Graduate Program and Research


Lines of Research

Brazilian Education is the Program’s Area of Concentration, which is reflected in our Political Pedagogical Project in terms of scope and insertion policy. Our students and alumni conduct research on and in the school systems of Roraima, Pará, Ceará, Maranhão, Alagoas, Bahia, Espírito Santo, Mato Grosso, Mato Grosso do Sul, Paraná, Santa Catarina, Minas Gerais and Rio de Janeiro, and many of them are professionals in the Education Department of their municipalities and states. Our faculty lead and/or participate in inter institutional projects developed in partnership with several universities all over the country. 

Research carried out in the Program is associated with its five lines of research: 

Cultural Differences, Educational Spaces and Educational Processes

This line of research investigates the relationship between education and cultural processes and instances of socialization. It broaches cultural practices and conceptions and seeks to understand the historical and social construction of identities, knowledge and their uses. Recent projects in this line of research have focused on themes related to childhood and youth; multiculturalism and education (ethnic-racial issues, gender, sexualities, disabilities and religions); intercultural relations in formal and non-formal educational spaces.

Faculty: Cristina Carvalho; Mylene Mizrahi; Pedro Teixeira; Sonia Kramer; Vera Candau; Tânia Dauster;

Education, Social Inequalities and Public Policies

This line of research investigates the democratization of education, including the analysis of macro social policies and practices formulated and implemented in the context of family life, educational institutions and their management. It emphasizes understanding both the processes of producing social inequalities and effective initiatives to promote equity. The democratization of education is addressed through investigations of the conditions of access, flow and educational performance, as well as the processes triggered by instances of political and civil society to expand the cultural development and the educational level of children, youth and adults.

Faculty: Alicia Bonamino; Cynthia Paes de Carvalho; Naira Muylaert; Zaia Brandão;

Educational Ideas and institutions

This line of research investigates the shape of educational ideas, mainly in Brazil, from two perspectives: the philosophical , which seeks to analyze and deepen the ideas and assumptions that underlie the different currents and trends of thought; and historical , which seeks to interpret the meaning of the projects, experiences and institutions through which different social agents have sought to achieve such ideas.

Faculty: Jefferson Soares; Patrícia da Costa; Ralph Bannell; Thiago Cabrera;

Digital Languages, Technologies and Education

This line research focuses on analyzing and understanding teacher education and teaching-learning processes, which are bound in relationships to digital languages. The areas researched include the relationship of children and young people to digital media; digital inclusion; digital languages ​​in formal and non-formal educational processes; the evaluation of educational projects and programs using media; digital technologies and pedagogical practices; public policies for the inclusion of technologies in education; and distance education.

Faculty: Rosália Duarte; Giselle Ferreira; Zena Eisenberg; Apparecida Mamede;

Teaching Work, Curriculum, Learning and Pedagogical Practices

This line of research investigates the dilemmas and challenges that are posed by teacher's work, based on evaluation policies, the curricular policies proposed by municipal, state and federal education departments and private stakeholders in the sector. Research covers both initial and continuing teacher education. In the case of initial training, investigations have considered the experiences developed by student teachers in Pedagogy and other Teacher Education courses, in terms of knowledge, understanding, methodologies and didactic strategies needed by the newly certified teachers. In the case of continuing education, research addresses the effectiveness of recent professional development policies for teachers. These research perspectives focus on pedagogical practices in order to ensure the effectiveness of teaching and learning by children and youth.

Faculty: Maria Inês Marcondes; Silvana Mesquita; Silvia Brilhante; Zena Eisenberg;