CNCG Demo Course

O curso de "Ferramentas em toxicologia ambiental: avaliação do impacto de contaminantes" visa promover a aquisição de conhecimentos e competências sobre ferramentas em toxicológica ambiental para a avaliação dos impactos dos contaminantes nos ecossistemas.

Módulos a ministrar:

1. Assessing the effects of contaminants on the soil microbiome | Avaliação dos efeitos de contaminantes no microbioma do solo

Formadoras: Isabel Henriques, Isabel Silva

2. Importance of background genetic diversity in test organisms | Importância da diversidade genética base dos organismos de teste

Formadores: Luís Cunha, Luísa Fraga

3. Stream leaf litter decomposition in the face of a changing environment | Decomposição da folhada em ribeiros face às alterações ambientais

Formadora: Seena Sahadevan

4. Cell-based assays in environmental biomonitoring and risk assessment | Ensaios com linhas celulares na biomonitorização ambiental e avaliação de risco

Formadora: Elsa Rodrigues

5. Nematodes: biological indicators of soil health | Nemátodes: indicadores biológicos da saúde do solo

Formadoras: Carla Maleita, Ivânia Esteves

6. The ecotoxicity of contaminants to soil invertebrates in risk assessment | A ecotoxicidade de contaminantes para invertebrados do solo na avaliação de risco

Formadores: Tiago Natal da Luz, Fernanda Benedet

7. The ecotoxicity of contaminants to pollinators in risk assessment | A ecotoxicidade de contaminantes para polinizadores na avaliação de risco

Formadores: Artur Sarmento, Nuno Capela

8. The ecotoxicity of contaminants to aquatic microalgae and invertebrates in risk assessment | A ecotoxicidade de contaminantes para microalgas e invertebrados aquáticos na avaliação de risco

Formadora: Matilde Moreira dos Santos

9. Talking plants: sensory mechanisms between organisms | Plantas falantes: mecanismos sensoriais entre organismos

Formadores: Paulo Rocha, Raquel Amaral

10. Avaliação do risco ecológico: abordagens e esquemas regulamentares | Ecological risk assessment: approaches and regulatory frameworks

Formadores: José Paulo Sousa, Matilde Moreira dos Santos

1. Update theoretical skills and epistemological knowledge in the field of History and related Social Sciences.
2. Deepen essential didactic/learning contents of History.
3. To promote scientific updating in the field of History.
4. Conceive and guide projects in History didactics.
5. Reflect on the place of History in current education and its relationship with society.

At the end of the course, students should be able to:

1. Articulate the syllabus with new practices conducive to the development of historical and citizenship skills.
2. Establish a link between the concepts of local and regional history and heritage.
3. Deepen knowledge of local history relating them to toponymy, literary excerpts, and heritage manifestations.
4. Plan learning experiences to be developed by teachers in their classes.
5. Produce useful teaching materials for teaching practice, promoting innovation, creativity and sharing.
6. Stimulate the articulation between scientific research and innovation in the teaching of History.
7. Contribute to updating and deepening the scientific-pedagogical knowledge of teachers on regional history.
8. Know and evaluate the latest research and publications on local history.
9. To make known primary sources, updated bibliography and resources that can be used in class.
10. Know some institutions dedicated to the promotion of regional history.
11. Share experiences and exchange opinions about the pedagogical activity exploring the potential of regional history.
12. Select some activities to be applied to students, in the context of the classroom or outside the classroom, based on research in local history and historical cognition

1. History teachers in office
2. Order of registration

This training action will be organized in the form of a training course, with theoretical sessions, conference mode, complemented with practical application.
The theoretical component is organized in plenary conferences followed by debate.
The theoretical-practical component is organized in field work, with visits and interactions with training resources (documents) that can be used in a school context.