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Presentation
Presentation
The Creative Processes curricular unit explores different processes involved in the construction and development of creative thinking, drawing on concepts and facts from different fields of knowledge. Biology, Psychology, Logic and History provide different perspectives for understanding processes of evolution, cognition, organisation and past realities. Through analogical thinking, this knowledge is transferred and explored in different contexts, encouraging observation, interpretation and the construction of new relationships. The curricular unit adopts a practical and experimental approach in which students progressively develop their own ways of understanding, explaining and responding to different problems and challenges.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 6
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULP729-7050
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
The syllabus is organised into four complementary domains: Evolutionary processes - diversity, adaptation, differentiation, transformation, and relationships between organisms and systems. Cognitive processes - perception, memory, imitation, emulation, contrast, pattern recognition, and knowledge construction. Organisational processes - aggregation, disaggregation, hybridisation, symmetry, asymmetry, consonance, dissonance, and other forms of organisation and relationships between elements. Facts and contexts - exploration of events and concrete situations through previously developed concepts, seeking to understand, explain and discuss different realities. The four domains are connected through analogical thinking and the transfer of knowledge between different contexts.
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Objectives
Objectives
Develop the ability to observe, explore and understand problems from different perspectives, establishing relationships between concepts, knowledge and experience. Use analogical thinking as a tool for interpretation and for constructing new possibilities. Develop the ability to transfer knowledge between different contexts, formulate well-founded explanations and transform identified relationships into possible responses. Encourage autonomy, experimentation and critical thinking in the development of creative processes, understanding creation as a progressive process of knowledge construction oriented towards project development.
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Teaching methodologies
Teaching methodologies
The methodology develops through a practical and experimental process of progressive knowledge construction. Students observe and explain problems through the different domains explored in the curricular unit, initially constructing individual perspectives that are subsequently related through analogical thinking. The process progresses from observation and interpretation to the construction of well-founded explanations, enabling the identification of new relationships and possibilities for transformation. These are progressively developed and oriented towards project situations. The process uses images, texts, concepts, facts, questions and exercises, organised and reorganised throughout the different stages of learning.
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References
References
Ansary, T. (2020). A invenção do passado. Vogais. ISBN 978-989-564-188-8. Cheng, E. (2020). A arte da lógica num mundo ilógico: Como dar sentido a um mundo que não o tem. Temas e Debates. ISBN 978-989-644-557-7. Epstein, D. (2020). Versátil. Lua de Papel. ISBN 978-989-234-861-2. Ferguson, N. (2018). A praça e a torre: Redes, hierarquias e a luta pelo poder global. Temas e Debates. ISBN 978-989-644-510-2. Kuhn, T. S. (2023). A pluralidade dos mundos: Para uma teoria evolucionista do desenvolvimento científico. Guerra & Paz. ISBN 978-989-702-972-1. Tarde, G. (2025). As leis da imitação. António Fontoura. ISBN 978-65-01-74297-7.
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Assessment
Assessment
A avaliação deverá ser contínua, coerente com os objetivos de ensino, os conteúdos programáticos e a natureza processual da unidade curricular. Os instrumentos de avaliação podem integrar exercícios práticos e reflexivos, registos de processo, apresentações orais e um trabalho final de síntese, permitindo aferir a evolução do estudante, a consolidação das aprendizagens e a capacidade de aplicação dos conteúdos em contexto projetual.
Os parâmetros de avaliação deverão incidir na compreensão e mobilização dos conteúdos programáticos, na capacidade de articulação entre áreas de conhecimento e comunidades linguísticas, na construção de narrativas explicativas, na produção de sentido e na utilização do pensamento analógico como suporte à formulação de relações, hipóteses e conceitos. Deverão ainda ser considerados a coerência metodológica do processo, a capacidade crítica e reflexiva, a autonomia, a participação e a clareza na comunicação dos resultados.
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Mobility
Mobility
No
