Research Laboratory - Project Preparation

Teaching and learning methodologies are directly linked to the institutional pedagogical policy at UÉvora, specifically the principles of student-centered teaching; development of disciplinary and cross-disciplinary skills; articulation of teaching and research; use of digital resources as tools to promote learning; and self-regulatory assessment practices for student learning.
The teaching-learning process is organized into theoretical (T) and practical (P) sessions, combining expository, active, and interrogative methods. The theoretical exposition is supported by audiovisual resources and bibliographic references that allow for the contextualization of the theoretical, analytical, and methodological guidelines of the course unit, as well as the systematization and problematization of the content. At the same time, collective reflection and student involvement in diverse activities are promoted to facilitate the understanding and application of concepts using digital resources, namely research and planning tools with open-source software and apps. Active and interrogative methodologies are mainly used for practical classes through a project-based methodology. Students are invited to carry out an individual project, with a free choice of theme, and to develop small guided exercises, to present and collectively debate the options taken. The creation of spaces for reflection and debate using group dynamics stimulates critical thinking and questioning, while improving written and oral communication and informed sociological argumentation.
The sessions are complemented by tutorial guidance and independent work, based on compulsory reading of the bibliography and continuous review of the content and exercises in class. Independent work ensures the effective development of assignments and guarantees cross-cutting reflection, including of an ethical nature, on the preparation of the research project, strengthening intellectual autonomy, theoretical depth, and the capacity for self-organization. Reflection is enhanced by the analysis of other research projects. These materials facilitate the analysis of content and bring theory and practice closer together, enhancing problem- and project-based learning.
When deemed appropriate, lectures are replaced by open classes with researchers, professionals, and other invited experts, as well as participation in intra- and extra-academic events (conferences, exhibitions, study visits, among others), seeking to create complementary moments of meaningful learning. These sessions constitute training opportunities beyond the classroom, which stimulate reflective thinking and dialogue between academic knowledge and the contexts of professional practice and related sociological intervention.