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Graduate Program in Law

Detalhes: Quarta, 11 Julho de 2018

Master degree

History and Proposal of the Program

The creation of the Graduate Program in Law and the implementation of the Master Course in Human Rights in 2012 was the result of a work carried out by the Department of Legal and Social Sciences, by the Master Course in Development (particularly its research line in Law, Citizenship and Development) and the Research Group on Human Rights and Development. The Program aims at generating and consolidating research and scientific production through the training of researchers, teachers and other professionals qualified to work in the field of law and related areas. It has interdisciplinarity as a methodological reference as well as the recognition, institutionalization and protection of human rights as its fundamental subject. The program also intends to intervene in reality through critical reflection and the search for alternatives that may contribute to a greater awareness of the centrality of human rights, democratic societies and their greater effectiveness within States and at international level.

Target Audience

The main target audience of the Master Course are Law Graduates and professionals from related areas.

Graduate Program in Law

Detalhes: Quarta, 11 Julho de 2018

Master degree

Grade 4

Faculty and Coordinator

Permanent Faculty

Name	E-mail	Title	Lattes
André Leonardo Copetti Santos	andre.leonardo@unijui.edu.br	Doctor	View lattes
Daniel Rubens Cenci	danielr@unijui.edu.br	Doctor	View lattes
Doglas Cesar Lucas	doglasl@unijui.edu.br	Doctor	View lattes
Elenise Felzke Schonardie	elenise.schonardie@unijui.edu.br	Doctor	View lattes
Enio Waldir da Silva	eniowsil@unijui.edu.br	Doctor	View lattes
Gilmar Antonio Bedin (Coordenador)	gilmarb@unijui.edu.br	Doctor	View lattes
Ivo dos Santos Canabarro	ivo.canabarro@unijui.edu.br	Doctor	View lattes
Janaína Machado Sturza	janaina.sturza@unijui.edu.br	Doctor	View lattes
Luís Gustavo Gomes Flores	luis.flores@unijui.edu.br	Doctor	View lattes
Maiquel Ângelo Dezordi Wermuth	maiquel.wermuth@unijui.edu.br	Doctor	View lattes
Mateus de Oliveira Fornasier	mateus.fornasier@gmail.com	Doctor	View lattes
Véra Lucia Spacil Raddatz	verar@unijui.edu.br	Doctor	View lattes

Collaborating Faculty

Name	E-mail	Title	Lattes
Anna Paula Bagetti Zeifert	anna.paula@unijui.edu.br	Doutor	View lattes
Jóice Graciele Nielsson	joice.nielsson@unijui.edu.br	Doutor	View lattes

Graduate Program in Law

Detalhes: Quarta, 11 Julho de 2018

Master degree

Grade 4

Concentration area and lines of research

Fundamentals and Implementation of Human Rights

The problem of the founding of human rights. Historicity and universality of human rights. State, citizenship and fundamental rights. State, public policies and social inclusion in Brazil. Cultural diversity, minorities and recognition. Social vulnerability, violence and citizenship. Justice system and human rights. History, memory and human rights.

Research Line: Democracy, New Rights and Development

Rule of law, human rights and equity. Information society, human rights and citizenship. Globalization, transnationality and democracy. Environment, sustainability and development. Consumer society and citizenship. The right to the city, democracy and social inclusion. Human rights, new technologies and socio-legal resiliency. Education in Human Rights, public policies and the right to health.

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

Structure of the Curriculum

Total amount of class hours: 480
Total amount of credits: 32
Version: 2015/1

Master of Science Degree

Obligatory Subjects

Code	Subject	School Hours	Credits	Summary
P0075	Scientific Computing I	60	4	Notions of Programming Logic. Conceptualization of Algorithms. Basic components (variable, constant, assignment, instruction, operators and expressions). Use of control structures (selection and iteration). Basic data types (variable types, strings, vectors, arrays). Construction and declaration of new types. Sub-Algorithms
P0076	Ordinary Differential Equations	60	4	First order differential equations. Theorems of existence and oneness. Methods of resolution. Differential equations of order n. Theorems of existence and oneness. Methods of resolution. Linear differential equations. Linear differential equations solutions theory. Systems of differential equations. Theorems of existence and oneness. Laplace transform and its application to differential equations. Theory of stability. Stability settings. Stability of linear and non-linear systems. The second Lyapunov method. Lyapunov theorems. Applications of Ordinary Differential Equations
P0078	Numeric Methods	60	4	Numerical methods of algebra. Linear systems. Direct and iterative methods. Criteria for convergence and acceleration. Systems of nonlinear equations and optimization problems. Convergence criteria. Newton's method. Methods of descent (by coordinates, by gradient). Interpolation and numerical derivation. Numerical Integration. Ordinary Differential Equations and Systems. The problem of Initial Value (of Cauchy). Runge-Kutta methods (explicit and implicit). Methods Predictor-Corrector (Adams, Milne). Consistency, stability, and convergence of methods. Border Value Problem. Shooting Methods. Finite difference methods. Approximate analytical methods.
P0077	Mathematical Modeling I	30	2	Basic concepts in mathematical modeling: definitions, applications, and characterization. Modeling techniques: white box, black box, gray box. Main steps of mathematical modeling: problem definition (parameters, variables), formulation of the phenomenon, determination of parameters, experimentation, validation, analytical and/or numerical resolution, analysis and modification. Examples of applications of mathematical modeling in problems of mechanical systems.
P0079	Introduction to Research	30	2	The proposed study themes will approach research as a factor of knowledge production; Criteria of scientific knowledge; Nature and assumptions of scientific knowledge; Phases of the construction and elaboration of the research project; Presentations on funding and research promotion agencies and the applicability of didactic strategies in science. In addition, the art of scientific writing and the processes of reviewing and publishing scientific journals will be addressed.
Total:		240	16

Subjects of Applied Research

Code	Subject	School Hours	Credits	Summary
P0081	Seminar on the Thesis	30	2	This course marks the moment of presentation and collective discussion of the master's research project, regarding the delimitation of the subject, the definition of the problem, the objectives, the theoretical- methodological mediation and the schedule. Scheduled for the month of March and April of the third semester of the course, the Thesis Seminar course consists of an expanded and collective discussion of the master's research intentions, providing contributions from colleagues and invited teachers for these sessions.
P0082	Thesis Work	90	6	This course aims to offer a space for the student to perform the practical and theoretical activities related to the execution and writing of the Thesis document.
P0080	Research Work	30	2	This course aims to offer a space for the student to start the research work, which will be developed during the Master Course. In this context, the definition of the research project is defined with regard to the delimitation of the topic, the definition of the problem, as well as the survey of the material that will support the research and the bibliographic review. In order to receive the credits of this subject, the master must present proof of publication of the article, of the research initiated in this discipline, in a scientific and/or periodic quality event, as established in Table 5 of the Program Rules
Total:		150	10

Complementary Subjects

Code	Subject	School Hours	Credits	Summary
P9587	Teaching Practice Internship	30	2	Development of teaching activities in the Degree in Law and related areas. It is a compulsory course for all Master's students who hold a CAPES scholarship. Obligatory for holders of CAPES grants
P6706	Methodology of Higher Education	30	2	-
Total:		60	4

Elective Subjects

Code	Subject	School Hours	Credits	Summary
P0085	Scientific Computing II	30	2	Computational modeling at system and subsystem level. Block diagram. Use of computational tools with block diagram and customized libraries. Simulation of systems in continuous time and in discrete time. Simulation of dynamic systems applied in different areas of science. Interface with high level languages.
P0097	Computational Fluid Dynamics (Cfd)	30	2	Partial Differential Equations. Problems of Dirichlet, Neuman, Robin. Application of finite differences to solve the partial differential equations. Understanding Consistency, Stability, Convergence. Numerical methods of solving partial differential equations (explicit and implicit schemes of 1st, 2nd and 3rd order). Flows with and without viscosity. Deduction of Navier-Stokes equations. Numerical methods of solving the Navier-Stokes equations. Several formulations of the pressure-velocity problem, current function). Equations of Euler, Reynolds. Models of turbulence.
P0098	Dynamics of Fluids in Porous Media	30	2	Introduction. Porous Media (Basics, definitions, classification). Porosity. Fundamental Equations in Porous Media (Conservation of Mass, Moment and Energy). Tortuosity and Permeability. Equation of Homogeneous Fluid Movement. Darcy's Law, Isotropic and Anisotropic Permeability. Derived from Darcy's Law. Equations of Continuity and Conservation in Homogeneous Flow. Initial and Contour Value Problems.
P0089	Dynamics of Nonlinear Systems	30	2	Basic concepts in nonlinear systems: definitions, types of nonlinearities (dynamic x static, soft x hard), motivation and justification of application, autonomous and non-autonomous systems. Typical examples of nonlinearities. Behavior of non-linear systems: comparison with linear systems, points of equilibrium and classification, limit cycles, bifurcations, chaos. Characterization of the dynamics of nonlinear systems: multiple attractors, limit cycles, chaotic dynamics. Analysis of nonlinear systems: phase plane, trajectory, phase portrait, singular points, stability, Lyapunov method. Methods of control of nonlinear systems.
P0087	Partial Differential Equations I	30	2	Fourier series and integrals. Partial Differential Equations. Theorems of existence and oneness. Problems of values in the contour. Problems of Sturm-Liouville. Development in self-functions. The equation of the One-dimensional Wave. One-dimensional Heat Diffusion. Variable Separation Method (Product Method): Homogeneous and Non-Homogeneous Problem
P0088	Partial Differential Equations II	30	2	Partial Differential Equations. Vibrant Membrane. Two-dimensional wave equation. Two-dimensional Heat Diffusion. Variable Separation Method (Product Method): Homogeneous and Non-Homogeneous Problem. Laplacian in Polar Coordinates. Circular Membrane. The equation of Bessel. Laplace equation. Potential.
P0099	Transport Phenomena	30	2	Introduction. Main concepts. Heat transfer, mass, linear momentum. Control of magnitudes. Laws of Fourier, Fick, Newton, Statics of Fluids. Heat transfer by radiation. Fluid fields and basic equations (Euler): conservation of the mass of linear momentum, energy. Navier-Stakes equations. Laminar flow of fluids in incomprehensible cases. Turbulent flow of viscous fluids. The analogy of Reynolds. Mass transfer by convection. Free convection heat transfer. Flow through porous media.
P0101	Identification of Systems I	30	2	Introduction. Equations the difference. Transform Z. Time Series. Classification of systems. Identification of linear systems. Linear estimators: types and properties. Treatment of data. Linear models and structure. Validation of models. Case Study.
P0102	Identification of Systems II	30	2	Introduction. Identification of non-linear systems. Nonlinear estimators: types and properties. Treatment of data. Nonlinear models and structure. Validation of models. Case Study.
P0084	Instrumentation and Data Acquisition	30	2	Energy Conversion. Metrology. Laboratory environment and standardization. Constructive aspects of test benches. Measures of magnitudes. Measurement techniques and methods. Theory of errors and uncertainties. Basic methods for data processing. Use of software for processing and presentation of information. Measuring systems. The instrument. Basic Principles of Transduction. Transducers: Sensors and Actuators. Conditioning and basic structures of signal conditioning. Electrical and electronic instruments: analog and digital. Automatic, intelligent and virtual instruments. Characterization of an instrument. General aspects in instrumentation. Techniques of acquisition and transection of data in instrumentation. Computerized systems for instrumentation. Cards for data acquisition. Applications and design.
P0086	Artificial intelligence	30	2	Main concepts of Artificial Intelligence; Historical Notes of A. I. and its impact on society; Main AI techniques: search systems and heuristics, artificial neural networks, genetic algorithms, fuzzy logic and intelligent agents.
P0109	Discrete Element Methods	30	2	Introduction to the Discrete Element Method. Particle modeling. Particle collision detection. Application of forces and iteration of the method. Temporal integration. Post Processing of results.
P0090	Finite Element Methods	30	2	Basic Concept of the Finite Element Method; Variable Formulations and Approximations; Discretization of a Structure; Elements and Functions of Interpolation, Element Matrix Computation; Assembly of the Matrices of the Elements; Solution of the System of Equations; Applications in Structural Analysis, Heat Transfer and Magnetic Field Evaluation; Execution of a Finite Element program.
P0091	Optimization Methods	30	2	Formulation of the linear programming problem; Geometric interpretation; Applications of linear programming: a production problem, a diet problem; Convex sets; Simplex method; The dual of the linear programming problem; Theorems of duality.
P0093	Matrix Methods I	30	2	Solution methods of large linear systems. Eigenvalues and eigenvectors. Self-systems, decompositions (from Schur, QR, in singular values). The condition of self-systems. Circles of Gerschgorin. Unitary and orthogonal transformations. Pseudo-Inverse Matrix (Generalized). Greville's method. Quadratic Forms. Symmetric and Hermitian Matrices.
P0094	Matrix Methods II	30	2	The best approximation of the system of algebraic linear equations. Least squares method. Quadratic Forms. Lagrange method. Position of the Quadratic Form. Law of inertia of Sylvester's Quadratic Forms. Gram- Schmidt process. Symmetric and Hermitian Matrices. Theorems about eigenvalues of the symmetric matrix. Reduction of Quadratic form to canonical form by orthogonal transformation. Theorem on extreme properties of eigenvectors. Positive definite quadratic forms. Sylvester Criterion (with demonstration). Matrix Functions. Regular Functions. Application for EDO. Calculation of matrix etA. Two Quadratic Forms. Eigenvalues and eigenvectors of two matrices. D-orthogonalization of two vectors. Simultaneous reduction of two Quadratic Forms to canonical forms.
P0096	Numerical Methods for Partial Differential Equations	30	2	Physical and Mathematical Classification of EDP. Problems well put. Problems of Dirichlet, Neuman, Robin. Problems of Evolution. Application of finite differences to solve EDP. Methods of obtaining equations for differences. Local and global approach error. Understanding Consistency, Stability, Convergence. Lax's theorem. Numerical solution schemes of the EDP (explicit and implicit schemes for parabolic, hyperbolic, elliptic equations). Methods for stability analysis (Neumann methods, Lax methods, Matrix methods), convergence. Methods for nonlinear equations.
P0107	Kinematic Modeling of Industrial Robots	30	2	Basic concepts in industrial robotics: definitions, types of kinematic chains, types of joints, justifications and potential applications. The Denavit-Hatenberg Convention and the design of the reference coordinate systems for links. Calculation of homogeneous transformation matrices. Mathematical formulation of the direct kinematics equation. Mathematical formulation of the inverse kinematics equation. Calculation of the Jacobian matrix. Mathematical formulation of the differential kinematics equation. Examples of kinematic modeling of typical serial robots. Computer-assisted kinematic modeling.
P0108	Dynamic Modeling of Industrial Robots	30	2	Fundamentals of dynamic modeling of robots, importance, and applications. Main components of an industrial robot: mechanism (serial, parallel, mixed structure, types of joints), drive (electric, pneumatic or hydraulic) and control system. Methods for mathematical formulation of the dynamic model of robots. Representation of the dynamic model in compact matrix form: inertia matrix, matrix of centrifugal and Coriolis effects, vector of gravitational effects, vector of the effects of friction dynamics and vector of torques and/or joint forces. Properties of the dynamic model of industrial robots and its application in control and stability analysis. Computational simulation of the dynamic robot model.
P0083	Mathematical Modeling II	30	2	Modeling as a scientific method of knowledge: examples of mathematical models: classical models of physics (mechanical and electrical systems); ECONOMIC models (economic growth model, Leontiev model); models of population dynamics (Malthus, Verhulst, Lotka-Volterra); compartmental models (epidemiological, immunological, etc.). Main steps of Mathematical Modeling: formulation of the problem in terms of the phenomenon; experimentation; formulation of the problem in terms of the mathematical model.
P0100	Constitutive Models of Materials	30	2	Atomic Arrays: Molecular structures, crystalline structure, metallic structure, non-crystalline structures, phases. Structural imperfections: impure phases, crystalline imperfections, atomic movements, crystal vibrations. Phases and properties of materials, deformation of materials, ruptures of materials. Mechanisms of atomic motion (diffusion). Solid state reactions, reaction velocity, metastable phases. Modifications of the properties through changes of the microstructure: physical properties (mechanical, thermal and electrical) of materials, control of microstructures. Solid State Device Models, Band Theories. The Structure of Solids. Physical Properties of Materials. Properties of Polymers and Ceramics. Microstructural Characterization of Materials. Physics of Materials and Semiconductor Devices.
P0103	Control Systems Design	30	2	Basic concepts, fundamental principles, overview and a brief history of control systems with feedback. Modeling and linearization of dynamic systems for control. Transfer function, block diagrams algebra and dynamic response analysis. Design by the roots place method. Design based on frequency response. Control project in state space. The design of computer aided control systems.
P0110	Artificial neural networks	30	2	Introduction to the Discrete Element Method. Particle modeling. Particle collision detection. Application of forces and iteration of the method. Temporal integration. Post Processing of results.
P0106	Sensors and Actuators, Technologies and Applications	30	2	Introduction to microsystems sensors and actuators. Introduction to MEMS and the basic techniques of manufacturing sensor and actuator microstructures. Introduction to physical-mathematical models of semiconductor devices in meso, micro and manometric scale. Technology development of sensing devices and actuators in micrometric scale. Historical aspects, main applications, technological and commercial importance of MEMS. Main techniques of microfabrication, compatibility with CMOS processes. Application examples. Micro substrate manufacturing. Silicon as a mechanical material. Wet corrosion, isotropy and anisotropy, corrosion mechanism. Plasma corrosion, corrosion mechanisms. Isotropic versus anisotropic corrosion, relationship with Si crystallography and other semiconductor thin films. Micromanufacturing in Surface, Structural and sacrificial layers. Materials and properties of films used as structural and sacrificial layers. Mechanical properties of films used as structural layers. Communication protocols. Integration of Radiofrequency systems. Application examples. Encapsulation techniques, Materials used. Specific applications. Methodologies of integration of Microelectronics and Sensors Actuators. Electronic compatibility and signal conditioning. Integration of Microsystems and Communication Systems.
P0095	Theory of Probability and Statistics	30	2	The discipline of Probability and Statistical Theory deals with the analysis of quantitative and qualitative categorized and numeric data, the definition of probability and its distribution (Binomial and Poisson, Normal, T and F and Chi-square). Also, from the study of parametric and non-parametric analysis, regressions and correlation and multivariate analysis. However, it will cover the study of descriptive statistics, the calculation of probabilities and statistical inference. Including, the processes related to the planning, execution, data analysis and interpretation of the results of a hypothesis of research from experimental designs, bringing together the use of computational programs.
P0092	Search-based Optimization Techniques	30	2	Introduction to Heuristics and Metaheuristics; Search Heuristics; Genetic Algorithms; Simulated Annealing; Hill Climbing; Genetic Programming.
P0104	Special Topics in Software Engineering	30	2	Software Process Models; Software Requirements and Specification; Methods for Analysis and Design; Reuse of Software; Development of model-driven software; Software Verification and Validation; Fault Tolerance; Software quality.
P0105	Special Topics in Scientific Programming	30	2	Software Process Models; Software Requirements and Specification; Methods for Analysis and Design; Reuse of Software; Development of model-driven software; Software Verification and Validation; Fault Tolerance; Software quality.
Total:		840	56

Doctorate degree

Complementary Subjects

Code	Subject	School Hours	Credits	Summary
P9587	Teaching Internship (obligatory for holders of grants from CAPES)	30	2	Development of teaching activities in the Degree in Law and related areas. It is a compulsory course for all Master's degree students who hold a CAPES scholarship.
P6706	Methodology of Higher Education	30	2	-
Total:		60	4

Subjects on Applied Research

Code	Subject	School Hours	Credits	Summary
P9739	Qualification Exam	60	4	This course aims to offer a space for the student to carry out the practical and theoretical activities related to the execution and writing of the qualification examination document, for presentation and defense before an Examining Committee composed of three professors of the Program, one of whom is its supervisor , and two teachers outside the Program. Foreseen for the sixth semester of the Course, the course allows the student a critical evaluation of his research proposal, carried out by other teachers together with his supervisor, so that he can improve it, correct it and reorient it before its completion.
P9735	Thesis Seminar	30	2	This discipline marks the moment of presentation and collective discussion of the doctoral research project, regarding the delimitation of the subject, the definition of the problem, the objectives, the theoretical-methodological mediation and the schedule. Foreseen for the third semester of the course, the Thesis Seminar consists of an expanded and collective discussion of the doctorate's research intentions, offering contributions from colleagues and teachers invited to these sessions.
P9736	Research Work I	30	2	This course aims to offer a space for the student to start the research work, which will be developed during the PhD course. In this context, the definition of the research project is defined with regard to the delimitation of the topic, the definition of the problem, as well as the survey of the material that will support the research and the bibliographic review. In order to receive the credits of this subject, the doctoral student must present proof of publication of an article, of the research begun in this discipline, in a scientific and / or periodic quality event, as established in Table 5 of the Program's Rules of Procedure.
P9737	Research Work II	30	2	This course aims to offer a space for the student to continue the research work, initialized in the discipline of Research Paper I and presented in the subject Seminar of Thesis. The activities developed in this discipline aim at valuing the researcher's training, and can be worked in the form of seminars, production and publication of articles, communications of works in scientific events, exchanges with lines and research programs, or other activities that contribute decisively to the process of training researchers. In order to receive credits related to this subject, the doctoral student must present proof of the publication of an article, in a scientific and / or periodic quality event, as established in Table 5 of the Program Rules.
P9738	Research Work III	30	2	This course aims to offer a space for the student to continue the research work, initialized in the disciplines of Research Work I and II, which is being developed during the PhD course. The activities developed in this discipline aim at valuing the researcher's training, and can be worked in the form of seminars, production and publication of articles, communications of works in scientific events, exchanges with lines and research programs, or other activities that contribute decisively to the process of training researchers. In order to receive credits related to this subject, the doctoral student must present proof of the publication of an article, in a scientific and / or periodic quality event, as established in Table 5 of the Program Rules.
P9740	Working on the Doctorate Thesis	30	2	This course aims to offer a space for the student to perform the practical and theoretical activities, defined in the Qualification Exam, referring to the execution and writing of the final thesis document.
Total:		210	14

Elective Subjects

Code	Subject	School Hours	Credits	Summary
P0085	Scientific Computation II	30	2	Computational modeling at system and subsystem level. Block diagram. Use of computational tools with block diagram and customized libraries. Simulation of systems in continuous time and in discrete time. Simulation of dynamic systems applied in different areas of science. Interface with high level languages.
P0097	Computational Fluids Dynamics (Cfd)	30	2	Partial Differential Equations. Problems of Dirichlet, Neuman, Robin. Application of finite differences to solve the partial differential equations. Understanding Consistency, Stability, Convergence. Numerical methods of solving partial differential equations (explicit and implicit schemes of 1st, 2nd and 3rd order). Flows with and without viscosity. Deduction of Navier-Stokes equations. Numerical methods of solving the Navier-Stokes equations. Several formulations of the pressure-velocity problem, current function). Equations of Euler, Reynolds. Models of turbulence.
P0098	Dynamics of Fluids in Porous Media	30	2	Introduction. Porous Media (Basics, definitions, classification). Porosity. Fundamental Equations in Porous Media (Conservation of Mass, Moment and Energy). Tortuosity and Permeability. Equation of Homogeneous Fluid Movement. Darcy's Law, Isotropic and Anisotropic Permeability. Derived from Darcy's Law. Equations of Continuity and Conservation in Homogeneous Flow. Initial and Contour Value Problems.
P0089	Dynamics of Non Linear Systems	30	2	Basic concepts in nonlinear systems: definitions, types of nonlinearities (dynamic x static, soft x hard), motivation and justification of application, autonomous and non-autonomous systems. Typical examples of nonlinearities. Behavior of non-linear systems: comparison with linear systems, points of equilibrium and classification, limit cycles, bifurcations, chaos. Characterization of the dynamics of nonlinear systems: multiple attractors, limit cycles, chaotic dynamics. Analysis of nonlinear systems: phase plane, trajectory, phase portrait, singular points, stability, Lyapunov method. Methods of control of nonlinear systems.
P0087	Partial Differential Equations I	30	2	Fourier series and integrals. Partial Differential Equations. Theorems of existence and uniqueness. Problems of values in the contour. Problems of Sturm-Liouville. Development in self-functions. Equation of the One-dimensional Wave. One-dimensional Heat Diffusion. Variable Separation Method (Product Method): Homogeneous and Non Homogeneous Problem
P0088	Partial Differential Equations II	30	2	Partial Differential Equations. Vibrant Membrane. Two-dimensional wave equation. Two-dimensional Heat Diffusion. Variable Separation Method (Product Method): Homogeneous and Non Homogeneous Problem. Laplacian in Polar Coordinates. Circular Membrane. Equation of Bessel. Laplace equation. Potential.
P0099	Transport Phenomena	30	2	Introduction. Main concepts. Heat transfer, mass, linear momentum. Control of magnitudes. Laws of Fourier, Fick, Newton, Statics of Fluids. Heat transfer by radiation. Fluid fields and basic equations (Euler): conservation of the mass of linear momentum, energy. Navier-Stakes equations. Laminar flow of fluids in incomprehensible cases. Turbulent flow of viscous fluids. Analogy of Reynolds. Mass transfer by convection. Free convection heat transfer. Flow through porous media.
P0101	System Identification I	30	2	Introduction. Equations the difference. Transform Z. Time Series. Classification of systems. Identification of linear systems. Linear estimators: types and properties. Treatment of data. Linear models and structure. Validation of models. Case Study.
P0102	System Identification II	30	2	Introduction. Identification of non-linear systems. Nonlinear estimators: types and properties. Treatment of data. Nonlinear models and structure. Validation of models. Case Study.
P0084	Instrumentation and Data Acquisition	30	2	Energy Conversion. Metrology. Laboratory environment and standardization. Constructive aspects of test benches. Measures of magnitudes. Measurement techniques and methods. Theory of errors and uncertainties. Basic methods for data processing. Use of software for processing and presentation of information. Measuring systems. The instrument. Basic Principles of Transduction. Transducers: Sensors and Actuators. Conditioning and basic structures of signal conditioning. Electrical and electronic instruments: analog and digital. Automatic, intelligent and virtual instruments. Characterization of an instrument. General aspects in instrumentation. Techniques of acquisition and transection of data in instrumentation. Computerized systems for instrumentation. Cards for data acquisition. Applications and design.
P0086	Artificial Intelligence	30	2	Main concepts of Artificial Intelligence; Historical Notes of I.A and its impact on society; Main AI techniques: search systems and heuristics, artificial neural networks, genetic algorithms, fuzzy logic and intelligent agents.
P0109	Discrete Element Methods	30	2	Introduction to the Discrete Element Method. Particle modeling. Particle collision detection. Application of forces and iteration of the method. Temporal integration. Post Processing of results.
P0090	Finite Element Methods	30	2	Basic Concept of the Finite Element Method; Variable Formulations and Approximations; Discretization of a Structure; Elements and Functions of Interpolation, Computation of the Element Matrix; Assembly of the Matrices of the Elements; Solution of the System of Equations; Applications in Structural Analysis, Heat Transfer and Magnetic Field Evaluation; Execution of a Finite Element program.
P0091	Optimization Methods	30	2	Formulation of the linear programming problem; Geometric interpretation; Applications of linear programming: a production problem, a diet problem; Convex sets; Simplex method; The dual of the linear programming problem; Theorems of duality.
P0093	Matrix Methods I	30	2	Solution methods of large linear systems. Eigenvalues and eigenvectors. Self-systems, decompositions (from Schur, QR, in singular values). The condition of self-systems. Circles of Gerschgorin. Unitary and orthogonal transformations. Pseudo-Inverse Matrix (Generalized). Greville's method. Quadratic Forms. Symmetric and Hermitian Matrices.
P0094	Matrix Methods II	30	2	The best approximation of the system of algebraic linear equations. Least squares method. Quadratic Forms. Lagrange method. Position of the Quadratic Form. Law of inertia of Sylvester's Quadratic Forms. Gram-Schmidt process. Symmetric and Hermitian Matrices. Theorems about eigenvalues of the symmetric matrix. Reduction of Quadratic form to canonical form by orthogonal transformation. Theorem on extreme properties of eigenvectors. Positive definite quadratic forms. Sylvester Criterion (with demonstration). Matrix Functions. Regular Functions. Application for EDO. Calculation of matrix eA. Two Quadratic Forms. Eigenvalues and eigenvectors of two matrices. D-orthogonalization of two vectors. Simultaneous reduction of two Quadratic Forms to canonical forms.
P0096	Numerical Methods for Partial Differential Equations	30	2	Physical and Mathematical Classification of EDP. Problems well put. Problems of Dirichlet, Neuman, Robin. Evolution Problems. Application of finite differences to solve EDP. Methods of obtaining equations for differences. Local and global approach error. Understanding Consistency, Stability, Convergence. Lax's theorem. Numerical schemes of solution of the EDP (explicit and implicit schemes for parabolic, hyperbolic, elliptic equations). Methods for stability analysis (Neumann methods, Lax methods, Matrix methods), convergence. Methods for nonlinear equations.
P0107	Kinematic Modeling of Industrial Robots	30	2	Basic concepts in industrial robotics: definitions, types of kinematic chains, types of joints, justifications and potential applications. Denavit-Hatenberg Convention and the mapping of reference coordinate systems for links. Calculation of homogeneous transformation matrices. Mathematical formulation of the direct kinematics equation. Mathematical formulation of the inverse kinematics equation. Calculation of the Jacobian matrix. Mathematical formulation of the differential kinematics equation. Examples of kinematic modeling of typical serial robots. Computer assisted kinematic modeling.
P0083	Mathematical Modeling II	30	2	Modeling as scientific method of knowledge: Examples of mathematical models: classical models of physics (mechanical and electrical systems); economic models (economic growth model, Leontiev model); models of population dynamics (Malthus, Verhulst, Lotka-Volterra); compartmental models (epidemiological, immunological, etc.). Main steps of Mathematical Modeling: formulation of the problem in terms of the phenomenon; experimentation; formulation of the problem in terms of the mathematical model.
P0100	Constitutive Models of Materials	30	2	Atomic Arrays: Molecular structures, crystalline structure, metallic structure, non-crystalline structures, phases. Structural imperfections: impure phases, crystalline imperfections, atomic movements, crystal vibrations. Phases and properties of materials, deformation of materials, ruptures of materials. Mechanisms of atomic motion (diffusion). Solid state reactions, reaction velocity, metastable phases. Modifications of the properties through changes of the microstructure: physical properties (mechanical, thermal and electrical) of materials, control of microstructures. Solid State Device Models, Band Theories. Structure of Solids. Physical Properties of Materials. Properties of Polymers and Ceramics. Microstructural Characterization of Materials. Physics of Materials and Semiconductor Devices.
P0103	Control Systems Design	30	2	Basic concepts, fundamental principles, overview and brief history of control systems with feedback. Modeling and linearization of dynamic systems for control. Transfer function, block diagrams algebra and dynamic response analysis. Design by the roots place method. Design based on frequency response. Control project in state space. Design of computer-aided control systems.
P0106	Sensors and Actuators, Technologies and Applications	30	2	Introduction to microsystems sensors and actuators. Introduction to MEMS and the basic techniques of manufacturing sensor and actuator microstructures. Introduction to physical-mathematical models of semiconductor devices in meso, micro and manometric scale. Technology development of sensing devices and actuators in micrometric scale. Historical aspects, main applications, technological and commercial importance of MEMS. Main techniques of microfabrication, compatibility with CMOS processes. Application examples. Micro substrate manufacturing. Silicon as mechanical material. Wet corrosion, isotropy and anisotropy, corrosion mechanism. Plasma corrosion, corrosion mechanisms. Isotropic versus anisotropic corrosion, relationship with Si crystallography and other semiconductor thin films. Micro manufacturing in Surface, Structural and Sacrificial layers. Materials and properties of films used as structural and sacrificial layers. Mechanical properties of films used as structural layers. Communication protocols. Integration of Radiofrequency systems. Application examples. Encapsulation techniques, Materials used. Specific applications. Methodologies of integration of Microelectronics and Sensors Actuators. Electronic compatibility and signal conditioning. Integration of Microsystems and Communication Systems.
P0095	Theory of Probability and Statistics	30	2	The discipline of Probability and Statistical Theory deals with the analysis of quantitative and qualitative categorized and numeric data, the definition of probability and its distribution (Binomial and Poisson, Normal, T and F and Chi-square). Also, from the study of parametric and non-parametric analysis, regressions and correlation and multivariate analysis. However, it will cover the study of descriptive statistics, the calculation of probabilities and statistical inference. Including, the processes related to the planning, execution, data analysis and interpretation of the results of a hypothesis of research from experimental designs, bringing together the use of computational programs.
P0092	Search-based Optimization Techniques	30	2	Introduction to Heuristics and Metaheuristics; Search Heuristics; Genetic Algorithms; Simulated Annealing; Hill Climbing; Genetic Programming.
P0104	Special Topics in Software Engineering	30	2	Software Process Models; Software Requirements and Specification; Methods for Analysis and Design; Reuse of Software; Development of model-driven software; Software Verification and Validation; Fault Tolerance; Software quality.
P0105	Special Topics in Scientific Programming	30	2	Software Process Models; Software Requirements and Specification; Methods for Analysis and Design; Reuse of Software; Development of model-driven software; Software Verification and Validation; Fault Tolerance; Software quality.
P0108	Dynamic Modeling of Industrial Robots	30	2	Fundamentals of dynamic modeling of robots, importance and applications. Main components of an industrial robot: mechanism (serial, parallel, mixed structure, types of joints), drive (electric, pneumatic or hydraulic) and control system. Methods for mathematical formulation of the dynamic model of robots. Representation of the dynamic model in the compact matrix form: inertia matrix, matrix of centrifugal and Coriolis effects, vector of gravitational effects, vector of the effects of friction dynamics and vector of torques and / or joint forces. Properties of the dynamic model of industrial robots and its application in control and stability analysis. Computational simulation of the dynamic robot model.
P0110	Artificial neural networks	30	2	Introduction to the Discrete Element Method. Particle modeling. Particle collision detection. Application of forces and iteration of the method. Temporal integration. Post Processing of results.
Total:		840	56

Obligatory Subjects

Code	Subject	School Hours	Credits	Summary
P0075	Scientific Computing I	60	4	Notions of Programming Logic. Conceptualization of Algorithms. Basic components (variable, constant, assignment, instruction, operators and expressions). Use of control structures (selection and iteration). Basic data types (variable types, strings, vectors, arrays). Construction and declaration of new types. Sub-Algorithms.
P0076	Differential Equations	60	4	Differential equations of the first order. Theorems of existence and uniqueness. Methods of resolution. Differential equations of order n. Theorems of existence and uniqueness. Methods of resolution. Linear differential equations. Linear differential equations solutions theory. Systems of differential equations. Theorems of existence and uniqueness. Laplace transform and its application to differential equations. Theory of stability. Stability settings. Stability of linear and non-linear systems. The second Lyapunov method. Lyapunov theorems. Applications of Ordinary Differential Equations.
P0070	Introduction to Research	30	2	The proposed study themes will approach research as a factor of knowledge production; criteria of scientific knowledge; nature and assumptions of scientific knowledge; phases of the construction and elaboration of the research project; presentations on funding and research promotion agencies and the applicability of didactic strategies in science. In addition, it will address the art of scientific writing and the processes of reviewing and publishing scientific journals.
P0078	Numeric Methods	60	4	Numerical methods of algebra. Linear systems. Direct and iterative methods. Criteria for convergence and acceleration. Systems of nonlinear equations and optimization problems. Convergence criteria. Newton's method. Methods of descent (by coordinates, by gradient). Interpolation and numerical derivation. Numerical Integration. Ordinary Differential Equations and Systems. Problem of Initial Value (of Cauchy). Runge-Kutta methods (explicit and implicit). Methods Predictor-Corrector (Adams, Milne). Consistency, stability and convergence of methods. Border Value Problem. Shooting Methods. Finite difference methods. Approximate analytical methods.
P0077	Mathematical Modeling I	30	2	Basic concepts in mathematical modeling: definitions, applications and characterization. Modeling techniques: white box, black box, gray box. Main steps of mathematical modeling: definition of the problem (parameters, variables), formulation of the phenomenon, determination of parameters, experimentation, validation, analytical and / or numerical resolution, analysis and modification. Examples of applications of mathematical modeling in problems of mechanical systems.
Total:		240	16

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

Scholarships for Master of Science

UNIJUÍ Masters Scholarships: are granted in quotas defined annually. Partial scholarships are granted, of 50% of the monthly fee, in addition to full scholarships. In order to win the scholarship, it is necessary to obey a ranking order of the students in the selection process established by the Program and not have an employment relationship with UNIJUÍ. In addition, you must have at least two shifts a week to dedicate yourself to the activities of the Program when you benefit from a partial scholarship, and four shifts a week when you benefit from a full scholarship. Check out the resolution (Portuguese only).

Master and Doctorate scholarships:

Development agency that grant through specific notices and regulations: CAPES / FAPERGS grants, CNPq grants, and CAPES grants.

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

Linguistic Proficiency

Within a period of 24 months, and before the Thesis Defense Banking, the student must have passed a foreign language proficiency examination carried out by the Department of UNIJUÍ responsible for the area of letters or by an external institution officially accredited for this purpose by the Official bodies of promotion to the Stricto Sensu Postgraduate Courses in the Country.

The approval of the proficiency exam for the Master's Course must be in a foreign language. The English, Spanish, French, Italian and German languages are accepted by the Program.

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

History and Proposal of the Program

Mathematical Modeling is a scientific area that extensively uses Mathematics and Scientific Computing. It uses mathematical and computational methods in the elaboration of mathematical models and the search for solutions to current problems in the most diverse areas of knowledge.

Currently modeling is used in areas such as mathematics, physics, condensed matter physics, systems identification, dynamical systems, mechanical systems control, grain storage and drying, gap control strategies in the production of petroleum, wireless sensor networks, mobile robotics, mathematical modeling through metaheuristics; plant breeding, physiology of cultivated plants, veterinary medicine, production of new materials for engineering, control and automation of systems, microelectronics among others.

Mathematical modeling has the improvement of production processes as its fundamental theme, especially in the regional agro-industrial sector and in all of Brazil, as well as the training of professionals to work in higher education.

The Master's degree lasts 24 months and offers 25 vacancies yearly. 32 credits, that is, 480 hours, are organized and offered on a semester basis, with classes on Mondays, Tuesdays, and Wednesdays.

The Doctorate degree lasts 48 months and offers yearly 10 vacancies. 48 credits, that is, 720 hours, are offered from Monday to Wednesday.

Target Audience

The Program covers professionals with a higher education diploma in Mathematics, Physics, Engineering, Agrarian Sciences, Veterinary Medicine, Computing and / or related areas.

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

Faculty and Coordinator

Permanent Faculty

Name	E-mail	Title	Lattes
Airam Teresa Zago Romcy Sausen (Coordenador)	airam@unijui.edu.br	Doctor	View lattes
Antonio Carlos Valdiero	valdiero@unijui.edu.br	Doctor	View lattes
Fabricia Carneiro Roos Frantz	frfrantz@unijui.edu.br	Doctor	View lattes
Fernanda da Cunha Pereira	fernanda.cunha@unijui.edu.br	Doctor	View lattes
José Antonio Gonzalez da Silva	jose.gonzales@unijui.edu.br	Doctor	View lattes
Luiz Antônio Rasia	rasia@unijui.edu.br	Doctor	View lattes
Manuel Martin Perez Reimbold	manolo@unijui.edu.br	Doctor	View lattes
Manuel Osorio Binelo	manuel.binelo@unijui.edu.br	Doctor	View lattes
Paulo Sérgio Sausen	sausen@unijui.edu.br	Doctor	View lattes
Rafael Zancan Frantz	rzfrantz@unijui.edu.br	Doctor	View lattes
Sandro Sawicki	sawicki@unijui.edu.br	Post doctoral	View lattes

Graduate Program in Mathematical Modeling

Detalhes: Quarta, 11 Julho de 2018

Master's and Doctoral Degree

Grade 4

Concentration area and lines of research

Mathematical Modeling (MM) is an area of knowledge that is essentially interdisciplinary, not restricted to any technical-scientific discipline that can be found in the curricula of math, engineering or even computing courses. MM studies the simulation of real systems from the application of mathematics aiming to describe and predict mathematically the behavior of a phenomenon. In this area of knowledge human resources are developed to use the mathematical tool in the placement and resolution of problems in different areas of knowledge contributing to the development of the region and the country. Professionals with this profile are scarce in Brazil, especially in regions far away from large centers. Professionals qualified in MM have a different profile from any others, since besides the knowledge in mathematics and computing they distinguish themselves from other professionals by the knowledge in the subject areas contemplated by the MM, among them the physics, mathematics, computation and Engineering, among others.

Line: Mathematical Modeling Applied to Biosystems Engineering

The line of Mathematical Modeling Research Applied to Biosystems Engineering aims to use mathematical modeling applied in an interdisciplinary way in the areas of engineering, physics, chemistry and biological sciences for technological development and innovation in the fields of agriculture, post-harvest technology, veterinary, systems automation, sensors, bioenergy, natural resources and sustainability.

Line: Computational Modeling, Optimization and Systems Control

The line of Research Computational Modeling, Optimization and Control of Systems comprises study, application and / or development of mathematical models and computational modeling techniques for the solution of interdisciplinary problems. This line also includes researches that apply techniques of optimization and control of dynamic systems as well as problems related to non-linear systems covering the use of mathematical / computational models in the perspective of support to decision making processes, emphasizing the fundamental theoretical questions and their applications.

See Study regulations and study guide

Graduate Program in Education in Sciences

Detalhes: Quarta, 11 Julho de 2018

Master and Doctorate

Grade 5

Structure of the Curriculum

Total amount of class hours: 450
Total amount of credits: 30
Version: 2014/1

Master of Science

Code	Subject	School Hours	Credits	Contents
P7766	Supervised Activities I	45	3	-
P7767	Supervised Activities II	45	3	-
P7768	Supervised Activities III	45	3	-
P7769	Supervised Activities IV	45	3	-
P0315	Supervised Activities V	45	3	-
Total:		225	15

To obtain the master's degree it is necessary that the student has approved thirty credits, according to the rules of the Program, as follows: I - 18 credits taken in disciplines, guarding a minimum of 12 credit Courses in the Program itself; II - 12 credits in supervised Activities

Code	Subject	School Hours	Credits	Summary
P3512	Educational Research with Emphasis on a Cultural-Historical Approach - Part I	45	3	It deals with the social genesis of the processes of knowledge and constitution of cognitive subjects according to the historical-cultural theory developed from the conceptions of Vygotsky on learning and development. The focus of studies lies in the context of theoretical production in the 20s and 30s of the last century through the partial reading of Vygotsky's work, with a critical reaffirmation of his ideas in current educational research.
P0547	Educational Research with Emphasis on a Cultural-Historical Approach - Part II	15	1	It should be considered a continuity in the studies carried out in Educational Research I, now focused on the examination of investigations carried out on pedagogical practices and analyzed according to principles of the Historical-Cultural Approach reconstructed by current scholars and theorists. Theoretically, it mediates pedagogical mediation, social formation of the mind, learning and development, individualization of the subject in social interactions.
P8799	Culture, Social Protagonism and Curriculum I	45	3	This discipline has as an object of study the dimensions of the culture in the constitution of the school subjects and in the production of meanings that demand curricular actions. It problematizes the pedagogical and institutional discourses that guide identity politics and signal the relationships between childhood, youth, and power in curricular practices, calling into question the social role in popular education.
P1001	Teaching in Higher Education	45	3	To reflect philosophically on some of the main recurring themes of education, including their conditions of possibility, their processes, and purposes, in order to theoretically and critically subsidize the performance in higher education and the insertion in processes of human formation in general.
P9383	Contemporary Education and Rationality	45	3	The discipline proposes to re-read the philosophical and pedagogical presuppositions of modernity with the pretension of investigating the possibility of new rationalities for the contemporary pedagogical and educational process based on the presuppositions of complexity theory. The intention is, through an epistemological dialogue, to expand the theoretical/practical pretensions of school education, having as a category of analysis the cognitive principles of complexity theory. The discipline will prioritize the understanding of the contributions and implications of complexity theory in the pedagogical and educational field. The theory, paradigm and logic of complexity postulate and enable a reform of simplistic, reductionist and disjunctive thinking by promoting the contextualization and globalization of knowledge through an inter / transdisciplinary approach. The understanding of reality, under the watchful eye of complexity, is a fundamental presupposition for understanding the logic of life, a science with a conscience, a politics of the human, an ethics of solidarity and a global co-citizenship.
P8686	Epistemology and Education I	45	3	The mastery of scientific theories is a necessary condition for the professional educator to act, which implies knowing the process of producing such theories as one of his instruments of work. For this, Thomas Kuhn, Karl Popper, Imre Lakatos, Paul Feyerabend, Gaston Bachelard and Edgar Morin, who propose a constructive understanding of Science, in which knowledge is the fruit of non-neutral interaction between subject and object, always marked Interests and knowledge of the observer. It discusses the "status" of scientific knowledge, as historical human production, not as "truth observed by the senses". The vision of Science is ready, finished and immutable, discovered in the real, as well as the dogmatisms of it and its implications in the teaching of Sciences. Also discussed are understandings about the specificity of the nature of typically school knowledge, as well as professional teacher knowledge.
P8802	Epistemology and Education II	15	1	Continuance of Epistemology and Eduction. The mastery of scientific theories is a necessary condition for the professional educator to act, which implies knowing the process of producing such theories as one of his instruments of work. For this, Thomas Kuhn, Karl Popper, Imre Lakatos, Paul Feyerabend, Gaston Bachelard and Edgar Morin, who propose a constructive understanding of Science, in which knowledge is the fruit of non-neutral interaction between subject and object, always marked Interests and knowledge of the observer. It discusses the "status" of scientific knowledge, as historical human production, not as "truth observed by the senses". The vision of Science is ready, finished and immutable, discovered in the real, as well as the dogmatisms of it and its implications in the teaching of Sciences. Also discussed are understandings about the specificity of the nature of typically school knowledge, as well as professional teacher knowledge.
P9307	Writing and Research	45	3	This discipline offers support, especially in the direction of writing / academic authorship, in a subjective process become an author. The theoretical assumption of authorship is the understanding that writing - a thesis - in academia is a process of inscription in a discursive community, with certain requirements (consistency, consistency, originality, objectivity, ethics). The meaning of writing a thesis requires a certain pedagogy, ranging from studying, reading, consulting (specialized dictionaries to a specific literature of subject matter (of concepts) with competence and a theoretical and methodological articulation.
P3509	Space and Time in Education I	45	3	It deals with questions related to the concepts of time, space, group, identity, nation, territory, tradition, place, daily, global and regional. These concepts are analyzed from the perspective of the social sciences and the organization of space in the current scientific-technological information world. The importance of these concepts in the construction of territorial/national identity in the globalized world (considering nature and society), constituted by networks and their importance in research in education, is discussed.
P1301	Childhood Studies	45	3	This component presents some studies of childhood in interdisciplinary relationships, from the field of sociology, anthropology, and history to dialogue with pedagogy. These studies intend to promote investigative practices in education about childhood to problematize conceptions that allow discussing the relations between childhood and power, pointing out how pedagogic discourses guide identity politics. It focuses on childhood as a social category of the generational type and the child as a cultural subject, an active member of society and the institutions that participate, be they schools or other such as family, social movements.
P8800	History, Conceptions and Methods in Popular Education Spaces	45	3	The aim of this course is to approach, discuss and reflect on pedagogical and educational practices present in social movements, associations and cooperative organizations, such as places of culture, politics, economy, in the light of different theorizations about social processes of popular education. Recovers the history of Popular Education in Latin America and Brazil; Discusses the interweaving between Popular Education, Youth and Adult Education, and Field and Urban Periphery Education, based on conceptions and methods historically legitimized and culturally situated practices. It goes through the tools of Popular Education and its use, giving special emphasis to Participatory Planning, Participating Research, Action Research and Systematization of Experiences. In dealing with the historical, theoretical and methodological dimensions of educational processes, it emphasizes the relation between subject, knowledge, and culture.
P9382	Language, Subjectivity and Science	45	3	The curricular component Hermeneutical Critical Approaches to Language and Education II, aims to provide the public presentation and debate of the texts produced by the participants of this component during the previous semester. It takes place in the form of weekly seminars in which the following objectives are pursued: to practice writing in relation to topics that are in tune with the subjects addressed during the previous semester; Present and discuss written essays on topics chosen by each participant; To jointly submit the publication of the text Language, Writing and World, of the collection, Academic - Scientific Works, Education in Science Series.
P8210	Language, Education and Citizenship I	45	3	The curricular component Critical-hermeneutical approaches of Language and Education II aims to provide the public presentation and debate of the texts produced by the participants of this component during the previous semester. It takes place in the form of weekly seminars in which the following objectives are pursued: to practice writing in relation to topics that are in tune with the subjects addressed during the previous semester; Present and discuss written essays on topics chosen by each participant; To jointly submit the publication of the text Language, Writing and World, of the collection, Academic - Scientific Works, Education in Science Series.
P8258	Language, Education and Citizenship II	15	1	The curricular component relates subjects related to education and citizenship with themes stemming from the tradition of critical and hermeneutic philosophy and from philosophical and political reflection on democracy. The themes chosen for this are language, finitude, understanding, historicity, action, plurality, freedom, politics and democracy. The component also investigates specific aspects involved in the relationship between education and citizenship. The notions privileged by this movement of analysis are authority, power, violence, discourse, ideology, enlightenment, emancipation, responsibility and the world in common. Essentially, it is a matter of bringing to the discussion texts that offer insights into the human condition and enable us to examine, under broad perspectives, current issues of education, democracy, and planetary life
P8259	The School Educational Process: Knowledge -Teacher - Student - Part I	45	3	Reflect on the daily life of the School, its subjects, their interactions, their spaces. Possibilities and roles, with emphasis on the teacher. Think of school as an area that has influence and influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher. Their roles, their functions, their implications. To understand didactics with a "new role" of describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as to the transformations of the own knowledge and the specific phenomena that these transformations produce relating to the pedagogical processes. Differentiate didactics and pedagogy, searching for intersections. The complexity of the educational process. Understanding the concept of Didactic Transposition. Teacher professionalization and teacher knowledge.
P0548	The School Educational Process: Knowledge -Teacher - Student - Part II	30	2	The purpose of this course is to broaden the discussion and reflection about everyday school and the classroom, its subjects, their interactions, their spaces, possibilities, and roles; to understand the school as a space that is influenced by the society and influences it; to understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher; their roles, their functions, their implications. Understanding didactics with a new role, describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as the transformations of the knowledge itself and the specific phenomena that these transformations produce relating to the pedagogical processes. Extension of the understanding of the concept of Didactic Transposition, knowledge, and teacher professionalism.
P0548	The School Educational Process: Knowledge -Teacher - Student - Part II	45	3	The purpose of this course is to broaden the discussion and reflection about everyday school and the classroom, its subjects, their interactions, their spaces, possibilities, and roles. To understand the school as a space that has influence and that influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher. Their roles, their functions, their implications. Understanding didactics with a new role, describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as the transformations of the knowledge itself and the specific phenomena that these transformations produce relating to the pedagogical processes. Extension of the understanding of the concept of Didactic Transposition, knowledge and teacher professionalism.
P2769	Knowledge Paradigms	45	3	The discipline seeks to understand how in the Western tradition the "operation of reason" has been understood, leading, in turn, to different ways of understanding knowledge and, by extension, the very meaning of educating. By understanding what the mode of operation of reason in our culture would be, the so-called "paradigms of knowledge" are made explicit. The term "paradigm" is therefore used in a very broad sense, meaning the often unreflected structure of references and constraints that span an entire historical epoch. We value ourselves in this attempt of systematizing texts of the thought of authors/works that characterize in a paradigmatic way the philosophical and pedagogical thought.
P8260	Participative Planning as a Strategy for Pedagogical Support in Educational Processes	45	3	The discipline addresses issues related to planning as an educational strategy and instrument of human emancipation in school and non-school spaces. It focuses the dimension of pedagogical work as a process of education and training in a popular perspective. It prioritizes the study of pedagogical instruments of social intervention, analyzing the management of educational plans, programs, and projects, identifying the implications that they generate.
P1300	Education and the Sociology of the Individual	45	3	The discipline discusses the social constitution of the subject, taking as reference the theoretical assumptions of the sociology of the individual of Bernard Lahire. It locates the sociology of the individual in the field of knowledge of sociology and, in particular, in the sociology of education. It analyzes the processes of contemporary socialization and the links with the constitution of social dispositions. It proposes to study how this approach interprets the forms of interiorization and exteriorization of habits and the incorporation of heterogeneous dispositions. In particular, two dimensions of the dispositions directly linked to the school universe: the transfer and constitution of social dispositions. The discipline also addresses the epistemological and methodological assumptions that underpin the research in this research program.
P1299	Critical Theory and Education	45	3	It investigates the theoretical assumptions of the critical theory, as it is presented in modern and contemporary thought, evidencing its relations with education. It aims the ethical, epistemic and political presuppositions that constitute critical theory through the fundamental concepts of this tradition, such as criticism; emancipation; majority; citizenship; autonomy and freedom. It takes as classic authors of reference: Kant; Adorno; Horkheimer; Habermas, Castoriadis, and Bauman, as well as their commentators, especially those who mediate with the educational field in a critical perspective.
P7497	Curriculum and Education: Historical and Epistemological Aspects	45	3	It studies the history of the curriculum, from its origin in a perspective of the analysis of the different conceptions of curriculum associated with socio-cultural moments. It seeks to understand the curricular reforms that have taken place in Brazil and the resulting changes in the organization of Basic and Higher Education.
P0735	Environmental Education in Educational Institutions	45	3	It studies curricular ambientization in the different Teaching Institutions, in an Environmental Education (EA) perspective based on complexity, ecological literacy and epistemological analysis. It proposes reflective research on the scientific and social relevance of environmental education in the promotion of changes in subjects' attitudes, in the interaction between society and environment, in order to understand the diversity of situations of recovery and prevention of environmental impacts, aiming at sustainability in a quality life.
P7495	Ethics and Education	45	3	The curricular component examines philosophically the problem of human training and ethics in educational settings, particularly at interfaces with school education. Reflections, these, fomented by the approach of subjects such as paideia; Areté; Telos; Ethos; Praxis; Bildung; culture; education; Normativity; humanity; citizenship; freedom; historicity; plurality; sociability; subjectivity; tolerance; violence; Clarification; Emancipation; Universality. To this end, he uses texts written by classical, modern and contemporary authors who wrote about these themes, among them: Plato, Aristotle, Immanuel Kant, Hannah Arendt, Hans-Georg Gadamer, Hans-Georg Flickinger, Nadja Hermann, Fernando Savater, Manfredo Araújo de Oliveira, Jayme Paviani, Odílio Alves Aguiar.
P0736	Educational Practices and Health	45	3	Considering the expanded notion of health, health promotion and the diversity of meanings produced in the different socio-cultural contexts, health education and its relation with health promotion are thematized, seeking to make explicit the presuppositions and the power relations that are inherent. It studies educational practices and processes that seek to promote health in the spaces of formal and non-formal education and health care. The group is discussed, its characteristics and its role as space / educational scenario and health promoter. It critically analyzes the guiding documents of the National Health Promotion Policy and the Popular Health Education Policy.
P7068	Brazilian Society and Education	45	3	The curricular component discusses the study of Brazilian education within the framework of the social formation of the Brazilian people and the historical constitution of the course of their educational and pedagogical thinking. It is understood as a social formation of the Brazilian people the process of historical delineation of the praxis of the construction of cultural and scientific knowledge that characterizes the Brazilian society. Educational thought, in this sense, is one of the cultural forms that express a certain philosophical, social and political awareness of the intellectuals about the problems of Brazilian society and its links with education. Pedagogical thinking, in turn, constitutes a specific form that aims not only to explain the relationship between education and society but also to envisage a certain form of intervention in education. Under this assumption, the curricular component aims to: a) understand and investigate education from the different modes of historical constitution of Brazilian society; B) analyze the different approaches to the relationship between education and society present in educational and pedagogical theories and discourses in different historical configurations; C) identify and locate the different pedagogical approaches and specific ways of understanding intervention in school and non-school education from its interface with the social formation of the Brazilian people. The methodological approach prioritized for this course of study is based on the reading, analysis, and discussion of works and classic texts of social, educational and pedagogical thinking. It is about understanding the historical and social course of education from the texts that explain the historical, social, economic and cultural constitution of Brazil. In a similar way, it is a question of understanding the history and genesis of Brazilian society, based on the different modes of thematization of the links between education and society that have been established in the course of the constitution of educational and pedagogical thinking.
P0307	Sociology of Socialization and Education	45	3	It studies the interaction of the concomitant processes of socialization through which children and adolescents cross contemporaneously, in the moment they circulate in various social institutions and establish links with different social agents. It takes as reference the assumptions of Bernard Lahire's theory of socialization and deepens sociology on an individual scale in interface with the sociology of institutions. It studies the constitution of the dispositions of the individuals, with emphasis in the update, hybridization and suspension of the dispositions. It analyzes the epistemological and methodological assumptions that underpin the research in this research program.
Total:		1110	74

Doctorate degree

Oriented Activities

Code	Discipline	School Hours	Credits	Summary
P9400	Oriented Activities I	60	4	-
P9401	Oriented Activities II	60	4	-
P9402	Oriented Activities III	60	4	-
P9403	Oriented Activities IV	60	4	-
P9567	Oriented Activities V	60	4	-
P1023	Oriented Activities VI	60	4	-
P0305	Oriented Activities I	45	3	-
P0308	Oriented Activities II	45	3	-
P0309	Oriented Activities III	45	3	-
P0310	Oriented Activities IV	45	3	-
P0311	Oriented Activities V	45	3	-
P0312	Oriented Activities VI	45	3	-
P0313	Oriented Activities VII	45	3	-
P0314	Oriented Activities VIII	45	3	-
Total:		720	48

Disciplines

To obtain the doctoral degree, it is necessary that the student has approval forty-eight credits according to the rules of the Program, as follows: I- At least 9 credits awarded among the subjects specifically offered for the level doctoral degree; II - 24 credits in Oriented Activities; III - 3 credits in Thesis Seminar; IV - Up to 12 credits available for the Master Course, upon presentation of the academic record and evaluation of its suitability

Code	Subject	School Hours	Credits	Summary
P9304	The Epistemology of Popular Education in Cooperative Spaces	45	3	Human society, bringing together spaces of life, is constantly being built and reconstructed, driven by the production of knowledge about different social practices and processes. From these practices and processes are born, in different times and places, movements, associations and social organizations. They are born as spaces of culture, politics, economy, housing education. The discipline seeks to reflect on the technical-political and pedagogical dimensions in popular education, present especially in associative and cooperative processes. In dealing with the historical, theoretical and methodological dimensions of the production and validation of knowledge in educational processes, it emphasizes the relation between subject, knowledge and culture.
P9461	Constitution of the Teacher's Knowledge - Contemporary Understandings	45	3	With the educational reforms implemented since the 1980s in various parts of the world, the teaching exercise, more focused on the skills and knowledge required to meet the new demands, came to dominate political debates and academic studies, involving the media, educational spaces and of public policies, scientific associations, social movements and trade unions. The widespread criticism about the low quality of education, reflected in the lack of knowledge and skills of public school graduates, has been systematically addressed to teachers, who have little regard for definitions of educational quality, about their education, and the working conditions they need . The proposed solutions are systematically based on technical rationality and quality standards are defined in this same rationality, outside the context of the school. At the same time, studies carried out with the participation of education professionals point out that the process of constitution of teacher knowledge goes far beyond the logic of academic space and State policies, most often based on the logic of power and control. In this scenario, the discipline encompasses a review of approaches developed from the nineties on the knowledge of teachers in their training in the various contexts and areas of knowledge, with critical analysis in view of new possibilities for understanding and teachin
P9302	Education and Post-Metaphysical Thinking	45	3	Considering, on the one hand, the fundamental role of the education of the new generations for the realization of the purposes of modern republican societies and, on the other hand, the difficulties of justifying formation projects in the face of the many relativisms that contemporary thought and culture present, discipline points to new forms of objectivity to be built on an intersubjective basis. Relying on a philosophical tradition that bets on the production of agreements between the different subjects about the ways of being and of interacting, it seeks to visualize a sense of education that no longer is based on metaphysical presuppositions, but that nevertheless abandons its goals and responsibilities. Thus, in the wake of the republican educational project, and based on authors of the critical and hermeneutical tradition, the discipline points to the conditions of possibility of the educational task in the contemporary world, in the sense that forms of education guarantee the gains of civilization, but that the normativity inherent in it does not mean withdrawing the new generations from their innovative potentialities.
P1020	Higher Education: Perspectives on Teacher Actions	45	3	The University is a social institution and, therefore, its legitimacy is based on the principle of autonomy and the indissociability between teaching, research and extension. With the promulgation of the Law of Directives and Bases of National Education (LDBEN - Law 9.394 / 96), the scenario of Higher Education gains other understandings, in the sense of the nature of the institution, ie University, College, University Center and Federal Institute, its supervision and regulation, as well as the teacher's performance. In addition to the enactment of the LDBEN, the expansion of Higher Education in the last fifteen years triggers the need to understand the role of the teacher from the different dimensions that he assumes in higher education. Current research concentrates the discussion of higher education, mainly in the analysis of evaluation processes, management, understandings and propositions of legislation, the form of access and the formation of the egress. In this discipline we propose to understand the different institutions of higher education, considering the origin of the University in Brazil and the changes triggered by the promulgation of the Federal Constitution of 1988, LDBEN 94/96 and the constitution of the professor of higher education, from the understanding that the its performance presupposes the dimensions of teaching, research and extension, differentiating it from the Basic Education teacher in terms of formation, constitution and identity.
P1298	Foucault and Research in Education	45	3	Foucault and Research in Education Initial theoretical-methodological discussion of concepts (discourse, biopolitics, governance, self care) present in the work of Michel Foucault and related authors and their possibilities for research in Education.
P9305	The Local and the Global in the Context of Public Policies of Education: Epistemological Principles in Curriculum Construction	45	3	Since 1990, public education policies in Brazil have marked the globalization processes with strong reflexes in the dynamics of educational systems, as well as in the production and development of curricula at all levels of education. Hence why to think critically about education presupposes, among other aspects, to know and problematize the interfaces of local culture and subjectivities with the policies directed to school education, whose dynamics produces, in curriculum development, educational practices that constitute a "school culture '. In this perspective, this discipline proposes a critical reflection on the epistemological principles that guide the formulation of Public Policies of Education implemented in Brazil from 1990, its articulation with the dynamics of the global society, its reflexes in the construction of political and cultural democracy in scope place, and its consequences in school culture.
P1189	Advanced Seminars: the Epistemology of Popular Education in Cooperation Spaces II	15	1	Historical, theoretical and methodological dimensions of production and validation of knowledge in educational processes, emphasizing the relation between subject, knowledge and culture. Technical-political and pedagogical dimensions in popular education practices.
P9532	Thesis Seminars	45	3	The Thesis Seminar is a mandatory component for the Ph.D. student that marks the moment (of collective discussion) of the definition of the research project regarding the delimitation of the topic, the definition of the problematic, the theoretical-methodological mediation. Foreseen for the third semester of the course, the Thesis Seminar consists of an expanded and collective discussion of the doctorate's research intentions, offering contributions from colleagues and teachers. Proposes a theoretical-methodological discussion about the construction of Thesis Projects from the initial pre-projects.
P0263	Emancipatory Curricular Alternatives in the Different Fields of Knowledge: Epistemological Reflections	45	3	It approaches curricular analysis considering the different areas of knowledge, in basic and higher education. It discusses curricular practices from the epistemological foundations on the curriculum and its articulation with the teacher formation. It seeks to understand the trajectory of curriculum conceptions, knowledge and problematization as content of planning, reading and re-reading curricular experiences as critical emancipatory alternatives.
P0737	Complexity, Education, and Transdisciplinary Knowledge	45	3	The component intends to contribute with significant reflections in the sense of constructing other educational and civilizational perspectives with a view to the construction of a planetary citizenship. The grave civilizing and humanitarian crisis in which humanity finds itself requires, in order to overcome it, other ways of understanding reality and new avenues for the future of humanity. In the ongoing planetary crisis, the fate of mankind and humanity is at stake.
P7497	Curriculum and Education: Historical and Epistemological Aspects	45	3	It studies the history of the curriculum, from its origin in a perspective of analysis of the different conceptions of curriculum associated with socio-cultural moments. It seeks to understand the curricular reforms that have taken place in Brazil and the resulting changes in the organization of Basic and Higher Education.
P9383	Contemporary Education and Rationality	45	3	The discipline proposes to re-read the philosophical and pedagogical presuppositions of modernity with the pretension of investigating the possibility of new rationalities for the contemporary pedagogical and educational process based on the presuppositions of complexity theory. The intention is, through an epistemological dialogue, to broaden the theoretical / practical pretensions of school education, having as category of analysis the cognitive principles of complexity theory. The discipline will prioritize the understanding of the contributions and implications of complexity theory in the pedagogical and educational field. The theory, the paradigm and the logic of complexity postulate and enable a reform of simplistic, reductionist and disjunctive thinking, promoting the contextualization and globalization of knowledge through an inter / transdisciplinary approach. The understanding of reality, under the watchful eye of complexity, is a fundamental presupposition for the understanding of the logic of life, of a science with conscience, of a politics of the human, of an ethics of solidarity and of planetary citizenship.
P0327	Education and Their Social-Political and Psychological Interrelations	-	3	-
P7498	Education, Emancipation and Difference	45	3	The component emphasizes the different challenges (ethical, political, epistemic and social) of education in the context of contemporary society (liquid / flexible modernity). It seeks above all to think of the constitution and genesis of forms of education that are constitutive of modern and contemporary societies in order to situate the emergence of emancipatory presuppositions and perspectives (modern universalism), as well as emerging philosophical perspectives that emphasize the value of differences (postmodern culturalism). The theoretical-methodological approach starts from a presupposition that problematizes the ambivalence and the constitutive contradiction of the project of modernity in its solid (rigid) and liquid (flexible) phase. It points out the ambitions of the modern project, highlighting the place of education, rationality, the individual and the subject in the constitution of the logic of the nation-state. From this, he problematizes the social crisis of solid modernity, evidencing the new contemporary social scene, and the crisis of modern thought in the context of late capitalism, the crisis of real socialism and the crisis of metaphysics. In this course, we highlight a critique of positivist, metaphysical and essentialist conceptions in education. Also, the hermeneutic, critical and post-critical approaches in education are valued. In this sense, it is a matter of reconfiguring the agenda of the educational project of modernity, in view of a new scenario in which both emancipatory (macro-political and social) issues of a universal nature continue to have their scope and value, as well as issues the meaning of cultural difference and diversity (micro-political and cultural). Analyzing the conditions of possibility of reconstructing modern and postmodern discourses and educational theories, considering the contemporary social, economic, philosophical and political scenarios (and their challenges) is the central objective of the discipline.
P0306	Foucault and Research in Education II	45	3	Study of the work of Foucault, in order to allow the student to understand the course of his thinking from some concepts, such as: discursive formation, governmentality, aesthetics and self care.
P0279	Gender, Sexuality, Recognition of the Other: Questions for Research in Education	45	3	To deepen discussions about the concepts of gender and sexuality, taking as reference authors and authors of Feminist Studies, to explore them as tools of analysis in research in education. Thematic will be developed as: 1) Feminist Studies and the emergence of the concept of gender: political implications, theoretical-analytical potentialities, deconstruction of polarities and affirmation of pluralities in gender relations; 2) Imbrication of the areas of education and health (both knowledge and educational practices linked to them) in the processes of (re) production of social differences and inequalities; 3) Some possibilities of insertion of these theoretical approaches in research in the areas of education.
P8259	The School Educational Process: Knowledge-Teacher-Student - Part I	45	3	Reflect on the daily life of the School, its subjects, their interactions, their spaces. Possibilities and roles, with emphasis on the teacher. Think of school as an area that has influence and influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students and the teacher. Their roles, their functions, their implications. To understand didactics with a "new role" of describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as to the transformations of the own knowledge and the specific phenomena that these transformations produce relating to the pedagogical processes. Differentiate didactics and pedagogy, searching for intersections. Complexity of the educational process. Understanding the concept of Didactic Transposition. Teacher professionalization and teacher knowledge.
P2769	Paradigms of Knowledge	45	3	The discipline seeks to understand how in the Western tradition the "operation of reason" has been understood, leading, in turn, to different ways of understanding knowledge and, by extension, the very meaning of educating. By understanding what the mode of operation of reason in our culture would be, the so-called "paradigms of knowledge" are made explicit. The term "paradigm" is therefore used in a very broad sense, meaning the often unreflected structure of references and constraints that span an entire historical epoch. We value ourselves in this attempt of systematizing texts of the thought of authors/works that characterize in a paradigmatic way the philosophical and pedagogical thought.
P8260	Participatory Planning as a Pedagogical Support Strategy in Educational Processes	45	3	The discipline addresses issues related to planning as an educational strategy and instrument of human emancipation in school and non-school spaces. It focuses the dimension of pedagogical work as a process of education and training in a popular perspective. It prioritizes the study of pedagogical instruments of social intervention, analyzing the management of educational plans, programs and projects, identifying the implications that they generate.
P0328	Investigative Processes in Education	60	4	-
P0326	Theories of Learning and Teaching	30	2	-
P0307	Theories of Learning and Teaching	45	3	It studies the interaction of the concomitant processes of socialization through which children and adolescents cross contemporaneously, in the moment they circulate in various social institutions and establish links with different social agents. It takes as reference the assumptions of Bernard Lahire's theory of socialization and deepens sociology on an individual scale in interface with the sociology of institutions. It studies the constitution of the dispositions of the individuals, with emphasis in the update, hybridization and suspension of the dispositions. It analyzes the epistemological and methodological assumptions that underpin the research in this research program.
P0280	Theory of Activity: Implications in Education and Teaching Practices	45	3	Study of the theoretical presuppositions of the theory of the activity, with emphasis for the human activity and its interlinking with the conscience. It deals with the vital relationships of men, of the ways in which they have produced and produced their existence through activity. It seeks to understand the process of development of human consciousness as a result of transformations in the structure of its activity. It analyzes contributions of the theory of the activity to the understanding of the processes of teaching and learning, school and teacher, in its relations with the qualification of the educational practices, focusing on the development of the subjects.
Total:		960	67

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