MASTER
The Master’s Course in Education’s curriculum is organized around two stages that precede the final dissertation work. The first, which is obligatory and precedes all other activities, is related to a critical reflection on the student’s individual practices, based on teaching material from the specific work project itself presented by each candidate upon their enrollment. In the second stage, students grouped together based upon the themes of their research, under the orientation of professors, elaborate their dissertation projects, define study programs, attend classes and engage in activities.
The length of the Master’s Course is a minimum of 01 (one) year, with a maximum length of 2.5 (two and one-half) years, requiring the completion of 24 (twenty-four) credits and the defense of a dissertation.
DOCTORATE
The curriculum for the Doctorate Course is composed of classroom disciplines, research seminars and activities, based upon the line of research that the candidate is engaged in. The Program Collegiate is the forum for discussing and monitoring the trajectory of PhD students, coordinating activities and disciplines that are of common interest to students involved in different lines of research.
The length of the Doctorate Course is a minimum of 02 (two) years, with a maximum length of 04 (four) years, requiring the completion of 24 (twenty-four) credits, the passing of a qualifying exam and the defense of a thesis.
LATIN AMERICAN DOCTORATE
LATIN AMERICAN DOCTORATE IN EDUCATION: PUBLIC POLICIES AND EDUCATIONAL PROFESSION
The Latin American Doctorate in Education: Public Policies and Educational Profession arose out of the need for an of expansion of Latin American graduate courses with the capacity for educating and developing PhDs with theoretical-methodological capability, able to analyze, interpret and influence the educational realities in Latin American countries.
This idea was initially launched in 2006 at the IV International KIPUS Network Encounter (http://www.redkipus.org/) held in Chile, and began to be concretely realized starting in 2007 and 2008. During this period a collective elaboration of a project was developed that sought to respond, through a doctoral course, to the demand for teacher education and development and the production of knowledge regarding education in Latin America. The development of this project involved the participation of representatives from various Latin American Universities and professionals from UNESCO.
In 2009 an International Cooperation Agreement was signed between UNESCO (IESALC-OREALC), KIPUS Network and 11 Latin American Universities. Of these, five were selected as pole universities, or in other words, those which already possessed a tradition in offering graduate-level courses (Doctoral level) and had conditions for implementation in the short run including: UFMG, UPN – Mexico, UPN – Colombia, UPEL – Venezuela, Universidade de la Frontera – Chile.
These Universities committed themselves to developing and maintaining all of the required disciplines and Programs, to seeking and mobilizing faculty and students to form the International Academic Coordination Council, responsible for deliberation on questions of a general nature, and to striving to maintain the identity of courses and subjects. PPGE/UFMG was a pioneer in the implantation of this doctorate, and the other universities involved are still in the process of implanting the course.
This doctorate, as its name implies, emphasizes the area of Public Educational Policy and the Educational Profession, encompassing a wide range of possibilities for the purposes of studies and objectives.
Admission to this doctorate is through means of a selection process, by way of a specific official notification opening. In order to participate in the selection process, a candidate must present his curriculum, research project and participate in an interview.
The norms regulating this program are spelled out in PPGE/UFMG Regulations; Resolution 3/2013 – PPGE/UFMG, and, specifically for this doctorate, by the norms of the International Academic Coordination Council.