| COD | Workload | Description |
| 313A8-02 | 30 | This course addresses: Approaches, methods and techniques for qualitative research in Psychology; The main theoretical-methodological currents that support qualitative analyses in human sciences investigations; Research methods and procedures for the collection and analysis of different types of research employing the qualitative method. |
| No offer for current semester |
| Concentration area | Type | Required |
| Biochemical and Molecular Pharmacology | Master's | Not required |
| Biochemical and Molecular Pharmacology | Doctorate | Not required |
| Biomedical Gerontology | Master's | Not required |
| Biomedical Gerontology | Doctorate | Not required |
| CTBMF | Master's | Not required |
| CTBMF | Doctorate | Not required |
| Clinical Psychology | Master's | Not required |
| Clinical Psychology | Doctorate | Required |
| Clinical Stomatology | Master's | Not required |
| Clinical Stomatology | Doctorate | Not required |
| Dental Materials | Master's | Not required |
| Dental Materials | Doctorate | Not required |
| Dental Prosthetics | Master's | Not required |
| Dental Prosthetics | Doctorate | Not required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Endodontics | Master's | Not required |
| Endodontics | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Human Cognition | Master's | Not required |
| Human Cognition | Doctorate | Required |
| Medical Practice | Master's | Not required |
| Medical Practice | Doctorate | Not required |
| Metaphysics and Epistemology | Master's | Not required |
| Metaphysics and Epistemology | Doctorate | Not required |
| Nephrology | Master's | Not required |
| Nephrology | Doctorate | Not required |
| Neurosciences | Master's | Not required |
| Neurosciences | Doctorate | Not required |
| Orthodontics and Facial Orthopedics | Master's | Not required |
| Orthodontics and Facial Orthopedics | Doctorate | Not required |
| Pediatrics | Master's | Not required |
| Pediatrics | Doctorate | Not required |
| Psychology | Master's | Not required |
| Psychology | Doctorate | Not required |
| Restorative Dentistry | Master's | Not required |
| Restorative Dentistry | Doctorate | Not required |
| Social Psychology | Master's | Not required |
| Social Psychology | Doctorate | Required |
| Surgical Practice | Master's | Not required |
| Surgical Practice | Doctorate | Not required |
| Research line | Description |
| Evaluation of mechanisms involved in inflammatory and nociceptive alterations | This line of research is concerned with the evaluation of mechanisms involved in inflammatory and nociceptive alterations |
| Drug Development | This line of research has been designed for the development of drugs against neglected tropical diseases (tuberculosis and malaria) and the development of drugs against chronic and degenerative diseases. |
| Evaluation of pharmacological targets in cancer treatment | This line of research is concerned with the evaluation of pharmacological targets in cancer treatment and inflammation. |
| Analysis and evaluation of neurochemical and pharmacological mechanisms in neurological diseases | Study of the neurochemical roots and pharmacological targets in neurological diseases. |
| Biological Aspects of Aging | This line of research is intended for the study of basic biological characteristics that play a role in the process of aging at the molecular, cellular, biochemical, genetic and evolutionary levels, as well as their forms of interaction with environmental factors in animal models and human beings (in vitro and in vivo). |
| Clinical and Emotional Aspects of Aging | This line is geared towards the clinical and epidemiological study of the elderly and aging. Some of the most commonly researched topics are: geriatric syndromes (cognitive impairment, postural instability, immobility, fecal incontinence, iatrogenesis, communication disorder), frailty syndrome, brain aging, mental health, osteomuscular aging, cardiometabolic risk factors and nutrition. |
| Social-cultural, Demographic and Bioethical Aspects of Aging | This line is geared towards the study of social, cultural, economic, demographic and bioethical aspects involved in the process of aging. |
| Aging and Public Health | This line of research is intended to study the conditions of life, health and health care received and provided to the elderly, including long-living patients. It is intended to assess primary and secondary health care services, to design of instruments for monitoring access, service routines and care provided to the elderly and long-living patients in the public health care network. Additionally, it will investigate the natural history of diseases and health conditions as well as health prevention and control, in view of the socio-demographic variables, health indicators, life styles, functional capacity, psycho-social competences and quality of life. |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Extra-renal dialysis and transplatation | This line of research is intended for the study of different modalities of renal replacement therapies, with emphasis on organ transplantation, especially when it comes to immunology of transplants. |
| Clinical nephrology and arterial hypertension | This line of research will address topics related to several aspects of clinical nephrology, renal function, arterial hypertension, renal and metabolic diseases. |
| Molecular Biology, immunology and stem cell | This line of research is concerned with the study of molecular alterations in tumors, mainly those affecting the digestive and respiratory systems, through PCR techniques in real time, immunohistochemistry, flow cytometry and cell cultivation. It will also look at Cell Therapy and Tissue Engineering. |
| Cardiology/Risk Factors and genetics factors in cardiovascular diseases | This line of research is concerned with assessing risk factors for cardiovascular surgeries using markers; traditional risk factors (dyslipidemias, arterial hypertension, diabetes, smoke addiction) and potential emerging ones (apolipoprotein B,small and dense LDL cholesterol) in coronary heart diseases. |
| Cardiology/Cellular therapy | This line of research is intended to assess the efficiency and safety of autologous implants of bone marrow stem cells in patients suffering from dilated cardiomyopathy and in patients suffering from acute myocardial infarction. |
| Cellular metabolism and membrane transport in renal and metabolic diseases (or disease states) | This line of research is designed for the study of physiopathogenic mechanisms of several renal and metabolic diseases. |
| Training and Faculty Development in Health | |
| Study abdomen adult and elderly healthy and sick with new technologies in Diagnostic Imaging | First of all, this line of research is intended to introduce students to different abdominal organs in advanced imaging modalities, such as magnetic resonance and positron emission tomography. It is intended to study the normal anatomy of these organs and tissues and their anatomic variations, thus allowing for a comparison between healthy and unhealthy individuals. With this, we intent to provide deeper insights into the abdomen's normal anatomy and its anatomic variation through new imaging technologies. Additionally, this line of research will determine the diagnostic imaging accuracy of gastrointestinal tract and urinary system diseases. We are intent on reaching an earlier and more precise diagnosis of the diseases of adult and elderly patients, thus increasing their survival. It has been designed to produce researchers and professors who want to work within this line of research responsible for studying the most common diseases in our population. |
| Clinical Epidemiology | This area of concentration is intended to develop research in clinical epidemiology focusing on its methodological and clinical aspects. This line of research intends to encourage the development of research projects that contribute to the progress in identification, intervention and promotion of determinants of the health-disease process in human population. |
| Functional and Molecular Image of the Body | Functional imaging is the state-of-the-art in diagnostic imaging. Magnetic Resonance made a giant leap in that direction through the employment of ultra-rapid acquisition techniques, which have enabled the measurement of variations in oxygen consumption levels arising from the BOLD effect and an estimation of the cellularity of tissues through the diffusion technique. PET has enabled Nuclear Medicine to measure the level of consumption of glucose in the tissue, by making use of ionizing radiation. It is largely employed in the investigation of tumors and metastasis, which have naturally increased the consumption of glucose due to a larger metabolic level. More recently, the Dynamic PET has enabled the assessment of the consumption of glucose over time and the measurement of the most active regions more precisely. |
| Epidemiology and Environmental Health | This course is intended to encourage the development of research into the area of epidemiology and environmental health with an eye to the methodological and clinical aspects. This line of research seeks to encourage the development of research projects that contribute to the advancement of the identification, intervention and promotion of the determinants of the health-disease process in human population. |
| Technological Innovations in the Health Area | Curently, we are seeing worldwide the fast development of technologies, proceedings and medicines focus at the most effective treatment of diseases and the restoration of health. This accelerated step with which medical knowledge progresses makes it necessary to create a new mentality in medical training, stimulating curiosity, the active search for knowledge and constant updating. The number and complexity of the scientific processes that lead to this evolution are also worthy of attention, both due to the need for training to understand them, as well as the work opportunity they represent for doctors in general. |
| Phenomenology and Hermeneutics | This line of research is intended to analyze the classical theories of knowledge under the perspective of the philosophers of phenomenology, which has been the norm in Europe for almost a century and has representatives all over the world. |
| Philosophy in the Middle Ages | This line of research addresses philosophers of the Middle Ages. |
| Analytic Epistemology | This line of research addresses the fundamental topics of contemporary Epistemology: theories of knowledge, theories of epistemic rationality, skepticism and epistemic paradoxes. |
| Neurology/ stem cells | This line of research is concerned with the assessment of the possibility of regeneration of central and peripheral neurological injuries resulting from neurodegenerative diseases, with somatic stem cells, as well as with the study of the structural and functional mechanisms of regeneration from injuries. |
| Behavioral neurology and neuropsychiatry | This line of research will look at the neurobiology of psychiatric diseases and behavioral alterations in major neurological diseases. |
| Cognitive brain imaging | This line of research will look at the development of new techniques for the analysis of neuroimaging and studies of neural bases of superior cognitive processes (for instance, language comprehension and acquisition, executive functions, spatial reasoning). |
| Neurotoxic activity of ureases and derived peptides | This line of research will address the neurotoxic and pro-inflammatory activities of ureases of different organisms. It will also address the methodologies of study of neurotoxicity relying on the use of insects-models. As well as this, it will look at ureases as virulence factors for pathogenic microorganisms, especially bacteria Helicobacter pylori and Proteus mirabilis and Cryptococcu yeasts. |
| Neuroinflammation/Multiple Sclerosis/ neuromyelitis optica | The inflammation resulting from neurological diseases may be primarily involved with the physiopathology of immunomediated diseases of the nervous system, such as multiple sclerosis, neuromyelitis optica, ADEM - acute demyelinating encephalomyelitis, Guillain-Barré syndrome, autoimmune encephalitis and some neurological complications resulting directly or indirectly from viral or bacterial infections (e.g. meningoencephalitis). In other diseases, the inflammation plays a major role, but less clear than it is in strokes and in degenerative diseases of the central nervous system. The deregulation in the immune system, be it either temporary or permanent, may lead to injuries in the brain, bone marrow and peripheral nerves that cause permanent neuronal damage with the risk of aftereffects and permanent incapacity. By relying on advanced methods in molecular biology associated with clinical and imaging assessment (magnetic resonance, nuclear medicine), we have conducted research that is intended to understand the intrinsic and extrinsic mechanisms that lead to an increase of pro-inflammatory substances such as cytokines, chemokines, the production of autoantibodies, complement system activation, proliferation / maturation of autoreactive lymphocytes T and B, microglial activation and the alteration of the blood-brain barrier. Besides, we have conducted research for the identification of specific biomarkers for each disease which may assist in the establishment of better diagnosis/prognosis and in experimental animal models for the study of physiopathology and innovative therapeutic interventions. |
| Epilepsy | This line of research will cover clinical and electroencephalographic, pharmacological, neuroimaging and surgical studies in the realm of epilepsy. The direct involvement of São Lucas Hospital with the diagnosis, clinical treatment and epilepsy surgery opens interesting perspectives of investigation, seeking diagnostic refinement, new treatment options and the correlations of epileptic syndromes with structural alterations of the brain. |
| The central nervous system (CNS) formation stages can be considered a great concert with the regency of different signaling molecules that trigger a cascade of dependent and complementary processes until the formation of all CNS structures as well as their different functionalities. The human brain is a puzzle of more than 100 billion pieces that must be accurately directed to its unique and specific location. The studies of Molecurar Bases of Embryonic Neurogenesis presents a comprehensive view of understanding the CNS, from its embryonic formation to neurogenesis in the adult brain, guiding clinical and pathological situations related to cerebral malformations and new therapeutic alternatives for CNS recovery. The use of molecular techniques as next-generation sequencing (NGS), super arrays, relative expression, genotyping, etc., are used to describe signaling pathways, genesis of pathologies, and application of precision medicine for the treatment of various diseases. The cell reprogramming at the embryonic level through the generation of induced pluripotent stem cells (iPSC) helps to understand embryonic neurogenesis and screening of new drugs for the treatment of alterations during the formation of the central nervous system and its associated pathologies | |
| Assessment and psychological interventions in mental health | This line of research concentrates studies related to mental health outcomes based on different theories and methods in Clinical Psychology. It aims at understanding psychological processes and building and adapting instruments and interventions with a psychotherapeutic and psychoeducational focus. |
| Psychosocial Processes: Practices and contexts | This line of research concentrates studies on psychosocial phenomena and vulnerability processes in different contexts, such as education, public health, work, politics and justice. It aims to develop strategies for assessment and intervention with individuals, groups and organizations based on theoretical-methodological approaches that articulate different perspectives from Social Psychology and other fields of knowledge. |
| Cognition, brain and behavior | This line of research focuses on basic and applied studies of cognition and its behavioral and neurobiological implications. We seek to investigate neurocognitive and psychobiological processes and their relationship with behavior, development, learning and mental health. Research approaches involve theoretical and experimental models and instruments from neuropsychology, neurobiology and neuroscience. |
| Well-being, health and quality of life | This line of research concentrates studies that use an interdisciplinary approach on the relationship between mental health and lifestyle, understood as the set of behaviors related to food, physical activity, sleep, spirituality, financial well-being, well-being occupational and social relationships. The line aims at building basic and applied knowledge for evaluation and intervention in the prevention and promotion of quality of life and its different domains. |
| Obesity and Metabolic Syndrome | This line is concerned with research in the area of obesity and metabolic syndrome with consequences in co-morbidities involved or related to the aforementioned pathologies. |
| Epidemiological, Clinicopathological, Radiological and Molecular aspects of malignant neoplasms. | This area of concentration is intended to describe patients who suffer from malignant neoplasms in their different clinical stages, as well as to assess their clinical outcome by looking at the clinical, histopathological, radiological and molecular variables. Studies in this area may be accountable for addressing some issues that are still controversial among the scientific community. |
| Videolaparoscopic Surgery | This area of concentration is intended to assess the advantages of the procedures conducted using less invasive techniques. |
| COD | Workload | Description |
| 191BR-02 | 30 | Bring interdisciplinary discussions about design-based research methodologies associated with Learning Sciences(LS). LS is an interdisciplinary research area that studies how people learn and how to improve learning, combining knowledge from education, psychology, sociology, computing, design, and data mining. Present the different design-based research methodologies, highlighting the "Design-Based Research" and "Design-Science Research." |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 191HI-02 | 30 | Expansion of discussions on ethnic-racial policies, focusing on the struggles and protagonism of black and indigenous movements, with an emphasis on issues concerning Basic Education, curricular policies, inclusion policies and regulations and laws that establish approaches to Afro-Brazilian and indigenous people at school. Discussion of concepts such as whiteness, racism, intersectionality can integrate the discussions, as well as concepts constituted within the scope of Amerindian and Afrodiasporic epistemologies. Priority will be given to readings of productions by black authors and native peoples, in order to tension Euro-referenced perspectives and build anti-racist perspectives and pedagogical practices |
| Professors | Home time | Lattes |
| IARA TATIANA BONIN | 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191AX-02 | 30 | The discipline proposes to study the connection between education and violence. This theme is addressed at two interconnected levels: i. education as a form of violence and ii. school violence. |
| No offer for current semester |
| Concentration area | Type | Required |
| Clinical Psychology | Master's | Not required |
| Clinical Psychology | Doctorate | Not required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Human Cognition | Master's | Not required |
| Human Cognition | Doctorate | Not required |
| Metaphysics and Epistemology | Master's | Not required |
| Metaphysics and Epistemology | Doctorate | Not required |
| Psychology | Doctorate | Not required |
| Social Psychology | Master's | Not required |
| Social Psychology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Phenomenology and Hermeneutics | This line of research is intended to analyze the classical theories of knowledge under the perspective of the philosophers of phenomenology, which has been the norm in Europe for almost a century and has representatives all over the world. |
| Philosophy in the Middle Ages | This line of research addresses philosophers of the Middle Ages. |
| Analytic Epistemology | This line of research addresses the fundamental topics of contemporary Epistemology: theories of knowledge, theories of epistemic rationality, skepticism and epistemic paradoxes. |
| Assessment and psychological interventions in mental health | This line of research concentrates studies related to mental health outcomes based on different theories and methods in Clinical Psychology. It aims at understanding psychological processes and building and adapting instruments and interventions with a psychotherapeutic and psychoeducational focus. |
| Psychosocial Processes: Practices and contexts | This line of research concentrates studies on psychosocial phenomena and vulnerability processes in different contexts, such as education, public health, work, politics and justice. It aims to develop strategies for assessment and intervention with individuals, groups and organizations based on theoretical-methodological approaches that articulate different perspectives from Social Psychology and other fields of knowledge. |
| Cognition, brain and behavior | This line of research focuses on basic and applied studies of cognition and its behavioral and neurobiological implications. We seek to investigate neurocognitive and psychobiological processes and their relationship with behavior, development, learning and mental health. Research approaches involve theoretical and experimental models and instruments from neuropsychology, neurobiology and neuroscience. |
| Well-being, health and quality of life | This line of research concentrates studies that use an interdisciplinary approach on the relationship between mental health and lifestyle, understood as the set of behaviors related to food, physical activity, sleep, spirituality, financial well-being, well-being occupational and social relationships. The line aims at building basic and applied knowledge for evaluation and intervention in the prevention and promotion of quality of life and its different domains. |
| COD | Workload | Description |
| 191AR-03 | 45 | The discipline proposes the theoretical/methodological study of affectivity in an educational context. Study of attachment theory and affect pedagogy, with an emphasis on understanding the importance of emotional skills and social skills for human development. Problematization about the implementation of activities related to socio-emotional skills in the school environment. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 1918M-02 | 30 | The body as an object of the curriculum from a biopolitical approach and the relations of power-knowledge and truth. Michel Foucault between the genealogical and ethical phases: from the History of Sexuality to the Hermeneutics of the Subject. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191GH-01 | 15 | Historical itinerary of black and Latin American feminist hermeneutic thougt containing individual and group exercises on the readings and studies produced during the course. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Systematic Theology | Master's | Not required |
| Systematic Theology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Theology and Contemporary Thinking | This line brings together projects and research groups that connect Theology to current issues as they interact with science and contemporary thinking, in view of the interpellations of society and reality from the context of Latin America. |
| Theology, Religious Experience and Pastoral | This line is concerned with conducting research into relevant aspects of the Christian identity; it also carries out a theological analysis into pastoral practices of Christian communities and those regarding self-expressions of experiences of faith with a view to connecting and establishing a significant presence in a pluralized and divided world. |
| COD | Workload | Description |
| 41451-03 | 45 | Socio-historical approach to Brazilian education, for the understanding of educational processes and their relations with society. Study of texts on Education in Brazil produced by intellectuals and their interrelations with the social and cultural reality of the 19th, 20th and 21st centuries. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 191AV-03 | 45 | Study on childhoods in the fields of education, psychology and scientific research, from epistemological and research perspectives. Through different perspectives, discussing childhoods in contemporary times based on development, emotional processing and learning. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 9143C-03 | 45 | The course Childhood studies addresses the theories and discussions on childhood and its education in view of the different ways of being a child today. It focuses on the social construction of childhood, the childhood cultures, childhood settings, contexts and pedagogies, by questioning the different ways and transition processes experienced by children. Based on the notion of "right-holders it addresses childhood policies. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 1911U-02 | 30 | Understanding of the different infâncias and reflection about the process of production of the infâncias. Studies and inquiries on the education of the childhood and the process of production of knowledge in this area. Interdisciplinary contributions for the Education of/ in thechildhood. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191AT-03 | 45 | The curriculum as an object and discursive multiplicity within the field of curricular studies. The curriculum as a biopolitical dispositif between critical and post-critical theories. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Engineering and Materials Technology | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Metallic materials | This line of research aims to study and design metallic alloys for several applications in engineering, involving the purification of raw materials, the study of the fabrication process, thermal and thermochemical treatments and use performance. |
| Biomaterials, Biomechanics and Bioprocesses | This line of research aims to develop materials to be used in implants, going over the processes of project design, fabrication and assessment of their performance. It also deals with the processes of separation, purification and fractionation of natural products for applications in engineering. |
| Polymeric materials | This line of research involves the synthesis and characterization of polymers and polymer matrix composites, intended for the production of conductive and biodegradable polymers and polymers for coatings, among others. |
| Modeling and Simulation Applied to Materials and Processes | This line of research aims to study, under the perspectives of mathematical modeling and numerical simulation, the processes and technologies involved with materials production, transport and development. Hence, physical phenomena studies, strongly supported by transport phenomena, materials science and thermodynamics, will be looked at. |
| Materials and processes to mitigate and control environmental impacts | This line of research is intended to design materials and processes used in environmental control (water, air, soil, etc.) by making use of recycling, including those materials that enable safe energy use and application of technologies for the reduction in greenhouse gas emissions. |
| Nanostructured materials | This line of research aims to design and characterize nanostructured materials for special applications, such as: conductive polymers, superhard lattices, magnetic materials, filters, sensors, etc. |
| Semiconductors and photovoltaic cells | This line of research is intended for the study and production of semi-conductive materials, as well as the fabrication and characterization of solar cells and the development of conventional and concentrator photovoltaics modules. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 9142D-02 | 30 | This course discusses topics related to curriculum and to the analysis of the modes of the subjective production based on the relationship between knowledge-power / ideology / culture in the curriculum relying on pedagogical policies and practices in formal and non-formal learning settings. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191E4-03 | 45 | The curriculum from the perspective of the Philosophy of Difference and the field of teacher formation crossed by the concepts of experimentation and experience in Gilles Deleuze. Deleuzo-guattarian concepts to think about education in the context of teacher education mediated by curricular assemblages. Cartographies of teacher formation; schizoanalytical subjectivation processes mediated by the curriculum. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 191HK-01 | 15 | Digital technologies in scientific research (TDPC) is a Theoretical and Theoretical-Practical discipline whose main objective is to provide students with the basis of structures for the development and management of the scientific research process supported by the use of computer programs. It starts with the theoretical study on the manipulation of computer programs in research (whether in scientific articles, dissertations or theses), consolidating from practice and intervention ways of understanding how the management of academic computer programs can (and should) be worked. Students will explore parameters and structures essential to the contexts of creation and management of different programs, with the expected result, until the last meeting, of skills that allow them to develop diverse research independently. |
| Professors | Home time | Lattes |
| ALEXANDRE ANSELMO GUILHERME | 8 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Social Psychology | Master's | Not required |
| Social Psychology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| COD | Workload | Description |
| 9141F-03 | 45 | This course will address the following set list of topics : Study of paradigms and theoretical fundamentals underlying Discursive Textual Analysis (DTA); a characterization of the stages that constitute DTA, as well as a reflection on data collection, organization, description and interpretation; a detailed study on how to conduct the analysis; application of the assumptions and stages studied in practical work; reading, critique and assessment of the analyses conducted and made available to the academic community. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19133-03 | 45 | Education and community; education and new social movements; education and radical democracy; post-foundational thinking and education |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 9142A-03 | 45 | This course proposes to work on a set of conceptual tools derived mainly - though not exclusively - from the sociology of education to deepen the analysis of the complex network of relationships between structures, individuals and educational processes. This semester will be prioritized the study of productions of a selection of Latin American authors of the nineteenth and twentieth centuries as well as the ideas that influenced them. This course will be held in Spanish. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 1916A-02 | 30 | From governmentality to biopolitics. The curriculum as biopolitical dispositif and biopolitics in the contemporary education. Michel Foucault and Giorgio Agamben readings. |
| Professors | Home time | Lattes |
| JOSE LUIS SCHIFINO FERRARO | 10 years and 6 months | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 41495-03 | 45 | This course will address gender roles experienced in the development of Western education, which have been questioned by different social and political movements led by women who have challenged male dominance and female submission. It will look at the consequences of this movement both subjectively and politically, its consequences to the lives of both women and men. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19186-02 | 30 | Study of the production of knowledge, especially of women in the interface with the Education of Youths and Adults. It seeks to understand how the exclusions and invisibilities of the knowledge of those on the sidelines are experienced. It envisions the construction of alternatives that contribute to human emancipation and the transformation of dignified relationships among people.Keys words: Education. Women. Citizenship. Knowledge |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19188-01 | 15 | In the contemporary world, many people live in condition of extreme vulnerability. In one way or another, vulnerability can be considered a fundamental aspect of contemporary social life. How does ethnography seize and can it help us to understand the different dimensions involved in these situations? And what are the issues that this type of field poses to the researcher who performs an ethnography? In this course we will address vulnerability from an ethnographic point of view, in situations of forced displacement, in refugee camps, in the face of environmental disasters and in research with drug users. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191BQ-03 | 45 | The course aims to address theoretical and methodological dialogues between anthropology and education. In an introductory way, fundamental concepts of anthropology such as ethnocentrism, cultural diversity, relativization and criticism of biological determinism will be presented and discussed. From this conceptual basis, we will approach different aspects of ethnography as a research methodology and its contributions in the field of Education. Through seminars aimed at discussing ethnographic studies, we will approach practices of transmission and/or learning in formal and non-formal educational contexts, involving children, young people and adults differently positioned, according to the markers of sex/gender, race/ethnicity, social origin, age /generation. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Organisations, Culture and Democracy | Master's | Not required |
| Organisations, Culture and Democracy | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Society and Democracy | Master's | Not required |
| Society and Democracy | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| Political Institutions and Democracy | The goal of this line of research is to investigate the main political institutions from theoretical and empirical perspectives. National, sub-national and international state institutions (Executive and Legislative powers), relations between State and Society (Political Parties, Elections, Civil Society), Judicial Powers (at national and local levels) and Brazilian foreign policy are central research areas. Additionally, political behavior will be a topic of study both within political institutions (political elites) and among the population in general, considering both traditional forms of participation, such as voting, and alternative forms, such as direct and/or deliberative democracy mechanisms. |
| Citizenship, inequality and social politics | It studies the dynamics of modern societies from the perspective of the development of citizenship and public policies, focusing on its legal framework, its implementation and its implications. Researches social inequality in its various manifestations and different dimensions, as well as the stratification patterns of Brazilian society. It analyzes conflicts, the formation of new social cleavages and innovations in disciplining and social control practices. It examines public security policies and the role of the state in fighting violent crime and guaranteeing human rights. It investigates transformations in labor relations, the emergence of alternative modes of production, distribution and consumption of goods, the trajectory of social movements and organizations and their potential for transforming society. |
| Diversity, generations and daily life | It analyzes contemporary social processes in their interfaces with different manifestations of cultural diversity. It investigates the generational dimension and its relations with public policies and the performance of institutions and social actors with diverse positions. Research intersections between social markers of difference (age/generations, sex/gender, social class/origin, race/ethnicity, nationality) in the configuration of social and cultural processes. Develops research through methodologies such as biographical analysis, ethnography and studies of everyday life. |
| Political sociology of relations international | It studies phenomena that go beyond national borders using the methodological tools of the social sciences. It approximates the theories of International Relations with the approaches mobilized in Sociology, Political Science and Anthropology. Among the topics of interest in the line of research, the following stand out: (a) political activism and transnational social movements, international non-governmental organizations and their interactions with States in a multilevel perspective; (b) international migration in its political, cultural and social aspects; (c) political institutions and processes, including those related to democracy, the defense of human rights, integration and the production of public policies. It welcomes, in broader terms, all academic research topics that can benefit from the dialogue proposed in the political sociology of International Relations. |
| COD | Workload | Description |
| 191HJ-01 | 15 | The gender perspective has had a remarkable development in the field of research in various disciplines. It broadens the visibility of women and places the discussion around relations between the sexes, while at the same time breaking with notions of binarism. The challenge of teaching with a gender approach has been gaining ground through the strength of feminist movements which, in countries that have sustained and are sustaining more popular and critical governments, have meant significant impulses in the daily work that many people have done and are doing in the teaching field, going against a system that does not allow gender relations to be rethought in history, because this means that in addition to reviewing the past, it is necessary to transform the presente |
| Professors | Home time | Lattes |
| EDLA EGGERT | 8 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| History of Iberian and American Societies | Master's | Not required |
| History of Iberian and American Societies | Doctorate | Not required |
| Society and Democracy | Master's | Not required |
| Society and Democracy | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Politics, Intellectuals and Media | This line of research emphasises aspects of the formation, development, organization and dissemination of concepts, discourses and political practices, inserted in a historical process and its social context. Its theoretical foundations are specialized literature, mostly of French and Anglo-Saxon origin, that takes into consideration the multiple dimensions of the political universe. This line of study establishes a constant dialogue with the New Political History. The various players (individual, collective and institutional) that move through this multiple universe are the themes of this line of study that concentrates in the intellectuals, the political ideas and its various means and processes of dissemination and social performance. It favours as well those studies devoted to nineteenth and twentieth centuries within an Iberian and American context. The political centrality of the modern state in the nineteenth and twentieth centuries does not hinder the development of research that includes other objects and theoretical discussions; on the contrary, political processes are considered beyond the relationship between State and civil society, which enables the development of research into different political organizations or power structures. The political dimension of the research does not exclude the dialogue between Cultural and Social History and the interface with other fields of historical study. The lines conceptual and methodological frame maintains its traditional interdisciplinary approach and establishes a dialogue with Anthropology, Political Science, Economics, Sociology, Psychoanalysis and Social Communication. Thus the press, political parties, trade unions, public policies, public opinion, intellectuals, ideas, elections, associations, armed conflicts, political movements, engaged cultural production, and institutions are objects of interest to this line of research. |
| Culture and Ethnicity | This line of study gives emphasis to transdisciplinary works and promotes historical researches whose approaches employ concepts from different fields of human and social sciences. By focusing on the Iberian and American context from the point of view of social relations, shared practices and knowledge, artistic creation and the production of knowledge, this line underlines phenomena proper to modernity and experiences that transcend its own paradigms. Researches developed within this line of study encompass studies on representation, visual culture and ethnicity. This type of research on culture comprises themes of historical interest, analysed from the perspective of perception, the attribution of meanings and the representation of reality in a particular historical context. Considering the American and Iberian cultural context during the nineteenth and twentieth centuries, this type of research encompasses the social politics of memory, artistic and intellectual creation in audio, visual and discursive languages, including routes, performances, networks and symbolic exchanges. The configuration of objects in this field tries to reveal historical situations determined according to the universe of beliefs, emotions and knowledge that have given them intelligibility and meaning in their own time. Research on art, image and visual culture problematize the way the various types of images permeate everyday social life creating the visuality of an era, connecting production techniques and circulation of images to the ways of visualizing the different social groups and spaces, proposing a look at the world, mediating our understanding of reality and suggesting models of social action. The production within this thematic line includes research on ethnicity that favours the methodological transit and transdisciplinarity between History, Archaeology and Anthropology, and deals with subjects from the pre-colonial period to contemporary research regarding different ethnic groups. Studies aimed at understanding the interethnic contact in the Ibero-American world via its numerous records, focus on the daily life and cultural manifestations of indigenous populations, caboclo and quilombola communities and other peoples on the fringes of pre-colonial and post-colonial history, using epistemological instruments for the development of analysis not restricted to the reductionist dualism of the societies in contact. |
| Society, Economic Development and Migration | The present line of research favours studies on urban transformations and the network of contacts and relationships established in different processes of sociability. It uses the latest theoretical and methodological tendencies of social history and proposes a reflection on the varied social, economic and political ties observed in an urban space; it focusses on studies of the paths of groups and/or individuals, their social and territorial insertion and their experiences and displacements. The identification of the space the different players, through their everyday practices, occupy in society allows the researcher to better understand their contribution in the transformation of cities, companies, industries, arts and crafts, professions and the effects of migration in society as a whole. Issues related to work should also be a part of the considerations about everyday practices associated to societys economic and industrial development. In this context the role of the immigrant regards to entrepreneurship, technology and the circulation of ideas should be emphasised. Among the themes favoured by this line of research are studies of immigration to Brazil, focussing on transnationalism (economic, cultural and political) and the role of immigrants in the process of urbanization and social modernization of the country between the nineteenth and twentieth centuries; the history of the press and its relationship with other spaces of intellectual production and the power of society; industrialization, planning and urbanization, emphasising the urban changes promoted by the phenomena of industrialization, the new waves of immigration and other forms of human mobility that occurred throughout the twentieth century. The social dimension underlined by this line of research does not exclude the dialogue with cultural and political history and the interface with other areas of history. |
| Political Institutions and Democracy | The goal of this line of research is to investigate the main political institutions from theoretical and empirical perspectives. National, sub-national and international state institutions (Executive and Legislative powers), relations between State and Society (Political Parties, Elections, Civil Society), Judicial Powers (at national and local levels) and Brazilian foreign policy are central research areas. Additionally, political behavior will be a topic of study both within political institutions (political elites) and among the population in general, considering both traditional forms of participation, such as voting, and alternative forms, such as direct and/or deliberative democracy mechanisms. |
| Citizenship, inequality and social politics | It studies the dynamics of modern societies from the perspective of the development of citizenship and public policies, focusing on its legal framework, its implementation and its implications. Researches social inequality in its various manifestations and different dimensions, as well as the stratification patterns of Brazilian society. It analyzes conflicts, the formation of new social cleavages and innovations in disciplining and social control practices. It examines public security policies and the role of the state in fighting violent crime and guaranteeing human rights. It investigates transformations in labor relations, the emergence of alternative modes of production, distribution and consumption of goods, the trajectory of social movements and organizations and their potential for transforming society. |
| Diversity, generations and daily life | It analyzes contemporary social processes in their interfaces with different manifestations of cultural diversity. It investigates the generational dimension and its relations with public policies and the performance of institutions and social actors with diverse positions. Research intersections between social markers of difference (age/generations, sex/gender, social class/origin, race/ethnicity, nationality) in the configuration of social and cultural processes. Develops research through methodologies such as biographical analysis, ethnography and studies of everyday life. |
| Political sociology of relations international | It studies phenomena that go beyond national borders using the methodological tools of the social sciences. It approximates the theories of International Relations with the approaches mobilized in Sociology, Political Science and Anthropology. Among the topics of interest in the line of research, the following stand out: (a) political activism and transnational social movements, international non-governmental organizations and their interactions with States in a multilevel perspective; (b) international migration in its political, cultural and social aspects; (c) political institutions and processes, including those related to democracy, the defense of human rights, integration and the production of public policies. It welcomes, in broader terms, all academic research topics that can benefit from the dialogue proposed in the political sociology of International Relations. |
| COD | Workload | Description |
| 1917R-03 | 45 | Descreva aqui a ementa da disciplina em inglês. Menu: analysis of classic texts in the field of feminist and gender studies that discuss class and race and analyze the reality of women's experiences in an interpenetrated way. |
| Professors | Home time | Lattes |
| EDLA EGGERT | 8 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 9145F-02 | 30 | This course looks at some exponents in history (of education) of Brazil that instigate thinking and the resignification of education for women's survival (beautiful modest housewife). |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 41485-03 | 45 | This course will provide a critical reflection upon the meaning of education, upon the fundamentals of educational practice and their consequences to the definition of teaching and learning. It will foster an analysis of the educational character of teaching and teachers' commitment under a pedagogical plan. It will deal with the study and operation of several technical procedures for aiding teacher organization, with an eye to a critical, emancipating and humanizing pedagogical practice. |
| Professors | Home time | Lattes |
| BETTINA STEREN DOS SANTOS | 26 years and 1 month | Link |
| LUCIA MARIA MARTINS GIRAFFA | 38 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Organisations, Culture and Democracy | Master's | Not required |
| Organisations, Culture and Democracy | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Society and Democracy | Master's | Not required |
| Society and Democracy | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| Political Institutions and Democracy | The goal of this line of research is to investigate the main political institutions from theoretical and empirical perspectives. National, sub-national and international state institutions (Executive and Legislative powers), relations between State and Society (Political Parties, Elections, Civil Society), Judicial Powers (at national and local levels) and Brazilian foreign policy are central research areas. Additionally, political behavior will be a topic of study both within political institutions (political elites) and among the population in general, considering both traditional forms of participation, such as voting, and alternative forms, such as direct and/or deliberative democracy mechanisms. |
| Citizenship, inequality and social politics | It studies the dynamics of modern societies from the perspective of the development of citizenship and public policies, focusing on its legal framework, its implementation and its implications. Researches social inequality in its various manifestations and different dimensions, as well as the stratification patterns of Brazilian society. It analyzes conflicts, the formation of new social cleavages and innovations in disciplining and social control practices. It examines public security policies and the role of the state in fighting violent crime and guaranteeing human rights. It investigates transformations in labor relations, the emergence of alternative modes of production, distribution and consumption of goods, the trajectory of social movements and organizations and their potential for transforming society. |
| Diversity, generations and daily life | It analyzes contemporary social processes in their interfaces with different manifestations of cultural diversity. It investigates the generational dimension and its relations with public policies and the performance of institutions and social actors with diverse positions. Research intersections between social markers of difference (age/generations, sex/gender, social class/origin, race/ethnicity, nationality) in the configuration of social and cultural processes. Develops research through methodologies such as biographical analysis, ethnography and studies of everyday life. |
| Political sociology of relations international | It studies phenomena that go beyond national borders using the methodological tools of the social sciences. It approximates the theories of International Relations with the approaches mobilized in Sociology, Political Science and Anthropology. Among the topics of interest in the line of research, the following stand out: (a) political activism and transnational social movements, international non-governmental organizations and their interactions with States in a multilevel perspective; (b) international migration in its political, cultural and social aspects; (c) political institutions and processes, including those related to democracy, the defense of human rights, integration and the production of public policies. It welcomes, in broader terms, all academic research topics that can benefit from the dialogue proposed in the political sociology of International Relations. |
| COD | Workload | Description |
| 91488-03 | 45 | This course will address the scientific conceptions, policies, practices and challenges of higher education in the 21st century contexts, especially those areas of human and social development affected by the experience of globalization. It addresses the internationalization of Higher Education; the expansion, learning, quality, assessment and teacher training, among other perspectives. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 9145C-03 | 45 | The course addresses the historical conceptions of higher education, especially those resulting from globalization. It seeks to discuss the conceptions of world-class higher education geared towards human and social development as well as other conceptions. It addresses the internationalization of Higher Education; the expansion, learning, retention, quality, assessment, teacher training, among other perspectives. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191BP-03 | 45 | The discipline aims to articulate the critical approach of human rights to education. The conquests and contradictions of the historical struggles for civil, political, economic, social and cultural rights will be recovered, as well as diffuse and collective rights. Having as a frame the different discourses in dispute about human rights, especially the legal-formal discourse, the ethical-moral discourse and the discourse of social struggles, the foundations of the critical theory of human rights will be presented based on the work of Joaquin Herrera Flores and his contribution to overcoming an ahistorical, abstract and Eurocentric vision of human rights, emphasizing the role of social struggles. Through the lens of critical theory of human rights and its dialogue with Marxist criticism and decolonial criticism of human rights, topics that illuminate the importance of education for the constitution and consolidation of human rights and their relevance to human rights will be debated in seminars. guarantee of the ethical-political dimension of the educational process in the promotion of democratic, inclusive and diverse environments, with attention to the critical foundations of human rights. The discussion on research on human rights, violence and inequalities in their multiple dimensions, social markers of difference and intersectionalities considering aspects of class, race, gender and sexualities, as well as generation, human mobility, right to memory, among other topics of choice of postgraduate students, will seek to contribute to mediating Human Rights and Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191HM-02 | 30 | Language and discourse on thediscourse. Discussion and contributions to the debate on scientific writing and its structures. Discursive Textual Analysis (DTA) in the scientific field. international stage. Advanced theoretical studies on language and |
| Professors | Home time | Lattes |
| BETTINA STEREN DOS SANTOS | 26 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191BS-03 | 45 | The course aims to present the scientific field of Internationalization in Education; the stages of development of Internationalization in Brazil; the different perspectives of Internationalization (comprehensive; internationalization at home; internationalization of the curriculum; virtual internationalization; mobility); discuss the pedagogical, institutional, and public policy conceptualization of Internationalization in Education; and discuss the theoretical-practical perspectives of internationalization in Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19192-03 | 45 | The discipline aims to explore the idea of criticism as a pertinent procedure to a certain form of investigation that Foucault will call as historical-philosophical. Some aspects related to philosophical hermeneutics, history of thought and study of the focuses of experience will be explored, articulating their understanding of strategy, genealogy and archeology. Classes, interviews and conferences in which he presents his method of work will be analyzed. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 9145E-03 | 45 | This course seeks to delve into the studies on the motivational processes in correlation with creative methodologies for teaching and learning, in a problem-solving perspective. It has been designed in view of conceptual, procedural and attitudinal aspects that share dynamic, collaborative and creative characteristics. It also seeks to foster student motivation for learning in view of the possible actions resulting from the social context. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19507-02 | 30 | Online education: characterization, models, possibilities, challenges and tendencies. Teaching and learning in online education and its implications. Infrastructure and resources for online course production, mediation and learning accompaniment. Aspects of quality for online courses. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 191E3-01 | 15 | This course examines the conceptual and theoretical understandings of multilingual multicultural education, as well as their nexus and practical applications for the education of linguistically and culturally diverse students. The course reviews the historical and contemporary uses of multiple languages and cultures in American and Brazilian societies, as well as around the globe. Students will explore the ways in which linguistic and cultural socialization experiences shape perceptions and affect academic performance. Students will also reflect on their own beliefs, assumptions, and perceptions about sociocultural and linguistic identity and how their own socialization process has shaped their perceptions of themselves and other people. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 41402-03 | 45 | This course will address modern and contemporary philosophical concepts that have an influence on education, with emphasis on ethical, epistemological and political issues inherent to the educational process. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Metaphysics and Epistemology | Master's | Not required |
| Metaphysics and Epistemology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Phenomenology and Hermeneutics | This line of research is intended to analyze the classical theories of knowledge under the perspective of the philosophers of phenomenology, which has been the norm in Europe for almost a century and has representatives all over the world. |
| Philosophy in the Middle Ages | This line of research addresses philosophers of the Middle Ages. |
| Analytic Epistemology | This line of research addresses the fundamental topics of contemporary Epistemology: theories of knowledge, theories of epistemic rationality, skepticism and epistemic paradoxes. |
| COD | Workload | Description |
| 9145B-02 | 30 | This course addresses the importance of dialog in education through a critical analysis of the understanding of nine European philosophers on dialog and Education. The following scholars will be studied: Buber, Bakhtin, Vygotsky, Arendt, Levinas, Merleau-Ponty, Weil, Oakeshott and Habbermas. The following books will be used: Philosophy, Diologue, and Education (London and New York: Routlegde 2018). |
| Professors | Home time | Lattes |
| ALEXANDRE ANSELMO GUILHERME | 8 years and 1 month | Link |
| Concentration area | Type | Required |
| Clinical Psychology | Master's | Not required |
| Clinical Psychology | Doctorate | Not required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Human Cognition | Master's | Not required |
| Human Cognition | Doctorate | Not required |
| Metaphysics and Epistemology | Master's | Not required |
| Metaphysics and Epistemology | Doctorate | Not required |
| Psychology | Master's | Not required |
| Psychology | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Social Psychology | Master's | Not required |
| Social Psychology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Phenomenology and Hermeneutics | This line of research is intended to analyze the classical theories of knowledge under the perspective of the philosophers of phenomenology, which has been the norm in Europe for almost a century and has representatives all over the world. |
| Philosophy in the Middle Ages | This line of research addresses philosophers of the Middle Ages. |
| Analytic Epistemology | This line of research addresses the fundamental topics of contemporary Epistemology: theories of knowledge, theories of epistemic rationality, skepticism and epistemic paradoxes. |
| Assessment and psychological interventions in mental health | This line of research concentrates studies related to mental health outcomes based on different theories and methods in Clinical Psychology. It aims at understanding psychological processes and building and adapting instruments and interventions with a psychotherapeutic and psychoeducational focus. |
| Psychosocial Processes: Practices and contexts | This line of research concentrates studies on psychosocial phenomena and vulnerability processes in different contexts, such as education, public health, work, politics and justice. It aims to develop strategies for assessment and intervention with individuals, groups and organizations based on theoretical-methodological approaches that articulate different perspectives from Social Psychology and other fields of knowledge. |
| Cognition, brain and behavior | This line of research focuses on basic and applied studies of cognition and its behavioral and neurobiological implications. We seek to investigate neurocognitive and psychobiological processes and their relationship with behavior, development, learning and mental health. Research approaches involve theoretical and experimental models and instruments from neuropsychology, neurobiology and neuroscience. |
| Well-being, health and quality of life | This line of research concentrates studies that use an interdisciplinary approach on the relationship between mental health and lifestyle, understood as the set of behaviors related to food, physical activity, sleep, spirituality, financial well-being, well-being occupational and social relationships. The line aims at building basic and applied knowledge for evaluation and intervention in the prevention and promotion of quality of life and its different domains. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 19196-03 | 45 | The constitution of Post-structuralism as an epistemological field and its methodological potencies for the research in Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 191E7-03 | 45 | School Studies. Education as social policy. The daily life and experience of the teaching and learning process. Cross-cutting themes at school |
| Professors | Home time | Lattes |
| BETTINA STEREN DOS SANTOS | 26 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Metaphysics and Epistemology | Master's | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Society and Democracy | Master's | Not required |
| Society and Democracy | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Phenomenology and Hermeneutics | This line of research is intended to analyze the classical theories of knowledge under the perspective of the philosophers of phenomenology, which has been the norm in Europe for almost a century and has representatives all over the world. |
| Philosophy in the Middle Ages | This line of research addresses philosophers of the Middle Ages. |
| Analytic Epistemology | This line of research addresses the fundamental topics of contemporary Epistemology: theories of knowledge, theories of epistemic rationality, skepticism and epistemic paradoxes. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| Political Institutions and Democracy | The goal of this line of research is to investigate the main political institutions from theoretical and empirical perspectives. National, sub-national and international state institutions (Executive and Legislative powers), relations between State and Society (Political Parties, Elections, Civil Society), Judicial Powers (at national and local levels) and Brazilian foreign policy are central research areas. Additionally, political behavior will be a topic of study both within political institutions (political elites) and among the population in general, considering both traditional forms of participation, such as voting, and alternative forms, such as direct and/or deliberative democracy mechanisms. |
| Citizenship, inequality and social politics | It studies the dynamics of modern societies from the perspective of the development of citizenship and public policies, focusing on its legal framework, its implementation and its implications. Researches social inequality in its various manifestations and different dimensions, as well as the stratification patterns of Brazilian society. It analyzes conflicts, the formation of new social cleavages and innovations in disciplining and social control practices. It examines public security policies and the role of the state in fighting violent crime and guaranteeing human rights. It investigates transformations in labor relations, the emergence of alternative modes of production, distribution and consumption of goods, the trajectory of social movements and organizations and their potential for transforming society. |
| Diversity, generations and daily life | It analyzes contemporary social processes in their interfaces with different manifestations of cultural diversity. It investigates the generational dimension and its relations with public policies and the performance of institutions and social actors with diverse positions. Research intersections between social markers of difference (age/generations, sex/gender, social class/origin, race/ethnicity, nationality) in the configuration of social and cultural processes. Develops research through methodologies such as biographical analysis, ethnography and studies of everyday life. |
| Political sociology of relations international | It studies phenomena that go beyond national borders using the methodological tools of the social sciences. It approximates the theories of International Relations with the approaches mobilized in Sociology, Political Science and Anthropology. Among the topics of interest in the line of research, the following stand out: (a) political activism and transnational social movements, international non-governmental organizations and their interactions with States in a multilevel perspective; (b) international migration in its political, cultural and social aspects; (c) political institutions and processes, including those related to democracy, the defense of human rights, integration and the production of public policies. It welcomes, in broader terms, all academic research topics that can benefit from the dialogue proposed in the political sociology of International Relations. |
| COD | Workload | Description |
| 91487-03 | 45 | This course is geared towards the understanding of the scientific criteria and scientific requirements in the context of the crisis in science and its consequences for the field of humanities. Other topics that will be addressed are: `The rules of the game¿ in the scientific and academic realm and the elements that confer legitimacy to the production in education; the possibilities and the limitations of different epistemologies and research methods; the nature and typology of academic papers; a detailed explanation on the structure of a thesis project; an outline of a preliminary thesis project. |
| Professors | Home time | Lattes |
| LUCIANO DENARDIN DE OLIVEIRA | 12 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Required |
| Scientific Education | Master's | Required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 91486-03 | 45 | This course is intended to encourage an understanding of and contributions to the debate on scientific markers and the verification of science in the contemporary context. The following are other topics which will be addressed: The conflict between humanities and biomedical sciences and its consequences to the regulation of research; The scientific and academic field, its processes and devices for legitimacy and scientific authority; The specifications of science in education and the conditions for scientific production in this context; A preliminary dissertation project; Identification of the parameters of academic writing as a writing genre; A reflection and self-explanation on the process of dissertation writing based on the study and production of academic materials. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Doctorate | Required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 51407-03 | 45 | This seminar is intended to discuss the justification of ethics in education. It is aimed at developing an analytical and reconstructive work of certain normative approaches and of new justifications before the demise of the metaphysical fundamentals. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 41452-03 | 45 | This course will address: Cyberculture, Computing and Ubiquitous Learning; Methodologies and Teaching Practices supported by Digital Technologies; Teacher Training and the use of Digital Technologies. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19134-03 | 45 | Studies on Special Education and an analyse of processes of inclusion, particularly early childhood intervention. An analyse of the development and learning processes of children with disabilities, from birth to three years of age and care as a constitutive principle of human relations. The family, the school of early childhood education and the community as relevant and development contexts for early intervention. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 6141G-03 | 45 | This seminar is intended to identify, analyze and produce some reference materials for theses/dissertations of students in view of the scientific production in education, especially in Brazil, following the enforcement of the Bases and Guidelines Act. Students will be required to make use of domestic references. However, in some cases, Latin American and other international sources may be used. On that line, students and professors will be joining their efforts in order to reflect upon the construction of scientific production as a textual genre. The state of knowledge produced by students may differ from those of specialist researchers. |
| Professors | Home time | Lattes |
| MARILIA COSTA MOROSINI | 20 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 19187-02 | 30 | Studies on the daily/in the enrichment of knowledge in the field of education and scientific research, in epistemological perspectives and scientific research. The meanings of everyday life, the knowledge and the making of social subjects: how they develop their sensibility, their actions of resistance and their perceptions about the common historical path. Through different perspectives, study the daily life in its conceptual face and develop guidelines for this as a research locus. |
| Professors | Home time | Lattes |
| ANDREIA MENDES DOS SANTOS | 9 years and 1 month | Link |
| ANDREA GONCALVES BANDEIRA | 9 years and 8 months | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Organisations, Culture and Democracy | Master's | Not required |
| Organisations, Culture and Democracy | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Society and Democracy | Master's | Not required |
| Society and Democracy | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| Political Institutions and Democracy | The goal of this line of research is to investigate the main political institutions from theoretical and empirical perspectives. National, sub-national and international state institutions (Executive and Legislative powers), relations between State and Society (Political Parties, Elections, Civil Society), Judicial Powers (at national and local levels) and Brazilian foreign policy are central research areas. Additionally, political behavior will be a topic of study both within political institutions (political elites) and among the population in general, considering both traditional forms of participation, such as voting, and alternative forms, such as direct and/or deliberative democracy mechanisms. |
| Citizenship, inequality and social politics | It studies the dynamics of modern societies from the perspective of the development of citizenship and public policies, focusing on its legal framework, its implementation and its implications. Researches social inequality in its various manifestations and different dimensions, as well as the stratification patterns of Brazilian society. It analyzes conflicts, the formation of new social cleavages and innovations in disciplining and social control practices. It examines public security policies and the role of the state in fighting violent crime and guaranteeing human rights. It investigates transformations in labor relations, the emergence of alternative modes of production, distribution and consumption of goods, the trajectory of social movements and organizations and their potential for transforming society. |
| Diversity, generations and daily life | It analyzes contemporary social processes in their interfaces with different manifestations of cultural diversity. It investigates the generational dimension and its relations with public policies and the performance of institutions and social actors with diverse positions. Research intersections between social markers of difference (age/generations, sex/gender, social class/origin, race/ethnicity, nationality) in the configuration of social and cultural processes. Develops research through methodologies such as biographical analysis, ethnography and studies of everyday life. |
| Political sociology of relations international | It studies phenomena that go beyond national borders using the methodological tools of the social sciences. It approximates the theories of International Relations with the approaches mobilized in Sociology, Political Science and Anthropology. Among the topics of interest in the line of research, the following stand out: (a) political activism and transnational social movements, international non-governmental organizations and their interactions with States in a multilevel perspective; (b) international migration in its political, cultural and social aspects; (c) political institutions and processes, including those related to democracy, the defense of human rights, integration and the production of public policies. It welcomes, in broader terms, all academic research topics that can benefit from the dialogue proposed in the political sociology of International Relations. |
| COD | Workload | Description |
| 1918N-03 | 45 | Interdisciplinary approaches on the concepts of technology and education by the polymath Álvaro Borges Vieira Pinto for the training and professional practice of teachers in the face of the demands of contemporary societies. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 41401-03 | 45 | Analyses Education in modern and postmodern time, focusing on current and important theories and educational paradigms. Also, it analyses Critical Theory and Education, characterising Post-Marxism and its educational perspective. It seeks to encourage an education for the 21st century, and criticises the deconstruction of knowledge and semiotics of education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Ethics and Political Philosophy | Master's | Not required |
| Ethics and Political Philosophy | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Social Psychology | Master's | Not required |
| Social Psychology | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| The State and Theories of Justice | This line of research addresses the theoretical and pragmatic aspects of the theories of justice from scholars such as Immanuel Kant, John Rawls and Jürgen Habermas, as well as their different critical and alternative views in communitarian and utilitarian theories. |
| Ethics Principles | This line of research addresses the central issues of Ethics as they have been conceived over time and under the systematic aspect, in view of scholars such as Plato, Aristotle, Kant and others. The relationship between practical and theoretical reason is a central area. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 19194-03 | 45 | The discipline addresses higher education in emerging contexts and their relationships with ZEITGEIST learning. The internationalization of higher education (mobility and internationalization at home), the revolution 4.0, global citizenship, competencies and sustainable development and learning in the contemporary world will be highlighted. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 1918O-02 | 30 | Bring interdisciplinary discussions about the Learning Sciences established as an area of interdisciplinary research that studies how people learn and how to improve learning, combining knowledge of education, psychology, sociology, computing, design, and data mining. Presenting the various methodologies, such as Design-Based Research, is seen today as a central component of Learning Sciences |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| COD | Workload | Description |
| 19193-02 | 30 | Teacher Education for the Use of Digital Technologies. Digital Intelligence. Computational Thinking. Artificial Intelligence in Education. Computing and Education |
| Professors | Home time | Lattes |
| LUCIA MARIA MARTINS GIRAFFA | 38 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 191GP-03 | 45 | Study of the contemporary panorama of Science and Mathematics Education, addressing the main aspects of Science and Mathematics Education, among which the following stand out: Problem Solving; Ethnosciences and Ethnomathematics; Teaching through History; Modeling in Science and Mathematics; CTS (Science, Technology and Society) and STEM (Science, Technology, Engineering and Mathematics). Reflection of theoretical and methodological contributions related to education through research, scientific literacy and inter- and transdisciplinarity. |
| Professors | Home time | Lattes |
| ISABEL CRISTINA MACHADO DE LARA | 12 years and 1 month | Link |
| LUCIANO DENARDIN DE OLIVEIRA | 12 years and 1 month | Link |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |
| Learning, teaching and teacher education on Science and Mathematics | This line involves knowledge production on the teaching and learning of Science and Mathematics, related to education through research, to interdisciplinarity and transdisciplinarity, to the modeling processes in Science and Mathematics, associated with the initial and continuing education of teachers in Basic and Higher Education. |
| Culture, Epistemology and Science Education | Culture, Epistemology and Scientific Education This line addresses knowledge production on historical, epistemological and sociocultural aspects related to scientific, mathematical and technological development, as well as to the popularization of Science and Mathematics in formal and non-formal learning settings. |
| Tecnology in Science and Mathematics Education | This line addresses knowledge production on information and communication technologies to support the teaching and learning processes in Science and Mathematics in both classroom and also in distance learning. |
| COD | Workload | Description |
| 21446-03 | 45 |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Research line | Description |
| Education theories and cultures | Seeks to explore the relationship between anthropology, history, philosophy, sociology and education, by discussing political and cultural conditions in education. It brings together theoretical and empirical theories and research, so improving our understanding of the diversity of the human experience in the different processes of development. |
| People and education | It studies education as a process that involves the person's non-development, training and self-training, highlighting its intertwining as health and well-being. It hosts interdisciplinary studies and research that enhance the pedagogical dimension of human experience in its interactions as biological, psychosocial, biographical, cultural aspects of two subjects and subjectivities in contemporary society. |
| Education training, policies and practices | Seeks to explore educational processes in different training settings, from socio-political, historical and cultural perspectives, aiming at a critical analysis of policies, training practices, and educational planning in different contexts. It scrutinizes pedagogical practices in several degrees and types of education, enabling insights for decision making regarding changes in society and in the educational process. |
| Education in Science and Mathematics (ESM) | Studies teaching and learning in Science and Mathematics in different training spaces, using theoretical and methodological contributions related to education through research; epistemologically linked to the domain of language, to inter and transdisciplinarity to science and the nature of being and to the modeling processes in Science and Mathematics, associated with initial and continuing teacher training, in Basic Education and Higher Education. It covers research involving scientific and technological development, scientific literacy and the popularization of Science and Mathematics in formal and non-formal spaces of education. |