| P7575 |
Inequality in Brazil Through the Lens of Art, Literature, Image, and Cinema |
45 |
3 |
This course addresses the theme of inequality in Brazil through the lens of cultural artifacts, literature, cinema, and works of art, problematizing the topic through an aesthetic experience. It provides opportunities for critical appreciation of images and narratives, offering a new perspective on the intricacies of Brazilian culture and society, enabling an understanding of cultural formation mediated by the poetic, the fantasy, and by reinterpretations of historical and social events. Through this exploration, it problematizes aspects such as colonialism, decolonial thought, and anthropophagy, analyzing them in light of cultural syncretism, ethnic miscegenation, multiple identities, racism, gender-based violence, and social conflicts, while also touching upon educational issues. These aspects are explored in relation to colonial, modern, and contemporary contexts in Brazil.
|
| P3512 |
Educational Research with Emphasis on a Cultural-Historical Approach - Part I |
45 |
3 |
It addresses the social genesis of knowledge processes and the formation of knowing subjects according to the historical-cultural theory developed from Vygotsky's conceptions of learning and development. The focus of study is centered on the theoretical production context of the 1920s and 1930s, through a 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 continues the studies developed in Educational Research I, now focusing on the examination of investigations conducted on pedagogical practices and analyzed according to the principles of the Historical-Cultural Approach as reconstructed by current scholars and theorists. It mainly addresses pedagogical mediation, the social formation of the mind, learning and development, and the singularization of the subject in social interactions.
|
| P4210 |
Emancipatory Curricular Alternatives in Different Fields of Knowledge: Epistemological Reflections |
45 |
3 |
It addresses curricular analyses considering different fields of knowledge in basic and higher education. It discusses curricular practices based on epistemological foundations about the curriculum and its connection to teacher education. The course seeks to understand the trajectory of curriculum conceptions, knowledge, and the problematization seen as the content of planning, as well as the reading and rereading of curricular experiences as critical emancipatory alternatives. It analyzes theories and concepts related to the curriculum, linking Code Subject School Hours Credits Content P7392 Thematic Seminar: Curriculum and Teacher Training 15 1 - P7393 Thematic Seminar: Popular Education in Social Movements and Organizations 15 1 - P7394 Thematic Seminar: Pedagogical Theories and the Ethical and Political Dimensions of Education 15 1 - them to the professional reality in the field of education, considering the sociocultural, political, and economic influences that impact the curriculum and the pedagogical practice.
|
| P1366 |
Learning and Teaching in Mario Osorio Marques |
45 |
3 |
It reflects on the concepts of learning and teaching in the works of Mario Osorio Marques. It follows the author’s investigative journey in search of an answer to the question about the role of teaching in the school form of learning. It problematizes the very reason for the existence of teachers and students within an institutionalized learning space, such as schools and universities. It highlights the fundamental relationship between learning and the constitution of the human world, from which cultural forms, modes of sociability, and subjectivation are established.
|
| P6849 |
Complexity and Transdisciplinary Knowledge in Popular Education |
45 |
3 |
This component aims to contribute to meaningful reflections that articulate the theoretical fields of complexity and popular education, with the purpose of building other educational and civilizational perspectives towards the construction of a planetary citizenship. The severe civilizational and humanitarian crisis humanity is facing requires, for its overcoming, other ways of understanding reality and new paths for the future of humanity. In the ongoing planetary crisis, the fate of mankind and humanity is at stake.
|
| P9469 |
Human Condition, Learning, and Teaching |
45 |
3 |
It aims to philosophically reflect on some of the main recurring themes in education, including their conditions of possibility, processes, and purposes, in order to theoretically and critically support teaching practice and engagement in human formation processes in general.
|
| P9461 |
Constitution of Teacher Knowledge – Contemporary Understandings |
45 |
3 |
With the educational reforms implemented since the 1980s in various parts of the world, the practice of teaching—more focused on the competencies and knowledge required to meet new demands—has come to dominate political debates and academic studies, involving the media, educational and public policy spaces, scientific associations, social movements, and unions. The widespread criticism regarding low educational quality, reflected in the lack of knowledge and skills among graduates of public schools, has been systematically directed at teachers, who have been little heard regarding definitions of educational quality, their training, and the working conditions they need. The proposed solutions are systematically based on technical rationality, and quality standards are defined within this same rationality, outside the school context. At the same time, studies involving education professionals indicate that the process of constituting teacher knowledge goes far beyond the logic of the academic space and state policies, which are often guided by power and control logics. In this scenario, the course includes a review of approaches developed since the 1990s regarding teacher knowledge in their training across various contexts and fields of knowledge, with a critical analysis aimed at new possibilities for understanding and teaching practice.
|
| P8510 |
Curriculum and Education: Historical and Epistemological Aspects
|
15 |
1 |
This course studies the history of the curriculum, beginning with its origins, from an analytical perspective of the different conceptions of curriculum associated with various socio-cultural contexts. 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.
|
| P1368 |
Social Dispositions and University Studies: An Approach at the Individual Level |
45 |
3 |
This course aims to study and investigate the interconnection between the origin and social trajectory of university students in the formation of social dispositions that underlie their engagement with higher education, based on the theoretical assumptions of Bernard Lahire’s sociology at an individual scale. It situates research on access to and retention in higher education within the field of sociology, and more specifically, within the sociology of education. Using this approach as a background, the course provides a macrosociological analysis of the characteristics of Brazilian university students, recognizing both convergent and divergent profiles across different educational segments (regions, institutions, programs). It analyzes the processes and contexts of socialization and their relationship to the development of social dispositions toward university studies. The course also explores the production and analysis of data for interpreting specific cases of university students. Throughout the course, epistemological, theoretical, and methodological foundations supporting research from this investigative perspective are addressed.
|
| P1001 |
Teaching in Higher Education |
45 |
3 |
It aims to philosophically reflect on some of the main recurring themes in education, including their conditions of possibility, processes, and purposes, in order to provide theoretical and critical support for teaching in higher education and engagement in human formation processes in general.
|
| P0735 |
Environmental Education in Educational Institutions
|
45 |
3 |
This course studies curriculum greening in different educational institutions from the perspective of Environmental Education (EE) grounded in complexity, ecological literacy, and epistemological analysis. It proposes a reflective research on the scientific and social relevance of EE in promoting changes in the behavior of individuals and in the interaction between the society and the environment, aiming to understand the diversity of situations involving the recovery and prevention of environmental impacts, pursuing sustainability for a quality life.
|
| P9383 |
Contemporary Education and Rationality
|
45 |
3 |
The discipline aims to reinterpret the philosophical and pedagogical assumptions of modernity with the aim of investigating the possibility of new rationalities for the contemporary pedagogical and educational process based on the assumptions of complexity theory. The intention is, through an epistemological dialogue, to expand the theoretical/practical aspirations of school education, using the cognitive principles of complexity theory as a category of analysis. 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 simplifying, reductionist and disjunctive thinking, promoting the contextualization and globalization of knowledge, through an inter/transdisciplinary approach. Understanding reality, from the perspective of complexity, is a fundamental premise for understanding the logic of life, of a science with conscience, of a human policy, of an ethics of solidarity, and of planetary citizenship.
|
| P7355 |
Education and Dynamics of Socialization
|
45 |
3 |
This course is designed as a space of analysis and critical reflection on the complexity of the social constitution of the subject, based on the theoretical foundations of Bernard Lahire's sociology. It adopts an approach based on dispositionalist and contextualist theories, focusing especially on the work of Bernard Lahire, while also valuing the fundamental contributions of Pierre Bourdieu. The objective is to deepen the study of current socialization processes and the formation of social dispositions. Emphasizing the intersection between sociological theory and educational practice, the course aims to unveil the dynamics of internalization and externalization of habitus, as well as the incorporation of heterogeneous dispositions in the school context. The dimensions of the transfer and constitution of social dispositions in the educational environment are explored with particular interest, highlighting the challenges and possibilities that emerge in the teaching-learning process. The methodology of the course privileges the interaction between the epistemological, theoretical, and methodological assumptions that guide the research in sociology of education from Lahire's perspective. The aim is to provide to the students a basis for critical analysis of educational phenomena, encouraging the application of these assumptions in their interpretation and investigation. The course encourages the development of case studies and research projects that reflect on contemporary educational reality. The assessment of participants is geared towards encouraging immersion in the course materials, the application of theories to practice, and reflection on educational processes on multiple scales.
|
| P7389 |
Education and Sociology at an Individual Scale
|
15 |
1 |
- |
| P7354 |
Artificial Intelligence and Education: Theories and Practices
|
30 |
2 |
It focuses on the interrelations between pedagogical practices, Artificial Intelligence (AI), Information and Communication Technologies (ICT), and the historical-cultural context in basic and higher education, based on the sociocultural perspectives of Vygotsky and Wertsch. It conceptualizes AI and other technologies as mediational means which significantly influence the constitution and development of higher cognitive and psychological processes, offering a profound contribution to the educational field. It emphasizes the centrality of the human being and human rights, while addressing the ethical implications of AI in education. Students will identify potentialities and constraints in the integration of AI and ICT in pedagogical practices, considering the social and linguistic practices inherent in educational contexts and the concept of "learning with, through and about" technologies. The course is conducted in English, facilitating the integration of international studies and collaborations, providing a global perspective on the complex interaction between education, technology, AI, language, and social practices.
|
| P7323 |
Education and Technology from a Sociocultural Perspective
|
45 |
3 |
This course aims to develop an in-depth understanding of the relationships among pedagogical practices, Information and Communication Technologies (ICT), and the historical-cultural context in basic and higher education based on Wertsch’s sociocultural perspective and Bakhtin’s discourse perspective. To do so, it conceptualizes technologies as mediational means that significantly influence the constitution and development of psychological processes, providing a profound contribution to the educational scope, and the dialectical relationship between language, discourse, and social practices as fundamental elements in the analysis of educational dynamics. It guides students in identifying gaps and resistances concerning the effective integration of ICT into pedagogical practices, considering the social and linguistic practices inherent in educational contexts as well as the concept of "learning with, through, and about" technologies. As it is conducted in English, the course is designed to facilitate the integration of international studies and collaborations, providing a global perspective on the intricate interplay between education, technology, language, and social practices.
|
| P1990 |
Popular Education and Childhood in Brazil: Interfaces with Contemporary Issues
|
45 |
3 |
It deals with Popular Education from the perspective of childhood in different contexts of the Brazilian reality. It addresses the interfaces in relation to themes such as gender, media, Digital Information and Communication Technologies, childhood in multiple spaces, childhood and authority, childhood and spatiality, tensioned with the aspects of playfulness, creativity, imagination, and fantasy.
|
| P0938 |
Higher Education: Perspectives on the Actions of the Teacher
|
45 |
3 |
The University is a social institution and, therefore, its legitimacy is based on the principle of autonomy and the inseparability of teaching, research, and extension. With the promulgation of the Law of Guidelines and Bases of National Education (LDBEN - Law 9.394/96), the scenario of Higher Education gained other understandings, in the sense of the nature of the institution, that is, University, College, University Center and Federal Institute, of its supervision and regulation, as well as of the role of the professor. In addition to the promulgation of the LDBEN, the expansion of Brazilian Higher Education in the last twenty years has triggered the need to understand the role of the professor based on the different activities that he/she assumes in HEIs. Current research focuses on the discussion of higher education, mainly in the analysis of the processes of evaluation, management, understandings, and proposals of legislation, the form of access, and the training of graduates. 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, the LDBEN 94/96 and the constitution of the higher education professor, based on the understanding that his/her performance presupposes teaching, research and extension activities, differentiating him/her from the basic education professor in terms of training, constitution and identity.
|
| P4506 |
Education, Authority, and Transmission
|
45 |
3 |
It studies the concepts of education, authority and transmission based on philosophical and psychoanalytic theoretical contributions. It reflects on historically constituted meanings and the decline of authority and transmission in contemporary times. It problematizes the place of parenthood, the teacher, and the school in educational dynamics, considering the subjective constitution of subjects, their introduction into the symbolic world of culture, and the maintenance of social and intergenerational ties.
|
| 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 about the constitution and genesis of the forms of education that are constitutive of modern and contemporary societies, in order to situate the emergence of emancipatory assumptions and perspectives (modern universalism), as well as the emerging of philosophical perspectives which emphasize the value of differences (postmodern culturalism). The theoretical-methodological approach starts from an assumption that problematizes the ambivalence and constitutive contradiction of the modernity project in its solid (rigid) and liquid (flexible) phases. It highlights the ambitions of the modern project, reinforcing the place of education, rationality, the individual, and the subject in the constitution of the logic of the Nation-State. Therefore, it problematizes the social crisis of solid modernity, emphasizing the new contemporary social scenario, and the crisis of modern thought in the context of late capitalism, the crisis of real socialism, and the crisis of metaphysics. In this path, a critique of positivist, metaphysical, and essentialist conceptions in education stands out. Furthermore, the hermeneutic, critical, and post-critical approaches in education are valued. In this sense, it is a question of reconfiguring the agenda of the educational project of modernity, considering a new scenario in which both emancipatory issues (macro-political and social) of a universal nature continue to have their scope and value, as well as issues that indicate the meaning of difference and cultural diversity (micro-political and cultural). Analyzing the conditions that make it possible to reconstruct modern and postmodern educational discourses and theories, taking into account the social, economic, philosophical, and political scenarios (and their challenges) constitutes the central objective of the discipline.
|
| P8686 |
Epistemology and Education
|
45 |
3 |
Mastering scientific theories is a condition for the performance of the professional educator, which implies knowing the process of producing such theories, as one of their work tools. To this end, we will analyze authors such as Thomas Kuhn, Karl Popper, Imre Lakatos, Paul Feyerbend, Gaston Bachelard, Ludwick Fleck and Boa Ventura de Souza Santos, who propose a dynamic understanding of Science, in which knowledge is the result of the non-neutral interaction between subject and object, always marked by the interests and knowledge of the observer. We will discuss the “status” of scientific knowledge as a historical human production, not as “truth observed by the senses”. We will demystify the view of Science as ready, finished, and immutable, discovered in reality, as well as the dogmatisms arising from it and their implications for the teaching of Science. We will also address understandings about the specific nature of typically school knowledge, as well as that which constitutes the teacher as a professor.
|
| P9307 |
Writing and Research I
|
45 |
3 |
This discipline offers support, in particular, in the direction of academic writing/authorship, in a subjective process of becoming an author. The theoretical premise of authorship is the understanding that writing - a dissertation - in academia is a process of inscription in a discursive community, with certain requirements (coherence, consistency, originality, objectivity, ethics). The meaning of writing a dissertation requires a certain pedagogy, which ranges from studying, reading, consulting (specialized dictionaries) to a specific literature on the topic (of concepts) problematized with competence and with a theoretical and methodological articulation.
|
| P7390 |
Teaching Internship
|
45 |
3 |
- |
| P7353 |
Collaborative Studies as a Form of Planning, Continuing Education, and Knowledge Production
|
30 |
2 |
It addresses and highlights collaborative studies as a strategy for initial and continuing teacher training, considering and valuing their knowledge. It proposes the study of collective possibilities for qualifying planning processes, ongoing training, and research production. It studies the factors that allow the consolidation and alteration of the understandings about structural issues in the teaching and learning process. It makes it possible to interpret teacher training as a social practice, with diverse meanings and influences. It provides an understanding of the structure and dynamics of collaborative studies, recognizing this type of methodology as a potential strategy for conducting initial and continuing training. It is justified, on one hand, by the potential of collaborative studies identified in recent research and, on the other hand, by the scarcity of such projects in the Brazilian educational scenario. It uses action research as a reference, developing specific knowledge about its functioning, strategies and conditions for its implementation, recognizing the need for ongoing study, from a collaborative perspective considering the real contexts of professional activity. It is based on the assumption that action research demands the construction of knowledge through a collective process, taking into account the current knowledge of participants through dialogicity. Thus, based on the understanding of participants, we seek to understand the possibilities of creating collaborative training spaces in the contexts in which education professionals work.
|
| P7495 |
Ethics and Training
|
45 |
3 |
It examines the relationship between ethics and education, based on the assumption of the requirement of human educability, altogether, and, in particular, the formative character of school education. It starts from the recognition of the philosophical tradition through the study of the notions of Greek Paideia and modern Bildung. It reflects on possible meanings from which contemporary formative processes can be thought, problematizing concepts such as: autonomy, emancipation, enlightenment, freedom, morality, humanity, interculturality, recognition, sociability, subjectivity, responsibility, universality, among others.
|
| P1365 |
Feminism and a Debate with Foucault |
45 |
3 |
The course discusses conceptual themes such as: (digital) feminism, gender, sexuality, self-care, security, and territory. It aims to discuss these conceptual themes to explore them as analysis tools in educational research. The study will be conducted through seminars, based on a set of texts that articulate classic readings, articulating dialogues with texts by commentators.
|
| P9532 |
Thesis Seminars
|
45 |
3 |
The Thesis Seminar is a mandatory component of the Doctoral program, scheduled for the third semester. Its objective is to promote a collective discussion on the definition of the research project, with emphasis on delimiting the topic, formulating the research problem, and establishing the theoretical and methodological foundations. The activity consists of a public presentation of the doctoral student's research intentions, allowing contributions from faculty members and peers. The seminar serves as a space for critical reflection based on the initial research proposals, aiming to support the qualified development of the doctoral thesis.
|
| P9471 |
Childhood, School, and Inequality
|
45 |
3 |
This course focuses on the study of the intersections between childhood, the school environment and social inequalities, through a sociological approach that prioritizes the theoretical assumptions of Bernard Lahire. Recognizing the importance of a critical analysis of how different living conditions impact the socialization processes of children from different social classes, the course aims to reveal the complexities of these relationships and their effects on individuals. Adopting a contextualist and dispositionalist perspective, the course problematizes inequalities not only as external social phenomena, but also as lived experiences that shape children's ways of seeing, feeling and acting. Through this approach, the course seeks to understand the discrepancies in living conditions and the limitations and possibilities that these impose on the ways of existence and coexistence in different social strata. Giving special emphasis to the school as a fundamental space of socialization, the course examines its role in both facilitating and inhibiting the processes of social reproduction. In this context, the dynamics of inclusion and exclusion present in the school environment are emphasized, as well as the pedagogical strategies that can contribute to mitigate the impact of inequalities in the educational process. The course is structured to promote a broadening of the horizon of understanding inequalities, encouraging the production and analysis of data to interpret specific cases of children in their early years of schooling. The methodology adopted aims to integrate the relevant epistemological, theoretical and methodological assumptions, providing students with the necessary tools for a reflective investigation of educational phenomena in their multiple facets. The evaluation of participants will be based on active participation, the elaboration of critical analyses of the course materials and the conduct of case studies or research projects, aiming the development of practical skills in research in this field.
|
| P8259 |
The School Educational Process: Knowledge-Teacher-Student – Part I
|
45 |
3 |
To discuss and understand the daily life of the School, its subjects, its interactions, its spaces. Possibilities and roles, with emphasis on the teacher's performance. To think of the school as a space that is influenced by and that influences society. To understand the relationships established, considering the understanding of the different areas of knowledge, the teacher and the students. Their roles, their functions, their implications. To understand didactics as a "new role" of description and explanation of 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 in relation to the pedagogical processes. To differentiate didactics and pedagogy, seeking intersections and complements for the educational process. To understand the concept of Didactic Transposition, the professionalization of the Teacher and the Teaching Knowledge.
|
| P7391 |
The School Educational Process: Knowledge-Teacher-Student – Part II
|
15 |
1 |
- |
| P2769 |
Paradigms of Knowledge
|
45 |
3 |
The discipline seeks to understand how the "operation of reason" has been conceived in the Western tradition, leading, in turn, to different ways of understanding knowledge and, by extension, the very meaning of education. By examining how reason functions within our culture, it becomes possible to explain the so-called "paradigms of knowledge". The expression "paradigm" is, therefore, used in a very broad sense, meaning the structure of references and conditioning factors, often unreflected, that permeate an entire historical period. To this end, we use texts that systematize the thought of authors/works that characterize, in a paradigmatic way, the philosophical and pedagogical thought.
|
| P7324 |
Educational Processes: Assessment at the Interface with the Curriculum
|
45 |
3 |
This course focuses on assessment as a field of educational studies and research from a curricular perspective. It examines the theoretical and epistemological foundations of educational assessment, exploring the concepts that inform assessment practices. The aim is to highlight the foundations, intentions, assumptions, characteristics, principles, processes, and instruments involved in educational assessments (both internal and large-scale external assessments) in the interface of the school curriculum. The course critically analyzes the relationships between internal and external assessments and their implications for curriculum development within the context of basic education.
|
| P7068 |
Brazilian Society and Education
|
45 |
3 |
This curricular component addresses the study of Brazilian education within the broader context of the social formation of the Brazilian people and the historical development of their educational and pedagogical thought. The social formation of the Brazilian people is understood as the historical process through which cultural and scientific knowledge has been constructed, shaping the constitution of Brazilian society. Educational thought, in this context, is seen as a cultural expression that reflects a particular philosophical, social, and political awareness among intellectuals regarding the challenges of Brazilian society and their connection to education. Pedagogical thought, in turn, represents a specific approach that not only seeks to explain the relationship between education and society but also aims to propose particular forms of educational intervention.
|
| P1299 |
Critical Theory and Education
|
45 |
3 |
This article investigates the philosophical foundations of Critical Theory as presented in modern and contemporary thought, emphasizing its connections with the field of education. It addresses the ethical, epistemological, and political assumptions that underpin Critical Theory through its core concepts, such as critique, contradiction, dialectics, mediation, emancipation, knowledge, maturity, citizenship, autonomy, and freedom, among others. The article draws on key authors including Max Horkheimer, Theodor Adorno, Walter Benjamin, Herbert Marcuse, Jürgen Habermas, and Axel Honneth. It also incorporates, as an analytical focus, contemporary thinkers who, in various ways, engage in dialogue with this tradition, such as Cornelius Castoriadis, Fredric Jameson, Nancy Fraser, and Zygmunt Bauman. Furthermore, it interprets contemporary critical social thought, particularly those perspectives that establish connections with education from a critical perspective.
|
| P8508 |
Activity Theory: Implications for Education and Teaching Practices – Part II
|
15 |
1 |
It deals with studies on the Theory of Objectification (TO) and the Teaching Guiding Activity (TGA), developed from the contributions of Radford and Moura, which have sparked questions, new research, and publications on the development of human psyche through activity, as a biological and cultural process of human constitution with implications for school education.
|
| P0280 |
Activity Theory: Implications for Education and Teaching Practices
|
45 |
3 |
Study of the theoretical foundations of activity, with an emphasis on human activity and its interconnection with consciousness. It addresses the vital relations of human beings and the ways in which they have produced and continue to produce their existence through activity. It seeks to understand the process of the development of human consciousness as a result of transformations in the structure of their activity. It analyzes contributions of activity theory to the understanding of teaching and learning processes—both in schools and among educators—in their relationship with the improvement of educational practices, focusing on the development of individuals.
|
| P7397 |
Special Topic: Mathematics Education, Contemporary and Emerging Themes
|
30 |
2 |
- |
| P7396 |
Special Topic: Popular Education and Childhood in Brazil – Interfaces with Contemporary Issues II
|
30 |
2 |
- |
| P7395 |
Special Topic: Sociology of Education
|
45 |
3 |
- |
| P7361 |
Special Topic: Theory and Practice of University Extension
|
60 |
4 |
This course explores the theoretical and practical foundations of University Extension, highlighting its role in the integration between university and society. It covers topics such as the conceptual bases of University Extension, types of extension practices (including scientific training, science communication, and the popularization of science), and the planning of educational experiences. It also includes the development and systematization of extension projects, culminating in the presentation and discussion of the results obtained.
|
| Total: |
|
1650 |
110 |
|
