Escolar Documentos
Profissional Documentos
Cultura Documentos
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International Politics
A13.2. Grau:
Licenciado
A13.3. Ramos, opes, perfis, maior/menor, ou outras (se aplicvel)
No aplicvel
A13.3. Branches, options, profiles, major/minor, or other forms (if applicable)
Not applicable
A13.4. reas cientficas e crditos que devem ser reunidos para a obteno do grau / Scientific areas and
credits that must be obtained before a degree is awarded
rea Cientfica / Scientific Area
Sigla / Acronym
Cincias Jurdicas/Law
Economia/Economy
Filosofia/Philosophy
CJ/L
ECN/ECN
FIL/PHI
12
30
6
0
0
0
Geografia/Geography
Gesto/Management
Histria/History
Lnguas e Literaturas/Languages and
Literatures
Relaes Internacionais/International
Relations
GEOG/GEOG
GES/MNG
HIS/HIS
6
12
12
0
0
0
LL/LL
RI/IR
60
Sociologia
Optativas/Optional
(10 Items)
SOC
OPT/OPT
6
0
153
0
27
27
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rea
Cientfica /
Durao / Duration
Scientific Area (2)
(1)
RI/IR
semestral/semester
Horas
Trabalho /
Working Hours
(3)
234
Horas
Contacto /
Observaes /
ECTS
Contact Hours
Observations (5)
(4)
75 TP; 8 OT
9
-
ECN/ECN
semestral/semester 156
60 TP; 5 OT
LL/LL
semestral/semester 78
30 TP; 1 OT
GES/ MNG
semestral/semester 156
60 TP; 1 OT
HIS/HIS
semestral/semester 156
60 TP; 6 OT
rea
Cientfica /
Durao / Duration
Scientific Area (2)
(1)
GEO/GEO
semestral/semester 156
45 TP; 7 OT
Empreendedorismo e
Inovao/Entrepreneurship and
Innovation
GES/MNG
60 TP; 1 OT
60 TP; 1 OT
60 TP; 1 OT
60 TP; 1 OT
RI/ IR
Horas
Trabalho /
Working
Hours (3)
Horas
Contacto /
Observaes /
ECTS
Contact Hours
Observations (5)
(4)
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Horas
rea Cientfica /
Durao / Duration Trabalho /
Scientific Area
(2)
Working Hours
(1)
(3)
Horas
Contacto /
Contact Hours
(4)
ECTS
Observaes /
Observations (5)
HIS/ HIS
45 TP; 1 OT
RI/ IR
60 TP; 1 OT
CJ/L
semestral/semester 156
60 TP; 23 OT
SOC
Semestral/semester 156
45 TP; 1 OT
Opc/Opt
semestral/semester 156
Optativa/ Optional
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Horas
rea Cientfica /
Horas Trabalho /
Durao /
Contacto /
Scientific Area
Working Hours
Duration (2)
Contact Hours
(1)
(3)
(4)
semestral/
RI/ IR
234
60 TP; 1 OT
semester
ECTS
Observaes /
Observations (5)
ECN / ECN
semestral/
semester
156
60 TP; 1 OT;
O:15
Geopoltica/Geopolitics
RI/IR
semestral/
semester
156
60 TP; 1 OT
Histria do Pensamento
Econmico/History of Economic
Thought
ECN/ECN
semestral/
semester
156
60 TP; 1 OT
Optativa / Optional
Opc/Opt
semestral/
semester
78
Optativa/ Optional
Horas
Contacto /
Contact Hours
(4)
ECTS
Observaes /
Observations (5)
45 TP; 1 OT
45 TP; 1 OT
60 TP; 1 OT
(5 Items)
ECN/ECN
Semestral/
156
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Economics
Optativa / optional
Opc/Opt
Optativa / optional
Opc/Opt
semester
Semestral/
semester
Semestral/
semester
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156
Optativa/optional
78
Optativa/optional
Horas
Contacto /
Contact Hours
(4)
ECTS
Observaes /
Observations (5)
(5 Items)
Horas
rea Cientfica /
Durao /
Trabalho /
Scientific Area
Duration (2) Working Hours
(1)
(3)
Opc/Opt
Optativa /optional
Opc/Opt
semestral/
semester
234
60 TP; 1 OT
-- -
semestral/
semester
156
60 TP; 1 OT;
O:15
-- -
semestral/
semester
156
60 TP; 1 OT
----
156
Optativa/optional
78
Optativa/optional
semestral/
semester
semestral/
semester
(5 Items)
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Mapa V. Orientadores cooperantes de estgio e/ou formao em servio (para ciclos de estudos de formao de
professores).
Mapa V. Orientadores cooperantes de estgio e/ou formao em servio (para ciclo de estudos de formao de
professores) / Map V. External supervisors responsible for following the students activities (only for teacher
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Habilitao Profissional /
Professional Qualifications
N de anos de
servio / No of
working years
<sem resposta>
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1.2. Coherence of the study cycle's objectives and the institution's mission and strategy.
The University of vora pursues objectives that the law commits to universities in general, among which stand
out the research, dissemination and socialization of knowledge. In particular, the University of vora plays an
important role in regional development, corresponding with that the constitutional obligation of the state in
regional development. This course, being the one to the south, is structured so with universal and regional
objectives that the University of vora proceed. It should be noted that the region of Alentejo and Algarve
respond to more than one third of the national territory.
1.3. Meios de divulgao dos objectivos aos docentes e aos estudantes envolvidos no ciclo de estudos.
A Universidade dispe de estruturas e equipamentos colectivos que esto aptos para corresponder aos
interesses de ensino e de investigao dos docentes, colocando igualmente disposio dos estudantes
meios logsticos e tcnicos que lhes permitem estudar as matrias deste curso.
1.3. Means by which the students and teachers involved in the study cycle are informed of its objectives.
The University provides facilities and community facilities that are able to respond to the interests of education
and research for teachers, putting also available to students and technical logistics which allow them to study
the subjects of this course.
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academic staff.
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2.2.3. Procedures for the collection of information, monitoring and periodic assessment of the study cycle.
The quality system is extensively anchored on the internal information system (SIIUE), providing all university
units with the necessary information to minimize the individual time and effort required to produce selfevaluation reports. The information system also supports applications for the opinion surveys for
undergraduates and graduates as well as for the construction of a wide range of quantitative indicators of
quality monitoring.
The results of students opinion surveys are automatically assessed and made available to academic staff,
programme directors and heads of department to support drafting of self-evaluation reports.
The Evaluation Council, among other powers, has the duty to:
- Monitor self-evaluation reports, and draw up and deliver recommendations.
- Promote periodical review of the policy for promotion of quality.
2.2.4. Ligao facultativa para o Manual da Qualidade
http://www.qi.uevora.pt/proqual_29nov2011.pdf
2.2.5. Discusso e utilizao dos resultados das avaliaes do ciclo de estudos na definio de aces de
melhoria.
A organizao tipo bottom-up seguida na produo dos relatrios de autoavaliao, permite a anlise dos
resultados e a tomada de decises para melhorar o desempenho. Os resultados so considerados pelos
departamentos, que identificam as necessidades de melhoria ou reforo da excelncia. Os resultados
negativos implicam um planos de melhoria ou auditorias pedaggicas. As situaes positivas que
representam prticas de excelncia permitem o reconhecimento do mrito de investigao e pedaggico. O
Conselho de Avaliao analisa os relatrios de autoavaliao produzidos pelas unidades da instituio e pela
avaliao externa. Cabe igualmente a responsabilidade transmitir ao reitor as recomendaes da avaliao.
Deve propor incentivos ou penalizaes pelo cumprimento ou no dos processos de autoavaliao. Foi
considerado no regulamento de avaliao dos docentes que integra mecanismos de bonificao e de
penalizao pelo cumprimento das obrigaes previstas no PROQUAL.
2.2.5. Discussion and use of study cycles evaluation results to define improvement actions.
The bottom-up organization used in production of the self-evaluation reports, allows analysis of results and
decisions to improve performance. The results are considered by the departments, which identify needs for
improvement or enhancement of excellence . Negative results imply improvement plans or pedagogical audits.
Positive situations representing best practices allow recognition of investigation and pedagogic merit. The
Evaluation Council has the competence to analyze the reports produced by the units of the institution and
external evaluation. It is also responsible for preparing and submitting the recommendations from the
evaluation to the rector. It should also propose incentives or penalties for the accomplishment or not of the
self-evaluation processes or of the planned measures. This was considered in the Regulation for the
Evaluation of Teachers Performance, which incorporates mechanisms to reward and penalize the (non)
accomplishment of PROQUAL obligations.
2.2.6. Outras vias de avaliao/acreditao nos ltimos 5 anos.
No aplicvel.
2.2.6. Other forms of assessment/accreditation in the last 5 years.
Not applicable.
Salas de aula/classroom
Anfiteatros/amphitheaters
Gabinetes para docentes/professor's offices
1462.2
159.1
248
100
362
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3.1.2 Principais equipamentos e materiais afectos e/ou utilizados pelo ciclo de estudos (equipamentos didcticos
e cientficos, materiais e TICs).
Mapa VII. Equipamentos e materiais / Map VII. Equipments and materials
Equipamentos e materiais / Equipment and materials
TV/TV
Projector de vdeo/data show
Nmero / Number
4
10
35
9
19
9
TV VHS/VHS TV
3.2 Parcerias
3.2.1 Eventuais parcerias internacionais estabelecidas no mbito do ciclo de estudos.
A Universidade de vora, atravs da Diviso de Mobilidade e Relaes Internacionais (DMRI) e por indicao,
essencialmente das Comisses de Curso e Diretores de Departamento, tem estabelecido parcerias no mbito
do Programa Erasmus e protocolos com instituies da Amrica Latina, frica e Europeias que permitem a
mobilidade, na sua maioria, para estudos e estgios dos alunos da Universidade de vora, integrados em
qualquer ciclo de estudos. Assim, no mbito dos acordos Erasmus pode consultar-se a pgina da DMRI em: <
http://www.estudar.uevora.pt/mobilidade_relacoes_internacionais >
Acordos com:
1. Universite de Liege (Licenciatura, Mestrado e Doutoramento);
2. Universidad de Santiago de Compostela (Licenciatura, Mestrado e Doutoramento);
3. Universit Degli Studi Di Urbino (Licenciatura, Mestrado e Doutoramento);
4. Poznan University of Life Sciences (Licenciatura, Mestrado).
3.2.1 International partnerships within the study cycle.
The University of vora, through the Division of International Relations and Mobility (DMRI) and by indication
primarily of commissions Course and Department Directors, has established partnerships within the Erasmus
program and agreements with institutions in Latin America, Africa, and Europe. These partnerships allow
mobility, mostly for studies and internships for students of the University of vora, integrated into any cycle of
study. Thus, under the Erasmus agreements can also be found on DMRI's website: <
http://www.estudar.uevora.pt/mobilidade_relacoes_internacionais >
Partnerships with:
1. Universite de Liege (Bachelor, Master, Phd);
2. Universidad de Santiago de Compostela (Bachelor, Master, Phd);
3. Universit Degli Studi Di Urbino (Bachelor, Master, Phd);
4. Poznan University of Life Sciences (Bachelor, Master)
3.2.2 Colaboraes com outros ciclos de estudos, bem como com outras instituies de ensino superior
nacionais.
No mbito do Programa Almeida Garrett e Vasco da Gama, os alunos da Universidade de vora tm
oportunidade de se deslocarem em mobilidade que pode ir de um semestre a um ano para outras instituies
de ensino superior nacionais elegveis nesses programas, para realizao de estgios ou estudos.
A nvel interno a colaborao com outros ciclos de estudos regista-se predominantemente com os ciclos das
reas cientficas que contribuem para o plano de estudos deste ciclo de estudos, nomeadamente com
Economia, Geografia, Gesto, Histria, Filosofia, Lnguas e Culturas, Sociologia.
3.2.2 Collaboration with other study cycles of the same or other institutions of the national higher education
system.
Within the framework Almeida Garrett and Vasco da Gama, students of the University of vora have the
opportunity to move into mobility for other national institutions of higher education eligible, these programs
for implementation, training or study for a period of between one semester a year.
The internal collaboration with other courses of study notes predominantly with the cycles of the scientific
areas that contribute to the curriculum of this course of study, particularly with Economy, Geography,
Management, History, Philosophy, Language and Culture, Sociology.
3.2.3 Procedimentos definidos para promover a cooperao interinstitucional no ciclo de estudos.
A Universidade de vora promove reunies peridicas com os dirigentes das principais instituies de ensino
superior da regio Sul de modo a encontrar pontos de interesse comum para a concretizao de projetos de
ensino, investigao e de cooperao com o meio envolvente.
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A cooperao com as outras instituies tambm realizada atravs de convites para participao em
seminrios, workshops, conferncias e palestras sob temas especficos de interesse comum.
Todos os projetos e colaboraes interinstitucionais so definidas atravs de protocolos genricos que
servem de base ao desenvolvimento de contratos especficos de colaborao interinstitucional.
3.2.3 Procedures to promote inter-institutional cooperation within the study cycle.
The University of vora promotes periodic meetings with the leaders of major higher education institutions in
the South in order to find points of common interest for the elaboration of programs of teaching, research and
cooperation.
Cooperation with other institutions is also performed through calls to participate in seminars, workshops,
conferences and lectures on specific topics of common interest.
All projects and collaborations between institutions are defined by generic protocols that underpin the
development of specific contracts for interagency collaboration.
3.2.4 Prticas de relacionamento do ciclo de estudos com o tecido empresarial e o sector pblico.
No ciclo de estudos existem prticas estabelecidas de cooperao e colaborao com o sector empresarial de
um modo geral. Estas prticas so consubstanciadas a partir de um modelo que envolve, a nvel das aulas,
workshops, seminrios e conferncias, projetos.
De modo a facilitar a insero no mercado de trabalho, a Universidade de vora, em parceria com a
Universidade de Lisboa, a Universidade do Algarve, o Instituto Politcnico de Beja e o Instituto Politcnico de
Setbal criaram um consrcio para colocao de estagirios destas instituies, independentemente do seu
ciclo de estudos ou do curso no qual estejam integrados, em instituies europeias para perodos de
mobilidade entre 3 e 6 meses.
3.2.4 Relationship of the study cycle with business network and the public sector.
In the course of study are established practice of cooperation and collaboration with the business sector in
general. These practices are embodied from a model that involves the level of classes, workshops, seminars
and conferences, projects.
In order to facilitate insertion in the labor market, the University of vora, in partnership with the University of
Lisbon, the Algarve University, the Polytechnic Institute of Beja and the Polytechnic Institute of Setbal created
a consortium for the placement of trainees of these institutions regardless of their cycle of study or course in
which they are integrated, in European institutions for periods of mobility between 3 and 6 months.
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4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.5. Regime de tempo na instituio que submete a proposta (%):
100
4.1.1.6. Ficha curricular de docente:
Mostrar dados da Ficha Curricular
Mapa VIII - Miguel Rocha de Sousa
4.1.1.1. Nome do docente (preencher o nome completo):
Miguel Rocha de Sousa
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada
em A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.5. Regime de tempo na instituio que submete a proposta (%):
100
4.1.1.6. Ficha curricular de docente:
Mostrar dados da Ficha Curricular
Mapa VIII - Silvrio Carlos Matos da Rocha e Cunha
4.1.1.1. Nome do docente (preencher o nome completo):
Silvrio Carlos Matos da Rocha e Cunha
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada
em A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.5. Regime de tempo na instituio que submete a proposta (%):
100
4.1.1.6. Ficha curricular de docente:
Mostrar dados da Ficha Curricular
Mapa VIII - Marco Antnio Gonalves Barbas Batista Martins
4.1.1.1. Nome do docente (preencher o nome completo):
Marco Antnio Gonalves Barbas Batista Martins
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada
em A1):
<sem resposta>
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4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar convidado ou equivalente
4.1.1.5. Regime de tempo na instituio que submete a proposta (%):
100
4.1.1.6. Ficha curricular de docente:
Mostrar dados da Ficha Curricular
Mapa VIII - Paulo Eduardo Marques da Costa Guimares
4.1.1.1. Nome do docente (preencher o nome completo):
Paulo Eduardo Marques da Costa Guimares
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada
em A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.5. Regime de tempo na instituio que submete a proposta (%):
100
4.1.1.6. Ficha curricular de docente:
Mostrar dados da Ficha Curricular
4.1.2 Equipa docente do ciclo de estudos (preenchimento automtico aps submisso do guio)
4.1.2. Equipa docente do ciclo de estudos / Study cycles academic staff
Nome / Name
Grau /
Degree
Informao/
Information
Marketing
100
Ficha submetida
Sociologia
100
Ficha submetida
Doutor
Sociologia
50
Ficha submetida
Doutor
Doutor
Doutor
Doutor
Histria
Economia
Teoria Jurdico-Poltica
Economia
100
100
100
100
Ficha submetida
Ficha submetida
Ficha submetida
Ficha submetida
Doutor
Doutor
Mestre
Doutor
Economia
Economia
Lingustica
Economia/Economics
100
100
100
100
Ficha submetida
Ficha submetida
Ficha submetida
Ficha submetida
Doutor
Gesto da Informao
100
Ficha submetida
Doutor
Gesto/Management
100
Ficha submetida
Doutor
ECONOMIA
100
Ficha submetida
Doutor
Teoria Jurdico-Poltica
100
Ficha submetida
Doutor
Relaes Internacionais
100
Ficha submetida
Doutor
Histria Contempornea
100
Ficha submetida
Doutor
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1650
<sem resposta>
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de avaliao dos elementos que o avaliado considere relevantes no mbito dos indicadores de cada uma das
vertentes de avaliao.
De modo a facilitar a melhoria do desempenho, o regulamento prev que a insero dos elementos de
autoavaliao seja efetuada anualmente, por cada avaliado, de 1 a 31 de Janeiro de cada ano do trinio em
avaliao. Os elementos introduzidos em cada ano referem-se atividade do ano anterior e podem ser
utilizados pelas diferentes estruturas da Universidade em que o docente participe na elaborao de relatrios
de atividades da respetiva estrutura. Em termos individuais este procedimento permite ao docente planear de
forma rigorosa a atividade dos anos seguintes, constituindo por isso um instrumento de avaliao e tambm
de melhoria de desempenho.
4.1.4. Assessment of academic staff performance and measures for its permanent updating
The performance assessment evaluation is based on the general functions of the teachers, enshrined in
paragraph b), no. 2 of article 74-A of ECDU and article 25-A of ECPDPESP, focusing on following aspects: i)
Education; ii) Research and Artistic and Cultural Creation; iii) University Extension, Scientific Dissemination
and Enhancement of Knowledge.
The classification of three years on each side is given by the sum of points obtained by the individual
indicators for each part, taking into account the scores that are assigned to each indicator. The final
assessment of three year period is expressed in terms of four qualitative terms: excellent, relevant, appropriate
and inappropriate, resulting from the activities of the teacher collected through a self-assessment process.
The assessment result for each indicator that integrates every aspect of knowledge is assessed, which is a
tool for managing and improving their activity throughout the assessment period.
The self-assessment is intended to engage the evaluated in the assessment process, which can at this stage
provide any information it considers relevant and shall inform the the evaluator of their respective expectations
for the period under review. The self-assessment process is realized by the insertion in the form of assessment
of the individual elements that it considers relevant in the context of the indicators of each component of
assessment.
In order to facilitate performance improvement, the regulation provides that the insertion of the elements of
self-assessment is performed annually by each assessed from 1 to 31 January in each year of the triennial
evaluation. The elements introduced each year refer to the activity of the previous year and can be used by the
different structures of the University in which the teacher participates in the activities reporting of structure. In
individual terms this procedure allows the teacher to plan accurately the activity of the following years, it
constitutes an instrument of evaluation and also improvement of performance.
4.1.5. Ligao facultativa para o Regulamento de Avaliao de Desempenho do Pessoal Docente
http://www.qi.uevora.pt/regulamento_avaliacao_desempenho_docentes_UE.pdf
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(Ncleo de Formao da Universidade de vora). Esta unidade, que depende dos servios da reitoria, tem por
objetivo organizar cursos de formao contnua destinados a atualizar e complementar a formao acadmica
e profissional dos funcionrios no docentes, a partir do diagnstico de necessidades de formao
identificadas. Nos ltimos anos o NUFOR organizou 50 cursos que foram frequentados por funcionrios da
U, entre os quais se destacam os seguintes: 1) Gesto Pblica/ Qualidade; 2) Direito; 3) Secretariado/
Administrativa; 4) Comportamento/ Liderana e Comunicao Pessoal; 5) Biblioteca; 6) Laboratrios; 7)
Informtica; 8) Gesto Financeira e Contabilidade.
4.2.4. Advanced or continuing training courses to improve the qualifications of the non academic staff.
The Center for Training Education, is a structure that ensures the qualifications of non-academic staff. This
unit, which depends on the services of the rectory, aims to organize training courses designed to update and
complement the academic and vocational training non-academic staff, from the questionnaire on training
needs identified. In recent years the Center for Training, organized 50 courses that were attended by staff from
the University of vora, in the following areas: 1) Public Management / Quality 2) Laws; 3) Secretary /
Administrative; 4) Behavior / Leadership and Personal Communications; 5) Library; 6) Laboratories; 7)
Information Technology; 8) Financial Management and Accounting.
%
54.1
45.9
%
20.2
50.5
11.9
17.4
%
2.8
10.4
Lisboa / Lisbon
Alentejo / Alentejo
Algarve / Algarve
9.9
65.1
10.8
Ilhas / Islands
0.9
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%
9.3
31.8
Bsico 3 / Basic 3
Bsico 2 / Basic 2
Bsico 1 / Basic 1
24.7
12.1
22.1
Empregados / Employed
Desempregados / Unemployed
Reformados / Retired
Outros / Others
63.9
10.7
9.4
16
Nmero / Number
122
2 ano curricular
3 ano curricular
24
76
222
5.1.3. Procura do ciclo de estudos por parte dos potenciais estudantes nos ltimos 3 anos.
5.1.3. Procura do ciclo de estudos / Study cycle demand
N. de vagas / No. of vacancies
2010/11
35
2011/12
60
2012/13
40
58
51
30
106
51
64
32
114
42
56
28
112.5
145.3
137.6
136.3
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ensino/aprendizagem.
Os resultados do inqurito so disponibilizados aos responsveis das unidades curriculares para elaborao
do relatrio da unidade curricular. Com base nestes relatrios o diretor de curso elabora o relatrio de curso,
onde evidencia as unidades curriculares com prticas de excelncia, positivas, negativas e extremas
negativas. Para as ucs negativas solicitada a elaborao do plano de melhoria e as extremas negativas so
analisadas pelo Conselho Pedaggico que pode solicitar a abertura de um processo de auditoria pedaggica.
O relatrio de curso analisado pelo C. Pedaggico, que consoante as situaes dever reconhecer as boas
prticas, apreciar os planos de melhoria e nomear os auditores para elaborao do rel. de auditoria. Toda esta
informao enviada para o Conselho de Avaliao.
Com base nos inquritos elaborado ainda um relatrio semestral de monitorizao da qualidade. Este
relatrio constitui uma ferramenta de gesto para a reitoria e para as unidades orgnicas.
5.2.4. Use of the students satisfaction inquiries on the improvement of the teaching/learning process.
The survey results are available to those responsible for curricular units for the report of the curricular unit.
Based on these reports the director of the programme degree prepares the report, which highlights the
curricular unit to best practices, positive, negative and negative extremes. For negatives curricular units is
requested the preparation of the improvement plan and the negative extremes curricular units are analyzed by
the Pedagogical Council may request that the opening of an educational audit process.
The programme degree report is analyzed by Pedagogical Council, according to the situations that will
recognize good practice, to assess the improvement plans and appoint auditors to prepare the educational
audit process. All this information is sent to the council of evaluation.
Based on the survey is prepared a semiannual report of quality monitoring. This report is a management tool
for the rectory and organic units.
5.2.5. Estruturas e medidas para promover a mobilidade, incluindo o reconhecimento mtuo de crditos.
A U, atravs da DMRI promove a mobilidade para estgios/formao em contexto profissional e estudos de
estudantes, docentes, investigadores e funcionrios atravs da divulgao e adeso a vrios consrcios e
progr. de mobilidade nacionais e internac. De entre as vrias hipteses so divulgadas oportunidades de
estgios e estudos no mbito do Prog. de Aprendizagem ao Longo da Vida como os Progr. Sectoriais
Leonardo da Vinci, Erasmus, Programas Intensivos, Comenius e Grundtvig, o Programa Luso-brasileiro,
Programas nacionais Almeida Garrett e Vasco da Gama e um Programa de estgios com a Troy University e a
Walt Disney (EUA).
O reconhecimento dos crditos feito aps a chegada do estudante, com base no contrato de estudos
estabelecido previamente antes da sua partida e nos resultados obtidos na instituio de acolhimento. Para
apoiar esse reconhecimento e de modo a torna-lo mais justo e transparente foi elaborado um regulamento que
define a comparabilidade das classificaes obtidas.
5.2.5. Structures and measures for promoting mobility, including the mutual recognition of credits.
The U, through the DMRI promotes mobility for placements / training in a professional context, and studies to
students, teachers, researchers and officials through the dissemination and adherence to consortia, and
various mobility programs, national and international. Among the various hypotheses are published
opportunities for internships and studies under the Program of Lifelong Learning as the Sector Programme
Leonardo da Vinci, Erasmus, Intensive Programs, Comenius, Grundtvig, the Luso-Brazilian program, national
programs such as the Almeida Garrett and Vasco da Gama and an internship program with Troy University and
Walt Disney (USA).
The recognition of credits is done after the arrival of the student, based on previously established learning
agreement before their departure and the results obtained at the host institution. To support this recognition,
and in order to makes it more fair, and transparent, was drafted a regulation that defines the comparability of
scores obtained.
6. Processos
6.1. Objectivos de ensino, estrutura curricular e plano de estudos
6.1.1. Objectivos de aprendizagem (conhecimentos, aptides e competncias) a desenvolver pelos estudantes,
operacionalizao dos objectivos e medio do seu grau de cumprimento.
O objectivo deste ciclo de estudos dar aos estudantes conhecimentos tericos e aplicados nos domnios de
conhecimento que importam para a compreenso da teia das relaes internacionais que envolve qualquer
pas ou regio, bem como ngulos de anlise que permitem aos estudantes a percepo global dos grandes
problemas que afectam o mundo contemporneo, contribuindo ainda para a sua formao como cidados
conscientes das causas e dos processos que determinam a vida das sociedades. A medio do cumprimento
destes objectivos obtida atravs no s da avaliao dos estudantes, mas tambm da actividade permanente
da direco de curso no sentido de perceber quais so os principais problemas no processo de
ensino/aprendizagem.
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6.1.1. Learning outcomes to be developed by the students, their translation into the study cycle, and measurement
of its degree of fulfillment.
The aim of this study program is to give students theoretical knowledge and applied knowledge in the areas
that matter to the understanding of international relations that involves any country or region, as well as angles
of analysis that allow students the overall perception of the major problems affecting the contemporary world,
thus contributing to their training as citizens aware of the causes and processes that determine the life of
societies. The measurement of these targets is achieved by not only the evaluation of the students, but also
the permanent activity of the direction board in order to understand what are the main problems in the
teaching / learning.
6.1.2. Demonstrao de que a estrutura curricular corresponde aos princpios do Processo de Bolonha.
O plano de estudos deste curso possui uma natureza geral, sem dispensar unidades curriculares mais
especializadas, permitindo que o estudante construa parte do seu currculo atravs de escolhas de unidades
curriculares opcionais.
6.1.2. Demonstration that the curricular structure corresponds to the principles of the Bologna process.
The curriculum of this course has a general nature, without dispense specialized courses, allowing students to
build part of its curriculum through choices of optional courses.
6.1.3. Periodicidade da reviso curricular e forma de assegurar a actualizao cientfica e de mtodos de trabalho.
Apesar de o curso ser recente, a direco deste tem tido a preocupao de melhorar a estrutura curricular, o
que j aconteceu uma vez. Os docentes, atravs da sua actividade cientfica, actualizam periodicamente
programas e mtodos de trabalho, de acordo com as suas obrigaes estatutrias de professores
universitrios.
6.1.3. Frequency of curricular review and measures to ensure both scientific and work methodologies updating.
Although the course is new, the direction board has been concerned with improving the curriculum, what has
happened once. Teachers, through their scientific activities, regularly update programs and working methods,
in accordance with its statutory obligations of professors.
6.1.4. Modo como o plano de estudos garante a integrao dos estudantes na investigao cientfica.
O actual plano de estudos obriga os estudantes, quer no mbito de unidades curriculares gerais, quer no
plano de unidades curriculares mais especializadas, a efectuar pesquisa prpria no mbito dos programas
destas unidades curriculares. Os estudantes so ainda integrados em actividades cientficas levadas a cabo
pela direco de curso e pela unidade de investigao desta rea de conhecimento sediada na Universidade.
6.1.4. Description of how the study plan ensures the integration of students in scientific research.
The current curriculum requires students, either under general courses, both at the level of more specialized
courses, to carry out their own research programs within these courses. Students are also integrated in
scientific activities carried out by the course and the direction board of the research unit of this knowledge
area based at the University.
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incidncia no estudo das dinmicas de conflitualidade internacional, quer nas causas dos conflitos quer dos
instrumentos tericos e tcnicos de resoluo de conflitos os contedos programticos apresentados (em
3.3.5) correspondem a cada um dos objectivos da unidade curricular definidos em 3.3.4.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
From the central focus of this course - sociological approach focusing on the world stage in the study of the
dynamics of international conflict, whether the causes of conflict and the theoretical and technical instruments
of conflict resolution - the syllabus presented (in 3.3.5) correspond each of the objectives of the course defined
in 3.3.4.
6.2.1.7. Metodologias de ensino (avaliao includa):
METODOLOGIA
I. Exposio oral, com recurso s tecnologias de informao e comunicao, artigos de investigao, textos
em revistas da especialidade
II. Exerccios prticos em sala de aula.
III. Exerccio de trabalho fora de aula (Trabalho de Grupo) acompanhado pelo docente.
IV. Participao de convidados para a dinamizao das sesses
AVALIAO
I. Prova escrita de conhecimentos
II. Trabalho individual (para os alunos que no enquadrados pela avaliao de poca Normal)
III. Trabalho de grupo sobre modelos de segurana internacional e manuteno da paz, na qual se inclui a
discusso pblica com o docente.
6.2.1.7. Teaching methodologies (including evaluation):
METHODOLOGY
I. Oral presentation, using information technologies and communication, research articles, texts in specialized
magazines
II. Practical exercises in the classroom.
III. Exercise of work outside of class (Group work) accompanied by the teacher.
IV. Participation of those invited to the sessions dynamic.
EVALUATION
I. Written test of knowledge
II. Individual work (for students not covered by the assessment of Regular Season)
III. Group work on models the relationship between international security and peacekeeping and its oral
presentation, which includes public discussion with the teacher
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O recurso a uma metodologia de carcter expositivo assume um carcter fundamental nas primeiras sesses
da unidade curricular, designadamente ao nvel da capacitao dos alunos para a compreenso/domnio dos
conceitos estruturantes considerados no Tema 1 do programa.
Decorrida a etapa propedutica/questes introdutrias, as sesses sero dinamizadas numa dinmica de
teorico-prtica, na qual a exposio das principais linhas conceptuais consideradas no programa ser
articulada com a anlise e discusso de artigos tcnicos e cientficos facultados pelo docente, quer em sala de
aula, quer tambm atravs do recurso plataforma Moodle para dinamizao de fruns de discusso.
O recurso a apresentao para debate em aula de filmes/documentrios sobre temas do programa ser
tambm uma metodologia a adoptar, a qual assume particular importncia para aprofundamento e
consolidao dos temas do programa e para a obteno de competncias cognitivas e instrumentais por parte
dos alunos
Por outro lado, os modelos de relacionamento entre a segurana internacional e a manuteno da paz que
decorrem do programa da unidade curricular, sero alvo de um trabalho de grupo a desenvolver pelos alunos,
o qual ser supervisionado pelo docente. Este elemento de avaliao ser alvo de apresentao em sala pelos
alunos, sendo dada a possibilidade de discusso e interpelao pelo docente e restante turma.
Por ltimo, ser tambm periodizada uma metodologia de aproximao da teoria prtica. Para este efeito,
sero convidados especialistas para apresentao de case studys aos alunos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The use of a methodology for character exposition assumes a fundamental character in the first sessions of
the course, including the level of training of students for understanding / mastery of the concepts considered
in structuring a program theme.
Elapsed workup step, the sessions will gain momentum in the dynamics of theoretical and practical, in which
the exposure of the main conceptual program will be considered in combination with the analysis and
discussion of technical papers provided by the teacher, whether in the classroom, either also through use of
the Moodle platform to stimulate discussion forums.
The feature presentation for discussion in class of films / documentaries on themes of the program will also
adopt a methodology which is particularly important for deepening and consolidating the themes of the
program and to obtain instrumental and cognitive skills by students
Moreover, the models the relationship between international security and peacekeeping resulting from the
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program of the course will be the focus of a group work done by students, which will be supervised by the
teacher. This element of assessment will be subject to presentation by the students in class, being given the
opportunity for discussion and questioning by the teacher and the rest of the class.
Finally, a methodology will also be periodized approach from theory to practice. For this purpose, will be
invited specialists to submit a "case study's" students.
6.2.1.9. Bibliografia principal:
BALTAZAR, M(2005), As Foras Armadas Portuguesas-desafios numa sociedade em mudana, Lx:Ed
Caleidoscpio.
BALTAZAR, M(2007) (Re)Pensar a Sociologia dos Conflitos, Nao e Defesa, IDN, 116:157-185.
BOUTROS-GHALI, B (1992), An Agenda for Peace (http://www.un.org/Docs/SG/agpeace.html).
CASTELLS M e SERRA, N (eds) (2003), Guerra y Paz en siglo XXI, Barcelona: Tusquets Ed.
DIDER B & WALKER(2007), Political Sociology and the Problem of the Internacional, Journal of Int Studies,
3:725-739.
NYE, J(2002), Compreender os Conflitos Internacionais uma introduo teoria e histria, Lx:Gradiva
HARBOM, L., et all(2006) Armed Conflict and Peace Agreements, Journal of Peace Research, 5: 617-631.
MACDOUGALL; ENDER.(2003),Teaching the sociology of peace, war, and social conflict,NY: ASA.
MALESEVIC, S (2010), Sociology of War and Violence. Cambridge: Univ Press.
VRIOS (2005), Guerra e Paz nos nossos dias JANUS. Lx: Pblico e UAL
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presentation, analysis and discussion of texts to create and improve the qualities and capacities of synthesis
and work before an audience hopefully attentive, knowledgeable and critical. The frequencies and tests assess
general knowledge (partial in the first case, late in the second) at a given time, plus the ability to sum up, the
field of quantity and quality writing and study
6.2.1.9. Bibliografia principal:
ANDERSON, M. S., The Rise of Modern Diplomacy, 1450-1919, (Londres, s.d.); BERRIDGE, G. R., Diplomacy:
Teory and Practice, (Nova Iorque, Palgrave, 2005); BRIDGE, F. R. e BULLEN, Roger, The Great Powers and the
European States System: 1815-1914, (s.L., s.d.); ROSS, Graham, The great powers and the decline of the
European states system 1914-1945, (s.l., s.d.); MAGALHES. Jos Calvet de, A Diplomacia Pura, (s.l., 1996);
McKAY, Derek e SCOTT, H. M., The Rise of the Great Powers 1648-1815, (s.l., s.d.); RENOUVIN, Pierre (dir.),
Histoire des relations internationales, vol. 1, Du moyen ge 1789, (Paris, 1994); SCHROEDER, Paul W., The
Transformation of European Politics. 1763-1848, (Nova Iorque, 1996); Souza, Philip, and John France, eds. War
and Peace in Ancient and Medieval History (Nova Iorque, 2008); STEINER, Zara, The Lights That Failed:
European International History, 1919-1933, (Oxford, 2005); idem, The Triumph of the Dark: European
International History: 1933-1939, (Oxford, 2011);
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Employment relationships, legal rules and collective instruments of regulation. The inspection of the working
conditions by the Working Conditions Authority.
The employment contract: concept, characteristics and distinction of the contract to provide services.
Employment contracts subject to special regimes (summary notes). The formation of the employment contract:
procedures and legal requirements. The trial period. Condition, term and employment contract. The legal
regime of the employment contracts subject to a term. Employers and employees: rights and duties. The
workplace. Duration and organization of the working time. Public holidays, holidays and absences. The
remuneration. Termination of employment contracts: general notions; modalities and procedures of
termination.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos desta unidade curricular, enquadrados em consonncia com os objectivos
propostos, mostram-se no apenas adequados como indispensveis compreenso do Direito do Trabalho
nos moldes acima apontados. A aprendizagem e consolidao dos conhecimentos em causa, com recurso s
metodologias de ensino utilizadas, permitem aos alunos alcanar aqueles objectivos e adquirir as
competncias desejadas.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The contents of this unit syllabus, framed in a manner consistent with the objectives proposed, are not only
suitable but also essential to the understanding of Labour Law under the perspectives indicated above. The
learning and consolidation of the knowledges in question, with the use of the teaching methodologies used,
allow the students to achieve those goals and to acquire the desired skills.
6.2.1.7. Metodologias de ensino (avaliao includa):
De acordo com a natureza e a funo das aulas terico-prticas, procede-se exposio oral das matrias
objecto do programa da unidade curricular com a preocupao constante de ligar a teoria prtica
demonstrando o interesse efectivo das matrias estudadas e de incutir nos alunos o esprito crtico na
anlise dos problemas subjacentes ao objecto de estudo. Com vista ao melhor funcionamento das sesses
lectivas, sugere-se vivamente aos alunos o estudo metdico das matrias a tratar desde o incio do semestre,
de preferncia antes das aulas em que sero abordadas, e os alunos so constantemente incentivados a
intervir, para colocar dvidas e exprimir pontos de vista. A avaliao nesta disciplina obedece a um de dois
regimes a escolher pelos alunos: a) Avaliao contnua: duas provas escritas de frequncia durante o perodo
lectivo (50%+50%); b) Avaliao por exame final (tambm pressupe a presena em 75% das aulas): prova oral
a realizar perante um jri (100%).
6.2.1.7. Teaching methodologies (including evaluation):
According to the nature and function of theoretical-practical classes, the contents of the syllabus will be
subject to oral presentation with the constant concern to link theory to practice showing the real interest of
the issues studied and to instil in the students the critical spirit in the analysis of the problems under study.
In order to improve the functioning of the teaching sessions, it is strongly suggested to the students the
methodical study of the subjects since the beginning of the semester, preferably before the teaching sessions
in which they will be treated, and the students are constantly encouraged to intervene, to put doubts or to
express their points of view. The evaluation in this unit will obey to one of two schemes chose by the students:
a) Continuous assessment: two written tests during the academic period (50%+50%); b) Assessment by final
examination: oral test to be performed before a jury (100%).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No quadro da metodologia adoptada, so utilizados quatro modelos pedaggicos para permitir a consolidao
dos conhecimentos e potenciar a motivao dos alunos: 1) Exposio oral das matrias; 2) Dinamizao
prtica das sesses lectivas; 3) Explorao das matrias atravs da anlise de textos legais e documentos
jurdicos; 4) Dedicao do aluno ao estudo e consolidao dos conhecimentos a adquirir, com
acompanhamento do docente sempre que necessrio.
As competncias a adquirir no mbito da coerncia entre a metodologia de ensino e o contedo da unidade
visam a aquisio e consolidao dos conhecimentos, tendo em vista o desenvolvimento de aptides
metodolgicas com aplicaes prticas, de modo a incrementar a capacidade analtica e crtica. As matrias a
estudar so adequadas compreenso do ordenamento jurdico-laboral como um todo e anlise das
matrias especficas tratadas com maior desenvolvimento. Para tanto, so proporcionados aos alunos
instrumentos de anlise adequados para o efeito.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Under the methodology framework, four pedagogical models are used in order to allow and increase the
consolidation of knowledge and to enhance the motivation of the students: 1) Oral exposure of the subjects; 2)
Pivoting practice teaching sessions; 3) Holding of substances through the analysis of legal texts and legal
documents; 4) Dedication of student to the study and consolidation of the subjects, with the accompanying of
the teacher wherever necessary.
The skills to acquire in the context of the coherence between teaching methodology and curricular unit content
are aimed to the acquisition and consolidation of the knowledge concerned, in order to develop
methodological skills with practical applications so as to increase the analytical capacity and critical spirit. The
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issues studied are suited to the comprehension of Labour Law as a whole and to the analysis of specific
matters treated with major development. For that aim, the necessary means of analysis are given to the
students.
6.2.1.9. Bibliografia principal:
Legislao pertinente: Constituio da Repblica Portuguesa; Cdigo Civil; Cdigo do Trabalho;
Regulamentao do Cdigo do Trabalho; Legislao complementar.
Manuais: LEAL AMADO, Joo: Contrato de trabalho, 3. ed., Coimbra Editora, 2011; LOBO XAVIER, Bernardo
da Gama (com colaborao de AA.VV.): Manual de Direito do Trabalho, Editorial Verbo, Lisboa, 2011;
MENEZES LEITO, Lus Manuel Teles de: Direito do Trabalho, 3. ed., Almedina, Coimbra, 2012; MONTEIRO
FERNANDES, Antnio: Direito do Trabalho, 16. ed., Edies Almedina, Coimbra, 2012; PALMA RAMALHO,
Maria do Rosrio: Direito do Trabalho. Parte II Situaes laborais individuais, 3. ed., Almedina, Coimbra,
2010.
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European and World economies. It will allow understanding the dichotomy role played by the state and private
agents, namely in economic policies.
We aim at fostering critical reasoning, with a first pre-scientific approach, done by a written group report, and
with oral defense in class.
The coherence between syllabus and the course objectives, expresses itself by the need to understand the
global economic reality, always based upon the need to build upon a greater students autonomous
deductive/critical reasoning.
6.2.1.7. Metodologias de ensino (avaliao includa):
A metodologia de ensino prev as aulas terico-prticas com exposio de matria convencional, a discusso
de textos sobre a actualidade sob a forma de pequenos assignments para casa e depois discusso em aula.
No incio de cada aula, prev-se um tempo dedicado actualidade, no caso do curso de cincias sociais
poderia ser reportado com textos e notcias prementes na actualidade do sector econmico.
A avaliao normal prev a realizao de um pequeno ensaio em grupo, pr-cientifico com relatrio escrito e
defesa oral.
O regime de avaliao prev 2 modalidades consignadas no Regulamento Escolar interno da UE,
nomeadamente:
RA1- Avaliao mista
[AC]- O aluno realiza duas provas escritas, cada uma com peso de 40% na nota final e um trabalho (TG) de
grupo com um peso de 20% na nota final.
NOTA=NAC=40%*Freq1+40%*Freq2+20%*TG
Em cada frequncia tero de obter pelo menos 7 valores (em 20).
RA2- Avaliao por exame
[Ex] O aluno realiza uma prova escrita no final do semestre que vale 100%..
6.2.1.7. Teaching methodologies (including evaluation):
The teaching methodology previews conventional theoretical/applied lessons with formal exposition of
material, text discussion, little assignments for homework, and further discussion in class. At the beginning of
each class, it is devoted a small time to actuality matters, and in the case of social sciences, one could address
such topics related to applied economic aspects.
The normal evaluation regime previews the realization of a small group essay, pre-sicentific with a written
report and oral defense.
The evaluation regime is in line with the rules consigned in the general rules of the University (REI).
Specifically:
RA1- Normal evaluation
[AC]- The student does two written tests, each one with a weight of 40% of final grade and a written/oral group
report with a weight of 20%.
Final Grade=NAC=40%*Test1+40%*Test+20%*WorkGroup
In each test the student must score at least 7 (out of 20).
RA2- Final exam
[Ex]- The student does a final exam which scores 100% final grade.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Metodologias de ensino
As metodologias de ensino mostram-se adequadas na medida em que procuram fomentar atravs da
participao nas aulas, no momento inicial sobre a actualidade, nos pequenos assignments, no trabalho e
relatrio de grupo, o desenvolvimento de capacidades dedutivas/critico e analticas fundamentando
pensamento independente, e mais que tudo a insero na realidade econmica global.
Comentrio sobre a Bibliografia:
O livro de texto [G] absolutamente essencial, de acesso livre e de free download no moodle da cadeira.
um dos manuais em que grande parte das aulas se baseia. Um aluno que domine este livro de texto
conseguir cumprir os objectivos da cadeira e ter sucesso escolar. O livro de Samuelson [SN] um clssico
no ensino de economia a no economistas, tem a vantagem de estar em portugus. Recomenda-se aos alunos
que tenham maiores dificuldades com a lngua inglesa. O livro [CN] tambm uma boa introduo ao estudo,
em portugus, da economia. O livro [CN55Q] ser utilizado para motivar algumas das discusses sobre
tpicos aplicados da actualidade econmica. O livro [B] exige j um maior domnio das tcnicas matemticas.
Os livros [Mt, Sl] destinam-se a compreender a evoluo da economia portuguesa no sculo XX. So
claramente acessveis a um nvel no tcnico.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
eaching methodologies
The teaching methodologies are adequate in the sense that they try to foster through class participation, the
initial current matters discussion, little assignments, and in the work written and oral report critical/deductive
autonomous thinking, and more than anything the insertion in the global economic reality.
Comment on Bibliography:
The book [G] is absolutely essential, as it is of free access and free download, and it is available on moodle.
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The classes are based upon this manual. A student that masters this book will manage to succeed and pass
the subject. The Samuelsons [SN] book is a classic for the study of economics for non-economists, and has
the advantage of being in Portuguese. It is recommended to those with greater English deficiencies. The book
[CN] is also a good introduction in Portuguese. The book [CN55Q] will be used to foster some discussion
about current matters. The books [Mt, Sl] are destined to understand the evolution of the Portuguese economy
on the XX century. They are both clearly accessible at a non-technical level.
6.2.1.9. Bibliografia principal:
[G] GDAE Global Development and Environment Institute (Tufts Institute)-Manual a seguir em ingls,
disponvel gratuitamente no moodle da pgina da cadeira e, para pedir exemplar, em:
http://www.ase.tufts.edu/gdae/db/macregistration.asp
[SN] Samuelson e Nordhaus (2011), Economia, MacGraw-Hill, 19 edio, Lisboa.
Complementar:
[B] Belbute, J. (2003), Princpios de Macroeconomia, 1 edio, Gradiva, Lisboa.
[CN] Csar das Neves, J.(2000), Introduo Economia, 5 edio, Verbo, Lisboa.
[CN 55Q] Csar das Neves, J. (1995), 55 Perguntas Sobre a Economia do Nosso Tempo, Difuso Cultural,
Lisboa
[Mk] Mankiw, G. (2001), Principles of Economics, 2ed Edition, Harcourt College
Publishers, New York.
[Mt] Mateus, A.(2001), A Economia Portuguesa desde 1910, Verbo, Lisboa.
[S] Silva Lopes, J. (2004), A economia portuguesa no sculo XX, ICS, Lisboa.
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The analysis of the authors in the more theoretical lessons in the form of conference not only allows the to
focus on the most relevant theoretical contributions but also to present the most pertinent criticism of these
same theories. This way of presenting the content is consistent with the objective of developing critical
thinking. The presentation of a work by students in the more practical classes aims to foster the practice of
this same critical thinking and the development of research practices.
6.2.1.9. Bibliografia principal:
Blaug, M. (1990) "Histria do Pensamento Econmico", Lisboa: Dom Quixote.
Denis, H. (1976) "Histria do Pensamento Econmico", Lisboa: Livros Horizonte
Ekelund, R., Hbert, R. (1990) "A History of Economic Theory and Method", 3rd ed, New York: McGraw-Hill.
GLDAN,A. - Histoire des Penses conomiques, les contemporains. Sirey, 1988.
HEILBRONNER, R - Os grandes economistas. Dom Quixote, 1972.
SCHUMPETER, J. - Histoire de l'Analyse conomique. Gallimard, 1981
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Mapa IX - Marketing
6.2.1.1. Unidade curricular:
Marketing
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Cristina Isabel Galamba de Oliveira da Costa Marreiros Semestre: 112,5 Semanal: 7,5 por turma3,75
6.2.1.3. Outros docentes e respectivas horas de contacto na unidade curricular:
Maria Raquel Ventura-Lucas
Semestre: 67,5
Semanal: 4,5 por turma 2,25
6.2.1.3. Other academic staff and lecturing load in the curricular unit:
Maria Raquel Ventura-Lucas
Semestre: 67,5
week: 4,5 per class 2,25
6.2.1.4. Objectivos de aprendizagem (conhecimentos, aptides e competncias a desenvolver pelos estudantes):
Fornecer aos alunos um conjunto de noes e aplicaes sobre marketing salientando-se a anlise das
estratgias de marketing, que constituem uma etapa fundamental para o desenvolvimento de qualquer
projecto empresarial seja de mbito nacional, internacional ou global.
A nvel especfico:
- Domnio dos conceitos bsicos e das tcnicas e instrumentos de marketing turstico.
- Compreenso e capacidade de anlise dos comportamentos de consumo e de compra dos indivduos nos
mercados.
- Capacidade de analisar estratgias de marketing.
A nvel geral:
- Capacidade de expresso oral e escrita e aptido na transmisso e recepo de ideias e informaes.
- Capacidade crtica.
- Capacidade de trabalho em equipa.
- Capacidade de tomada de deciso e resoluo de problemas nos processos de gesto de marketing.
- Capacidade de interpretar informao e formar juzos que evidenciem compreenso e reflexo sobre
problemas.
6.2.1.4. Learning outcomes of the curricular unit:
By the end of the module students should:
- Be familiar with the core concepts and techniques in marketing;
- Be able to understand and analyse consumption and buying behaviour in the markets;
- Be able to analyse tourism marketing strategies;
- Understand the connection between the issues studied in the module
Transferable Skills
By the end of this module students should have developed the following core skills:
- Written communication;
- Interpersonal communication;
- Oral presentation;
- Teamwork;
- Planning and organising;
6.2.1.5. Contedos programticos:
1. Introduo
1.1. Conceito de Marketing e sua evoluo
1.2. O papel do Marketing no planeamento estratgico das organizaes
2. Desenvolvimento de estratgias de marketing
2.1.Elaborao da estratgia de Marketing
2.2.Anlise Interna
2.3.Anlise do Meio Envolvente, do Mercado e Concorrncia
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2.4.Anlise SWOT
2.5.A fixao de objectivos de Marketing
3. Comportamento do consumidor
3.1. Processo de deciso
3.2. Influncias ao processo de deciso
4. Opes Estratgicas Fundamentais
4.1. Segmentao
4.2. Posicionamento
4.3. Fontes de Mercado
4.4. Estratgias de Marca
5. Produto
5.1. Mix do produto
5.2. Inovao
6. Preo
6.1. Determinao do preo
6.2. Estratgias de preo
7. Distribuio
7.1. Circuitos de Distribuio
7.2. Escolha do circuito
8. Comunicao
8.1. Mix da Comunicao
8.2. Publicidade
8.3. Relaes pblicas, Patrocnio e Mecenato
8.4. Novas formas e meios de comunicao
6.2.1.5. Syllabus:
1 - Introduction
1.1. the evolution of the marketing concept
1.2. the role of marketing in organisations strategic planning
2 - Marketing Strategy
2.1. Strategic Planning Stages
2.2. Internal and External Analysis
2.3. Environment, Market and Competition analysis
2.4 SWOT Analysis
3 - Consumer Behaviour
3.1. The buying decision process
3.2. Influences to buying decision process
4 - Segmentation, positioning and brands
4.1. Segmentation process and strategies
4.2. Positioning the offer
4.3. Defining the competition
4.3. Branding
5 - Product
5.1. Product Mix management
5.2. Innovation
6 - Price
6.1. Price determination
6.2. Price Strategies
7 - Place
7.1. Distribution channels
7.2. Distribution circuits definition
8 - Communication
8.1.Comunication mix
8.2. Advertising
8.3. Public relations, sponsorship and patronage
8.4. New tools for marketing communication
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos centram-se nos conceitos bsicos de marketing, dando especial nfase s
estratgias de marketing. Estes contedos esto divididos em 8 pontos. O primeiro introduz o conceito e
atitude de marketing assim como o seu papel nas organizaes e a orientao das empresas face ao mercado.
O segundo ponto corresponde formulao e ao desenvolvimento de estratgias e planeamento de marketing
e anlise do ambiente de marketing. Seguem-se-lhes o comportamento do consumidor e segmentao, o
posicionamento e as estratgias de marca, opes estratgicas fundamentais realizao de qualquer plano e
estratgia de marketing. Os seguintes quatro e ltimos pontos equivalem s polticas de produto, preo,
distribuio e comunicao.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The course contents focus on the basic marketing concepts, emphasizing marketing strategy.
There are eight main themes covering all the expected learning outcomes topics and the bulk of the course
objectives. Firstly, the marketing concept and attitude are introduced and the role of marketing in
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organizations is discussed. The second chapter is related to the development of marketing strategies and the
analysis of the marketing environment. After that, consumer behavior as well as Segmentation and Positioning
are presented, covering the fundamental concepts in strategic marketing. Finally, the last 4 chapters include
the marketing-mix, namely, product, pricing, distribution and communication policies.
6.2.1.7. Metodologias de ensino (avaliao includa):
- Regime presencial para interligao da teoria e prtica.
- Nas aulas adopta-se uma metodologia participativa activa atravs do fomento do dilogo, exposio de ideias
de modo a estimular a capacidade de raciocnio, abstraco e exposio oral.
- Anlise e discusso de case studies.
- Regime no presencial, estudo distncia atravs Moodle.
- Incentivo e acompanhamento ao trabalho fora da aula.
dada aos alunos a opo pelo regime de avaliao mista ou final.
Tm obrigatoriedade de frequncia das aulas e devero assistir a pelo menos 75% destas. Os que no o
fizerem apenas podero fazer avaliao de recurso.
Quem opta pelo regime de avaliao mista:
I. Teste escrito com toda a matria com a ponderao de 70%.
II. Resoluo de 3 casos em grupo com discusso em sala de aula com ponderao de 30%.
Uma nota inferior a 7 em qualquer das provas implica que o aluno passe para o regime final.
No regime final ter de realizar um teste escrito com toda a matria com ponderao 100%.
6.2.1.7. Teaching methodologies (including evaluation):
- Lectures: aiming at the connection between the theoretical and practical knowledge;
- In these lectures student involvement will be sought, through the promotion of dialog, discussion of ideas
and opinions, in order to promote students ability for reasoning, abstraction and oral exposition;
- Analysis and discussion of case studies;
- E-learning through the Moodle platform;
- Promotion and supervision of individual and group research work.
Assessment:
Continuous regime
- Group Essay: 3 case studies (30% of the final grade)
- Written in-class exam (70% of the final grade)
A minimum grade of 7 (out of 20) is required in all assessments to get a pass mark.
Exam regimen
- Written in-class exam (100% of the final grade)
Class attendance is compulsory in 75% of lectures.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Face aos objectivos e ao carcter eminentemente terico-prtico das matrias programadas, extremamente
importante que os alunos desenvolvam um trabalho extra-lectivo, nomeadamente na leitura de bibliografia,
revistas e artigos (inclusive em lngua estrangeira), para alm de aulas de exposio e discusso de exemplos
prticos e casos de estudo.
A parte prtica conseguida com a resoluo e discusso de casos prticos reais na sala de aula, em grupo
mas, preparados previamente e a substituio de algumas sesses lectivas pela realizao de conferncias
com especialistas convidados.
A importncia dada ao trabalho de grupo, justifica-se dado que este permite fomentar a discusso estruturada
e a partilha de experincias e o desenvolvimento da capacidade crtica dos alunos. Todo material
disponibilizado na sala de aula poder ser consultado na plataforma de e-learning da universidade
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Given the course objectives, expected learning outcomes and competences, it is extremely important that
students work both in classes and at home
The classes use a participative teaching methodology, with the discussion of practical situations and case
studies, prepared by students in advance, and conferences with guest marketing experts in order to promote
critical thinking and abstraction capacities, creative intuition and oral communication. PowerPoint
presentations will be used in combination with blackboard and also e-learning tutorial sessions with moodle
platform. There is an emphases on group work to encourage debate and the sharing of experiences.
6.2.1.9. Bibliografia principal:
Kotler, Philip; Armstrong, Gary (2008). Princpios de Marketing. 12 Edio
Prentice-Hall.
Kerin, R.A; Hartley, S.W:; Berkowitz, E.N.; Rudelius, W. (2008). Marketing. Traduo da 8 Ed. So Paulo:
McGraw-Hill Interamericana do Brasil.
Lendrevie, Jacques; et al(2004). Mercator XXI: Teoria E Pratica Do Marketing. 10 Ed. Publicaes D. Quixote,
Coleco Gesto & Inovao.
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apresentada uma anlise comparativa. Aps a compreenso desses conceitos chaves de empreendedorismo e
inovao, explicado as personalidades que marcam os empreendedores de sucesso e tambm a importncia
de criatividade. Na aula sero feitas vrias jogos de forma de promover o esprito criatividade e uma
abordagem pr-activa.
Em seguida feita uma anlise mais aprofundada de inovao, incluindo no s inovao tecnolgica mais
tambm no tecnolgica. As Dinmicas de inovao so apresentadas, incluindo os modelos de inovao
mais conceituados. Esse anlise permite o aluno para sempre pensar em ideias de negcios do ponto de vista
de inovao e criatividade. Intraempreendorismo como empreendedorismo dentro das organizaes tambm
ser ensinado.
A seco programtica seguinte apresenta noes fundamentais do processo de criao de empresas. Essa
parte inicia-se com uma aprendizagem de como fazer uma anlise de mercados, desde as estruturas do
mercado, os custos de produo e os consumidores actuais e potenciais. Aps a apreenso dos
conhecimentos bsicos de anlise de mercados, seria apresentado como avaliar ideias de negocio, de
diversos dimenses de anlise - desde que a existncia ou no dum mercado, o grau de inovao, uma anlise
de risco, e fundamentais sobre a sustentabilidade de negocio. Ser utilizado software para permitir fazer
simulaes de projecto empreendedor na aula.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In the area of entrepreneurship and innovation, there is no model of best practice with regards teaching of
entrepreneurship. In tis course we consistently try to always use real life examples, case studies immediately
following the theoretical material given in the class, with the aim of enabling the students to not only have a
sound theoretical basis as well as academic analyses but also to be able to always make a connection with the
real life of an entreprenreneur.
On the other hand, a course unit to non economists or non-management students requires a market
analysis,and thus on class room assessments we will use "real" market simulation games
During the course of this program, we use also Open source material, mostly in the form of vdeo for the
students to learn from other experiences.
Great emphasis is placed on the students to create their own business idea analyzed on different vertents as
well as subjecting the idea to a pre-evaluation by the student peers, in the classroom.
These objectives were the basis of design the course structure. First the student learns about
entrepreneurship from a theoretical viewpoint, where the different concepts of entrepreneurship is explained.
Following this, are presented the ways to measure entrepreneurship as well as performed a comparative
analysis of entrepreneurship of the different countries. Later key definitions of innovation are explained as well
as international comparisons of innovation measures. Following an understanding of these fundamental
concepts of entrepreneurship and innovation the course deals with entrepreneurial personality as well as the
importance of creativity. In the class, the students would use a game format to promote creativity and have a
pr-active attitude.
After this the course analyses the different Dynamics of innovation, both technology and non-technology,
presenting some of the most well known models of innovation. This analyses permits the student to always
think about entrepreneurship through the lens of innovation and creativity. Intraentrepreneurship as
entrepreneurship within an organization would also be taught.
The section that follows then deals with the basics of business creation. It first deals with how to analyze
markets, including an understanding of market structures, production costs, as well as identifying actual and
potential consumers. Following this, the students would then study how to analyze new business ideas, from
different dimensions- market potential, degree of innovation, risk analyses and fundamentals about business
sustainability. Specially designed entrepreneurial games for simulation purposes would be used for a more
real life feel.
6.2.1.9. Bibliografia principal:
Sarkar, S., (2009) Empreendedorismo e Inovao, Lisboa: Escolar Editora, 2 edio (ISBN: 978-972-592-2699).).
Drucker, Peter F. Innovative and Entrepreneurship, Practice and Principles. Harper & Row, Publishers, Inc,
1985
Barringer, Bruce R., and R. Duane Ireland. Entrepreneurship, Pearson Prentice-Hall, 2006.
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none
6.2.1.4. Objectivos de aprendizagem (conhecimentos, aptides e competncias a desenvolver pelos estudantes):
Introduo aos principais conceitos da Economia. Abordagem da Economia Espacializada. Abordagem da
Economia Mundial segundo a perspectiva da Geografia Econmica.
Compreender o significado das relaes espaciais a vrias escalas.
Compreender e explicar a diversidade e interdependncia entre regies, lugares e localizaes.
Mobilizar o conhecimento, compreender a diversidade de abordagens de outras disciplinas e aplic-las em
contextos geogrficos.
Recolher, comparar, analisar e apresentar informao geogrfica.
Comunicar ideias, princpios e teorias de forma eficaz e fluente atravs da escrita, da oralidade e da imagem.
6.2.1.4. Learning outcomes of the curricular unit:
Introduction to the main concepts of Economics. Spatialized treatment of Economics. Introduction to the World
Economy in the perspective of Economic Geography
Understanding the meaning of spatial relations on different scales.
Understanding and explaining the diversity and interdependence of regions, places and locations.
Ability to apply knowledge, to understand the multidisciplinary diversity of approaches and apply them in
geographical contexts.
To be able to gather, compare, analyze and present geographical information.
Communicate ideas, principles and theories in an efficient and fluent manner through written, oral and image
communication
6.2.1.5. Contedos programticos:
1. Caracterizao e quadro conceptual
2. A organizao do espao
3. Um mundo predominantemente urbano
4. Dinmicas Actuais da Economia Mundial
5. O papel das instituies na era da Globalizao
6. Desenvolvimento e Subdesenvolvimento
6.2.1.5. Syllabus:
1. Characterization and conceptual framework
2. The organization of space
3. A predominantly urban world
4. Current Dynamics of the World Economy
5. The role of institutions in the globalization
6. Development and Underdevelopment
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Ao longo desta unidade curricular, de acordo com a perspectiva da geografia econmica, os alunos devero
adquirir os conhecimentos que lhes permitam compreender as principais caractersticas dos fenmenos
econmicos e sociais, particularmente no que respeita localizao das actividades econmicas e aos
respectivos efeitos globais.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Throughout this course, according economic geography perspective, the students should acquire the
fundamental knowledge to understand the characteristics of economic and social issues, regarding the
location of economic activities and their global effects.
6.2.1.7. Metodologias de ensino (avaliao includa):
1. Aulas terico/prticas assentes na abordagem do programa definido (apoiado pela leitura da bibliografia
geral)
2. Aprofundamento atravs da apresentao oral e discusso de trabalhos realizados em grupo sobre temas
especficos (apoiado na leitura de bibliografia especfica)
Em geral, a avaliao dever ser feita da seguinte forma:
1. Avaliao Contnua: Teste escrito realizado no final do semestre 60% da nota final
Trabalho apresentado nas aulas (ou outro a especificar em funo das circunstncia) 40% da nota final
2. Avaliao por exame: Teste escrito (100% da nota final)
6.2.1.7. Teaching methodologies (including evaluation):
The teaching methods consist on the presentation of the several items of the program (supported by the
readings) and deepened through the oral presentation and the discussion of group essays on more specific
subjects (supported by specific readings and selected texts concerning each of the selected subjects). These
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methods may vary depending on the number of students enrolled in the course.
Usually, there are two methods of assessment:
The first system demands an oral presentation or a written paper, which is worth 40% of the final grade and a
written test at the end of the semester which is worth 60% of the final grade.
The second system is through an exam at the end of the semester which comprises a written exam, which is
worth 100% of the final grade.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino desenvolvidas permitiro aos alunos compreender o enquadramento terico
subjacente, estimulando, complementarmente, a abordagem da respectiva aplicabilidade a situaes
especficas
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The methodologies developed will enable the students to understand the theoretical framework, stimulating,
furthermore, the approach of their applicability to specific cases.
6.2.1.9. Bibliografia principal:
BONAGLIA, F. e A. GOLDSTEIN (2006), Globalizao e Desenvolvimento, Editorial Presena, Lisboa.
COE, N., P. KELLY e H. YEUNG (2007), Economic Geography: A Contemporary Introduction, Blackwell.
DINIZ, F. (2006), Crescimento e Desenvolvimento Econmico, Edies Slabo, Lisboa.
KNOX, P., J. AGNEW e L. MCCARTHY (2004) The Geography of the World Economy, Arnold, 4 Edio,
London.
KRUGMAN, P. (1991), Geography and Trade, The MIT Press, Cambridge.
LAMARLIRE, I. e J. STASZAK (2000) Principes de Gographie conomique, Bral, Paris.
SAMUELSON, P. e NORDHAUS, W. Economia, McGraw Hill, 18 Edio.
SIMES LOPES, A. e PONTES, J. P. (2010), Introduo Economia Urbana, Textos Universitrios, Fundao
Calouste Gulbenkian, Lisboa.
SIMES LOPES, A. (1984), Desenvolvimento Regional, Problemtica, Teoria e Modelos, Fundao Calouste
Gulbenkian, 2 edio, Lisboa.
STIGLITZ, J. (2007), Tornar Eficaz a Globalizao, Edies Asa, Lisboa.
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0. Marcos fundamentais da evoluo pol., soc. e econ. do Mundo nos secs. XIX e XX.
1. Alterao do regime demogrfico e consequncias. A formao da famlia moderna e sua composio. As
migraes intra e extraeuropeias do sec. XIX ao XX: livres e foradas.
2. Expansionismo. A conquista do mundo extraeuropeu. A China, a frica e a Amrica Latina. A emergncia
dos novos colonialismos e das rivalidades imperiais
3. O sistema poltico dos estados europeus: do Congresso de Viena IGG.
4. A IGG e as suas consequncias.O mundo entre guerras.A crise de 1929 e a Grande Depresso. A
emergncia do Comunismo e do Nazi-Fascismo e a sua resoluo.
5. O ps-guerra. A reconstruo da Europa e a Guerra Fria. O sistema de Bretton Woods. A formao dos
blocos econmicos e duma nova geopoltica.
6. O colapso do bloco sovitico e o fim da guerra-fria. O regresso do liberalismo e dos nacionalismos. O papel
das instituies transnacionais. O unilateralismo norte-americano na poltica externa.
6.2.1.5. Syllabus:
0.Turning points in the world of politics, society and economy in the 19th and 20th centuries.
1.Changes in the demographic regime and its consequences. Formation of the "modern" family. IntraEuropean and world "free" and forced migrations in the 19th and 20th centuries.
2.Expansionism. Conquest of the extra-European world. China, Africa and Latin America. Emergence of new
colonialism and imperial rivalries
3.The political system of European states: from the Congress of Vienna to the FWW..
4.The FWW and its aftermath. The world between wars. The crisis of 1929 and the Great Depression. The
emergence of Communism and Nazi-Fascism and its resolution.
5.The postwar period.The reconstruction of Europe and the Cold War. The Bretton Woods system. The
formation of economic blocs and a new geopolitics.
6.The collapse of the Soviet bloc and the end of the cold war. The return of liberalism and nationalism. The role
of transnational institutions.The unilateralism of U.S.A. in foreign affairs.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O programa da disciplina est dividido em mdulos sequenciais e interligados, abordando a dimenso poltica
e a dimenso social e econmica. A didctica da disciplina exige a participao activa dos alunos nas aulas,
havendo exerccios regulares que versam a metodologia, a anlise e a apresentao de textos que
acompanham as aulas tericas. Estes exerccios contemplam igualmente trabalho de anlise quantitativa e
qualitativa sobre documentos primrios ou secundrios.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus is divided into sequential and interlinked modules, addressing the political dimension and the
social and economic dimension of the historical processes. The teaching of this course requires the active
participation of students in class, with regular exercises that deal with the methodology, analysis and
presentation of texts accompanying lectures. These exercises also include quantitative and qualitative
analysis of primary and secondary documents.
6.2.1.7. Metodologias de ensino (avaliao includa):
As aulas tericas introduzem os alunos em cada tema, sendo desenvolvido depois pelos alunos com
apresentaes e anlise de textos seleccionados pelo professor. A avaliao dos alunos em regime de
frequncia consiste na execuo de uma frequncia com um peso total de 60 %, na apresentao oral de um
texto historiogrfico e na elaborao de um comentrio de texto (cada um com um peso 20%). Cada frequncia
incidir sobre dois de quatro temas, anunciados previamente.
6.2.1.7. Teaching methodologies (including evaluation):
The lectures introduce the students in each theme, which is developed students presentations and analysis of
texts selected by the teacher. The normal evaluation regime consists in a written test (final weight of 60 per
cent) and in the oral presentation of a historical text and drafting of report (each having 20 per cent in the final
evaluation). Each written text shall focus on two of the main four topics of the syllabus.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas tericas facilitam o cumprimento dos objectivos 1 e 2 enunciados no ponto 6.2.1.4. cujo cumprimento
avaliado com um exerccio individual escrito. As sesses terico-prticas exigem a participao activa dos
alunos e permitem avaliar o cumprimento dos objectivos 3 e 4 enunciados no mesmo ponto.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The lectures facilitate the attainment of the objectives 1 and 2 mentioned in the paragraph 6.2.1.4. The
performance of each student is assessed having an individual written exercise. Given that the theoreticalpractical sessions require the active participation of the students, they are one crucial moment to assess the
fulfillment of the objectives 3 and 4 also mentioned in the same paragraph.
6.2.1.9. Bibliografia principal:
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Bridge, F.R.; Bullen, F.R. - The Great Powers and the European State System, 1815-1914, Londres, Longman,
1980.
Carr, E. H. - Vinte anos de crise: 1919-1939 [1946], Braslia, Ed. Universidade, s.d..
Droz, B.; Rowley, A. Histria do Sculo XX. Lisboa: Dom Quixote, 1988.- 2 vols.
Hobsbawn, E. J. - A Era do Capital 1848-1875, Lisboa, Presena, 1975.
Joll, James - A Europa desde 1870, Lisboa, Dom Quixote, 1982.
Judt, T. - Ps-Guerra: Histria da Europa desde 1945, 2 ed., Lisboa, Ed. 70, 2007.
Michel, H. - Os Fascismos, Lisboa, Dom Quixote, 1977.
Pallistrandi, Benoit As Relaes Internacionais de 1800 a 1871, Lisboa, Ed. 70, 2002.
Thibualt, P. - O Perodo das Ditaduras 1918-1947, Lisboa, Dom Quixote.
Kaelble, H. - Industrialisation and Social Inequality in 19th-century Europe, Berg, 1986.
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b. Frequncia oral (25%); c. Trabalhos, ao longo do semestre (40%); (2) Avaliao por exame: a. Exame escrito
(60%); b. Exame oral (40%).
6.2.1.7. Teaching methodologies (including evaluation):
According to the descriptors established for the level A1 in the CEFR, the methodology adopted will focus on
the acquisition and development of oral and written skills (production, reception and interaction), grammar
practice and vocabulary enhancement: direct exposure to authentic use of language (through videos, written
texts newspapers, magazines, etc. Internet, CD-ROM, among others); direct participation in communicative
interaction; presentations, explanations, exercises/exploitation activities; translation (native language/foreign
language/native language); individual, pair and group working; contribution to formal and informal
discussions; guided study; autodidactically, by self-study.
Students may choose between two modes of assessment: (1) Continuous assessment: a. Written quiz (35%); b.
Oral quiz (25%); c. Assignments, throughout the semester, in class and at home (40%); (2) Exam: a. Written
exam (60%); b. Oral exam (40%).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A abordagem da metodologia de aprendizagem e de ensino de uma lngua estrangeira tem que ser abrangente
e apresentar todas as opes de um modo explcito e transparente. Os mtodos a serem usados sero aqueles
considerados mais eficazes no alcanar dos objectivos combinados em funo das necessidades dos alunos
no seu contexto social.
Deste modo, as variadas metodologias de ensino propostas em 3.3.7. contribuem para que os objectivos e
competncias identificados em 3.3.4. sejam atingidos pois possibilitam que o aluno disponha de um leque
alargado de actividades que facilitam a aquisio das competncias lingusticas associadas a este nvel de
proficincia (A1) e aos objectivos da unidade curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The approach to the methodology of learning and teaching a foreign language has to be comprehensive,
presenting all options in an explicit and transparent way. The methods to be employed are those considered to
be the most effective in reaching the objectives agreed in the light of the needs of the learners in their social
context.
Hence, the various teaching methodologies proposed in 3.3.7. are conducive to the accomplishment of the
objectives and competences identified in 3.3.4. as they provide the learner with a wide range of activities which
help promote the acquisition of the language skills associated with this level of competence (A1) and the aims
of the curricular unit.
6.2.1.9. Bibliografia principal:
- Luis Aragons y Ramn Palencia. Gramtica de uso del espaol actual. SM. Madrid.
- Nieves G. Fernndez y Jess S. Lobato. Espaol 2000. Nivel elemental. Sgel. Madrid.
- Diccionario de Espaol para Extranjeros. Ediciones SM. Madrid
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entender textos simples e curtos acerca de assuntos que lhe so familiares; capaz de fazer e responder a
perguntas, trocar ideias e informaes sobre assuntos que lhe so familiares e em situaes familiares
previsveis; capaz de escrever notas simples e pequenas relacionadas com questes de necessidade
imediata.
6.2.1.4. Learning outcomes of the curricular unit:
((CEFR Level: A2)
Understand sentences and frequently used expressions related to areas of most immediate relevance;
communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar
matters. Competences: can give a simple description or presentation of people, living or working conditions,
daily routines; can write a series of simple phrases and sentences linked with simple connectors; can
understand phrases and expressions related to areas of most immediate priority; can understand short, simple
texts on familiar matters; can ask and answer questions and exchange ideas and information on familiar topics
in predictable everyday situations; can write short, simple formulaic notes relating to matters in areas of
immediate need.
6.2.1.5. Contedos programticos:
-Contar episdios no passado
-Uma ao futura futura e fazer perguntas retricas no passado
-Probabilidade e hiptese no presente, passado e futuro
-Deseios
-Dar ordens
-O acento ortogrfico
-Redigir docs reais (cartas oficiais, pessoais, emails)
Contedos gramaticais
-Reviso geral prtica dos contedos adquiridos
-O pretrito indefinido: Formas, usos e irregularidades
-Os marcadores de tempo
-O pretrito perfecto: Formas e irregularidades
-Pronomes de complemento directo e indirecto
-Contraste entre o pretrito indefinido e o perfecto
-A acentuao
-O condicional simple:Formas e irregularidades
-O pretrito pluscuamperfecto:Formas e irregularidades
-O futuro perfecto:Formas e irregularidades
Contedos lexicais
-Lxico comum ao aeroporto, terminal de autocarros e combios
-Num escritrio
-Nas compras
-Lxico relacionado com as relaes sociais
- O cinema espanhol actual e os meios de comunicao de massas
- Periodizao da cultura espanhola: principais pocas e autores
6.2.1.5. Syllabus:
-Telling stories using past tenses
-Talking about a future situation. Asking rhetorical questions
-Indicating probability and assumption using present, past, future and conditional tenses.
-Indicating wishes
-Giving orders
-Accent.
-Writing real documents in spanish (official letters and emails).
Grammar
-Practical general revision of the contents learnt in the previous semester.
-The pretrito indefinido: ways, uses and irregularities.
-Time connectors.
-The pretrito perfecto: ways, uses and irregularities.
-Complemento directo and indirecto pronouns.
-Contrast between pretrito indefinido and pretrito perfecto.
-Accentuation
-The condicional simple: ways, uses and irregularities
-The pretrito pluscuamperfecto: ways, uses and irregularities
-The futuro perfecto: ways, uses and irregularities
Vocabulary
-Airport, buses and trains vocabulary
-In the office
-Shopping
-Social relations vocabulary
- Contemporary film making and mass media
- Spanish culture: main periods and authors
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6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos esto relacionados com os objectivos da unidade curricular na medida em que
incidem directamente na aquisio e desenvolvimento das competncias orais e escritas (produo, recepo
e interaco), gramtica e vocabulrio, de acordo com os pressupostos definidos pelo Conselho da Europa
(Quadro Europeu Comum de Referncia para as Lnguas: aprendizagem, ensino e avaliao) para a elaborao
de programas de lnguas e linhas de orientao curriculares.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus is related to the objectives of the curricular unit inasmuch as it allows for the acquisition and
development of the oral and written skills (production, reception and interaction), grammar practice and
vocabulary enhancement, in accordance with the recommendations produced by the Council of Europe
(Common European Framework of Reference for Languages: learning, teaching, assessment) for the
elaboration of language syllabuses and curriculum guidelines.
6.2.1.7. Metodologias de ensino (avaliao includa):
De acordo com os descritores estabelecidos para o nvel A2 no QECR para as lnguas, a metodologia adoptada
ir incidir na aquisio e desenvolvimento de competncias orais e escritas (produo, recepo e interaco),
gramtica e vocabulrio: exposio directa ao uso autntico da lngua (atravs de materiais como: vdeos,
textos escritos jornais, revistas, etc. Internet, CD-ROM, entre outros); participao directa em interaco
comunicativa; apresentaes, explicaes, exerccios/actividades de explorao; verso e retroverso lngua
materna/lngua estrangeira; trabalho individual, em pares, em grupo; participao em discusses
formais/informais; estudo acompanhado; de forma autodidctica, por estudo orientado feito por si prprio.
Os alunos podero escolher entre dois tipos de avaliao: (1) Avaliao contnua: a. Frequncia escrita (35%);
b. Frequncia oral (25%); c. Trabalhos, ao longo do semestre (40%); (2) Avaliao por exame: a. Exame escrito
(60%); b. Exame oral (40%).
6.2.1.7. Teaching methodologies (including evaluation):
According to the descriptors established for the level A2 in the CEFR, the methodology adopted will focus on
the acquisition and development of oral and written skills (production, reception and interaction), grammar
practice and vocabulary enhancement: direct exposure to authentic use of language (through videos, written
texts newspapers, magazines, etc. Internet, CD-ROM, among others); direct participation in communicative
interaction; presentations, explanations, exercises/exploitation activities; translation (native language/foreign
language/native language); individual, pair and group working; contribution to formal and informal
discussions; guided study; autodidactically, by self-study.
Students may choose between two modes of assessment: (1) Continuous assessment: a. Written quiz (35%); b.
Oral quiz (25%); c. Assignments, throughout the semester, in class and at home (40%); (2) Exam: a. Written
exam (60%); b. Oral exam (40%).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A abordagem da metodologia de aprendizagem e de ensino de uma lngua estrangeira tem que ser abrangente
e apresentar todas as opes de um modo explcito e transparente. Os mtodos a serem usados sero aqueles
considerados mais eficazes no alcanar dos objectivos combinados em funo das necessidades dos alunos
no seu contexto social.
Deste modo, as variadas metodologias de ensino propostas em 3.3.7. contribuem para que os objectivos e
competncias identificados em 3.3.4. sejam atingidos pois possibilitam que o aluno disponha de um leque
alargado de actividades que facilitam a aquisio das competncias lingusticas associadas a este nvel de
proficincia (A2) e aos objectivos da unidade curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The approach to the methodology of learning and teaching a foreign language has to be comprehensive,
presenting all options in an explicit and transparent way. The methods to be employed are those considered to
be the most effective in reaching the objectives agreed in the light of the needs of the learners in their social
context.
Hence, the various teaching methodologies proposed in 3.3.7. are conducive to the accomplishment of the
objectives and competences identified in 3.3.4. as they provide the learner with a wide range of activities which
help promote the acquisition of the language skills associated with this level of competence (A2) and the aims
of the curricular unit.
6.2.1.9. Bibliografia principal:
- Snchez, Martn, Matilla. Gramtica prctica de espaol para extranjeros. Sgel. Madrid.
- J. Alcina y J.M. Blecua. Gramtica espaola. Ariel. Barcelona.
- Diccionario de Espaol para Extranjeros. Ediciones SM. Madrid
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Para alem disso o docente recorre ao one-minute-test com o objectivo de o docente melhorar as praticas
pedaggicas.Neste os alunos listam os 3 conceitos melhor percebidos e os 3 piores percebidos na aula
anterior, o que permite ao docente melhorar a sua pratica pedaggica e ver se existem erros de
conceptualizao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The use of pro-active engagement discussion, besides exposition, a clear cut analysis of IO, in the framework
of current international and foreign affairs, with an historical background, allows and endows the students to
attain the courses aims.
There is always a state of the art current affairs at the beginning of each lecture.
Besides a one-minute test assessment (with the aim of the professor to improve its pedagogical performance)
is done along the course. In these tests the students list the 3 best perceived items and the least well off
perceived ones in the previous lecture, which allow the professor to see how much misperception the students
have been led into.
6.2.1.9. Bibliografia principal:
Obrigatria:
[K-M 2004] KARNS, Margaret e MINGST, Karen (2004), International Organizations. The Politics and Processes
of Global Governance, Lynne Rienner Publishers, London.
Recomendada:
[D 2005] DIEHL, Paul (ed.) (2005), The Politics of Global Governance. International Organizations in an
Interdependent World, 3rd edition, Lynne Rienner Publishers, London.
[L 1995] LABISA, Antnio (1995), Manual de Organismos Internacionais, Banco de Portugal, Lisboa.
[V 2008] VALLEJO, Manuel DEZ de VELLASCO, (2008), Las Organizaciones Internacionales, Ed. Tecnos,
Madrid, 920 pgs
[Z 2006] ZWEIFEL, Thomas, (2006) International Organizations and Democracy. Accountability, politics and
power, Lynne Rienner Publishers, London.
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paper with the minimun required pre-scientific standard, thus this requires and introduction to research
expertise like critical review of (scientific) literature, data mining and collecting and processing, and finally,
critical academic writing, at a starting level.
6.2.1.7. Metodologias de ensino (avaliao includa):
As sesses de contacto so feitas de modo pro-acitvo em que h apresentao de material pelo docente,
fomentando debate e o espirito critico-analitico-dedutivo com e dos alunos. De igual modo os alunos em
avaliao continua tm de apresentar um pequeno paper (pr-cientifico) sobre um tpico de desenvolvimento,
escrito e oralmente, formando grupos de 2 ou 3 alunos.
MTODO DE AVALIAO:
A1) AC- AVALIAO CONTNUA 2 FREQUNCIAS (40%*2) + TRABALHO (20%)
(NAS FREQUENCIAS EXIGE-SE NOTA MNIMA DE 7 VALORES)
Exige-se que tenha frequentado 75% das aulas.
A2) OU POR EXAME FINAL- 1 Exame Final (100%)
Exige-se que tenha frequentado 75% das aulas.
B) EXAME de RECURSO: acesso livre para quem reprovou nos anteriores (A1 ou A2).
Regra de Excepo para Trabalhadores Estudantes (TE):
No h requisito mnimo de presenas.
Exige-se, no entanto, caso faa trabalho que o apresente na aula.
Casos omissos: sero resolvidos pelo jri da disciplina luz do REI.
6.2.1.7. Teaching methodologies (including evaluation):
The lectures will be pro-active with oral expositions and with critical-analitical-deductive method, fostering
debate with students. Besides, students on continous assessment have to present a short paper (prescientific) about a development topic, written and orally within groups of 2 to 3 students.
Assssemtent rules:
A1) CA-Continuous Assessement 2 Tests (40%*2) + Paper (20%)
(On the tests a minimum of 7 Values is demanded)
75% of lecture attendance is required for CA.
A2) Final Exam- 1 Exame Final (100%)
75% of lecture attendance i salso required
B) last call exam: free access for those who failed on A1 or A2.
Exception rule of working students:
There is no minimum attendance require.
Omitted cases: solved by the jury of the subject (using REI).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O uso de uma metodologia pro-activa baseada na de discusso, para alem da exposio, uma analise clara
embora rigorosa dos tpicos de desenvolvimento, no contexto das RI e da Economia, baseada tambm numa
abordagem histrica, permite aos alunos atingirem os objectivos do curso.
Existe sempre um momento da actualidade no inicio de cada aula.
Para alem disso o docente recorre ao one-minute-test com o objectivo de o docente melhorar as praticas
pedaggicas. Neste os alunos listam os 3 conceitos melhor percebidos e os 3 piores percebidos na aula
anterior, o que permite ao docente melhorar a sua pratica pedaggica e ver se existem erros de
conceptualizao.
Alm disso funcionam duas turmas,uma em ingles e outra em portugus, oque permite aos alunos melhorarem
a sua performance em ingls e usarem-no como uma ferramenta de trabalho.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The use of pro-active engagement discussion, besides exposition, a clear cut analysis of IO, in the framework
of current international and foreign affairs, with an historical background, allows and endows the students to
attain the courses aims.
There is always a state of the art current affairs at the beginning of each lecture.
Besides a one-minute test assessment (with the aim of the professor to improve its pedagogical performance)
is done along the course. In these tests the students list the 3 best perceived items and the least well off
perceived ones in the previous lecture, which allow the professor to see how much misperception the students
have been led into.
Besides, there are two distinct classes, one in Portuguese and the other in English with fellow Erasmus, which
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6.2.1.5. Syllabus:
1. The concept of international law. The Treaty of Westphalia until 1945 and from then until the present day.
2. The formation of international law. The sources of international law: custom, law, general principles of law,
treaties.
3. Subjects of international law. The primacy of the sovereign state. People under international law. The
individual and international law. International organizations.
4. Fundamental principles governing the legal-international: equality among states, the right to selfdetermination of peoples, prohibiting the use of force, the respect for human rights, peaceful conflict
resolution, international cooperation.
5. The international community and conflict. War and international law. ius ad bellum and ius in bello.
6. The UN. Background. The UN Charter.
7. Globalization and international order. New problems. The tension between sovereignty and international
community. The problem of ius cogens.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O programa adequa-se necessidade de dar aos alunos uma viso do sistema jurdico internacional.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The program fits the need to give students an overview of the international legal system.
6.2.1.7. Metodologias de ensino (avaliao includa):
Exposio terica, com exemplos concretos includos, sendo tiradas dvidas e sendo os alunos convidados a
participar.
Avaliao contnua: 2 testes de frequncia, valendo cada um 50% da classificao final.
Exame: exame escrito final.
6.2.1.7. Teaching methodologies (including evaluation):
Lectures, with concrete examples included being taken doubts and students being invited to participate.
Continuous assessment: two tests of frequency, each worth 50% of the final grade.
Examination: final written exam.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas, bem como o sistema de avaliao, correspondem necessidade de motivao dos alunos pelo
mundo da poltica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The classes and the evaluation system, need to match students' motivation in the world of politics.
6.2.1.9. Bibliografia principal:
Brownlie, I., Princpios de Direito Internacional Pblico, tr., Lisboa, Fundao Calouste Gulbenkian.
Combacau, J. & Sur, S., Droit International Public, Paris, Montchrestien.
Machado, J., Direito Internacional. Do paradigma clssico ao ps-11 de Setembro, Coimbra, Coimbra Editora.
Miranda, J., Curso de Direito Internacional Pblico, Estoril, Principia.
Pastor Ridruejo, J. A., Curso de Derecho Internacional Pblico y Organizaciones Internacionales, Madrid,
Tecnos.
Pereira, A. G. & Quadros, F., Manual de Direito Internacional Pblico, Coimbra, Almedina.
Silva Cunha, J. & Pereira, M. V., Manual de Direito Internacional Pblico, Coimbra, Almedina.
Verdross, A., Derecho Internacional Pblico, tr., Madrid, Aguilar.
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6.2.1.3. Other academic staff and lecturing load in the curricular unit:
Marco Antnio Gonalves Barbas Batista Martins (37,5h)
6.2.1.4. Objectivos de aprendizagem (conhecimentos, aptides e competncias a desenvolver pelos estudantes):
Pretende-se dar aos alunos uma anlise das principais formas de organizao poltica, bem como do
funcionamento social e institucional de qualquer sistema poltico. Com isso os alunos iro adquirir
competncias que lhes permitem discernir o modo de funcionamento da sociedade que os rodeia nas suas
diversas vertentes, nomeadamente poltica e social.
6.2.1.4. Learning outcomes of the curricular unit:
It is intended to give students an analysis of the main forms of political organization, as well as institutional
and social functioning of any political system. With that students will acquire skills that enable them to discern
the mode of operation of the society that surrounds them in their various aspects, including political and
social.
6.2.1.5. Contedos programticos:
1. Concepes clssica e moderna da poltica.
2. Sistema poltica e ideologia. Legitimidade poltica.
3. Pensamento poltico clssico: Plato, Aristteles. Pensamento poltico moderno: Maquiavel, Hobbes, Locke,
Rousseau, Kant. Pensamento poltico contemporneo: Marx, Carl Schmitt, Hannah Arendt, Habermas, Rawls,
Bobbio.
4. Regimes polticos. Democracia e ditadura. Tipos de democracia. Poltica e instituies.
5. Cultura poltica. Participao poltica.
6. Partidos polticos. Grupos de presso. Movimentos sociais. Elites polticas e poder.
7. A evoluo do Estado contemporneo. Estado de Direito e Estado social de Direito. Direitos Humanos.
8. Ciberdemocracia.
9. Pensamento poltico islmico contemporneo.
10. Poltica e globalizao. A crise do Estado-nao e a crise das soberanias. O que a globalizao?
6.2.1.5. Syllabus:
1. Classical and modern conceptions of politics.
2. Political system and ideology. Political legitimacy.
3. Classical political thought: Plato, Aristotle. Modern Political Thought: Machiavelli, Hobbes, Locke, Rousseau,
Kant. Contemporary political thought: Marx, Carl Schmitt, Hannah Arendt, Habermas, Rawls, Bobbio.
4. Political regimes. Democracy and dictatorship. Types of democracy. Politics and institutions.
5. Political culture. Political participation.
6. Political parties. Pressure groups. Social movements. Elites and political power.
7. The evolution of the contemporary state. Rule of law and social state of law. Human Rights.
8. Cyberdemocracy.
9. Contemporary Islamic political thought.
10. Politics and Globalization. The crisis of the nation state and the crisis of sovereignty. What is globalization?
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos correspondem necessidade de dar aos estudantes uma viso global do que
so o pensamento poltico e instituies que organizam o poder.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus correspond to the need to give students an overview of what are the political thought and
institutions that organize power.
6.2.1.7. Metodologias de ensino (avaliao includa):
Exposio terica, com debate para o qual os alunos participam.
6.2.1.7. Teaching methodologies (including evaluation):
Lectures, with debate to which students participate.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas, bem como o sistema de avaliao, correspondem necessidade de motivao dos alunos pelo
mundo da poltica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The classes and the evaluation system are structured to motivate the students to the world of politics.
6.2.1.9. Bibliografia principal:
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BERSTEIN, S., Los Regmenes Polticos del Siglo XX. Para una Historia Poltica Comparada del Mundo
Contemporneo, trad., Barcelona, Ariel, 2009.
DELLA PORTA, D., Introduo Cincia Poltica, trad., Lisboa, Ed. Estampa, 2003.
DUVERGER, M., Sociologia da Poltica, trad., Coimbra, Almedina, 1983.
FERRAJOLI, L., A Soberania no Mundo Moderno, trad., So Paulo, Martins Fontes, 2002.
GRAWITZ, M. & LECA, J. [orgs.], Trait de Science Politique, 4 vols., Paris, P.U.F., 1985.
MOREIRA, A., Cincia Poltica, 4. ed., Coimbra, Almedina, 2009.
ORY, P. [org.], Nouvelle Histoire des Ides Politiques, Paris, Hachette, 2001.
PASQUINO, G., Curso de Cincia Poltica, trad., S. Joo do Estoril, Principia, 2003.
TOUCHARD, J., Histria das Ideias Polticas, vrios volumes, trad., Mem Martins, Europa-Amrica.
VALLS, J. M., Ciencia Poltica, 8. ed., Barcelona, Ariel, 2010.
ZIPPELIUS, R., Teoria Geral do Estado, 3. ed., trad., Lisboa, F. Calouste Gulbenkian, 1997.
Mapa IX - Geopoltica
6.2.1.1. Unidade curricular:
Geopoltica
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Marco Antnio Gonalves Barbas Batista Martins Contacto: 60h
6.2.1.3. Outros docentes e respectivas horas de contacto na unidade curricular:
nenhum
6.2.1.3. Other academic staff and lecturing load in the curricular unit:
none
6.2.1.4. Objectivos de aprendizagem (conhecimentos, aptides e competncias a desenvolver pelos estudantes):
O presente programa encontra-se preparado para desenvolver e reforar o estudo da Geopoltica no quadro
das Relaes Internacionais. Pretende-se prover aos estudantes um slido conhecimento no s para as reas
que exploram em relao s implicaes das teorias clssicas da Geopoltica e da relevncia das explicaes
alternativas como tambm para uma melhor compreenso das foras geopolticas que se tm vindo a formar
na actual conjuntura internacional.
6.2.1.4. Learning outcomes of the curricular unit:
The course unit is prepared as a theoretical framework in order to increase the knowledge of
Geopolitics regarding International Relations. The program is designed to provide students with a solid
grounding for the research field that explores the implications of the classical theories of Geopolitics and the
relevance of alternative explanations to better understanding the geopolitical forces that are shaping the
contemporary international system.
6.2.1.5. Contedos programticos:
1. Geopoltica: definies
2. Estrutura e teoria geopoltica
3. A geopoltica clssica:
4. A geopoltica contempornea
4.1. Realismo Americano
4.2. Geopoltica e as Relaes Internacionais
4.3. Equilbrio e Ordem Mundial
4.4. A tipologia das crises
5. As fases da Geopoltica nas relaes internacionais
5.1. Fase 1: 1945-1956
5.2. Fase 2: 1957-1979
5.3. Fase 3: 1980-1989
5.4. A queda do Muro de Berlim e o colapso da URSS
5.5. O 11 de Setembro de 2001: terrorismo global
6. Geopoltica dos grandes espaos
7. Derivaes de Geopoltica
8. Geopoltica das religies
6.2.1.5. Syllabus:
1. Geopolitics: definitions
2. Geopolitical structure and theory
3. Classical Geopolitics:
4. Contemporary Geopolitics
4.1. American Realism
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curriculares.
As unidades curriculares de natureza mais terica implicam aulas terico-prticas, onde se estimula o debate
entre os alunos. Os alunos realizam trabalhos prticos e tericos sob a orientao dos docentes de cada
unidade curricular, o que lhes permite enriquecer a sua formao e atingir os objectivos de aprendizagem.
6.3.1. Adaptation of methodologies and didactics to the learning outcomes of the curricular units.
The courses involve more theoretical nature of theoretical and practical lessons, which stimulates debate
among students. The students perform practical work and theory under the guidance of teachers of each
course, allowing them to enrich their education and achieve learning objectives.
6.3.2. Verificao de que a carga mdia de trabalho necessria aos estudantes corresponde ao estimado em
ECTS.
Quando o plano de estudos foi elaborado para cada unidade curricular foi calculada a carga mdia de trabalho.
medida que o curso evolui, verifica-se sempre a necessidade de trabalho dos estudantes em cada unidade
curricular atravs da extenso do respectivo programa, da bibliografia necessria, do nmero de horas de aula
necessrios.
6.3.2. Verification that the required students average work load corresponds the estimated in ECTS.
When the curriculum was designed for each course unit was calculated average load of work. As the course
progresses, there is always the need for work of students in each module by extending the respective program,
the bibliography required, the number of required teaching hours.
6.3.3. Formas de garantir que a avaliao da aprendizagem dos estudantes feita em funo dos objectivos de
aprendizagem da unidade curricular.
As aulas terico-prticas, a avaliao contnua, elaborao de trabalhos extra, so formas de comparar a
aco pedaggica realizada com os objectivos pretendidos para cada unidade curricular.
6.3.3. Means to ensure that the students learning assessment is adequate to the curricular unit's learning
outcomes.
The practical classes, ongoing evaluation, preparation of extra work, are ways of comparing the pedagogical
action performed with the desired objectives for each course.
6.3.4. Metodologias de ensino que facilitam a participao dos estudantes em actividades cientficas.
Aulas terico-prticas com debates, avaliao contnua, actividades cientfico-pedaggicas realizadas em
torno dos domnios de conhecimento subordinados s Relaes Internacionais.
6.3.4. Teaching methodologies that promote the participation of students in scientific activities.
Lectures with discussions, continuous assessment, scientific-pedagogical activities held around the domains
of knowledge subordinate to International Relations.
7. Resultados
7.1. Resultados Acadmicos
7.1.1. Eficincia formativa.
7.1.1. Eficincia formativa / Graduation efficiency
N. diplomados / No. of graduates
N. diplomados em N anos / No. of graduates in N years*
N. diplomados em N+1 anos / No. of graduates in N+1 years
2009/10
12
12
0
2010/11
30
11
13
2011/12
16
5
10
0
0
2
4
1
0
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curriculares.
A maioria dos estudantes proveniente da rea das Cincias Humanas e Sociais. Sentem por isso uma
dificuldade no mbito das cincias econmicas. Verifica-se deste modo alguma taxa de insucesso nesta rea
cientfica. Todavia, os estudantes vo conseguindo superar essas dificuldades medida que vo entrando em
contacto com ela.
7.1.2. Comparison of the academic success in the different scientific areas of the study cycle and related
curricular units.
Most students are from the area of humanities and social sciences. Therefore feel a difficulty in the context of
economics. There is thus a failure rate in this field. However, students will able to overcome these difficulties
as they came in contact with her.
7.1.3. Forma como os resultados da monitorizao do sucesso escolar so utilizados para a definio de aces
de melhoria do mesmo.
A direco de curso tem a preocupao de examinar os dados sua disposio a respeito do sucesso escolar.
Intervm, sempre que necessrio, para adequar esses dados melhoria do plano do curso.
7.1.3. Use of the results of monitoring academic success to define improvement actions.
The direction board is concerned to examine the data at their disposal regarding school success. Intervenes
when necessary to match these data to improve the course plan.
7.1.4. Empregabilidade.
7.1.4. Empregabilidade / Employability
%
Percentagem de diplomados que obtiveram emprego em sectores de actividade relacionados com a rea do ciclo de estudos /
14.3
Percentage of graduates that obtained employment in areas of activity related with the study cycle area
Percentagem de diplomados que obtiveram emprego em outros sectores de actividade / Percentage of graduates that obtained
85.7
employment in other areas of activity
Percentagem de diplomados que obtiveram emprego at um ano depois de concludo o ciclo de estudos / Percentage of
graduates that obtained employment until one year after graduating
68.8
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32
7.2.3. Outras publicaes relevantes.
Os docentes deste ciclo de estudos contam ainda com diversas publicaes como background papers,
captulos de livros, livros, relatrios cientficos, artigos em revistas nacionais, livros de atas de congressos
internacionais e nacionais. Os docentes membros do NICPRI so igualmente colaboradores do Portuguese
Journal of Political Science and International Relations - Perspectivas, seja como membros do seu conselho
editorial, seja como autores/editores/organizadores de nmeros. Para uma consulta mais pormenorizada das
publicaes, veja-se http://www.researcherid.com/ViewProfileSearch.action.
7.2.3. Other relevant publications.
The professors of this course can also count with several publications, such as background papers, book
chapters, books, scientific reports, papers in national journals, books of international and national congress
minutes. The professors that are members of NICPRI, they are also collaborators of the Portuguese Journal of
Political Science and International Relations - Perspectivas, whether as members of the editorial council, or as
authors/editors/organisers of issues.
For a more detailed verification of the publications, go to
http://www.researcherid.com/ViewProfileSearch.action.
7.2.4. Impacto real das actividades cientficas, tecnolgicas e artsticas na valorizao e no desenvolvimento
econmico.
O impacto da investigao no domnio das relaes internacionais profundo no desenvolvimento
econmico, que simultaneamente social e poltico-cultural, por duas razes: 1) o conhecimento emprico
analtico que ela produz fundamental para a medio dos processos produtivos e das oportunidades que se
abrem aos sistemas sociais num mundo global; 2) o conhecimento crtico e hermenutico que esta actividade
igualmente produz fundamental para a construo simblica, cultural, e evoluo dos valores numa
sociedade global que se pretende estvel e pacfica.
7.2.4. Real impact of scientific, technological and artistic activities on economic enhancement and development.
The impact of research in the field of international relations is deep in economic development, which is both
political and social-cultural, for two reasons: 1) the analytical empirical knowledge it produces is critical for the
measurement of processes and opportunities that open social systems in a global world, 2) the critical
knowledge and hermeneutic that this activity produces is also fundamental for the construction symbolic,
cultural, and changing values in a global society who want stable and peaceful.
7.2.5. Integrao das actividades cientficas, tecnolgicas e artsticas em projectos e/ou parcerias nacionais e
internacionais.
Este ciclo de estudos recente. A maioria dos seus professores realiza investigao em duas unidades de
investigao (NICPRI e CEFAGE) que tm bastantes actividades e foram na ltima avaliao classificado com
"Excelente".
7.2.5. Integration of scientific, technological and artistic activities in national and international projects and/or
partnerships.
This course of study is recent. Most of their professors conducts research in two research units (NICPRI and
CEFAGE) that have plenty of activities and were the last evaluation rated "Excellent".
7.2.6. Utilizao da monitorizao das actividades cientficas, tecnolgicas e artsticas para a sua melhoria.
No h ensino de nvel superior sem investigao. Assim, os resultados obtidos na investigao permitem que
os docentes se actualizem e, nesse sentido, produzam ensino mais adequado aos objectivos deste curso.
7.2.6. Use of scientific, technological and artistic activities' monitoring for its improvement.
There is no higher level of education research. Thus, the results obtained in research allow professors to
update themselves and, accordingly, produce the most appropriate educational objectives of this course.
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Alongside this course of study, there are Masters and PhD. Several professors provide services outside the
University by virtue of being professors in these areas.
7.3.2. Contributo real para o desenvolvimento nacional, regional e local, a cultura cientfica, e a aco cultural,
desportiva e artstica.
As Cincias Polticas e as Relaes Internacionais so, actualmente, um ngulo privilegiado e fundamental
para olhar os grandes problemas que se colocam humanidade, quer no plano global, quer no plano nacional.
Com efeito, no h desenvolvimento tecnolgico e econmico sem prvias construes poltico-culturais e
simblicas. este domnio de conhecimento que fornece a chaves de compreenso para a construo de um
mundo desenvolvido.
7.3.2. Real contribution for national, regional and local development, scientific culture, and cultural, sports and
artistic activities.
The Political Science and International Relations is currently a key vantage point to look to the great problems
facing humanity, whether at the global or national level. Indeed, there is no technological and economic
development without a previous political-cultural constructions and also symbolic. It is this area of knowledge
that provides the key to understanding the construction of a developed world.
7.3.3. Adequao do contedo das informaes divulgadas ao exterior sobre a instituio, o ciclo de estudos e o
ensino ministrado.
A Universidade tem um site bastante procurado, onde se encontram informaes pormenorizadas sobre cada
curso, nelas encontrando estudantes e futuros estudantes tudo quanto necessrio para conhecer a
instituio e o ciclo de estudos que mais lhe interessem.
7.3.3. Adequacy of the information made available about the institution, the study cycle and the education given to
students.
The University has a web site frequently visited, where there are details of each course. This site also allows
students and prospective students to find all that is necessary to meet the institution and course of study that
interests them the most.
%
8.9
0.5
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between Lisbon and relevant Spain, Badajoz, the city where, according to official data, studying Portuguese as
a second language more than 9,000 high school students in this country; - the International Relations course
opens employment prospects, in normal situation of economic stability in many different areas.
8.1.2. Pontos fracos
- A actual situao de crise econmica e financeira no permite realizar reformas e adaptaes que so
sempre desejveis e normais, o que acaba por se traduzir num acumular de factores que no favorecem uma
evoluo normal do curso;
- desejvel que se possa sempre equacionar a melhoria e desenvolvimento do corpo docente a fim de
aumentar a investigao e divulgao cientfico-pedaggica;
- Fazem-se sentir constrangimentos de ordem financeira que so gerais, mas afectam necessariamente o
desenvolvimento do curso;
- Ainda se encontram em fase inicial a execuo de programas pedaggicos que envolvam mais os alunos,
no apenas na vida da Escola, mas ainda no mbito especfico do seu curso;
- Sendo um curso recente, ainda insuficiente a rede Erasmus que se pde estabelecer, embora j existam
algumas possibilidades.
8.1.2. Weaknesses
- The current economic downturn and financial reforms does not allow adjustments that are always desirable
and normal, which finally results in an accumulation of factors that do not favor a balanced development of the
course;
- It is desirable that one can always consider improving faculty development to enhance research and
disseminating scientific-pedagogical activities;
- There are financial constraints that are general, but necessarily affect the development of the course;
- The educational programs involving more students, not only in the life of the school, but also in the specific
context of their course are still in the early stages of implementation;
- Being a recent course, it is still insufficient the Erasmus network established, although there are now some
available possibilities.
8.1.3. Oportunidades
- Criar uma cultura de curso que permita aos alunos a sua identificao com um pluralismo crtico na anlise
da temtica internacional;
- Dar mais protagonismo Universidade de vora na fileira das Relaes Internacionais, atraindo mais alunos
estrangeiros para a graduao e as ps-graduaes;
- Disseminar, aproveitando a natureza do curso, valores universalistas, bem como, aproveitando as valncias
da Escola, aprofundar muito seriamente o conhecimento de lnguas estrangeiras;
- Difundir o estudo das Relaes Internacionais na Universidade de vora no mbito da CPLP, aproveitando
contactos e protocolos em vigor;
- Motivar os alunos cada vez mais para a situao internacional, com isso dando protagonismo ao seu curso e
atraindo alunos estrangeiros;
- Especializar alunos do 1 ciclo, quer em ps-gradues que concedem grau, quer em ps-graduaes que
permitam possibilidades de acesso em instituies nacionais de vocao diplomtica e instituies
internacionais.
8.1.3. Opportunities
- Creating a culture course that allows students to be identified with a critical pluralism in international
thematic analysis;
- Give more prominence to the University of vora in the row of International Relations, attracting more
international students to undergraduate and postgraduate courses;
- Disseminate, taking the nature of the course, universal values as well, taking advantage of the valences of the
school very seriously deepen the knowledge of foreign languages;
- Disseminate the study of International Relations at the University of vora in the CPLP, leveraging contacts
and protocols in force;
- Motivate students increasingly to the international situation, thus giving prominence to its course and
attracting foreign students;
- Specialize 1st cycle students, both in post-graduations granting degree or postgraduate courses in enabling
access opportunities in institutions of national and international institutions, and diplomacy vocation.
8.1.4. Constrangimentos
- Maior constrangimento oramental;
- Aumento do desemprego que pode tornar ainda mais delicada a competio por emprego na rea das
Relaes Internacionais;
- Quebra do apoio social escolar ao 1 ciclo.
8.1.4. Threats
- Increased budget constraint;
- Increase in unemployment that can make it even more difficult to compete for jobs in the field of International
Relations;
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8.6. Processos
8.6.1. Pontos fortes
A estrutura interna da Universidade prev uma interligao constante e regular entre directores de
departamento, que afectam os recursos humanos, e as direces de curso que coordenam os aspectos
cientfico-pedaggicos do curso. Assim, um ponto forte do curso esta articulao que permite monitorizar o
andamento normal durante o ano lectivo.
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8.6.1. Strengths
The internal structure of the University provides a constant and regular interconnection between heads of
department, affecting human resources, and board of of the course that coordinate its scientific-pedagogical..
Thus, a strong point of course is this articulation that let the board monitor the progress during the regular
academic year.
8.6.2. Pontos fracos
No concluso do curso por um relativamente elevado nmero de estudantes dentro do prazo normal do curso
previsto no plano de estudos.
8.6.2. Weaknesses
Not completion of the course by a relatively high number of students within the time period provided for in the
normal course syllabus.
8.6.3. Oportunidades
As estruturas cientfico-pedaggica e administrativa podem, a ttulo permanente, corrigir deficincias que vo
surgindo.
8.6.3. Opportunities
The structures scientific-pedagogical and administrative can permanently, correct deficiencies that arise.
8.6.4. Constrangimentos
Dado o contexto de incerteza financeira que se vive em Portugal e na Europa existe constrangimento
financeiro que pode limitar a implementao dos processos existentes associados ao curso.
8.6.4. Threats
Given the context of financial uncertainty prevailing in Portugal and in Europe there are financial constraints
that may limit the implementation of existing processes associated with the course.
8.7. Resultados
8.7.1. Pontos fortes
Tratando-se de um curso recente, tem vindo a conhecer um xito crescente na sua procura. Tm vindo
igualmente a crescer o nmero de actividades cientficas que rodeiam o desenvolvimento do curso
(conferncias, seminrios, workshops) .
8.7.1. Strengths
In the case of a recent course, it has been experiencing increasing success in their demand. There has also
been increasing the number of scientific/research activities surrounding the development of the course
(lectures, seminars, workshops).
8.7.2. Pontos fracos
H conscincia na direco de curso de que deve ser incrementado o conjunto de actividades medida que o
curso consolida e desenvolve.
8.7.2. Weaknesses
There is awareness in the direction board of the course that should be incremented the range of activities as
the course develops and consolidates.
8.7.3. Oportunidades
O aparecimento deste curso vem motivar na Universidade, no pblico interessado, nos meios culturais, um
interesse maior a respeito das grandes questes que se colocam hoje a nvel global.
8.7.3. Opportunities
The emergence of this course motivates in the University, in an interested public, in the media culture, a
greater interest about the big issues we face today, globally.
8.7.4. Constrangimentos
A existncia de constrangimentos de ordem material coloca inevitveis limites ao cumprimento dos objectivos
pretendidos.
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8.7.4. Threats
The existence of material constraints puts inevitable limits to meet the desired objectives.
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9.4.1. Weaknesses
It is desirable that one can always consider improving faculty development to enhance research and
disseminating scientific-pedagogical activities.
9.4.2. Proposta de melhoria
Desenvolver e aprofundar o desenvolvimento do corpo docente a nvel pedaggico e cientifico, desenhando
programas especficos apesar dos constrangimentos oramentais.
9.4.2. Improvement proposal
Develop and deepen faculty development at educational and scientific level, designing specific programs
despite budgetary constraints.
9.4.3. Tempo de implementao da medida
1 ano.
9.4.3. Implementation time
1 year.
9.4.4. Prioridade (Alta, Mdia, Baixa)
Alta.
9.4.4. Priority (High, Medium, Low)
High.
9.4.5. Indicador de implementao
A verificao desses mesmos programas de desenvolvimento do corpo docente.
9.4.5. Implementation marker
The verification of such programs for faculty development.
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9.6. Processos
9.6.1. Debilidades
Algumas dificuldades de compatibilizao entre diferentes sistemas de avaliao em cada unidade curricular.
9.6.1. Weaknesses
Some difficulties in reconciling evaluation systems in each curriculum unit.
9.6.2. Proposta de melhoria
A direco de curso deve sistematicamente, inventariar as possiveis incongruncias e tentar compatibilizar os
sistemas de avaliao em termos que permitam maior harmonia no conjunto do plano de estudos. O que j
tem vindo a ser feito harmonizando datas de avaliao.
9.6.2. Improvement proposal
The direction board of the course systematically surveys the possible inconsistencies and tryes to match the
evaluation systems in terms that allow greater harmony throughout the curriculum.What has already been
done harmonizing evaluation dates.
9.6.3. Tempo de implementao da medida
1 ano.
9.6.3. Implementation time
1 year.
9.6.4. Prioridade (Alta, Mdia, Baixa)
Alta
9.6.4. Priority (High, Medium, Low)
High
9.6.5. Indicador de implementao
Capacidade de modificar incongruncias detectadas.
9.6.5. Implementation marker
Ability to modify inconsistencies.
9.7. Resultados
9.7.1. Debilidades
No processo de formao dos estudantes nem sempre se conseguem obter ndices de sucesso desejveis.
9.7.1. Weaknesses
In the process of forming the students there has not always have been desirable levels of success.
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I
9.7.2. Proposta de melhoria
Melhor articulao do plano de estudos, incentivo a uma maior capacidade pedaggica dos professores,
criao de uma cultura de curso entre os estudantes.
9.7.2. Improvement proposal
Better articulation of the curriculum, encouraging greater pedagogical skills of professors, creating a culture of
course among students.
9.7.3. Tempo de implementao da medida
1 ano.
9.7.3. Implementation time
1 year.
9.7.4. Prioridade (Alta, Mdia, Baixa)
Alta
9.7.4. Priority (High, Medium, Low)
High
9.7.5. Indicador de implementao
Verificao do aumento da taxa de sucesso.
9.7.5. Implementation marker
Verification of increased success rate.
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<sem resposta>
rea Cientfica /
Durao /
Scientific Area (1) Duration (2)
<sem resposta>
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10.3.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
10.3.4. Categoria:
<sem resposta>
10.3.5. Regime de tempo na instituio que submete a proposta (%):
<sem resposta>
10.3.6. Ficha curricular de docente:
<sem resposta>
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10.4.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
<no answer>
10.4.1.9. Bibliografia principal:
<sem resposta>
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