Ano:
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Profile of the programme
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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
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Key learning outcomes
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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 |
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Occupational profiles of graduates
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- 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] |
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Learning facilities
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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 |
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Requirements and regulations (assessment and graduation)
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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 |