Under the provisions of Decree-Law no. 9-A/2025, of February 14, candidates may apply to the study cycle leading to the Master¿s degree in Teaching of Visual Arts in Lower Secondary Education (3rd Cycle of Basic Education) and Upper Secondary Education, provided that they cumulatively meet the following requirements: Hold a higher education qualification, namely a Bachelor¿s degree in the field of Visual Arts or a related area, or a foreign higher academic degree recognized under the law as meeting the objectives of a Bachelor¿s degree (cf. Article 18, no. 4, point a)). Have obtained, in their previous academic path, the minimum credits required for this specialization, as defined in the Annex to Decree-Law no. 79/2014, as amended by Decree-Law no. 9-A/2025: ¿ 120 ECTS in the area of Visual Arts (cf. Annex, specialization no. 29). Demonstrate oral and written proficiency in the Portuguese language, as well as logical and critical reasoning skills. This evaluation will be carried out by ISMAT through its own methodology, which may include written and oral examinations, interviews, or other assessment instruments (cf. Article 17, nos. 1 and 2). Individuals who have obtained at least 75% of the minimum training credits required for the specialization may also apply, with the remaining credits to be completed simultaneously with the master¿s degree. It is the responsibility of the legally and statutorily competent body of ISMAT to determine the curricular units to be undertaken in order to fully comply with the required prerequisites (cf. Article 18, nos. 7 and 8). Selection criteria for candidates: Candidates who pass the written exam demonstrating oral and written proficiency in Portuguese, as well as logical and critical reasoning skills, will then be ranked. The ranking of candidates, in each phase of the admission process, is carried out according to the arithmetic average, rounded to the nearest unit, of: a) the Bachelor¿s degree grade (converted to the 0¿200 scale), and b) the curriculum assessment (on the 0¿200 scale). The curriculum assessment is based on: i) Professional experience in teaching and/or training (weighted at 40%) ii) Training courses completed in addition to the Bachelor¿s degree, namely postgraduate studies, master¿s or doctoral degrees, and other courses in the field of Visual Arts or in the field of education and training (weighted at 20%) iii) Professional experience in areas related to Visual Arts (weighted at 20%) iv) Participation in artistic projects, exhibitions, and other activities related to Visual Arts (weighted at 20%).

1. Knowledge - Acquire scientific, technical, aesthetic, pedagogical, and didactic knowledge in the areas of Visual Arts, Education Sciences, and Specific Didactics, articulating them with the programmes and curricular goals of the 3rd cycle of basic education and secondary education. 2. Skills - Plan, implement and evaluate teaching-learning situations, promoting active, inclusive and differentiated methodologies; integrate digital technologies, contemporary artistic languages and assessment tools; foster students' visual and artistic expression. 3. Competencies - Reflect critically on teaching practice based on supervision, continuing education and research; communicate effectively; collaborate with the educational community; act ethically and responsibly; promote meaningful learning, diversity, citizenship and sustainability.

Graduates in Visual Arts and related fields ¿ Holders of a degree in visual arts, design, or related areas who wish to obtain professional qualification to teach in the 3rd cycle of basic education and in secondary education. Arts professionals seeking to enter teaching ¿ Artists, designers, or professionals connected to visual creation who wish to redirect their careers towards teaching, acquiring pedagogical, didactic, and research skills. In-service teachers without professional qualification ¿ Teachers already employed in schools who only hold provisional or sufficient teaching qualifications and who need a master¿s degree to obtain definitive professional qualification. Educators interested in deepening cultural mediation and inclusion practices ¿ Individuals who aim to work as educational mediators in schools, cultural institutions, community or museum projects, strengthening competences in citizenship, sustainability, and pedagogical innovation.

1. Planning and pedagogical innovation - Ability to plan, implement and evaluate creative, inclusive and differentiated teaching practices in Visual Arts. 2. Visual and artistic language - Mastery of artistic teaching techniques, methodologies and processes. 3. Research and critical reflection - Development of action research, critical thinking and reflective teaching practices. 4. Digital skills - Integration of contemporary artistic technologies and languages into teaching. 5. Ethics, citizenship and sustainability - Promotion of ethical, responsible and culturally meaningful learning.

Teaching of Visual Arts in the 3rd Cycle of Basic Education and in Secondary Education.