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Teaching of the Visual Arts in the 3rd Cycle of Basic Education and Secondary Education

 2nd Cycle Degree     Departamento de Comunicação e Artes [Portuguese]

Ano:
Study plan/Branches   Teaching of the Visual Arts in the 3rd Cycle of Basic Education and Secondary Education
DGES code
6436
CNAEF classification 145 | Decree no. 256/2005 [PT]
Publication in the Portuguese Official Gazette Order no. 14910/2015 - DR 2nd series, no. 245, 16 December [PT]
Assessment/Accreditation/Registration A3ES Accreditation
DGES Registration R/A-Ef 1335/2011, 18-03-2011
Mode of study Daytime
ECTS 120
Other information Calendário das Provas

General Access Regime  

Admission Requirements
Vacancies 15 (2018)

About

Profile of the programme Allow planning-teaching-evaluation experiences in T/L context Critic and multidisciplinary reflection upon the context of pedagogical intervention Knowledge of national and international curricula through a pedagogic-didactic research & investigation [R&D] implementing and evaluating "new", relevant, proposals Integrate several dimensions (cultural-conceptual-social-ethics) supported in actual beliefs or paradigms Develop role-model action-plans (contents, learning outcomes and strategies) born from T/L practices observation/analysis Articulate Learning-action outcomes of teacher practice with development of skills/abilities (reflection, self-direction, cooperation, creativity/innovation) Articulate, develop and demonstrate acquired skills/abilities in the scientific, pedagogical, didactic and social domains in T/L context Interdisciplinary integration of Knowledge and trans-disciplinary thinking and practice Contribute to the school-community interaction
Key learning outcomes Defines and articulates T/L (contents, learning outcomes, T/L strategies, evaluation methodologies) that will allow the development of skills/abilities (reflection. autonomy, cooperation, creativity/innovation) Relevant ethical-conceptual Frameworks success-oriented of the T/L process Demonstrates scientific-pedagogic-didactic investigation strategies in order to understand and ameliorate T/L practices Uses teaching planning as a guide for action, adjusting it to the learning and development student skills Mobilizes/deepens relevant disciplinary and didactic knowledge in order to implement the action plan - scientific validity Articulates decisions with regulation documents and T/L context Integrates in action planning the "learning to learn" dimension Action sequencing in order to motivate and allow active learning Promote participation and negotiation of Knowledges, experiences and decisions Integrates students in self-reflection practices about their own T/L process and stimulates creativity, critic abilities, self-confidence, and curiosity Understands-evaluates his own action in order to position himself - what will I do? Why? With what implications? framing it by the action context Recollects information in order to understand/evaluate the action (dialogues with students, class observation, student work analysis, inquires, etc.)
Identifies dilemmas and constraints of T/L practices suggesting and implementing adequate actions Evaluates is own professional progression Is responsible for his own rights, dutys and choices Maintains an overture attitude in face of dialogue-sharing and cooperation Demonstrates intellectual honesty Reflects (oral/written) about his/others professional practice and the contexts in witch it occurs Documents his reflection with practice materials (pedagogical, observation accounts or registry, investigation data, student work...) Reveals self-questioning abilities upon pedagogical contexts Sees school and community as a space of inclusive education and social intervention in order to obtain an holistic, integrated student able of a democratic citizenship Participates in the construction, development and evaluation of the work placement developing activities planned by others and planning, implementing and evaluating his own activities proposals
Attentive to the articulation of distinct teaching levels (vertical and horizontal content-skills organization) Collaborates with all the elements of the educative process allowing the creation and developmemt of mutual respect relationships Values school as a social structure allowing cultural and social development of students and community relationships cooperating with external institutions and participating in its projects Clearly communicates conclusions, Knowledge and thinking skills
Occupational profiles of graduates - Investigation in Visual Arts Didactic and Pedagogy; - Editors Assessors and individual authors of didactic resource materials for the Visual Arts teaching; - Cultural Assessors of Public and Private companies (museums, foundations, etc., Education and Cultural Ministries) regarding Visual Arts activities - Teachers of middle and upper school - Portuguese recruitment group [600]
Learning facilities Drawing room
Audiovisual and Multimedia Workshop
Graphic Design LAB.
4 Photography LABS.
Interactive Multimedia Installations LAB.
CREA - investigation unit
R&D Centers
Central Library
Digital Libraries
LANIFÍCIOS MUSEUM
Requirements and regulations (assessment and graduation) UBI Regulations [PT]
FUNCTIONING REGULATION - 2º CYCLE (MASTER DEGREE) OF VISUAL ARTS IN LOWER AND UPPER
SECONDARY EDUCATION [MEAV] - INCLUDING:
APPENDIX III - ORIENTATIONS FOR THE WRITTEN ACCOUNT OF THE WORK PLACEMENT
APPENDIX IV - ORIENTATIONS FOR THE ELABORATION OF THE PROCESS-FOLIO OF ALL ACTIVITIES
DONE DURING THE WORK PLACEMENT
Admission/Applicant

Departamento de Comunicação e Artes

Rua Marquês D'Ávila e Bolama
6201-001 Covilhã
275 242 024

Course Coordinator(s)

Sem Fotografia
Course Director
Luis Herberto Avelar Borges Ferreira Nunes

Committees

Scientific Committee
Luís Herberto Avelar Borges Ferreira Nunes
Francisco Tiago Antunes de Paiva
José António Duarte Domingues
António Carvalho Maneira
Maria Luísa Frazão Rodrigues Branco
Note: The information contained in these pages does not relieve consultation of official documents. Last updated on: 2014-08-07

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