Line of Research

Research Lines

1 Teacher Training, Knowledge and Educational Practices

The line of research develops studies aimed at the initial and continuing teacher training processes and their relationships with institutional and non-institutional spaces. Among other themes, it welcomes the production of knowledge about knowledge, ethno-knowledge and educational practices that constitute teacher identity. From this perspective, the research contemplated in this line is structured in dialog with its object of study, which is the field of teacher training, in other words, the phenomena resulting from becoming a teacher. The structuring concepts of the field, defined in these terms, are those relating to the elements of the teaching profession, namely the teaching function and its nature, teaching performance, and the professional knowledge necessary for its performance. On the other hand, from this central core derive the aspects that concern the practice of training, in other words, the spaces and contexts (of training and teacher work), the components that make up the training process (theory-practice, curricular, pedagogical-didactic) and the devices for building professional knowledge and performance, with emphasis on educational knowledge and practices. In a relational way, this field of research also includes themes such as ethno-knowledge, teaching cultures and the organizational culture of educational institutions, thoughts and conceptions of being a teacher, professional identity and career paths, among others. Thus, mobilized by themes that have historically emerged as demands for research in the broad area of Education, the faculty linked to this line develops research projects whose focus of their objects of investigation emerges from the demands of the educational community, especially that of the region covered by the Program.

2 Public Policies and Education Management

It focuses on the study of policies and processes linked to education in different historical configurations. From this perspective, he is carrying out research into education policies and management at different levels, stages and modalities; studies the relationship between the state, society and educational policies in different temporal and regional configurations; educational policies and processes in the context of hegemonic globalization and neoliberalismo; education as a public good; the transnationalization of educational policies; the public-private relationship; the Brazilian educational system - basic and higher education - and educational processes beyond the school. It investigates the epistemological and methodological foundations of educational policies in the context of delegative democracies such as Brazil and Latin America. It revisits theoretical and epistemological issues - pedagogical, philosophical, educational law - as a basis for understanding and research, considering the tensions established between the search for efficiency and the commitment to social justice, life, sustainability, the human condition and public policies.

3 Educational Processes, Languages and Technologies

It investigates educational processes associated with reflections on technology as a tool and cultural artifact at all levels of education, focusing mainly on educational processes, languages and technologies. In terms of studies, it includes research into the relationship between: languages and teaching; education, languages and society; educational practices and technologies. It encourages research into teacher training, teaching in digital culture, educational innovation in teaching and learning, disruptive learning perspectives, learning and self-learning methodologies for online and offline education, multiple languages, including human languages and the relationship with artificial intelligence, as a didactic artifact from different approaches and theoretical approaches. She also develops research on the relationship between languages and the constitution of the subject, with reference to issues of sexuality, gender, identity and education, ethnic-racial issues, disabilities and inclusion, based on theoretical clippings from post-structuralism, education and sociology. This line of research, supported by the Program's area of concentration (Education), allows for the proposal and execution of research that seeks to relate educational practices to the contemporary context in which the production and resignification of texts, the manifestation of ideas and feelings of subjects who explore diversified languages, such as LIBRAS (Brazilian Sign Language), or of subjects who have their interests expressed by languages (whether verbal or non-verbal). In the Brazilian educational context, which seeks a more effective social and cultural democratization at all levels of education, investigating languages and how they work is a means of studying the subject's own constitution, which takes place via language, and their performance as a social being capable of overcoming situations of exclusion and silencing through language. The line of research also focuses its attention on the contemporary context in which the production and re-signification of texts, the manifestation of ideas and feelings of subjects who explore diverse languages, or of subjects who have their interests expressed by languages (whether verbal or non-verbal) is as important as the analysis of the languages themselves. In this way, the line of research can be a source of knowledge production in master's and doctoral research focused on problematizing, analyzing, comparing, identifying and/or proposing educational practices in which the various technologies and languages can be shown to be at the service of sociocultural understanding, educational development and also apprehension of the subject's singularities, identified by their languages, by their representation, in their relationship to the context of which they are a part. Based on this scope, the line's studies can be summarized in four general descriptors that systematize the line's general research interests:

1) Educational processes and interfaces with technologies;

2) Teacher training, digital culture and technologies;

3) Innovative and disruptive educational practices;

4) Subject, languages and society.