Course Presentation

This degree is guided by a double ambition:
To ensure solid background in the fields of knowledge set out by DL No. 79/2014, and the relational skills needed for qualification for teaching in preschool education, 1st and 2nd cycles of basic education;
- To provide solid multidisciplinary knowledge, rigorous habits of work in educational research and planning, and enriching experiences in the field of education in order to promote bachelors' grounded actions in the support of education professionals and projects in diverse contexts of education.
We expect to:
- contribute to the improve quality of the educational system through the formation of reflective practitioners, able to question contexts and practices in which professionals work. They should be able to difficulties and fulfil potentialities, and be able to analyze and understand the needs and interests of children, families and communities.

Profile of the Programme and Level of Qualification

3 (three) years, 6 (six) semesters, 38 weeks of full-time study per academic year, 180 ECTS.

University higher education – Level 6 (National Ranking of Qualifications, Decree 782/2009 28th July). The licentiate’s degree allows access to 2nd Cycle studies, according to the conditions stated by NARIC (National Academic Recognition Information Center).

Key Learning Outcomes

- To demonstrate thorough knowledge of the fundamentals essential to basic education disciplines: Portuguese, Mathematics, Natural Science, History, Geography, Expressions;
- To substantiate educational options in the teaching-learning projects, mobilizing knowledge about pedagogical reference models in basic education and about the main features of the development and learning of children;
- To interpret data collected through rigorous and ethical methods of educational contexts on educational dynamics, and children;
- Propose strategies to articulate different educational contexts and levels of education, facilitating communication between partners, transitions between cycles and horizontal and vertical curriculum articulation; - Cooperate in the implementation of pedagogical intervention plans adequate for children and contexts, integrating the work of teams and respecting the educational curriculum support documents.