| COD | Workload | Description |
| 14242-02 | 30 | This course will discuss and analyze the production in the area of Science and Mathematics Education in relation to learning, teaching and teacher training and the current trends, with emphasis on education through research. This production includes: papers in national and international journals as well as theses and dissertations. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 14243-02 | 30 | This course will discuss and analyze the production in the area of Science and Mathematics Education with the use of Information and Communication Technologies and current trends. This production includes: papers in national and international journals as well as theses and theses and dissertations. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 14244-02 | 30 | Education, culture and society; Culture, multiculturalism and curriculum; Contemporary epistemological trends (Maturana, Fleck, Toulmin, among others); Sociology of Science; Paradigms of complexity (Edgar Morin); Analysis of the proposals including History and Philosophy of Science in the study of Science; Epistemology, learning and teacher training. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 24264-02 | 30 | The topics this course addresses are as follows: Complexity and post-modernity; Complex knowledge; Pedagogical schools and complexity; Simplifying thinking, disciplinary fragmentation and its consequences; The absence of an ontology of time in post-structuralism; The course will also get students to think about straightforward transdisciplinary attitudes in the conduction of research and teaching practices in sciences. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24262-02 | 30 | Analysis of the curriculum, to different cultures in contemporary times and their relationship with Science and Mathematics Education based on elements of post-structuralist criticism and Cultural Studies. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 1982K-02 | 30 | This course aims to present the main concepts associated with digital entrepreneurship and the transformation of scientific knowledge in development for society. The following points will be addressed: Entrepreneurship, startups, business model, lean startup, minimum viable product, and real cases of transforming scientific knowledge into innovation and development through entrepreneurship. |
| No offer for current semester |
| Concentration area | Type | Required |
| Computer Science | Master's | Not required |
| Computer Science | Doctorate | Not required |
| Engineering and Materials Technology | Master's | Not required |
| Engineering and Materials Technology | Doctorate | Not required |
| Materials and Related Processes | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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. |
| 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. |
| 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. |
| Materials and processes for control and mitigation of 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. |
| 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. |
| 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. |
| 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 Solar 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 |
| 14247-03 | 45 | A critical view of the conceptions of world, science and human beings; Conceptions on the nature of scientific knowledge; An epistemological approach of the main knowledge theory trends; Association of the educational theories with the different epistemological trends. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14212-03 | 45 | Study of current perspectives in Mathematics Education; Mathematical Modeling; Ethnomathematics; Information and communication Technologies; History of Mathematics; Problem-solving. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | 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 |
| 14211-03 | 45 | To follow are the topics this course will address: History of Science Education and theoretical schools; A critical analysis of the processes of accreditation and assessment of graduate programs by CAPES; A survey of the facts and the evolution of its lines of research; A survey of current periodicals and most commonly addressed topics in this area; Identification of research methods used in this area; Research-fostering institutions and their mechanisms. |
| No offer for current semester |
| Concentration area | Type | Required |
| Education | Master's | Not required |
| Education | Doctorate | Not required |
| Scientific Education | Master's | 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 |
| 1987M-03 | 45 | Inquiry based teaching in science education. Characteristics of scientific investigation that help learning science. Different ways to design inquiry based teaching in science education. Assessment in science teaching by research. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14225-03 | 45 | Foundation, construction, discussion and cooperative assessment of interdisciplinary proposals involving Science and Mathematics education and facilitating the implementation of visit programs to an interactive museum. |
| 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 |
| 1987N-01 | 15 | This short course focuses on the theoretical and methodological approaches of ethnomethodology (EM) and conversation analysis (CA). From a historical review of naturalistic approaches to social sciences, the main authors, works and topics of study in EM and CA will be presented. A special emphasis will be added to ethnomethodological studies in school contexts and to situations of teaching/learning on sciences and mathematics. The final session will be devoted to the discussion of empirical cases and research projects from the students. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24263-02 | 30 | Principles of learning projects with emphasis on materials production and selection of objects available. Research and application of the learning objects in different contexts in Science and Mathematics Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14241-03 | 45 | Study and critical analysis of the main learning theories, with implications for the area of Science and Mathematics. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14239-03 | 45 | Philosophies of Mathematics; Mathematics and sociocultural and environmental issues; Analysis of the historically constructed intersections between the most important ramifications of Mathematics Education: Problem solving; Ethnomathematics; Technologies; Modeling. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24255-03 | 45 | Models and modeling; Mathematics: concepts of models and research methods; Modeling in Education: teaching concept and method; How and when to do Modeling in Science; How to conduct teaching and research in basic Education - Modeling. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 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 |
| 24251-02 | 30 | Rules and standards for data presentation; Database and the organization and data presentation; Relationship between variables; Techniques for reduction and classification of large sets of data; Data report design. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24250-02 | 30 | Research and analysis of historical development of scientific and technological education in Brazil, in view of the different prevailing pedagogical and epistemological trends over time both in the country as well as in the world. |
| Professors | Home time | Lattes |
| ISABEL CRISTINA MACHADO DE LARA | 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 | 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 |
| 14248-02 | 30 | This course will Analyze and discuss research published in both national and international journals related to classroom education (education through research or inquiry-based learning) with the purpose of understanding of this educational process in theory as well as in practice. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 5461B-02 | 30 | Connect lecturers, researchers, Master and Ph.D. students to the recent academic works produced by the Post-Graduate Programs at the School of Technology, including works that are not directly related to the area of study of the students enrolled in the course. Make use of the talks presented by the students and researchers as a formal tool for the dissemination of the scientific process, its constructive aspects, formal and conclusive, aiming at qualifying the research generated by the school. |
| No offer for current semester |
| Concentration area | Type | Required |
| Computer Science | Master's | Not required |
| Computer Science | Doctorate | Not required |
| Engineering and Materials Technology | Master's | Not required |
| Engineering and Materials Technology | Doctorate | Not required |
| Materials and Related Processes | Doctorate | Not required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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. |
| 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. |
| 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. |
| Materials and processes for control and mitigation of 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. |
| 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. |
| 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. |
| 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 Solar 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 |
| 14238-03 | 45 | Discussions about the role of the teachers dealing with new teaching and research possibilities in Science and Mathematics Education with the aid of the technological resources available. Treatment of research data with the aid of technologies. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14249-02 | 30 | This course will discuss and analyze the challenges Science and Mathematics Education will face in order to adapt to the world of information and communication technology in order to guide further research in unexplored areas. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 14246-03 | 45 | Research paradigms, approaches, methods and techniques. It will address the construction of its goals within a qualitative approach. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14232-01 | 15 | Research in Science and Mathematics Education, studying the foundations, principles, methods and innovative experiences. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14245-03 | 45 | A description of doctoral research, focusing on structural elements of an academic research project; Analysis of possibilities and limitations of the use of different epistemological and methodological perspectives; A reflection on the relevant topics and issues to research in Science and Mathematics Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Doctorate | Required |
| Research line | Description |
| 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 |
| 14240-03 | 45 | Providing a transdisciplinary approach to cross-sectional topics in science and everyday life related to Science and Mathematics Education, by investigating the implication of issues associated to teaching practices. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14213-03 | 45 | Theoretical and practical study of the reality of schools and Science and Mathematics classrooms with emphasis on research, by making use of testimonials and interviews, with a view to questioning this reality. A topic for research will be proposed and the preliminary bibliographic reference will be organized. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 14236-03 | 45 | The study of innovations associated with digital technologies and the like, under Science and Mathematics Education, in view of the theoretical foundations and issues related to the production of teaching and educational materials to support learning. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24256-01 | 15 | Discussions of some papers on Culture, epistemology and scientific education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24257-01 | 15 | Discussions of some papers on Science and Mathematics Education. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 24258-01 | 15 | Discussions of some articles on learning, teaching and teacher development. |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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 |
| 1987L-03 | 45 |
| No offer for current semester |
| Concentration area | Type | Required |
| Scientific Education | Master's | Not required |
| Scientific Education | Doctorate | Not required |
| Research line | Description |
| 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. |