The Polytechnic Institute of Bragança (IPB)

The college was founded in 1983.

The Polytechnic Institute of Bragança (IPB) was founded in 1983 and is a Portuguese public University of Applied Sciences with 8000 students and more than 600 teachers and researchers. The Polytechnic Institute of Bragança (IPB) is a public institution of higher education that has as its mission the creation, transmission and dissemination of technical-scientific knowledge and professional knowledge, through the articulation of study, teaching, guided research and experimental development.

The IPB develops its mission in conjunction with society, including cross-border cooperation, from a perspective of territorial cohesion and national and international affirmation, with a view to the development of the Region, based on innovation and the production and transfer of technical-scientific knowledge.


The IPB values the activity of its teaching staff, researcher and non-teacher, stimulates the intellectual and professional training of students and ensures the conditions for all duly qualified citizens to have access to higher education and lifelong learning.

The IPB promotes the mobility of students and graduates, both nationally and internationally, particularly in the European area of higher education and in the community of Portuguese-speaking countries.

The IPB participates, alone or through its organic units, in activities related to society, namely the dissemination, transfer and valorization of knowledge.

The IPB consists of five schools,

ESA – Agrarian Higher School

ESE – Higher School of Education

ESTiG – Higher School of Technology and Management

ESSa – Higher School of Health

EsACT – Higher School of Communication, Administration and Tourism

Funded by the Ministry of Science, Technology and Higher Education of the Government of Portugal

The Higher School of Education of Bragança (ESEB),

The Higher School of Education of Bragança (ESEB), integrated in the Polytechnic Institute of Bragança (IPB), was created by Decree-Law No. 513-T/79 of December 26, 1979.

In 1994, due to the already so-called eseb facilities, it moved to a place provided by the Higher School of Technology and Management pending the completion of the works of its current facilities.

The Installation Scheme was abandoned in 1996, and the current statutes of the School were published in D.R. no. 202 of 31 August of the same year. The first Governing Board was elected in 1996. Since its inception, the School has maintained extensive contacts with other higher education institutions dedicated to teacher training, having, in particular, in the context of the Erasmus programme contributed to the mobility of teachers and students between E.S.E.B. and the different European Universities with which this establishment collaborates.

In September 1999, ESEB took possession of the new facilities -new Building which were inaugurated by S. Exª the Minister of Education on 25 March 2000.

As a Pedagogical Research Centre, ESEB is essentially a Teacher Training School.

As an Initial Training School, ESEB prepares teachers with higher education for teaching in Pre-School, and 1ST. Cycle of Basic Education. But it also forms professionals in the fields of art, sports and leisure and translation.

As a Permanent Training School, it ensures the scientific and pedagogical updating of teachers, throughout the district, of different levels of education.

The School also guarantees the Professionalization in Service of the teachers of preparatory and secondary education.

It should also be noted the important role played by ESEB in the organization of conferences, congresses and other cultural and educational activities, thus responding to the needs and interests of the region.

One of the many courses that the Higher School of Education teaches is the Master’s degree in Preschool Education. Form Educators of Childhood for Daycare (0-3 years old) and Preschool Education (3 to 6 years old).

The master’s degree in Pre-School Education is awarded to students who demonstrate the ability to:

(a) develop and deepen the knowledge acquired at the level of the 1st cycle in order to achieve original developments and applications, in many cases in the context of research;

  1. b) apply their knowledge and their ability to understand and solve problems in new and unfamiliar situations, in broad and multidisciplinary contexts, even if related to their area of study;
  2. c) integrate knowledge, deal with complex issues, develop solutions or issue judgments in situations of limited or incomplete information, including reflections on the ethical and social implications and responsibilities that result from these solutions and those judgments or condition them;

(d) communicate its findings, and the knowledge and reasoning underlying them, both to experts and non-specialists, in a clear and unambiguous manner.

(e) develop skills that enable them to learn throughout life in a fundamentally self-oriented or autonomous manner.


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