PPGE/FaE/UFMG has around 90 professors, divided into 12 Lines of Research:
1. CULTURAL AND DIFFERENCES CURRICULUM
Syllabus
Family/School relationships in different social strata. School trajectories and social inequalities in education. Curriculum policies and education of professors. Education, preparation and conditions for instructors. Time and space considerations for teaching educational identity. School culture and culture in school and educational knowledge. Sex, ethnicity, social class and curriculum. Teaching and pre-teaching materials and curriculum. Cultural artefacts (digital technologies, media, visual arts, museums, etc.) and educational practices. Social-anthropological and teaching dimensions.
2. TEACHING: CONSTITUTIVE PROCEDURES, SOCIOCULTURAL MEMBERS, EXPERIENCES AND PRACTICES
Syllabus
Constitutive educational procedures: teaching material and symbolism dimensions; working conditions, teaching experiences and practices; academic-professional education (“initial education”) and professional development (“continuing education”) for basic and higher education; regulation of training processes for education professionals; formal curricula and training paths for educators; dimensions of class, gender, race / ethnicity and sexual orientation in the construction of educational identities; educational learning and teaching knowledge; teachers and the processes of educational evaluation; teaching, social networks and digital media; teachers as sociocultural members: individual and collective lives and histories of teachers of basic and higher education; teaching times and spaces; teachers, formative processes and cultural practices: access to and relationships of teachers to cultural creations, constructions and works.
3. EDUCATION AND SCIENCE
Syllabus
This PPGE/UFMG Research Line is composed of researchers who work in many disciplines in the field of Research in Science and Education. Together, these researchers have interests in diverse themes related to education and learning in the sciences including basic education (pre-school, grade-school, high-school, children and adults), and technical-professional education in basic areas, applications and technology in higher education. Their interests also include education in informal and non-formal contexts, including environmental education. These researchers have basic educations in Physics, Chemistry and Biology and are experienced lecturers in basic and higher education. Specifically, research line members have a history of research in:
• Production and appropriation of knowledge, teaching and learning of science in the classroom;
• Discursive practices and dynamics in classrooms and the construction of knowledge;
• Models and modeling in education in natural sciences and technology;
• Learning science through investigative activities;
• Initial, continuous training and promotion of the professional development of science teachers;
• Analysis and development of science curricula for specific levels and audiences;
• Assessment of science learning;
• Analysis of teaching materials for science education;
• Construction and validation of assessment and cognitive and affective diagnosis tools in science education;
• Analysis and development of learning environments in the area of science;
• Cognitive and affective processes in science education;
• Epistemic practices and the nature of scientific knowledge;
• Curricular proposals and public policies aimed at the development of science education;
• Relationship between Education, History, Philosophy, Epistemology and Nature of Science.
4. EDUCATION AND LANGUAGE
Syllabus
Cognitive, social and historical aspects of linguistic practices: Portuguese language in school learning: verbal language and other languages; written culture, literacy and writing; teaching of literature; orality and writing; literacy practices in contexts of educating professors; conditions for production and reading of academic genres in education; teacher education and training for scholastic practices and teaching-learning writing practices.
5. MATHEMATICS EDUCATION
Syllabus
The objective of the research line in question is the investigation of educational spaces where the production and socialization of mathematical knowledge and the knowledge of pedagogical practices related to mathematics occurs. In the research undertaken, therefore, the multiple relationships between teaching, learning and mathematical knowledge are considered in specific sociocultural contexts. Seeking to contribute to scientific production in this broad field, members carry out research related to the following themes: Thought and Language in the teaching and learning practices of Mathematics: negotiation of meanings; affectivity; advanced mathematical thinking. Sociocultural perspectives of teaching and mathematical learning: Literacy and Numerical education; the role of Mathematics and Mathematics Education in society; relationship between History and Mathematics Education; Mathematics Education for Young People and Adults; Critical Mathematics Education; Communities of Practice. Pedagogical Practices in Mathematical Education: studies on textbooks; new technologies; Mathematical Modeling. Education of Teachers for Teaching Mathematics
6. EDUCATION, CULTURE, SOCIAL MOVEMENTS AND COLLECTIVE ACTIONS
Syllabus
Starting from sociological and anthropological perspectives and considering the school and non-school educational processes, this research line welcomes and develops projects seeking to investigate:
• Socialization processes in contemporary societies;
• Inequality and difference in educational processes;
• Educational members, their experiences and their educational practices;
• Educational processes in social movements and collective actions;
• Education, cultural policies of identities (collective and individual) and multicultural contexts;
• Education and the processes of subjectivity and / or individuation;
• Education in areas of conflict and / or cultural confrontation.
Current themes under study in the research line:
• Ethnicity and Racial Diversity and Education;
• Indigenous Education;
• Youth and Adult Education;
• Social Movements and Education;
• Education and Violence;
• Members and educational processes in the specific circumstances of childhood, youth and adult life;
• Education and Human Rights in Public Safety & Security Policies
7. HISTORY OF EDUCATION
Syllabus
Education as a field of Historical research, viewed from all of its different approaches. Written History of Education as a construction of knowledge related to the relationship between interpretative practices and social practices. Research, problematization and analysis of documentary sources and conceptual fields present in the various categories and themes in the History of Education: gender, ethnicity, generations, social class, school, curriculum, school subjects, literature, books & reading, science, intellectuals, institutions, and non-school educational practices.
8. CHILDHOOD AND CHILDHOOD EDUCATION
Syllabus
Studies related to childhood from a historical and contemporary perspective, in school and non-school contexts. Relationship between childhood and social & cultural changes in families and society. Public policies and their sociocultural dimensions. Psychological and social development of children. Organization and management of educational efforts. Teaching methods for children’s education: interaction, games, languages, knowledge construction processes, experience in interactive contexts and evaluation. The school-family relationship in Childhood Education; Educational level, experience and identity of Childhood Education instructors and teachers.
9. POLITICS, EMPLOYMENT/LABOR AND HUMAN DEVELOPMENT
Syllabus
Labor as a constitutive reality of humanity and human societies; social and historical conditions of the productive, reproductive and destructive dimensions of employment; work as an educational principle; social uses of work time; knowledge, qualifications and competencies as an object of political dispute and social recognition; educational characteristics and transformations of the workforce related to sex, age, racial/national origin, level of remuneration. Economic sectors and the labor market. Managerial policies and employee development. The constitution of being a worker and its implications for education: social and historical conditions for the reproduction of the workforce and its variability according to internal differences among collective workers. Motives and conditions for subjective mobilization of workers and their educational processes; organization of school work; efforts of students and educators and their productive and reproductive conditions; curricular organization and work. Teaching efforts and technological mediations related to work and education.
10. PUBLIC EDUCATIONAL POLICIES
Syllabus
Analysis of the political, historical, philosophical, sociological and educational fundamentals of public educational policies. Analysis and evaluation of governmental and non-governmental educational programs, projects and proposals for different educational levels and modalities. Comparative studies of educational policies. Educational management: planning, financing, monitoring and evaluation of educational systems and policies in school and non-school environments. Organization of school efforts and activities.
11. PSYCHOLOGY, PSYCHOANALYSIS AND EDUCATION
Syllabus
Subjectivity in educational relationships. Psychoanalysis applied to problems in education. Success, failure and educational and socio-educational inclusion. Relationships between language, culture and cognition in the classroom. Social representation and educational practices in school and non-school environments. History of Psychology as an interface with Education.
12. SOCIOLOGY OF EDUCATION: EDUCATIONAL LEVELS AND SOCIAL INEQUALITIES
Syllabus
Relationship between social and educational inequalities in Basic Education and Higher Education. Sociological and strategic analysis, educational practices and procedures in different social strata. Studies about educational trajectories. Studies related to the family-school relationship. Studies related to the establishment effect and the classroom effect.
These cross-sectional areas underpin various research projects by both faculty and students alike, allowing their inclusion into the program.