo de pagamento, o condutor
incorrerá numa situação de infração e
ser-lhe-ão debitadas coimas acrescidas
de custos administrativos.
Para que os veículos possam circular
nas vias acima referidas com
dispositivo eletrónico, deverá ser
previamente adquirido ou alugado
numa área de serviço na autoestrada
ou numa estação de correios. A
cobrança das portagens pode ser
efetuada
através
dos
seguintes
dispositivos:
O
Dispositivo
Eletrónico
de
Matrícula (DEM) está associado à
matrícula do veículo e não pode ser
transmitido de veículo para veículo.
Pode adquiril-o nas áreas de serviço
das autoestradas ou em outros locais
como as estações de correios e as
lojas da via verde Portugal e tem um
custos de aquisição de 27,50 euros
mais carregamento mínimo de 10 euros
para veículos ligeiros e de 20 euros
para veículos pesados. Tem uma
validade de 90 dias a contar da data
em que foi efetuado o último
carregamento. Após esse período o
or other locations like the post offices
and the Via Verde Portugal-shops.
Costs: €27,50 to purchase + preloading
a minimum €10 for light vehicles and
€20 for heavy vehicles. The validity is
for 90 days as from the date of the last
preload. After this period the remaining
balance will be lost and the device will
be deactivated. To reactivate the device
it will be necessary to re-charge it with
a minimum of €10.
246 The Temporary Device (Dispositivo
temporário - DT) is the best solution for
a short stay, and as a result for vehicles
with a foreign license plate; the license
plate is not linked to the device,
therefore, anonymity is guaranteed.
Obtaining: it is necessary to establish a
lease contract with the responsible
entities, at the highway service areas or
other locations like the post offices and
the
Via
Verde
Portugal-shops.
Costs: deposit of €27,50 (that will be
given back to the driver when the
device is returned in good condition
within a period of 30 days) + preloading
a minimum of €10 for light vehicles and
€20 for heavy vehicles. The lease has a
cost of 6 euros on the first week, and at
the following weeks the cost is about
1,50 euros per week. The validity is for
90 days as from the date of the last
preload. After this period the remaining
balance will be lost and the device will
be deactivated. To reactivate the device
it will be necessary to re-charge it with
a minimum of €10.
The
Devices
From
a
Toll
Entity (Dispositivo de uma entidade de
cobrança de Portagens - DECP) like via
verde are also accepted on these
highways. Although the license plate is
not linked to the device, it is necessary
to establish a contract with a toll entity.
This can be used by vehicles with a
foreign license plate that stay in
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students saldo restante será perdido e o
dispositivo fica desativado. Para voltar
a ativar o dispositivo será necessário
efetuar um carregamento no valor
mínimo de 10 euros.
O Dispositivo Temporário (DT) é o
mais indicado para estadias curtas, e
consequentemente para veículos de
matrícula estrangeira; como não está
associado à matrícula garante o
anonimato do utilizador. Para obter tem
de fazer um contrato de locação com
as entidades de cobrança de portagens
nas áreas de serviço das autoestradas
ou em outros locais como as estações
de correios e as lojas da via verde
Portugal. Tem uma caução de 27,50
euros (que será devolvida aquando da
entrega do dispositivo em boas
condições, dentro de um prazo máximo
de 30 dias) mais carregamento mínimo
de 10 euros para veículos ligeiros e 20
euros para veículos pesados. O
aluguer tem um custo de 6 euros na
primeira semana, e nas semanas
seguintes de 1,50 euros por semana.
O dispositivo tem uma validade de 90
dias a contar da data em que foi
efetuado o último carregamento. Após
esse período o saldo restante será
perdido e o dispositivo fica desativado.
Para voltar a ativar o dispositivo será
necessário efetuar um carregamento
no valor mínimo de 10 euros.
O Dispositivo de uma Entidade de
Cobrança
de
Portagens (DECP),
como por exemplo da Via Verde,
também é aceite nestas vias. Embora
não estando associado à matrícula do
veículo, é necessário estabelecer um
contrato formal com uma entidade de
cobrança de portagens e pode ser
usado por veículos com matrícula
estrangeira em caso de estadia longa
em Portugal. Pode obter nas lojas da
via verde Portugal (www.viaverde.pt),
por um custo de 27,50 euros mais
Portugal for a longer period of time.
You can obtain it in via verde-shops
(www.viaverde.pt), with the costs:
€27,50 more direct debit from bank
account every time the device is used.
The validity is until the cancelation of
the contract.
More information:
www.portugaltolls.pt
CTT - Tel: (+351) 707 26 26
26 or http://portagens.ctt.pt
Estradas de
Portugal: http://www.estradas.pt/portag
ensestrangeiros
247 Facilities for people with disabilities
There are a large number in Portugal of
accessible organizations for people with
reduced mobility. Lisbon’s Metro has
specially reserved seats for people with
disabilities, but not all areas of the
network are accessible. At the main
railway stations, there are lifts from
platforms to ground level, as well as
moving walkways. A dial-a-ride bus
service for people with disabilities is
available in Lisbon (217 585 676) and
Porto (226 006 353). Taxis adapted for
people with disabilities can be found in
Braga (253 684 081) and Coimbra (239
484
522).
The
Accessible
Portugal offers tours and equipment
rental for people with disabilities, which
include wheelchair-friendly transport.
There are a number of accessible
beaches with ramps and support
facilities for people with reduced
mobility.
Shopping timetable
Shopping is a unique experience in
Portugal by the diversity of options.
The street shops are usually open
from Monday to Friday from 09:00 to
19:00; someones closing for lunch
between 13:00 and 15:00. On
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students débito directo em conta bancária do
valor de cada portagem utilizada pelo
veículo. Tem a validade até ao
cancelamento do contrato.
Mais informações:
www.portugaltolls.pt
CTT - Tel: (+351) 707 26 26 26
ou http://portagens.ctt.pt
SIEV - http://www.siev.pt
Estradas de Portugal http://www.estradas.pt/portagensfaq
Condições
deficiência
para
pessoas
com
Existem já em Portugal inúmeras
instalações adaptadas a pessoas com
mobilidade reduzida. O Metro de
Lisboa possui lugares especialmente
reservados a pessoas com mobilidade
reduzida, mas nem todas as zonas da
rede são acessíveis. Nas principais
estações ferroviárias existem tapetes
rolantes, bem como elevadores que
ligam os pisos térreos às plataformas.
Existe um serviço de autocarros portaa-porta para pessoas com mobilidade
reduzida nas cidades de Lisboa (217
585 676) e Porto (226 006 353).
Também poderá encontrar táxis
adaptados em Braga (253 684 081) e
Coimbra (239 484 522). A Accessible
Portugal oferece
excursões
e
disponibiliza serviços de aluguer de
equipamento para pessoas com
mobilidade
reduzida,
incluindo
transportes adaptados a cadeiras de
rodas. As praias acessíveis têm
rampas e instalações de apoio a
pessoas com mobilidade reduzida
Horários de comércio
As
compras
podem
ser
uma
experiência única em Portugal pela
diversidade de opções. As lojas de rua
costumam abrir de 2ª a 6ª-feira, das 9h
Saturdays, shops close at 13:00 but in
larger cities are open until 19:00. A
large number of shopping centres
throughout the country are open every
day of the year (except January 1st and
December 25th) from 10:00 until 23:00.
Banks are generally open from 8:30 to
15:00, from Monday to Friday.
Museums are usually open from 10:00
to 17:00 and closed on Mondays.
Electricity
248 The local current in Portugal is 220
volts AC with a two-round-pin plug.
Cuisine
Contemporary cuisine
Portugal has developed its own cuisine,
one that is different from traditional
recipes and that brings surprise and
delight to all those who visit Portugal.
Alongside this marvellous tradition the
country now has an elite group of chefs
that work in our new kitchens, fusing
classic flavours with new trends.
Flexibly prepared and presented dishes
are the order of the day for these state
of the art professionals who over the
last decade have affirmed their place as
Master Chefs. Often anchored in the
country’s culinary tradition, using new
techniques to achieve new effects with
authentic
recipes,
their
culinary
creativity and experimentation has
given rise to a new era, in which the
chef has become the author. Preparing
dishes like never before, true creativity
has become the essence of this
cuisine. In Portugal there are numerous
restaurants that have appropriated this
new mindset, serving unique dishes
designed by the house chef. Some
Portuguese dishes go back way before
this concept emerged, taking on the
name of its creator and propagator; as
is the case with the dishes Eggs
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students às 19h, e algumas encerram para
almoço entre as 13h e as 15h. Aos
sábados as lojas encerram às 13h,
embora nas grandes cidades fiquem
abertas até às 19h. Os inúmeros
centros comerciais espalhados por
todo o país estão abertos todos os dias
do ano (exceto a 1 de janeiro e 25 de
dezembro), das 10h às 23h. Os
bancos abrem geralmente de 2ª a 6ªfeira, entre as 8h30 e as 15h. Os
museus estão geralmente abertos de
3ª-feira a domingo, entre as 10h e as
17h, encerrando normalmente às 2ªfeiras.
Eletricidade
A corrente eléctrica em Portugal é de
220 Volts AC, com uma tomada
redonda de dois pinos.
Cozinha
Cozinha contemporânea
Portugal desenvolveu uma cozinha
própria,
distinta,
com
receitas
tradicionais que espelham uma cultura
e que evidenciam as melhores
matérias-primas.
A
cozinha
contemporânea
portuguesa
caracteriza-se, precisamente, pelo
respeito a este vasto património,
evidenciando a qualidade dos produtos
através das mais sofisticadas técnicas
da cozinha moderna. A inovação
assenta na técnica, nos pormenores
que realçam os sabores. O extenso
património
gastronómico
é
uma
herança
brilhante
que
os
nossos Chefs acarinham, inovando-a
com arte e respeito. Trata-se de uma
cozinha
moderna
praticada
por Chefs de uma nova geração com
profundos conhecimentos técnicos,
oriundos
das
mais
prestigiadas
escolas, que todos os dias se aplicam
em pratos cheios de bom gosto,
elevando a Culinária Portuguesa aos
scrambled with dried salt cod, onions
and potatoes (Bacalhau à Brás ) and
Casserole of salt cod, potatoes and
onions (Bacalhau à Gomes de Sá).
Regional cuisine
Portuguese Gastronomy is as rich and
varied as our country's climatic and
geographic variations. Aside from the
strong Mediterranean influence, still
noticeable in our culture, our country
also has a wide shore where the rich
currents from the North Atlantic flow.
The ocean's influence predominates in
our gastronomy, in the best fruits the
sea can offer, and in the warmer
climate all along the coast. Not
surprisingly, the wines are other perfect
examples
of
men's
symbiotic
intervention on the soil and climate –
since they also reflect the influence of
the sun, the sea, the soil and the
climate variations with which we've
been blessed. The combination of
these multiple elements originates our
own gastronomic and oenological
diversity.
249 Mediterranean diet
Portugal main geographic influences
are the Mediterranean climate on the
southern mainland and coast, and the
occidental oceanic coast. This constant
Mediterranean influence reflects itself
on the reputed quality of every
agricultural product cultivated in our
territory. Our vineyards, our olive
groves, our horticultural products and
the golden pastures on our southern
regions are perfect examples. This
Mediterranean diet and its agricultural
techniques, which preserve the most
delicate flavours dressed with the finest
olive oils, as well as the best fruits from
our rich Atlantic shores – the best fish
in the world – characterise our
gastronomy. The North-American Ancel
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students píncaros da nova gastronomia de
vanguarda.
A
gastronomia
contemporânea portuguesa é arrojada,
sã
como
os
ingredientes
que
compõem, criativa como as mãos que a
trabalham
e
exemplarmente
respeitadora do património e dos
produtos que lhe deram fama.
Cozinha regional
A gastronomia Portuguesa é tão rica e
variada quanto as especificidades
climáticas e geográficas do nosso país.
A
somar
às
fortes
influências
mediterrânicas, patentes também na
cultura, o nosso país também é
banhado pelas mais ricas correntes do
Atlântico
norte.
Esta
influência
oceânica está patente na nossa
gastronomia, nos melhores produtos
que o mar oferece e no clima das
regiões
costeiras.
Naturalmente,
também os vinhos, não fossem eles um
exemplar perfeito da simbiose da
intervenção do homem, dos solos e do
clima, são espelho dos reflexos do sol,
do mar, da terra, das variedades
climáticas com que fomos regalados. É
desta multiplicidade de factores que
resultam as melhores diversidades
gastronómicas e vínicas.
Dieta mediterrãnica
Portugal encontra-se sob influência de
um clima misto, de cariz mediterrânico,
no interior e litoral sul, e oceânico, na
costa
ocidental.
Esta
influência
claramente
mediterrânica
é
evidenciada pelos produtos agrícolas,
de enorme qualidade, cultivados em
todo o território. Os vinhedos, os
olivais, os produtos hortícolas e as
paisagens douradas a sul do território
são disso exemplo. É esta dieta
mediterrânica,
as
suas
técnicas
agrícolas, a preservação dos mais
delicados sabores temperados pelos
Keys, the world's leading authority in
cholesterol,
describes
the
Mediterranean diet as the healthiest of
all diets – and, amongst all of these,
presents Portuguese gastronomy as is
major example.
Eating timetable
There are a numerous pastelarias
(cafés or pastry shops), which are open
all day and serve a selection of sweet
and savoury pastries and a great and
strong coffee. Portuguese restaurants
are usually open for lunch from 12:00 to
15:00 and for dinner is served between
19:30 and 23:00 although there are
always a few restaurants that are open
until 02:00.
250 Tourism film about Portugal
See the film of Portugal and discover
the beauty of simplicity in an authentic
country, surprising and seductive,
where life is enjoyed every moment.
Preserved landscapes, vibrant cities full
of animation, a rich historical and
monumental heritage, or a variety
unmatched cuisine, in which stands out
the best fish in the world, are some of
the ingredients that certainly will arouse
the desire to visit us.
PORTUGAL // The Beauty of Simplicity
http://youtu.be/kXsQif3QLjs
Emergency
National Emergency Number (Fire,
Police and Ambulance): 112. Law
enforcement in Portugal is the
responsibility of three bodies: (i) PSP
(Polícia de Segurança Pública) – the
civilian police force that works in urban
areas; (ii) GNR (Guarda Nacional
Republicana) – the national highway
patrol that also works in rural areas; (iii)
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students melhores azeites e o convívio à mesa
que, aliados aos melhores produtos
provenientes das mais ricas águas
costeiras do Atlântico Norte, o melhor
peixe do mundo, caracterizam a nossa
gastronomia. O Norte Americano Ancel
Keys, o mais renomeado estudioso do
colesterol,
descreve
a
dieta
mediterrânica como a mais saudável e,
por entre estas, a Portuguesa como o
ex-libris.
Horários de refeições
PJ (Polícia Judiciária) – overseen by
the Ministry of Justice to investigate
criminal cases.
If you lose your passport, contact your
local Consulate or Embassy.
Information taken from:
http://www.turismodeportugal.pt/Portugu%C3%AAs/Pa
ges/Homepage.aspx;
http://www.visitportugal.com/Cultures/ptPT/default.html;
http://www.portugal-live.net/;
http://www.tasteportugal.com/gastronomia/gastronomy
251 Há inúmeros cafés ou pastelarias que
se encontram abertos durante todo o
dia e servem uma grande diversidade
de bolos e salgados e um habitual café
forte. Os restaurantes portugueses
costumam abrir para o almoço entre as
12h e as 15h e para o jantar entre as
19h30 e as 23h, embora alguns
restaurantes fiquem abertos até mais
tarde.
Filme turístico de Portugal
Veja o filme de Portugal e descubra a
beleza da simplicidade num país
autêntico, surpreendente e sedutor,
onde a vida é saboreada a cada
momento. Paisagens preservadas,
cidades vibrantes cheias de animação,
um rico património histórico e
monumental, ou a gastronomia de uma
variedade incomparável, em que se
destaca o melhor peixe do mundo, são
alguns
dos
ingredientes
que
certamente lhe vão despertar o desejo
de nos visitar.
PORTUGAL // The Beauty of Simplicity
http://youtu.be/kXsQif3QLjs
Emergências
Número Nacional de Emergência
(Bombeiros, Polícia e Ambulâncias):
112. As forças policiais em Portugal
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students são da responsabilidade de três
entidades: (i) PSP (Polícia de
Segurança Pública) – Força policial que
patrulha as zonas urbanas; (ii) GNR
(Guarda Nacional Republicana) –
Guarda nacional que também trabalha
nas zonas rurais; (iii) PJ (Polícia
Judiciária) – Está integrada no
Ministério da Justiça e investiga os
casos criminais.
252 Se perder o seu passaporte, entre em
contacto com o seu Consulado ou
Embaixada.
Informação retirada de:
http://www.turismodeportugal.pt/Portugu%C3%AAs/Pa
ges/Homepage.aspx;
http://www.visitportugal.com/Cultures/ptPT/default.html; http://www.portugal-live.net/;
http://www.tasteportugal.com/gastronomia/gastronomy
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students 5. Conhecer Odivelas / To know Odivelas
253 Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Caracterização
Characterization
O Concelho de Odivelas é um dos mais
novos concelhos de Portugal. Está
situado no distrito de Lisboa, Região da
Estremadura. É composto por sete
freguesias:
Caneças,
Famões,
Odivelas, Olival Basto, Pontinha, Póvoa
de
Santo
Adrião
e
Ramada,
distribuídas numa área de 26,6 km2, e
com uma população de 133.847
habitantes, (segundo os censos de
2001). Integrado na Área Metropolitana
de Lisboa, o Concelho de Odivelas faz
fronteira com os Concelhos de Loures,
Sintra, Amadora e Lisboa.
The municipality of Odivelas is one of
the newest municipalities of Portugal. Is
situated in the district of Lisbon,
Estremadura Region. It is composed of
seven villages: Caneças, Famões,
Odivelas, Olival Basto, Pontinha, Póvoa
de Santo Adrião and Ramada,
distributed on an area of 26.6 km2, and
with a population of 133.847 inhabitants
(according to the Census of 2001).
Integrated in the Lisbon Metropolitan
area, the municipality of Odivelas is
bordered by the municipalities of
Loures, Amadora, Sintra and Lisbon.
O concelho é formado por uma extensa
várzea que se estende desde a
Freguesia da Pontinha até à Freguesia
da Póvoa de Santo Adrião, passando
pelas Freguesias de Odivelas e Olival
Basto. O restante território é formado
por colinas, a que os habitantes
chamam serras, e que se separam
entre si por vales. Aqui e ali,
vislumbram-se ainda alguns pinhais e
pequenas hortas, um ou outro rebanho
de ovelhas. Os agricultores desta terra
dedicam-se ao cultivo em estufas ou
viveiros, principalmente de flores e
plantas ornamentais.
The municipality is formed by an
extensive lowland extending from
Pontinha to Póvoa de Santo Adrião,
passing by Odivelas and Olival Basto.
The remaining territory consists of hills,
which the inhabitants call it saws, and
that separate each other by valleys.
Here and there, there are still some
pine trees and small vegetable
gardens, one or another flock of sheep.
Farmers of the land dedicated to the
cultivation in greenhouses or nurseries,
especially of flowers and ornamental
plants.
A localização geográfica do Concelho
de Odivelas, na sua condição de
território
periférico
da
capital,
influenciou durante muitos anos, a
evolução do sector empresarial. O
território de Odivelas era reconhecido
por muitos como um "dormitório". Notase no entanto, nos últimos anos, uma
tendência positiva na evolução do
crescimento económico do concelho.
Com o aparecimento de grandes infraestruturas viárias na região, como a
CRIL e a CREL e, em parte, o Eixo
Norte/Sul, reforçadas por outras obras,
algumas de investimento municipal,
como as rotundas e os nós da Ramada
254 The geographic location of the
municipality of Odivelas, in its condition
of peripheral territory of capital,
influenced for many years, the evolution
of the business sector. The territory of
Odivelas was recognized by many as a
"dorm" place. Note however, in recent
years, a positive trend in the evolution
of the economic growth of the
municipality. With the emergence of
major road infrastructures in the region,
as the CRIL and the CREL and, partly,
the North/South Axis, reinforced by
other
works,
some
municipal
investment, such as roundabouts and
the Ramada and the Patameiras,
began to be corrected some of the
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students e das Patameiras, começaram a ser
corrigidos alguns dos problemas de
acessibilidade. Esta nova realidade
veio dar outro sentido à ligação da
malha viária nacional e regional,
quebrando assim o seu isolamento e
proporcionando melhores condições
para criação de novas empresas.
O sector terciário é de longe o que
mais
predomina
no
concelho,
seguindo-se o sector secundário e
depois o sector primário. As actividades
mais representadas no concelho são
por ordem decrescente: o comércio
(comércio a retalho e comércio por
grosso) a hotelaria e restauração, a
indústria transformadora (indústria de
papel, artes gráficas e edição, indústria
metalúrgica
e
metalomecânica,
indústria de máquinas e electrónica) e
a construção civil.
Com um passado profundamente rural
e caracterizado por uma concentração
habitacional dispersa, é hoje em dia um
território que apresenta uma densidade
populacional cerca de 46 vezes
superior à do Continente e 11 vezes
mais que a Área Metropolitana de
Lisboa. Estes números traduzem-se
num concelho eminentemente urbano,
apesar de duas das suas freguesias
(Caneças e Famões) terem traços
rurais, cujo movimento de ocupação
surgiu duma forma mais expressiva a
partir da década de 50 do Século XX.
Conheça mais sobre Odivelas em:
http://www.cm-odivelas.pt/.
problems of accessibility. This new
reality came to give another meaning to
national and regional road network
connection, thus breaking his isolation
and providing better conditions for
creation of new enterprises.
The tertiary sector is by far the most
predominant in the municipality,
followed by the secondary and the
primary sector in the end. The more
represented activities in the municipality
are in descending order: commerce
(retail and wholesale) the hotel and
restaurant
industry,
manufacturing
industry (paper industry, graphic arts
and publishing, metallurgical industry
and metalworking, machine industry
and electronics) and civil construction.
255 With a past deeply marked by rural life
and characterized by a housing
dispersed concentration, is nowadays a
territory that has a population density of
about 46 times greater than continent
and 11 times more than the
metropolitan area of Lisbon. These
numbers translate into an eminently
urban council, although two of its
regions (Caneças and Famões) having
rural
traits,
whose
occupation
movement emerged in an expressive
way from the 50 of the twentieth
century.
Learn more about Odivelas
http://www.cm-odivelas.pt/.
in:
How to arrive to ISCE
From North
Northern Highway (A1) towards Lisbon,
Como chegar ao ISCE
Do Norte:
Autoestrada do norte (A1) em direção a
Lisboa, antes de Alverca saída para a
CREL no sentido Loures/Cascais.
Terceira saída, no sentido Odivelas.
Após a portagem siga no sentido
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Odivelas/Lisboa e sai em Odivelas
Norte. Na bifurcação siga no sentido
Ramada, até à rotunda. Na rotunda, sai
na segunda saída, seguindo pelo lado
esquerdo na bifurcação. Após 500mts,
no entroncamento vira à direita em
direção ao ISCE.
De Lisboa:
Descendo pela Calçada de Carriche
segue em direção à IC 22 Odivelas
Norte. Na bifurcação siga no sentido
Ramada, até à rotunda. Na rotunda, sai
na segunda saída, seguindo pelo lado
esquerdo na bifurcação. Após 500mts,
no entroncamento vira à direita em
direção ao ISCE.
De Metro/Autocarro:
Linha Amarela
- Saída “Senhor Roubado”: autocarros
001 e 003 ou
- Saída “Odivelas”: autocarros 228 e
211
Do Aeroporto:
Apanhar o metro no sentido Saldanha.
No Saldanha seguir no sentido Senhor
Roubado ou Odivelas. Se optar por sair
no Senhor Roubado deve depois
apanhar os autocarros 001 ou 003, se
optar por seguir até à estação de
Odivelas deve apanhar os autocarros
228 ou 211.
before Alverca exit to the CREL
towards Loures/Cascais. Third exit,
towards Odivelas. After the tollbooth
follow towards Odivelas/Lisbon and get
out in Odivelas Norte. At the fork, follow
towards Ramada, until the roundabout.
At the roundabout, get off at the second
exit, walking on the left at the fork. After
500mts, at the t-junction turn right
towards the ISCE.
From Lisbon:
256 Down the Sidewalk (Calçada) of
Carriche follows towards the IC22
Odivelas North. At the fork, follow
towards Ramada, until the roundabout.
At the roundabout, get off at the second
exit, walking on the left at the fork. After
500mts, at the t-junction turn right
towards the ISCE.
By Metro/bus:
Yellow Line
- Station “Senhor Roubado”: Bus 001
and 003
- Station “Odivelas”: Bus 228 and 211
From Airport:
Take the metro towards “Saldanha”. In
“Saldanha” change to the yellow line
towards “Odivelas”. You can opt out in
“Senhor Roubado” Station or “Odivelas”
Station and get the bus.
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Locais a visitar / To visit
Anta de Pedras Grandes Aquedutos
257 Biblioteca Municipal D. Dinis Centro Cultural Malaposta
Centro de Exposições de Odivelas Chafariz D'El Rei
Estação Arqueológica da Serra da
Amoreira Edifício "Velho Mirante" Fonte dos Castanheiros Fonte das Fontainhas
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Fonte das Piçarras
Fonte dos Passarinhos 258 Igreja Matriz da Póvoa de Santo Adrião Fonte de Castelo de Vide Igreja Matriz de Odivelas
Igreja Matriz de Caneças Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Jardim do Largo D. Dinis Memorial
259 Mosteiro de S. Dinis
Moinho das Covas Padrão do Senhor Roubado Palacete do séc. XVIII
Quinta da Memória
Posto de Comando do MFA Quinta das Águas Férreas Moinho da Laureana
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Mapa / Map
260 https://maps.google.pt/maps?f=d&source=embed&saddr=Instituto+Superior+de+Ci%C3%AAn
cias+Educativas,+Ramada&daddr=&hl=pt‐
PT&geocode=&aq=0&oq=Instituto+Superior+de+Ci%C3%AAncias+Edu&sll=38.792577,‐
9.202187&sspn=0.011456,0.022724&mra=ls&ie=UTF8&ll=38.805737,‐
9.19341&spn=0.006295,0.008078&t=m
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Transporte / Transportation
Toda a informação em / All information in http://www.cm‐odivelas.pt/Concelho/Acessibilidades/index.htm
Parceiros ERASMUS / ERASMUS Partners
Alemanha
Universität Koblenz-Landau
Mobilidade de Estudantes e
Docentes
EFH-Evangelischen
Fachhochschule Darmstadt
Docentes
261 Organização de Master Europeu
no âmbito da rede EURODIR
Bélgica
KATHO - Katholieke
Hogeschool Zuid-WestVlaanderen
Pontifícia Universidade Católica
de Minas Gerais
Una - Universidade de
Negócios e Administração
Unimonte
Universidade de Cabo de Verde
Cooperação académica,
científica e tecnológica em todas
as áreas comuns
Dinamarca
LFD Landsforeningen af
Forsorgsledere (Denmark)
EURODIR
Espanha
ALCEI 6
EURODIR
INEFC - Instituto Nacional de
Educação Física da Catalunha
as áreas comuns
Instituto Gereontológico y de
Gestion
Cooperação na área da
Gerontologia
Universidad de Alicante
Docentes
Universidad de Cádiz
as áreas comuns
Universidad Complutense de
Madrid
as áreas comuns
Universidad da Corunha
as áreas comuns
Universidad de Granada
Brasil
Cabo
Verde
Docentes
as áreas comuns
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students as áreas comuns
as áreas comuns
Universidad Miguel Hernadez
de Helch
as áreas comuns
Universidad del País Vasco (
San Sebastián)
Docentes
Universidad Rey Juan Carlos
as áreas comuns
Universidad de Salamanca
as áreas comuns
Guiné
Universidade de Colinas de Boé
as áreas comuns
Itália
Università degli Studi di
Genova
Docentes
Finlândia
Arcada Polytechnic University
Docentes
França
ENSP École Nationale de la
Santé Publique (France)
Organização de Master Europeu
GreatBritain
University of Derby (GreatBritain)
Holanda
Hogeschool Gent
Hogeschool van Arnhem en
Nijmegen
Docentes
Hungria
ELTE-TA´TK Eötvös Loránd
University - Faculty of Social
Sciences, Departement of
Social Work (Hungary)
NCSSZI – CWT Training Centre
of the National Institute For
Family and Social Policy
(Hungary)
RO - Ressurssenter for
omstilling i kommunene
(Norway)
Gdansk Management College
NKB Nauczycielski Kolegium w
Bialymstoku Rewalidacji,
Resocjalizacji i Wychowania
Fizycznego (Poland)
FIPCF Fondation internationale
pour l’Enfance et la Famille
(Romania)
Norway
Polónia
Romania
Universidad de Lleida
262 Organização de Master Europeu
Docentes
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Switzerland
Universitatea Babes-Bolyai
Cluj-Napoca Facultatea de
Istroie ssI Filosofie
Catedra de Asistenttã
(Romania)
Tertianum ZfP (Switzerland)
Curso de línguas intensivo para
alunos ERASMUS
ERASMUS
course
intensive
language
Os alunos Erasmus têm a oportunidade
de estudar a língua portuguesa no
ISCE em cada verão. O curso tem
lugar na última semana de setembro ou
na primeira semana de outubro.
The Erasmus students have the
opportunity to study the Portuguese
language at the ISCE every summer.
The course takes place in September,
last week, or October, first week.
O objetivo do curso é oferecer aos
alunos um conhecimento básico da
língua portuguesa, a fim de os ajudar a
lidar com situações quotidianas. O
curso centra-se na leitura e habilidades
de escuta, bem como na expressão
oral e escrita. Os estudantes serão
introduzidos nos vários aspectos da
vida e cultura portuguesas.
The aim of the course is to offer the
students a basic knowledge of the
Portuguese language in
order to help them cope with everyday
situations.
263 Each course focuses on reading and
listening skills, as well as on oral and
written expression. Students will be
introduced to various aspects of
Portuguese life, and culture as well.
Documentos ERASMUS
Don’t forget to bring with you if you
are incoming student
a) A valid national card or passport;
b) 2 photographs;
c) A certificate from your university
stating which kind of grant you have
been awarded and its duration;
d) The European Health Insurance
Card if you are a EU citizen (except if
you are from UK) or a health insurance
if you are from a country outside the
EU;
e) The Learning Agreement.
ERASMUS Documents
Internacional Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Anexo 1. Learning Agreement
LIFELONG LEARNING PROGRAMME/ ERASMUS – ECTS
264 LEARNING AGREEMENT ACADEMIC YEAR: 20
FIELD OF STUDY:
Name of student: Student’s e‐mail address: Sending Institution: / 20
STUDY PERIOD: From
to
Country: DETAILS OF THE PROPOSED STUDY PROGRAMME ABROAD/LEARNING AGREEMENT
Receiving Institution: Country: Course unit code (if any) and page no. of the information package Course unit title (as indicated in the course catalogue) Semester Number of (autumn/spring) ECTS credits Total: International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Student’s signature ……………………………….. Date: ………………………………… SENDING INSTITUTION We confirm that the learning agreement is accepted. Departmental coordinator’s signature Institutional coordinator’s signature ………………………………………………
……………………………………………………………
Date: ………………………………………. Date: …………………………………………………….. RECEIVING INSTITUTION We confirm that the learning agreement is accepted. Departmental coordinator’s signature Institutional coordinator’s signature ………………………………………………
……………………………………………………………
Date: ………………………………………. Date: …………………………………………………….. Name of student: ……………………………………………………………………………………………… Sending Institution: ………………………………………………………..……… Country:………………….. CHANGES TO ORIGINAL LEARNING AGREEMENT
(to be filled in ONLY if appropriate)
Course unit
code and
page no. of
the course
catalogue
Course unit (as indicated in the course catalogue)
Deleted
course
unit
……………
……………
……………
……………
……………
……………
..............................................................................
………………………………………………………
………………………………………………………
…..
………………………………………………………
………………………………………………………
Added
cours
e
unit
Number of
ECTS credits
………………
………………
………………
………………
………………
………………
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 265 ……………
……………
……………
……………
……………
……………
……………
……………
ISCE Guide for Foreign Students ………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
…………………………………
………………
………………
………………
………………
………………
………………
………………
If necessary, continue this list on a separate sheet
Student’s signature ……………………………….. Date: ………………………………… SENDING INSTITUTION
We confirm that the above‐listed changes to the initially accepted learning agreement are approved. Departmental coordinator’s signature Institutional coordinator’s signature ………………………………………………
……………………………………………………………
Date: ………………………………………. Date: …………………………………………………….. RECEIVING INSTITUTION
We confirm that the above‐listed changes to the initially accepted learning agreement are approved. Departmental coordinator’s signature Institutional coordinator’s signature ………………………………………………
……………………………………………………………
Date: ……………………………………… Date: …………………………………………………….. International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 266 ISCE Guide for Foreign Students Anexo 2. Records Form
LIFELONG LEARNING PROGRAMME / ERASMUS – ECTS
267 TRANSCRIPT OF RECORDS
ACADEMIC YEAR: 20
/ 20
FIELD OF STUDY:
NAME OF SENDING INSTITUTION:
Faculty/Department:
ECTS Departmental Coordinator:
Tel.:
Fax:
E-mail:
NAME OF STUDENT:
First Name:
Date and place of birth:
Sex: Male
Matriculation date:
Female Matriculation number:
Tel.(Home):
Cellphone:
E-mail:
NAME OF RECEIVING INSTITUTION:
Faculty/Department:
ECTS Departmental Coordinator:
Tel.:
Fax:
E-mail:
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Course
Unit Code (1)*
Title of the course unit
Duration of
course unit (2)*
Timetable
(day and
hour)
ECTS
credits
Professor Name
Professor Signature
268 * (1) Course unit code: Refer to the ECTS Course catalogue
* (2) Duration of course unit: (Y = 1 academic year; 1S = 1 semester; 2S = 2 Semesters; 1T = 1 term/trimester; 2T=2 terms/trimesters)
* (3) Grading: a) Description of the institutional grading system; b) Grading distribution in the department or programme (please specify) (For this section please refer to ECTS Users’
Guide, Annex 3)
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Course
Unit Code (1)*
Title of the course unit
Duration of
Local
ECTS
course unit (2)*
grade (3)*
credits (4)*
269 Total:
* (1) Course unit code: Refer to the ECTS Course catalogue
* (2) Duration of course unit: (Y = 1 academic year; 1S = 1 semester; 2S = 2 Semesters; 1T = 1 term/trimester; 2T=2
terms/trimesters)
* (3) Grading: a) Description of the institutional grading system; b) Grading distribution in the department or
programme (please specify) (For this section please refer to ECTS Users’ Guide, Annex 3)
* (4) ECTS credits: (1 academic year = 60 credits; 1 semester = 30 credits; 1 term/trimester = 20 credits)
Date:
institution
Signature of registrar/dean/administration officer:
Stamp of
NB : This document is not valid without the signature of the registrar /dean/administration officer and the official stamp of the
institution
International Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620-379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected]
ISCE Guide for Foreign Students Anexo 3. Training Agreement
ERASMUS PROGRAMME TRAINING AGREEMENT and QUALITY COMMITMENT 270 I. DETAILS OF THE STUDENT Name of the student: Subject area: Academic year : Degree : Sending institution: II. DETAILS OF THE PROPOSED TRAINING PROGRAMME ABROAD Host organisation: Planned dates of start and end of the placement period: from
till that is
months Knowledge, skills and competence to be acquired: International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students Detailed programme of the training period: Tasks of the trainee: 271 Monitoring and evaluation plan: International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students III. INFORMATION on THE PARTNER HIGHER EDUCATION INSTITUTION in the HOST COUNTRY (OPTIONAL) Whilst keeping full responsibility for the placement and for any modification to this agreement, the sending institution has a local partnership with (to be filled in with the name of the partner higher education institution) in view of helping with the monitoring of the mobility abroad. All parties will keep the sending institution informed of their exchanges. The contact person in the partner institution is: Name: Function: 272 Phone number: e‐mail: Address: IV. COMMITMENT OF THE THREE PARTIES By signing this document the student, the sending institution and the host organisation confirm that they will abide by the principles of the Quality Commitment for Erasmus student placements set out in the document below. The student Student’s signature __________________________________________ Date: The sending institution We confirm that this proposed training programme agreement is approved. The placement is part of the curricula? Yes No (*) On satisfactory completion of the training programme the institution will 
award ECTS credits: Yes No (*) If Yes, pleased indicate number of ECTS credits: 
record the training period in the student's Transcript of Records: Yes No (*) 
In addition , the mobility period will documented in the Europass Mobility Document: Yes No (*) (*): Please indicate appropriate answer: Coordinator’s name and function Date: Coordinator’s signature _______________________________________________ International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students The host organisation The student will receive a financial support for his/her placement Yes No (*) The student will receive a contribution in kind for his/her placement Yes No (*) We confirm that this proposed training programme is approved. On completion of the training programme the organisation will issue a Certificate to the student. Coordinator’s name and function Date: 273 Coordinator’s signature _______________________________________________ International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] ISCE Guide for Foreign Students QUALITY COMMITMENT For Erasmus student placements This Quality Commitment replicates the principles of the European Quality Charter for Mobility THE SENDING HIGHER EDUCATION INSTITUTION* UNDERTAKES TO: Define the learning outcomes of the placement in terms of the knowledge, skills and competencies to be acquired Assist the student in choosing the appropriate host organisation, project duration and placement content to achieve these learning outcomes Select students on the basis of clearly defined and transparent criteria and procedures and sign a placement contract with the selected students. Prepare students for the practical, professional and cultural life of the host country, in particular through language training tailored to meet their occupational needs Provide logistical support to students concerning travel arrangements, visa, accommodation, residence or work permits and social security cover and insurance Give full recognition to the student for satisfactory completed activities specified in the Training Agreement Evaluate with each student the personal and professional development achieved through participation in the Erasmus programme THE SENDING INSTITUTION* AND HOST ORGANISATION JOINTLY UNDERTAKE TO: Negotiate and agree a tailor‐made Training Agreement (including the programme of the placement and the recognition arrangements) for each student and the adequate mentoring arrangements Monitor the progress of the placement and take appropriate action if required THE HOST ORGANISATION UNDERTAKES TO: Assign to students tasks and responsibilities (as stipulated in the Training Agreement) to match their knowledge, skills, competencies and training objectives and ensure that appropriate equipment and support is available Draw a contract or equivalent document for the placement in accordance with the requirements of the national legislation Appoint a mentor to advise students, help them with their integration in the host environment and monitor their training progress Provide practical support if required, check appropriate insurance cover and facilitate understanding of the culture of the host country THE STUDENT UNDERTAKES TO: Comply with all arrangements negotiated for his/her placement and to do his/her best to make the placement a success Abide by the rules and regulations of the host organisation, its normal working hours, code of conduct and rules of confidentiality Communicate with the sending institution about any problem or changes regarding the placement Submit a report in the specified format and any required supporting documents at the end of the placement * In the event that the higher education institution is integrated in a consortium, its commitments may be shared with the co‐ordinating organisation of the consortium International Office
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] 274 ISCE Guide for Foreign Students Anexo 4. Students Application Form
LIFELONG LEARNING PROGRAMME / ERASMUS – ECTS
275 STUDENT APPLICATION FORM
(Photograph) ACADEMIC YEAR: 20
/ 20
FIELD OF STUDY:
This application should be completed in BLACK and BLOCK letters in order to be easily copied
and/or telefaxed.
SENDING INSTITUTION:
NAME OF SENDING INSTITUTION:
Full address:
Faculty/Department:
Departmental Coordinator - name, telephone and fax numbers, e-mail:
Institutional Coordinator - name, telephone and fax numbers, e-mail:
STUDENT’S PERSONAL DATA
(To be completed by the student applying)
Family name:
First Name:
Date and place of birth:
Sex: Male
Nationality:
Tel.(Home):
Current address:
Passport/Citizen Card nº.:
Cellphone:
E-mail:
Valid until:
Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620‐379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected] Female ISCE Guide for Foreign Students LIST OF INSTITUTIONS WHICH WILL RECEIVE THIS APPLICATION FORM
(In order of preference):
Institution
Country
Period of study
From
1.……………………………….………….….
Briefly state the reasons why you wish to study year:
2. ………………………………………….….
3. ………………………………………….….
To
Duration
of stay
(months)
No. of
expected
ECTS credits
………
……….
………..
………………
…………
………………………………………………………………………...
..…….
……….. ………..
…………
………………
………………………………………………………………………...
276 ………
………..
………..
…………
………………
………………………………………………………………………...
Briefly state the reasons why you wish to study abroad:
LANGUAGE COMPETENCE
Note: A proof of knowledge of the receiving institution’s language of instruction should be
submitted
Mother tongue:
Language of instruction at home institution (if different):
I have sufficient
knowledge to
follow lectures
Other languages
YES
NO
I need some
extra
preparation
YES
NO
WORK EXPERIENCE RELATED TO CURRENT STUDY (if relevant)
Internacional Relations Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620-379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected]
ISCE Guide for Foreign Students Work experience / position
Firm /organization
Dates
Country
PREVIOUS AND CURRENT STUDY
277 Diploma/degree for which you are currently studying:
Number of higher education study years prior to departure
abroad:
No:
Have you already been studying abroad?
Yes.
Yes. At which
When?
institution?
The attached Transcript of records includes full details of previous and current higher education study. Details not known at the
time of application will be provided at a later stage.
Student’s signature
____________________________________________
Date:
RECEIVING INSTITUTION
We hereby acknowledge receipt of the application, the proposed learning agreement and the candidate’s
Transcript of records.
The above-mentioned student is:
provisionally accepted at our institution
not accepted at our institution
Departmental coordinator’s signature
Institutional coordinator’s signature
____________________________________________
____________________________________________
Date:
Date:
ISCE Guide for Foreign Students FAQ to incoming students
1. Who can I contact?
The International Office at the ISCE. This Office provides information and assistance
on scholarships and application procedures and will help you in matters related to your
stay in Odivelas. Our Office, or your course coordinator, will help you with anything to
do with the classes and with any practical, administrative and accommodation
problems you may have while you are in Portugal. In our Office you can also
communicate with your home university regarding your stay in Portugal.
2. How do i apply for a period of study?
278 You have to prepare thoroughly before living home because study in a different country
means that there are many things to think about. Start reading this e-book. Every
student should fill in the Application Forms below (Learning Agreement and Student
Application Form)
3. What official documents do i need?
If you are an EU (European Union) or EEA/EFTA (European Economic Area/European
Free Trade Association) citizen you do not need a visa or a residence permit to study in
Portugal. However, if you are from a non EU country you should provide for a visa. The
application for the permit should be submitted to the Portuguese Diplomatic Mission in
the student’s country of origin. To obtain this document the applicant must fulfil the
following conditions: (i) be at least 18 years old; (ii) have received the acceptance letter
issued by the ISCE; (iii) prove that you have sufficient funds to cover the expenses for
the study period in Portugal.
4. Will I get an official transcript of records?
Each student is entitled to an official Transcript of Records after finishing their study
period in ISCE. However, the document will be sent directly by our International Office
to the International Office of the home institution.
5. When should I arrive?
If you are coming for the winter semester you should arrive in the beginning of
September, because normally students have a Portuguese course for international
students during the month. If you are coming for the spring semester, you should arrive
in the middle of February.
When students arrive they should go to the International Office at the ISCE.
6. What is the language of instruction?
The language of instruction at the ISCE is normaly the Portuguese. However, you don't
need to be worried because most of the teachers and students in our Institute have a
good knowledge of English.
ISCE Guide for Foreign Students 7. What about students health care and insurance?
If you are from an EU or EEA/EFTA country, you will have to bring the European
Health Insurance Card, except if you are from the United Kingdom which has a special
agreement with Portugal and don’t need this document. The European Health
Insurance Card enables you to receive the necessary medical assistance, analyses
and examinations in any public hospital.
You can buy medicines only in pharmacies. Some medicines can be sold without a
prescription, but for stronger medication you must need a doctor’s prescription. Most
pharmacies display a notice giving the address of the nearest pharmacy on night duty.
279 In case of an emergency the national emergency telephone number is 112.
8. What about students with special needs?
In case you need a special assistance while studying in ISCE, please contact the
International Office.
9. Is there anyone that promotes students activities?
The student’s events are promoted by the Students' Association - [email protected],
and offers a wide range of fun and lively entertainment to suit all tastes during all year.
You have also the ‘Tuna’, a traditional university musical group composed of students),
that have an important role: they are well known among all the Universities and
Polytechnics and every year they participate in several national and international
competitions.
You’ll find a fitness center inside of ISCE campus and a lot of spaces to lazer and the
Institute has teams for several sports.
ISCE Guide for Foreign Students Survival vocabulary in Portuguese
Portuguese
Bem-vindo (to a boy)
Bem-vinda (to a girl)
Olá
Bom dia
Boa tarde
Boa noite
Boa noite
Por favor
Por favor
Eu não entendo português
Sim
Não
Por favor, fale mais devagar
Fala inglês?
Como estás?
Tudo bem. E você
Obrigado (if you are a boy)
Obrigada (if you are a girl)
De nada / Não tem de quê
Muito prazer
Desculpe
Restaurante
Curso
Exame
Como te chamas?
Chamo-me …
Correios
Farmácia
Hospital
Comboio
Autocarro
Avião
Voo
Até breve
Até logo
Até amanhã
Adeus
Tenha um bom dia
Dia
Semana
Mês
Ano
English
Welcome
Welcome
Hello! / Hi!
Good morning
Good afternoon
Good evening
Good night
Please
Excuse-me
I don’t understand Portuguese
Yes
No
Say it again, please
Do you speake English
How are you?
I´m fine. And you?
Thank you
Thank you
You´re welcome
Pleased to meet you
Sorry
Restaurant
Course
Exam
What's your name?
My name is …
Post office
Pharmacy
Hospital
Train
Bus
Airplane / Airline
Flight
See you soon!
Goodbye
Until tomorrow
Goodbye
Have a nice day
Day
Week
Month
Year
280 Internacional Relations Office Rua Bento de Jesus Caraça, 12. Serra da Amoreira, 2620-379 Ramada – Odivelas – Portugal * Tel: 219 347 135, Ext. 1017 * Fax: 219 332 688 * [email protected]

guide for eras mus students

Transcrição

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