Education
Overview
The Unilasalle Graduate Program in Education (PPGE) began its trajectory in 2007, with the approval of the Master's degree. In 2014, with the approval of the Doctorate, based on its three lines of research, it was consolidated as a space for the development of studies and research in the Area of Education to improve the training and professional qualification of masters and doctors in the production and dissemination of scientific knowledge, with an ethical stance and a citizen attitude. It is committed to Inclusive and Equitable Education, gender equality, Human Rights Education, Education for Sustainable Development, Education for Global Citizenship, the Culture of Peace and non-violence, education and lifelong learning, and the appreciation of cultural diversity.
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Specialization Area
By choosing Education as its area of concentration, the PPGE continues its Lassalist vocation, trajectory, and work in more than 80 countries. The institution is a reference in teacher education, being the first to offer the Normal Private School for Primary Education in the State of Rio Grande do Sul (1941).
Target audience
Graduates from the area of education and from different areas interested in educational issues, who seek involvement in the discussion and analysis of education in its various expressions, dimensions and aspects, bearing in mind that it is a right and a reference for the guarantee of other rights essential to human dignity.
Graduate Profile
The graduate of the PPGE from Unilasalle is engaged in the production and transfer of socially relevant knowledge to the field of Education at all levels, stages and modalities. He is qualified to research and teach in Higher Education, committed to continuous improvement and aware of the importance of education and lifelong learning.
Lines of Research
Current Selection Processes
Doutorado Sanduíche no Exterior - PDSE
PROEXTPG 2025/2
Comunidades Educativas Rede La Salle PPGE 2025/2
Comunidades Educativas Rede La Salle PPGE 2025/2 - CRONOGRAMA II
Aluno Especial
The admission modality called Special Student is intended for those interested in studying isolated curricular components in the Stricto Sensu Graduate Programs, without a regular link. Through this modality, the candidate can deepen the knowledge covered in specific curricular components and approach the Graduate Program (Master or Doctorate) in which he wishes to enter in the future as a regular student to learn about the proposal, the professors and students and begin the process of building his research proposal to participate in the regular selection process, then having the possibility of taking advantage of the credits taken as a special student.
Admission as a special student can be made in curricular components that provide places for this type of enrollment in the Stricto Sensu Graduate Program at:
- Law (Master and Doctorate)
- Education (Master and Doctorate)
- Social Memory and Cultural Heritage (Master and Doctorate)
- Health and Human Development (Master and Doctorate)
To enroll in the Master's Courses, the candidate must have an undergraduate degree.
Master's
About the Master
The Unilasalle PPG in Education offers elective curricular components common to the Master's and Doctorate, ensuring curricular flexibility, which focus on theoretical deepening and analytical-reflective incursion into assumptions related to the topics addressed. In the Master's Degree, the Research Methodology in Education and the Programmed Activity component are mandatory. This includes proof of intellectual bibliographic productions (related to the investigative theme) and technical and/or technological production, in line with the field of Education, during the course. At the end of the training course, 4 credits are counted for the Dissertation Orientation.
Foreign language proficiency, required by Capes and the fulfillment of mandatory credits, must occur until the project is qualified (by 12O month). The defense has a maximum period of 24 months, subject to the completion of the 28 minimum credits, the proficiency exam and the proof of the scheduled activities.
It is possible to take up to 10 credits as a special student.
Curricular Matrix
There are 28 credits, divided into:
a) 03 Common Compulsory Disciplines
b) 01 Compulsory Discipline of your Research Line (LP)
c) 07 Elective Disciplines Common to lines of research
d) 04 Dissertation Guidance Credits
Compulsory Disciplines
Dissertation Guidance
Syllabus
Individual meetings between advisor and advisor whose centrality is the construction of the dissertation through monitoring and guidance for the development, conclusion, and presentation of the final research report.
Bibliography
BIANCHETTI, L., MACHADO, Ana Maria (orgs.). The compass of writing: challenges and strategies in guiding theses and dissertations. Florianópolis: UFSC edition; São Paulo: Cortez, 2002 LA SALLE UNIVERSITY. Manual for the presentation of academic papers from La Salle University [electronic resource]/[elaboration by Cristiane Pozzebom, Samarone Guedes Silveira]. 3rd ed. - Electronic data. 2021. References specific to each dissertation.
Education Research Methodology
Syllabus
A pesquisa em educação no Brasil: evolução e tendências temáticas. Reflexão sobre os fundamentos das diferentes tipologias e abordagens teórico-metodológicas da pesquisa em educação. Estrutura e aportes teórico-metodológicos para o delineamento do projeto de dissertação. Rigor científico e ética na pesquisa em educação.
Bibliography
ASSOCIAÇÃO NACIONAL DE PÓS-GRADUAÇÃO E PESQUISA EM EDUCAÇÃO- ANPED. Ética e Pesquisa em Educação: subsídios. Rio de janeiro: ANPED, 2019. BARBIER, R. A pesquisa-ação. Brasília: Liber Livro, 2002. BRANDÃO, C.R; STRECK, D. R. Pesquisa Participante: a Partilha do Saber. São Paulo: Ideias & Letras, 2006. GATTI, B. A. Construção da Pesquisa em Educação no Brasil. Brasília: Editora Liber Livro, 2008. KEMMIS, S., MCTAGGART, R.; NIXON, R. "Critical Participatory Action Research". In: ZUBER-SKERRITT, O.; Wood, L. (Ed.). Action Learning and Action Research: Genres and Approaches. Emerald Publishing Limited, Bingley, 2019, . 179-192. LÜDKE, A.; ANDRÉ, M. E. D. A. Pesquisa em educação - abordagens qualitativas. 2ed. Rio de Janeiro:Editora LTC, 2013. SÁNCHEZ GAMBOA, S. Projetos de pesquisa, fundamentos lógicos - a dialética entre perguntas e respostas. Chapecó: Argos, 2013. SOUZA, K. R.; KERBAUY, M. T. M.. Abordagem quanti-qualitativa: superação da dicotomia quantitativa-qualitativa na pesquisa em educação. Educação e Filosofia [online]. 2017, vol.31, n.61, p.21-44, 2017. POUPART, J. et al. A pesquisa qualitativa: enfoques epistemológicos e metodológicos. Petrópolis, RJ: Vozes, 2014. YIN, R. K. Estudo de caso: planejamento e métodos. 5ed. Porto Alegre: Bookman, 2015.
Education Research Methodology
Syllabus
It deepens the reflection on the theoretical and epistemological foundations that support the discussions about methods in the field of Education, justifying the necessary coherence between these foundations, the methodological choices and the forms of operationalizing the research. It discusses different methodological approaches and their peculiarities in the field of educational research. It instructs the methodological design of thesis projects based on concrete research problems, considering different possible arrangements between the theoretical-epistemological bases, the methodologies and the techniques adopted.
Bibliography
BOURDIEU, P. The social uses of science: for a clinical sociology of the scientific field. São Paulo: UNESP Publishing House, 2004. EARLEY, M. A synthesis of the literature on research methods education. Teaching in Higher Education, v. 19, n.3, pp. 242-253, 2014. FEYRABEND, P. Against the method. São Paulo: UNESP Publishing House, 2007. KARSENTI, T. La recherche en éducation: Étapes et approches. 4th edition revue et mise à jour. Les Presses de l'Université de Montréal, 2018. MEYER, D.E.; PARAISO, M.A. (orgs). Post-Critical Research Methodologies in Education. Belo Horizonte: Mazza Editions, 2012. MILLS, G. E.; GAY, L. R. Educational research: competencies for analysis and applications. 12th ed. New York: Pearson, 2019. MINAYO, M.C. de S. (org.). Social Research: Theory, Method, and Creativity. 34. ed. Petrópolis, RJ: Vozes, 2015. MINAYO, M. C. de S.; COSTA, A. P. Theoretical foundations of qualitative research techniques. Lusophone Journal of Education, n. 40, p. 11-25, 2018. POPPER, K. R. The logic of scientific research. São Paulo: Cultrix, 2011 QUÉRÉ, O. From research in education to educational practices. Revue Internationale d'Éducation de Sèvres, n. 74, pp. 24-29, 2017.
Epistemological Foundations of Education
Syllabus
Reflection on the conceptions of the world, science, the human being, and the nature of scientific knowledge. Epistemological perspective of the main currents of knowledge theory: empiricism, idealism, rationalism, modernism, postmodernism, and others. Relationships between different epistemological currents and educational theories.
Bibliography
ALBUQUERQUE, K. C. C.; PORTILHO, E. M. L. The contributions of Hermeneutical Phenomenology to research in Education. Conjectures, [S.I.], v. 22, n. 3, p. 384-396, 2022. ALVES-MAZZOTTI, A. J. The current debate about research paradigms in education. Research Papers, n. 96, p. 15-23, 2013. COSTA, J. M.; KIPNIS, B.. The epistemological debate in the education researcher's education: reflections from some modern epistemologists. Perspective Education (Online), v.5, p..1, p.9-29, 2014. HERMANN, N. Hermeneutics and Education. Rio de Janeiro: DP & A., 2002. OLIVEIRA, R. E. de et al (Orgs.) Epistemology Compendium [electronic resource]. Porto Alegre, RS: Fi Publishing House, 2022. SÁNCHEZ GAMBOA, S. Research in Education: methods and epistemologies. Chapecó SC: Argos, 2012. RÖHR, F. Reflections on a possible epistemic object specific to education. Pro positions, v. 18, paragraph 1, pp. 51-70, 2007. SANTOS, B. de S.; MENEZES, M. P. (org.). Epistemologies of the South. São Paulo: Cortez, 2010. STOLTZ, S. A. Phenomenology and phenomenography in educational research: A critique, Educational Philosophy and Theory, v.52, n.10, 1077-1096, 2020. TEDESCHI, S. L.; PAVAN, R. The production of knowledge in education: post-structuralism as an epistemological power. Educational Practice [online]. 2017, vol.12, n.3, p.772-787.
Research Seminar I
Syllabus
Insertion of doctoral students in the Research Line: topics covered, focus on research projects in development and actions for social inclusion. Review of contemporary trends in education research.
Bibliography
References vary according to the Research Line: a) Teacher Training, Educational Theories and Practices, b) Management, Education and Public Policies, c) Cultures, Languages and Technologies in Education.
Research Seminar II
Syllabus
Insertion of mentees in the development of research and social inclusion activities carried out by the supervising teacher. Pretextual, textual and post-textual elements necessary for the preparation of the Thesis Project.
Bibliography
References vary according to the Research Line: a) Teacher Training, Educational Theories and Practices, b) Management, Education and Public Policies, c) Cultures, Languages and Technologies in Education.
Research Seminar III
Syllabus
Reflection on the place of science in the construction of knowledge. Analysis of the relations between the production of eurocentered hegemonic knowledge and knowledge produced outside the scope of modern Western thought.
Bibliography
AGAMBEM, G. Signatura Rerum: about the method. (Trad. Andrea Santurbano, Patricia Peterle). São Paulo: Boitempo, 2019. BELGRANO, Mateo. World and Paradigm in Heidegger and Kuhn. Bogotá, Franciscanum, Journal of the Sciences of the Spirit. v. 63, n. 175, p. 2, 2021. GIULIANO, F. Modern/Colonial Bases of Evaluative Reason: Epistemic Racism, Eurocentrism, Violence. Pedagogy and Knowledge, n.56, p. 117-133, 2022. GOES, J. “Successor science and epistemology (s): localized knowledge”. Florianópolis, Feminist Studies Magazine, v. 27, n. 1, 2019. INCLAN SOLIS, D. Against ventriloquism: notes on the uses and abuses of the translation of subaltern knowledge in Latin America. Culture, Man and Society, Temuco, v. 26, n. 1, p. 61-80, 2016. MILLS, C.W. On Intellectual Craftsmanship and Other Essays. Rio de Janeiro: Zahar, 2009. OLIVEIRA, L. F. de; CUNHA, L. do C. O.. Producing knowledge is militant thinking. Revista Pensamiento Actual, v. 17, pp. 28,. 54-65, 2017. PONS BONALS, L.; ESPINOSA TORRES, I.de J. Protagonists of educational research: Researcher-researcher in reciprocal construction. Latin American Journal of Social Science Methodology, v. 10, n.1, e068, 2020. SIRIMARCO, M. The anthropological narrative. Notes on the role of the empirical in textual construction. Runa Magazine, n. 40, v. 1, pp. 37-52, 2019. SPIVAK L'HOSTE, A.; HUBERT, M. From scientist to scientist-technologist: strategy and commitment in stories of the conversion of scientific researchers. Science teaching technology. Concepción del Uruguay, n. 58, p. 39-63, 2019.
Research Seminar IV
Syllabus
Deepening of the theoretical and methodological issues of graduate students' thesis projects. Socialization of thesis projects.
Bibliography
ÁLVAREZ ÁLVAREZ, C. Ethnography as a research model in education. Gazeta de Antropología, v.24, n.1, s/p. 2008. BOTTLE, J.; ZAMORA, Á. Meta-analysis: a methodology for research in education. Education XXI: Journal of the Faculty of Education, v.20, p.2, p. 17-38, 2017. COSTA, M. A. F. da; COSTA, M. de F. B. da; ANDRADE, V. A. de. Paths (and deviations) from objectives in dissertations and theses: a view focused on methodological coherence. PRAXIS MAGAZINE, n. 11, p. 11-24, 2014. GUEVARA ALBAN, G.P.; VERDESOTO ARGUELLO, A.E.; CASTRO MOLINA, N.E. Educational research methodologies (descriptive, experimental, participatory, and action research). RECIMUNDO, v. 4, p. 3, p. 163-173, 2020. MOROSINI, M. C. State of knowledge and issues in the scientific field. Education, [S.I.], v. 40, n. 1, p. 101-116, 2014. ROMANOWSKI, J. P.; ENS, R. T.. The so-called “state of the art” type researches in education. Educational Dialogue Magazine [online]. v. 6, n.19, p.37-50, 2006. FRANCO, M. F. de; SOLÓRZANO, J. L.V. Paradigms, Approaches and Research Methods: Theoretical Analysis. v. 3, n. 1, p. 1-24, 2020. PEREIRA, M. V. Academic writing - from excessive to reasonable. Brazilian Journal of Education, v. 18, n.52, p.213-244, 2013. SOUZA, E. C. De; MEIRELES, M.M. Looking, listening and feeling: ways of researching and narrating in education. Contemporary Education and Culture Journal, v. 15, n. 39, p. 282-383, 2018. SOUZA, E. C. de. (auto) biographical research as an event: epistemic-methodological dialogues. Márgenes Journal of Education of the University of Malaga, [S.I.], v. 1, n. 3, p. 16-33, 2020.
Research Seminar V
Syllabus
Deepening of the theoretical and methodological issues of doctoral students' thesis projects focusing on data analysis procedures. Theoretical and methodological support for doctoral students to write their thesis. Socialization of students' research projects.
Bibliography
BARDIN, Laurence. Content Analysis. Lisbon: Editions 70, Persona, 2011. CHARAUDEAU, P.; MAINGUENEAU, D. Dictionary of discourse analysis. 3rd ed. São Paulo: Context. FRANCO, M.L.P.B. Content Analysis. 2 ed. Brasília: Liber Livro Editora, 2005. GALIAZZI, Maria do Carmo; SOUSA, Robson Simplicio de. What is this that is being shown: the phenomenon in discursive textual analysis? Educational Research Acts, [S.I.], v. 15, n. 4, p. 1167-1184, 2020. LOURO, G. L. Education, Society & Cultures, n.25, p.235-245, 2007. MAINGUENEAU, D. Genesis of Discourses. (Translated by Sírio Possenti). Curitiba: Create Editions, 2005. MILLS, G. E.; GAY, L. R. Educational research: competencies for analysis and applications. 12th ed. New York: Pearson, 2019. MORAES, R.; GALIAZZI. M. do C. Discursive textual analysis. [electronic resource] 3. ed. rev. e ampl. ljuí: Ed. Unijuí, 2020. SIDI, P. M. CONTE, Elaine. Hermeneutics as a methodological possibility for research in education. Ibero-American Journal of Studies in Education, v. 12, p. 1942-1954, 2017. URBANO, P. Qualitative data analysis. Fedumar Pedagogy and Education Magazine, v.3, n.1, p.113-126, 2016.
Scheduled Activity
Syllabus
Atividade direcionada à produção intelectual, visando a formação de pesquisadores de alto nível. Comprovação de duas produções intelectuais publicadas, de natureza bibliográfica relacionadas à temática investigativa da dissertação, e de uma produção de natureza técnica e ou tecnológica, em consonância com o campo da Educação, no decorrer do curso.
Bibliography
BRASIL. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Produção técnica: grupo de trabalho. Brasília: MEC; CAPES, 2019. ELIAS, V. M. da S., & Silva, S. L. Multimodalidade na escrita de artigos científicos: aspectos teórico-analíticos e contribuições para o ensino. Linha D'Água, v.31, n.1, p.111-125, 2018. HARTLEY, J. New ways of making academic articles easier to read. International Journal of Clinical and Health Psychology, v.12, n.1, p.143-160, 2012. LÓPEZ HERNÁNDEZ,D., Torres, A., Brito, L., López, M. L. Cómo redactar y organizar un artículo científico original. Revista de Especialidades Médico-Quirúrgicas, v. 19, n.2, p. 236-24, 2014. BANDEIRA, D. Materiais didáticos. Curitiba, PR: IESDE, 2009. BIANCOLINO, César Augusto; KNIESS, Cláudia Terezinha; MACCARI, Emerson Antonio; RABECHINI JR., Roque. Protocolo para Elaboração de Relatos de Produção Técnica. Revista de Gestão e Projetos, [S. I.], v. 3, n. 2, p. 294-307, 2012. DINIZ, D; TERRA, A. Plágio: palavras escondidas. Brasília, Rio de Janeiro: Letras Livres, Editora Fiocruz, 2014. PINHEIRO, F. F. do P. S.; AIRES, J. P. Um levantamento de produtos técnicos e tecnológicos desenvolvidos na pós-graduação. Manaus, Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico, v. 8, e196722, 2022. RINCK, F.; BOCH, F.; ASSIS, J.A. (Org.). Letramento e formação universitária: formar para a escrita e pela escrita. Campinas, SP: Mercado de Letras, 2015. RODRIGUES, W. Orientações para a escrita de artigos científicos. Revista Humanidades & Educação, p. 91-99, 2021. VALENTIM, D. Y. de Q.; PAIVA NETO, J. E. de; BESSA, J. C. R. Uso de fontes de pesquisa na escrita de artigos científicos de pesquisadores experientes. Entrepalavras, [S.I.], v. 10, n. 2, ago. 2020.
Thesis Guidance
Syllabus
Individual meetings between advisor and advisor whose centrality is the construction of the thesis through monitoring and guidance for the development, conclusion, and presentation of the final research report.
Bibliography
OLIVEIRA, M.O. de. How to “produce flashes” in education research? Journal of Public Education [online]. v.24, n.56, p.443-454, 2015. LA SALLE UNIVERSITY. Manual for the presentation of academic papers from La Salle University [electronic resource]/[elaboration by Cristiane Pozzebom, Samarone Guedes Silveira]. - 3rd ed. - Electronic data. 2021. Specific references for each thesis.
Elective Disciplines
Cultural, Technological and Educational Conceptions in Contemporaneity
Syllabus
Introduction to research and to cultural, technological and educational conceptions, with an emphasis on different languages and technologies, as ways of mediating the construction of knowledge/knowledge and its cultural expressions today. New paradigms for understanding the relationships between education, culture and technology in the information and communication society. Didactic and pedagogical implications of the notion of digital cultures.
Bibliography
BENJAMIN, W. Magic and Technique, Art and Politics. Selected Works Vol. 1. São Paulo: Brasiliense, 1987. BARON, Georges-Louis. Technologies in school education: retrospective view and perspectives. Les Sciences de l'Éducation-pour l'ère nouvelle, v. 52, n. 1, p. 103-122, 2019. BECK, U. The metamorphosis of the world: new concepts for a new reality. Translation by Maria Luiza Borges. 1 ed. Rio de Janeiro: Zahar, 2018. NUSSBAUM, M. Nonprofit. Why democracy needs the humanities. Buenos Aires: Katz Editores, 2010. CANCLINI, Nestor Garcia. Hybrid Cultures: Strategies for Entering and Exiting Modernity, Mexico: Grijalbo, 1989. CHARLOT, B. Education or Barbarism? A choice for contemporary society. São Paulo: Cortez, 2020. PINTO SCALLOP, THERE. The Concept of Technology. v. 1. Counterpoint: Rio de Janeiro, 2005. PRETTO, N. de L. Educations, Cultures, and Hackers: Writings and Reflections. Salvador, BA: Edufba, 2017. LEVY, Pierre. Cyberdemocracy. Paris: Odile Jacob, 2002. SIBILIA, P. Networks or walls: the school in times of dispersion. Rio de Janeiro: Contraponto, 2012.
Directed Reading
Syllabus
Aprofundamento teórico e incursão analítica-reflexiva de presuspostos basilares atinentes a temática investigativa do pós-graduando, visando o desenvolvimento da dissertação ou tese.
Bibliography
MENDES, M. das D. N.; MATOS, J. W. V. A leitura acadêmica como prática discursiva para o ensino de metodologia científica. Revista da ABRALIN, [S. I.], v. 20, n. 3, p. 1104-1118, 2021. PIRES. Ε.Α. de N. A importância do hábito da leitura na universidade. Florianópolis, Revista ACB: Biblioteconomia em Santa Catarina, v. 17, n. 2, p.365-381, 2012. RODRIGUES, S.C. ETD [online], v. 16, n. 1, p.36-47, 2014. Referências a serem definidas, observando-se a temática investigativa do pós-graduando.
Education, Pedagogy, and Educational Science
Syllabus
Reflexão sobre o status epistemológico, o reconhecimento e a prática do campo de saber denominado Ciência da Educação. Abordagem das interações e interfaces entre: História da Educação, Ciência da Educação, Educação, Pedagogia, Conhecimento Científico e Pesquisa em Educação.
Bibliography
BRANDÃO, C. R. O que é educação? São Paulo: Brasiliense, 2013. BURBULES, N. C; RAYBECK, N. Philosophy of education: current trends. In: Encyclopedia of education, 2.ed, New York: Macmillan, 2012, . 1880-1885. CASAGRANDE, C. A.; FLORES, C. G. C. Educação e prática pedagógica em tempos de crise: revisitando alguns conceitos do campo educacional. In: CASAGRANDE, C. A.; BIELUCZYK, J. A.; FLORES, C. G. C. (Orgs.). A educação lassalista no contexto da pandemia: práticas, impactos e transformações. Canoas, RS: Ed. Unilasalle, 2022, p. 13-24. CHARLOT, B. A questão antropológica na Educação quando o tempo da barbárie está de volta. Educar em Revista, Curitiba, Brasil, v. 35, n. 73, p. 161-180, jan./fev. 2019. CHIZZOTTI, A. As ciências humanas e as ciências da educação. Revista e-Curriculum, São Paulo, v.14, n.4, p. 1556-1575, 2016. FRANCO, M. A. do R. S. Pedagogia como ciência da educação. 2.ed. São Paulo: Cortez, 2008. FRANKENA, W. K. Philosophy of education: historical overview. In: Encyclopedia of education, 2.ed., New York: Macmillan, 2012, p. 1877- 1880. GAUTHIER, C.; TARDIF, M. (orgs.). A pedagogia: Teoria e práticas da antiguidade a nossos dias. 3. ed., Petrópolis: Vozes, 2014. HERMANN, N. Pensar arriscado: a relação entre filosofia e educação. Educação e Pesquisa. São Paulo, v.41, n.1, p. 217-228,2015. MIALARET, G. Ciências da Educação. São Paulo: Martins Fontes, 2013. TARDIF, M. A Profissionalização do ensino passados trinta anos: dois passos para a frente, três para trás. Educação e Sociedade, v.34, 2013.
Information and Communication Society, New Technologies and Teacher Training
Syllabus
Research on the global informational society in networks and teacher education: obstacles, complexities, dilemmas and challenges. Analysis and discussion of public policies and teacher training proposals related to new technologies.
Bibliography
CASTELLS, M. The networked society. v. 1. 7th ed., São Paulo: Peace and Earth, 2003. CHARDEL, P-A. Société du Risque, Nouveaux Médias et Conscience Moral. Pour une écologie informationnelle. In: Conflit des interpretations dans la société de l'information. Ethics and environmental politics, Pierre-Antoine Chardel, Bernard Reber and Cédric Gossart (under the direction of), Paris, Hermès Editions, 2012. ENEAU, J.; SIMONIAN, S. Social challenges in adult education in the digital age. Equity and Ethics. The use of ICTs in universities: mirages and dissimulations, Autonomous University of the State of Morelos, 2013. LA ROCCA, F. Hybrid territories: connectivity and techno-metropolitan communication experiences. FAMECOS Magazine (Online) media, culture and technology. Porto Alegre, v. 23, no. 3. 2016. LEMOS, A.; LÉVY, P. The Future of the Internet: Towards a Cyberdemocracy. São Paulo: Paulus, 2010. LÉVY, P. Intelligence technologies: the future of thinking in the information age. 2. ed. Rio de Janeiro: Ed. 34, 2010. MORIN, E. Introduction to complex thinking. Porto Alegre: Sulina, 2011. SANTAELLA, L. Ubiquitous communication: representations in culture and education. Ubiquitous communication: representations in culture and education. São Paulo: Paulus, 2014. SCHLEMMER, E.; MORETTI, G.; BACKES, L. Hybrid and multimodal living spaces: assumptions and challenges for learning. QWERTY - Interdisciplinary journal of technology, culture and training, v. 10, p. 78, 2015. ZUIN, A. THERE. S. Cyberbullying against teachers: dilemmas of educators' authority in the era of dispersed concentration. São Paulo: Loyola Editions, 2017.
Legal Frameworks and Educational Public Policies
Syllabus
Estrutura e organização do sistema educacional brasileiro. Marcos legais reguladores da educação a partir da Constituição Federal de 1988. Reflexão sobre as políticas públicas educacionais no Brasil: fundamentos, tendências e decorrências para a gestão educacional e das instituições de ensino. Influência dos organismos internacionais nas políticas públicas educacionais.
Bibliography
ARRETCHE, M.; MARQUES, E.; FARIA, C. A. P. (orgs). As políticas da política: desigualdades e inclusão nos governos do PSDB e do PT. São Paulo: Editora Unesp, 2019. BALL, S. J.; MAINARDES, Jefferson. (org.). Políticas educacionais: questões e dilemas. São Paulo: Cortez, 2022. [livro eletrônico]. CUNHA, C. da (coord.) et al. O MEC pós-Constituição. Brasília: Liber Livros, 2016. MOREIRA, L. P. Enfoques e abordagens para a análise de políticas educacionais: primeiras aproximações. Revista de Estudios Teóricos y Epistemológicos en Política Educativa, [S. I.], v. 2, . 1-14, 2017. LIBÂNEO, J. C. Políticas educacionais no Brasil: desfiguramento da escola e do conhecimento escolar. Tema em Destaque. Cadernos de Pesquisa, v. 46, n. 159, 2016. MEJIA GONZALEZ, L., CUJIA BERRÍO, S. E., y LIÑAN CUELLO, Y. I. Políticas educativas en América Latina: Del modelo economicista a la educación para la sustentabilidad. Revista Venezolana de Gerencia, v. 27, n. 100, p.1489-1501, 2022. GUERRA, D.; FIGUEIREDO, I. M. Z. Proposições do Banco Mundial para a política educacional brasileira (2016-2018). São Paulo, Educação e Pesquisa, v. 47, e231359, 2021. SALCEDO FLORES, J. L.; CARBONELL INFANTE, J.; ESCUDERO VÍLCHEZ, F. E. Análisis de la política pública educativa, 2019-2021. Ciencia Latina Revista Científica Multidisciplinar, v. 6, n. 3, p. 838-858, 2022. SAVIANI, D. Políticas educacionais em tempos de golpe: retrocessos e formas de resistência. Roteiro, Joaçaba, v. 45, e21512, 2020. TELLO, C. Es el Estado el objeto de estudio de la política educativa? Contextualizaciones histórico-epistemológicas. Revista de Estudios Teóricos y Epistemológicos en Política Educativa, [S. I.], v. 7, p. 1-26, 2022.
Management of Higher Education Institutions: Foundations and Practices
Syllabus
Reflection on the Management of Innovation and Entrepreneurship in Higher Education Institutions, its foundations and practices, from administration, through management, to governance. Environmental, Social and Governance (ESG), contemporary trends in education management. The profile of the university manager, foundations and practices of university governance. Management cases of Good Innovation Practices in University Management.
Bibliography
DE QUEIROZ MACHADO, D.; MATOS, F.R.N.; DE MESQUITA, R.F. Relations between innovation management and organisational sustainability: a case study in a Brazilian higher education institution. Environ Dev Sustain, v. 24, p. 11127-11152, 2022. FOSSATTI, P. et al. What do (should) we know to leverage students' employability and entrepreneurship? A systematic guide to researchers and managers. The International Journal of Management Education, v. 21, p. 100788-15, 2023. FOSSATTI, P.; DANESI, L. C. MONTICELLI, J. M. Which scenarios reflect innovation at the Brazilian university? International journal for innovation education and research, v. 10, p. 1 17, 2022. GLOBAL REPORTING INITIATIVE - GRI. Standards. 2023. SEMESP INSTITUTE. Public Policy Guidelines for Brazilian Higher Education. ed. ampl. São Paulo: SEMESP Institute, 2023. SEMESP INSTITUTE. Map of higher education. 13. ed. São Paulo: SEMESP Institute, 2023. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. UNESCO. Policy brief: The contribution of higher education institutions to lifelong learning. 2022. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. UNESCO. Transforming higher education institutions into lifelong learning institutions. 2022. TRUBITSYNA, O.; DEMCHENKO, V. Management of higher education institutions: application of innovation. Social Work and Education, v. 7, no. 3, pp. 383-393, 2020. VAZ, D.; FOSSATTI, P. University Management in times of pandemic: Agile decisions adopted by a higher education institution. Humanities & Innovation. v. 8, p. 137-158, 2022.
Online Education, Networks, and Platforms for Learning
Syllabus
Reflection on online education based on philosophical and pedagogical conceptions and definition of the modalities of Education through current legislation. Constitution of different contemporary networks and their consequences for educational practices. Different platforms for learning in the configuration of virtual digital spaces and theoretical and methodological issues for in-person and or distance education.
Bibliography
BANNELL, R.I. A double-edged sword. In: FERREIRA, G. M. dos S. et al. (Org.). Education and Technology: critical approaches. Rio de Janeiro: SESES, 2017. p. 17-49. CONTE, E.; OURIQUE, M. L. H. Interlocutions of research on technologies in education. Education and Research (USP), v. 44, p. 1-15, 2018. GOMEZ, M. V. Cyberculture, training and networking: a guide for teachers. Brasília: Liber, 2010. LEMOS, A. L. M.; BITENCOURT, E. C.; DOS SANTOS, J. G. B. Fake news as fake politics: the digital materialities of YouTube misinformation videos about Brazilian oil spill catastrophe. Media Culture & Society, p. 016344372097730-20, 2020. MORIN, E. Epilogue: The mission of education for the Planetary Age. In: MORIN, E. Educating in the Planetary Age: Complex Thinking as a Method of Learning in Human Error and Uncertainty. São Paulo: Cortez Editora, 2003. SANTOS, E.; CARVALHO, F. Initial Theorizations: Networked Digital Educational and Technological Practices. Teaching and Cyberculture Magazine, v. 5, p. 01-11, 2021. SCHLEMMER, E.; BACKES, L. Learning in Metaverses: Co-existing in Real Virtuality. Hershey: IGI Global, 2015, v.1. SCHLEMMER, E.; OLIVEIRA, L.C.; SANTOS, A.W. Digital citizenship and invention: the inhabiting ecosystem of education for social transformation. Journal Of E-Learning And Knowledge Society, v. 18,. 140-150, 2022. SILVA, M. Interactive classroom. São Paulo: Loyola Editions, 2014. TORI, R. Distance education: interactive technologies to reduce distances in teaching and learning. São Paulo: SENAC; School of the Future, 2010.
Right to Education: From Theoretical-Legal Foundations to Public Policies
Syllabus
Abordagem dos pressupostos sobre o Direito à Educação presentes nos dispositivos legais nacionais e nos internacionais difundidos pela Organização das Nações Unidas (ONU) e pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO). A Educação para os Direitos Humanos, a Educação para o Desenvolvimento Sustentável, a Educação para a Cidadania Global, e a Educação ao longo da vida no contexto do direito à educação. Reflexão sobre o direito à educação do público-alvo da Educação Especial e a perspectiva da Educação Inclusiva. Políticas públicas educacionais relativas a efetividade do direito à educação na Educação Básica.
Bibliography
AUSTRALIAN RESEARCH ALLIANCE FOR CHILDREN AND YOUTH (ARACY). Inclusive Education for Students with Disability: A review of the best evidence in relation to theory and practice. 2013. BOBBIO, Norberto. Era dos direitos. 7 ed. Rio de Janeiro: Elsevier Brasil, 2004. CURY, C.R. J. A qualidade da educação brasileira como direito. Educação e Sociedade, Campinas, v. 35, n. 129, p. 1053-1066, 2014. FIGUEIREDO, R.V.de; BONETI, L.W.; POULIN, J-R. Da epistemologia clássica da educação à inclusão escolar: desafios e perspectivas. Revista Diálogo Educacional, Curitiba, v. 17, n. 53, p. 959-977, 2017. GIL PÉREZ, D; VILCHES, A. Educación para la sostenibilidad y educación en derechos humanos: dos campos que deben vincularse. Teoria de la educación, v.29, n.1-2017, p. 79-100 ORGANIZACIÓN DE LAS NACIONES UNIDAS PARA LA EDUCACIÓN, LA CIENCIA Y LA CULTURA-UNESCO. Educación para um futuro sostenible: una visión transdisciplinaria para una acción concertada. Paris: UNESCO, 1997. ORGANIZACIÓN DE LAS NACIONES UNIDAS PARA LA EDUCACIÓN, LA CIENCIA Y LA CULTURA-UNESCO. Llamado a la Acción de Cork para las Ciudades del Aprendizaje. Objetivos globales, acciones locales: hacia un aprendizaje a lo largo de toda la vida para todos en 2030. UNESCO, 2017. ORGANIZAÇÃO DAS NAÇÕES UNIDAS PARA A EDUCAÇÃO, A CIÊNCIA E A CULTURA -UNESCO. Educação para a cidadania global: preparando alunos para os desafios do século XXI. Brasília: UNESCO, 2015. ROSS, K. N., GENEVOIS, I. J. Cross-national studies of the quality of education:planning their design and managing their impact. Paris: International Institute for Educational Planning. UNESCO, 2006. TORRES, C. A. Fundamentos teóricos e empíricos da educação para a cidadania global crítica. Caxias do Sul, RS: Educs, 2023.
School Management: Foundations and Practices
Syllabus
Reflexão sobre os fundamentos teórico-legais e a estrutura da gestão escolar na perspectiva democrática. Articulações entre os campos da Administração e da Educação no planejamento com foco em resultados e nas práticas de gestão escolar. Competências da equipe de gestão escolar. A gestão escolar: interfaces com a qualidade social da educação e a efetividade do direito à educação.
Bibliography
HEVIA, F. J.; VERGARA-LOPE, S. ¿Accountability Educativo o Accountability Social en educación? Semejanzas, tensiones y diferencias. Accountability Working Paper, n.5, p. 1-64, 2019. BRASLAVSKY, C.; ACOSTA, F. JABIF, I. Módulos de formación en competencias para la gestión escolar en contextos de pobreza. Orientaciones conceptuales e didácticas. IIPE UNESCO Buenos Aires, 2004. LIBÂNEO, J. C.; OLIVEIRA, J. F. de; TOSCHI, M. S. Educação escolar: políticas, estrutura e organização. 7. ed. São Paulo: Cortez, 2009. LÜCK, H. Dimensões de gestão escolar e suas competências. Curitiba: Editora Positivo, 2009. OLIVEIRA, D. A.; DUARTE, A.W.B; CLEMENTINO, A. M. A nova gestão pública no contexto escolar e os dilemas dos(as) diretores(as). RBPAE, v. 33, n. 3, p. 707726, 2017. OLIVEIRA, I. C.; VASQUES-MENEZES I. Revisão de literatura: o conceito de gestão escolar. Cadernos de Pesquisa, v.48 n.169 p.876-900, 2018. PACCO MIRANDA, R. Z., & Dávila Rojas, O. M. La gestión escolar: una revisión de las investigaciones. Ciencia Latina Revista Científica Multidisciplinar, v.6, n.4. p.3002-3029, 2022. PARO, V. H. Gestão, política, economia e ética na educação. São Paulo: FEUSP, 2023. PASSONE, E. F. K. Gestão escolar e democracia: o que nos ensinam os estudos de eficácia escolar. Sorocaba, Laplage em Revista, v.5, n.2, p.142-156, 2019. VAILLANT, D. Liderazgo escolar, evolución de políticas y prácticas y mejora de la calidad educativa. Education for All Global Monitoring Report 2015. Education for All 2000-2015: achievements and challenges, 2015.
Subjectivities, Cultural Diversity, and Education: Contemporary Sociabilities
Syllabus
Discussion about the emergence of new forms of subjectivation and sociability in current culture under the impact of the psychosocial transformations characteristic of late modernity, with their ethical, aesthetic and political consequences. Study of the intersubjective nature of educational practices marked by cultural diversity, seeking to understand the formative effects of the multiple ways of existing and living together today. Perspectives of multi, inter and transcultural dialogue.
Bibliography
BERARDI, F. Extremo: Chronicles of Psychodeflation. São Paulo: UBU, 2020. CANCLINI, N.G. Society without a Story: Anthropology and Aesthetics of Imminence. Katz publishers, 2010. DUBET, F. The Decline of Institutions: Professions, Subjects, and Individuals in Modernity. Barcelona: Gedisa, 2006. SIMMEL, G. Philosophy of Modernity. Paris: Payot, 2004. LECCARDI, C. Towards a New Meaning of the Future: Social Change, Youth, and Time. Social Time, São Paulo, v. 17, no. 2, pp. 35-57, 2005. REGUILLO, R. Itineraries (to go out) and strategies (to enter) out in times of storm. Version. Communication and Policy Studies, Special No. 3, p. 183-198, 2019. SENNETT, R. The Decline of the Public Man: The Tyrannies of Intimacy. Translation: Lygia Araújo Watanabe. São Paulo: Companhia das Letras, 1999 SCHÉRER, R. Hospitalités. Paris: Anthropos, 2004. TÜRCKE, C. The excited society: philosophy of sensation. Campinas, SP: Publisher of Unicamp, 2010. WALSH, Catherine. Decolonial Praxis: Sowing existence-life in times of dehumanities. In: International Academy of Practical Theology. Conference Series. 2021.
Teacher Constitution and Trajectories in Teacher Education
Syllabus
I study the historical basis of the teaching profession. Analysis of the teaching constitution seen from the perspective of personal development, professionalization, socialization, and the process of building professional identity. Reflection on the role of initial and continuing education in teacher constitution.
Bibliography
ACUÑA RUZ, F.; NÚÑEZ-MOSCOSO, J.; MALDONADO DÍAZ, C. Initial teacher education as a culture: exploration and constitution of a field of study based on literature. RMIE, Mexican Journal of Educational Research.vol.28, no.96, Jan. /Mar. 2023. CAMBI, F. History of Pedagogy. São Paulo: UNESP Publishing House, 1999. IMBERNÓN, F.; NETO, A.S.; FORTUNATO, I. (org.). Continuing teacher education: Ibero-American experiences. São Paulo: Hypothesis Editions, 2019. Teacher trainers in six Latin American countries: institutions, practices and visions. Santiago de Chile: Diego Portales/UNESCO University, 2021. GORZONI, S. de P.; DAVISO, C. The concept of teaching professionalism in the most recent studies. Research Papers v.47 n.166 p.1396-1413, 2017. MORALES ESCOBAR, I. del R.; TABORDA CARO, M. A. Narrative biographical research: meanings and trends in the investigation of the teacher's professional identity. Folios, Bogota, no. 53, p. 171-182, 2021. NÓVOA, António (Org.). Profession teacher. 2. ed. Porto [Portugal]: Porto, 1999. REIS, A. T.; ANDRÉ, M. E. A. D; PASSOS; L. F. Teacher Training Policies in Brazil, post LDB 9.394/96. Teacher Training Journal, Belo Horizonte, v. 12, no. 23, pp. 33-52, 2020. SCHERER, R. P. Modes of constitution of Brazilian teaching: traditionalism, competence, technique, and good practices. Research Papers, São Paulo, v. 50, n. 175, p. 274-293, 2020.
Teaching Knowledge and Educational Practices
Syllabus
Reflection on the relationship between theory and practice. I study teaching knowledge and the epistemology of professional practice. Teaching knowledge mobilized in educational practices in Basic and Higher Education.
Bibliography
ARROYO, M. G. Broken images: trajectories and times of students and teachers. 6th ed. Petrópolis, Rio de Janeiro, Editora Vozes: 2011. FREIRE, Paulo. Pedagogy of Autonomy: Knowledge necessary for educational practice. São Paulo: Peace and Earth, 1996. GAUTHIER, C. et al. Towards a theory of pedagogy: contemporary research on teacher knowledge. Ijuí: Ed. Unujuí, 1998. KEMMIS, S. Understanding professional practice: a synoptic framework. IN: GREEN, B. Understanding Professional Practice. Rotterdam: Sense Publishers, 2009, p. 19-38. NÓVOA, A. Schools and Teachers: Protect, Transform, Value. Salvador: SEC/IAT, 2022. SCHÖN, D. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. 1ed. San Francisco: Jossey-Bass, 1987. TARDIF, M. Teaching Knowledge and Professional Training. 17. ed. Petrópolis/RJ: Vozes, 2014. TARDIF, M; LESSARD, C. Teaching work: elements for a theory of teaching as a profession of human interactions. Petrópolis: Vozes, 2005. MORO, V.; JUNG, H. S. The Contribution of Continuing Education to the (re) construction of Teaching Knowledge. Education XXXI, n. 61, p. 76-92, 2022. VALLADARES, L. “Educational practice” and its relevance as a unit of ontological, epistemological and sociohistorical analysis in the field of education and pedagogy. Educational Profiles, vol. XXXIX, no. 158,. 186-213, 2017.
Teaching and Learning: Theoretical Perspectives and Educational Implications
Syllabus
Perspectivas teóricas sobre os processos de ensino e aprendizagem. Processos de ensino e de aprendizagem e práticas educativas nos diferentes níveis e modalidades da Educação Básica e da Educação Superior. Diferenças individuais e estilos de aprendizagem.
Bibliography
ARAGÓN GARCÍA, M.; JIMÉNEZ GALÁN, Y. I. Diagnóstico de los estilos de aprendizaje en los estudiantes: Estrategia docente para elevar la calidad educativa. México, CPU-e, Revista de Investigación Educativa, n.9, p. 1-21, 2009. CEPEDA, H. I.F. et al. Análisis crítico del conductismo y constructivismo, como teorías de aprendizaje en educación. Open Journal Systems en Revista. Revista de Entrenamiento, v. 4, n. 1, . 01-12, 2018. FRANCO, M.A. S. Práticas pedagógicas de ensinar-aprender: por entre resistências e resignações. São Paulo, Educação e Pesquisa, v. 41, n. 3, p. 601-614, 2015. GARCÍA, A. E. Estilos de aprendizaje y rendimiento académico. Revista Boletín Redipe, v. 7, n. 7, p. 218-228, 2018. GARDNER, Howard. Frames of mind: the theory of multiple intelligences. New York: Basic Books, 2011. MARTÍN, G.M. et al. Acercamiento a las Teorías del Aprendizaje en la Educación Superior. Revista UNIANDES Episteme, v. 4, n. 1, 2017, p. 48-60. MOREIRA, M.Α. Ensino e Aprendizagem Significativa. São Paulo: Editora Livraria da Física, 2017. PIAGET, J. Aprendizagem e Conhecimento. Rio de Janeiro: Freitas Bastos, 1979. VANHORN, S. et al. Exploring active learning theories, practices, and contexts. Communication Research Trends, v. 38, n. 3, p. 5-25, 2019. VIGOTSKII, L. S. Aprendizagem e desenvolvimento intelectual na idade escolar. IN: VIGOTSKII, L. S., LURIA, A. R.; LEONTIEV, A. N. Linguagem, desenvolvimento e aprendizagem. (Trad. de Maria da Penha Villalobos). São Paulo: Ícone, 1988, p. 103-117.
Thematic Seminar
Syllabus
Discussão sobre temáticas definidas em parceria com os pós-graduandos, tendo-se presente as problemáticas investigativas dos projetos de pesquisa. Aprofundamento teórico e incursão analítica-reflexiva em presuspostos basilares atinentes às temáticas abordadas, visando o desenvolvimento da Dissertação ou Tese.
Bibliography
ABREU-TARDELLI, L. S.; VOLTERO, K. M. O papel da ficha de avaliação e da escuta no ensino do gênero seminário. Londrina, Entretextos, v. 19, n. 1, p. 13-42, 2019. BUENO, Luzia; COSTA-HÜBES, Terezinha da Conceição (org.). Gêneros orais no ensino. Campinas, SP: Mercado de Letras, 2015. p. 139-168. GONÇALVES, Adair Vieira; BERNARDES, Elizete de Souza. O gênero seminário: usos e dimensões ensináveis. São Carlos, Revista Linguasagem, 2010. Referências a serem definidas, observando-se as temáticas a serem contempladas no Seminário.
Foreign language proficiency
- Maximum term: 12 months.
- Guidance for the Proficiency Exam: This Exam is a CAPES requirement and is provided for by articles 41 and 42 of the Graduate Regulations of La Salle University (CONSUN Resolution No. 667/14).
Dissertation project qualification board
- Maximum term: 12 months;
- Requirement: to have completed all credits of the compulsory subjects; and to have passed the Foreign Language Proficiency Exam.
Dissertation Public Defense Bank:
- Maximum term: 24 months;
- Requirement: to have completed 28 (twenty-eight) credits related to compulsory courses, elective courses, dissertation orientation; to have passed the Qualification Exam
Special Student
Special Students are those who, not being regular, are enrolled in one or more subjects offered by the Program, with up to 09 credits of elective courses under this condition, and may take a maximum of 2 (two) concurrent subjects under this condition.
Current Semester Class Schedule
Details of the courses offered on an intensive basis:
Legend
(2) CLASS DAY: The first number indicates the day of the week (ex: 2 = Monday). The second number indicates the shift (ex: 3 = night). Class day 43 = Wednesday evening or 71 = Saturday morning.
(3) CLASS MODALITY - HYBRID DISCIPLINES: Face-to-face course with the possibility of synchronous meetings and the synchronous participation of students and guests from distant regions
People
Teachers
Docente
Students
Discente
Graduates
Egresso
Investment
(1) Educational charges subject to annual adjustments, in accordance with Law No. 9,870, of November 23, 1999 and M.P. No. 2,173-24, of August 23, 2001;
(2) Monthly payments due on the 10th of each month;
(3) Net amounts already deducted from incentives in accordance with the discount policy mentioned in item (2), subject to payment of the monthly fee by the due date. Reference value of the installment after due date is R$ 2,643.29;
(1) Educational charges subject to annual adjustments, in accordance with Law No. 9,870, of November 23, 1999 and M.P. No. 2,173-24, of August 23, 2001;
(2) Tuition due on the 10th of each month. Students enrolled in Master's courses, in the Special Student category in 2025, can receive a special promotional discount of 30%, subject to the payment of each monthly fee by the due date.
(3) Net amounts already deducted from incentives in accordance with the discount policy mentioned in item (2), subject to payment of the monthly fee by the due date. Reference value of the installment after due date is R$ 1003.86;
(4) Semester unit credit amount for special students. For every four credits taken and paid in the semester, the amount corresponding to one (1) of the 30 (thirty) installments to be paid for the completion of the investment in the Master's degree will be deducted, and this amount can only be debited in regular installments after the approval of the student's admission to the Master's degree.
Doctorate
About the Doctorate
The Unilasalle PPG in Education offers elective curricular components common to the Master's and Doctorate, ensuring curricular flexibility, which focus on theoretical deepening and analytical-reflective incursion into assumptions related to the topics addressed. In the Doctorate, the disciplines of Research Methodology in Education and Epistemological Foundations of Education are mandatory; Programmed Activities, including the proof of intellectual bibliographic productions (related to the investigative theme) and technical and/or technological production, in line with the field of Education, during the course; and research seminars. Both foreign language proficiencies and the completion of the mandatory credits must occur until the project is qualified (by 24O month). The defense has a minimum period of 24 and a maximum of 48 months, subject to the fulfillment of the 32 minimum credits, proof of proficiency and scheduled activities.
It is possible to take up to 20 credits as a special student.
Curricular Matrix
There are 28 credits, divided into:
a) 03 Common Compulsory Disciplines
b) 01 Compulsory Discipline of your Research Line (LP)
c) 07 Elective Disciplines Common to lines of research
d) 04 Dissertation Guidance Credits
Compulsory Disciplines
Dissertation Guidance
Menu
Individual meetings between advisor and advisor whose centrality is the construction of the dissertation through monitoring and guidance for the development, conclusion, and presentation of the final research report.
Bibliography
BIANCHETTI, L., MACHADO, Ana Maria (orgs.). The compass of writing: challenges and strategies in guiding theses and dissertations. Florianópolis: UFSC edition; São Paulo: Cortez, 2002 LA SALLE UNIVERSITY. Manual for the presentation of academic papers from La Salle University [electronic resource]/[elaboration by Cristiane Pozzebom, Samarone Guedes Silveira]. 3rd ed. - Electronic data. 2021. References specific to each dissertation.
Education Research Methodology
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A pesquisa em educação no Brasil: evolução e tendências temáticas. Reflexão sobre os fundamentos das diferentes tipologias e abordagens teórico-metodológicas da pesquisa em educação. Estrutura e aportes teórico-metodológicos para o delineamento do projeto de dissertação. Rigor científico e ética na pesquisa em educação.
Bibliography
ASSOCIAÇÃO NACIONAL DE PÓS-GRADUAÇÃO E PESQUISA EM EDUCAÇÃO- ANPED. Ética e Pesquisa em Educação: subsídios. Rio de janeiro: ANPED, 2019. BARBIER, R. A pesquisa-ação. Brasília: Liber Livro, 2002. BRANDÃO, C.R; STRECK, D. R. Pesquisa Participante: a Partilha do Saber. São Paulo: Ideias & Letras, 2006. GATTI, B. A. Construção da Pesquisa em Educação no Brasil. Brasília: Editora Liber Livro, 2008. KEMMIS, S., MCTAGGART, R.; NIXON, R. "Critical Participatory Action Research". In: ZUBER-SKERRITT, O.; Wood, L. (Ed.). Action Learning and Action Research: Genres and Approaches. Emerald Publishing Limited, Bingley, 2019, . 179-192. LÜDKE, A.; ANDRÉ, M. E. D. A. Pesquisa em educação - abordagens qualitativas. 2ed. Rio de Janeiro:Editora LTC, 2013. SÁNCHEZ GAMBOA, S. Projetos de pesquisa, fundamentos lógicos - a dialética entre perguntas e respostas. Chapecó: Argos, 2013. SOUZA, K. R.; KERBAUY, M. T. M.. Abordagem quanti-qualitativa: superação da dicotomia quantitativa-qualitativa na pesquisa em educação. Educação e Filosofia [online]. 2017, vol.31, n.61, p.21-44, 2017. POUPART, J. et al. A pesquisa qualitativa: enfoques epistemológicos e metodológicos. Petrópolis, RJ: Vozes, 2014. YIN, R. K. Estudo de caso: planejamento e métodos. 5ed. Porto Alegre: Bookman, 2015.
Education Research Methodology
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It deepens the reflection on the theoretical and epistemological foundations that support the discussions about methods in the field of Education, justifying the necessary coherence between these foundations, the methodological choices and the forms of operationalizing the research. It discusses different methodological approaches and their peculiarities in the field of educational research. It instructs the methodological design of thesis projects based on concrete research problems, considering different possible arrangements between the theoretical-epistemological bases, the methodologies and the techniques adopted.
Bibliography
BOURDIEU, P. The social uses of science: for a clinical sociology of the scientific field. São Paulo: UNESP Publishing House, 2004. EARLEY, M. A synthesis of the literature on research methods education. Teaching in Higher Education, v. 19, n.3, pp. 242-253, 2014. FEYRABEND, P. Against the method. São Paulo: UNESP Publishing House, 2007. KARSENTI, T. La recherche en éducation: Étapes et approches. 4th edition revue et mise à jour. Les Presses de l'Université de Montréal, 2018. MEYER, D.E.; PARAISO, M.A. (orgs). Post-Critical Research Methodologies in Education. Belo Horizonte: Mazza Editions, 2012. MILLS, G. E.; GAY, L. R. Educational research: competencies for analysis and applications. 12th ed. New York: Pearson, 2019. MINAYO, M.C. de S. (org.). Social Research: Theory, Method, and Creativity. 34. ed. Petrópolis, RJ: Vozes, 2015. MINAYO, M. C. de S.; COSTA, A. P. Theoretical foundations of qualitative research techniques. Lusophone Journal of Education, n. 40, p. 11-25, 2018. POPPER, K. R. The logic of scientific research. São Paulo: Cultrix, 2011 QUÉRÉ, O. From research in education to educational practices. Revue Internationale d'Éducation de Sèvres, n. 74, pp. 24-29, 2017.
Epistemological Foundations of Education
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Reflection on the conceptions of the world, science, the human being, and the nature of scientific knowledge. Epistemological perspective of the main currents of knowledge theory: empiricism, idealism, rationalism, modernism, postmodernism, and others. Relationships between different epistemological currents and educational theories.
Bibliography
ALBUQUERQUE, K. C. C.; PORTILHO, E. M. L. The contributions of Hermeneutical Phenomenology to research in Education. Conjectures, [S.I.], v. 22, n. 3, p. 384-396, 2022. ALVES-MAZZOTTI, A. J. The current debate about research paradigms in education. Research Papers, n. 96, p. 15-23, 2013. COSTA, J. M.; KIPNIS, B.. The epistemological debate in the education researcher's education: reflections from some modern epistemologists. Perspective Education (Online), v.5, p..1, p.9-29, 2014. HERMANN, N. Hermeneutics and Education. Rio de Janeiro: DP & A., 2002. OLIVEIRA, R. E. de et al (Orgs.) Epistemology Compendium [electronic resource]. Porto Alegre, RS: Fi Publishing House, 2022. SÁNCHEZ GAMBOA, S. Research in Education: methods and epistemologies. Chapecó SC: Argos, 2012. RÖHR, F. Reflections on a possible epistemic object specific to education. Pro positions, v. 18, paragraph 1, pp. 51-70, 2007. SANTOS, B. de S.; MENEZES, M. P. (org.). Epistemologies of the South. São Paulo: Cortez, 2010. STOLTZ, S. A. Phenomenology and phenomenography in educational research: A critique, Educational Philosophy and Theory, v.52, n.10, 1077-1096, 2020. TEDESCHI, S. L.; PAVAN, R. The production of knowledge in education: post-structuralism as an epistemological power. Educational Practice [online]. 2017, vol.12, n.3, p.772-787.
Research Seminar I
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Insertion of doctoral students in the Research Line: topics covered, focus on research projects in development and actions for social inclusion. Review of contemporary trends in education research.
Bibliography
References vary according to the Research Line: a) Teacher Training, Educational Theories and Practices, b) Management, Education and Public Policies, c) Cultures, Languages and Technologies in Education.
Research Seminar II
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Insertion of mentees in the development of research and social inclusion activities carried out by the supervising teacher. Pretextual, textual and post-textual elements necessary for the preparation of the Thesis Project.
Bibliography
References vary according to the Research Line: a) Teacher Training, Educational Theories and Practices, b) Management, Education and Public Policies, c) Cultures, Languages and Technologies in Education.
Research Seminar III
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Reflection on the place of science in the construction of knowledge. Analysis of the relations between the production of eurocentered hegemonic knowledge and knowledge produced outside the scope of modern Western thought.
Bibliography
AGAMBEM, G. Signatura Rerum: about the method. (Trad. Andrea Santurbano, Patricia Peterle). São Paulo: Boitempo, 2019. BELGRANO, Mateo. World and Paradigm in Heidegger and Kuhn. Bogotá, Franciscanum, Journal of the Sciences of the Spirit. v. 63, n. 175, p. 2, 2021. GIULIANO, F. Modern/Colonial Bases of Evaluative Reason: Epistemic Racism, Eurocentrism, Violence. Pedagogy and Knowledge, n.56, p. 117-133, 2022. GOES, J. “Successor science and epistemology (s): localized knowledge”. Florianópolis, Feminist Studies Magazine, v. 27, n. 1, 2019. INCLAN SOLIS, D. Against ventriloquism: notes on the uses and abuses of the translation of subaltern knowledge in Latin America. Culture, Man and Society, Temuco, v. 26, n. 1, p. 61-80, 2016. MILLS, C.W. On Intellectual Craftsmanship and Other Essays. Rio de Janeiro: Zahar, 2009. OLIVEIRA, L. F. de; CUNHA, L. do C. O.. Producing knowledge is militant thinking. Revista Pensamiento Actual, v. 17, pp. 28,. 54-65, 2017. PONS BONALS, L.; ESPINOSA TORRES, I.de J. Protagonists of educational research: Researcher-researcher in reciprocal construction. Latin American Journal of Social Science Methodology, v. 10, n.1, e068, 2020. SIRIMARCO, M. The anthropological narrative. Notes on the role of the empirical in textual construction. Runa Magazine, n. 40, v. 1, pp. 37-52, 2019. SPIVAK L'HOSTE, A.; HUBERT, M. From scientist to scientist-technologist: strategy and commitment in stories of the conversion of scientific researchers. Science teaching technology. Concepción del Uruguay, n. 58, p. 39-63, 2019.
Research Seminar IV
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Deepening of the theoretical and methodological issues of graduate students' thesis projects. Socialization of thesis projects.
Bibliography
ÁLVAREZ ÁLVAREZ, C. Ethnography as a research model in education. Gazeta de Antropología, v.24, n.1, s/p. 2008. BOTTLE, J.; ZAMORA, Á. Meta-analysis: a methodology for research in education. Education XXI: Journal of the Faculty of Education, v.20, p.2, p. 17-38, 2017. COSTA, M. A. F. da; COSTA, M. de F. B. da; ANDRADE, V. A. de. Paths (and deviations) from objectives in dissertations and theses: a view focused on methodological coherence. PRAXIS MAGAZINE, n. 11, p. 11-24, 2014. GUEVARA ALBAN, G.P.; VERDESOTO ARGUELLO, A.E.; CASTRO MOLINA, N.E. Educational research methodologies (descriptive, experimental, participatory, and action research). RECIMUNDO, v. 4, p. 3, p. 163-173, 2020. MOROSINI, M. C. State of knowledge and issues in the scientific field. Education, [S.I.], v. 40, n. 1, p. 101-116, 2014. ROMANOWSKI, J. P.; ENS, R. T.. The so-called “state of the art” type researches in education. Educational Dialogue Magazine [online]. v. 6, n.19, p.37-50, 2006. FRANCO, M. F. de; SOLÓRZANO, J. L.V. Paradigms, Approaches and Research Methods: Theoretical Analysis. v. 3, n. 1, p. 1-24, 2020. PEREIRA, M. V. Academic writing - from excessive to reasonable. Brazilian Journal of Education, v. 18, n.52, p.213-244, 2013. SOUZA, E. C. De; MEIRELES, M.M. Looking, listening and feeling: ways of researching and narrating in education. Contemporary Education and Culture Journal, v. 15, n. 39, p. 282-383, 2018. SOUZA, E. C. de. (auto) biographical research as an event: epistemic-methodological dialogues. Márgenes Journal of Education of the University of Malaga, [S.I.], v. 1, n. 3, p. 16-33, 2020.
Research Seminar V
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Deepening of the theoretical and methodological issues of doctoral students' thesis projects focusing on data analysis procedures. Theoretical and methodological support for doctoral students to write their thesis. Socialization of students' research projects.
Bibliography
BARDIN, Laurence. Content Analysis. Lisbon: Editions 70, Persona, 2011. CHARAUDEAU, P.; MAINGUENEAU, D. Dictionary of discourse analysis. 3rd ed. São Paulo: Context. FRANCO, M.L.P.B. Content Analysis. 2 ed. Brasília: Liber Livro Editora, 2005. GALIAZZI, Maria do Carmo; SOUSA, Robson Simplicio de. What is this that is being shown: the phenomenon in discursive textual analysis? Educational Research Acts, [S.I.], v. 15, n. 4, p. 1167-1184, 2020. LOURO, G. L. Education, Society & Cultures, n.25, p.235-245, 2007. MAINGUENEAU, D. Genesis of Discourses. (Translated by Sírio Possenti). Curitiba: Create Editions, 2005. MILLS, G. E.; GAY, L. R. Educational research: competencies for analysis and applications. 12th ed. New York: Pearson, 2019. MORAES, R.; GALIAZZI. M. do C. Discursive textual analysis. [electronic resource] 3. ed. rev. e ampl. ljuí: Ed. Unijuí, 2020. SIDI, P. M. CONTE, Elaine. Hermeneutics as a methodological possibility for research in education. Ibero-American Journal of Studies in Education, v. 12, p. 1942-1954, 2017. URBANO, P. Qualitative data analysis. Fedumar Pedagogy and Education Magazine, v.3, n.1, p.113-126, 2016.
Scheduled Activity
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Atividade direcionada à produção intelectual, visando a formação de pesquisadores de alto nível. Comprovação de duas produções intelectuais publicadas, de natureza bibliográfica relacionadas à temática investigativa da dissertação, e de uma produção de natureza técnica e ou tecnológica, em consonância com o campo da Educação, no decorrer do curso.
Bibliography
BRASIL. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Produção técnica: grupo de trabalho. Brasília: MEC; CAPES, 2019. ELIAS, V. M. da S., & Silva, S. L. Multimodalidade na escrita de artigos científicos: aspectos teórico-analíticos e contribuições para o ensino. Linha D'Água, v.31, n.1, p.111-125, 2018. HARTLEY, J. New ways of making academic articles easier to read. International Journal of Clinical and Health Psychology, v.12, n.1, p.143-160, 2012. LÓPEZ HERNÁNDEZ,D., Torres, A., Brito, L., López, M. L. Cómo redactar y organizar un artículo científico original. Revista de Especialidades Médico-Quirúrgicas, v. 19, n.2, p. 236-24, 2014. BANDEIRA, D. Materiais didáticos. Curitiba, PR: IESDE, 2009. BIANCOLINO, César Augusto; KNIESS, Cláudia Terezinha; MACCARI, Emerson Antonio; RABECHINI JR., Roque. Protocolo para Elaboração de Relatos de Produção Técnica. Revista de Gestão e Projetos, [S. I.], v. 3, n. 2, p. 294-307, 2012. DINIZ, D; TERRA, A. Plágio: palavras escondidas. Brasília, Rio de Janeiro: Letras Livres, Editora Fiocruz, 2014. PINHEIRO, F. F. do P. S.; AIRES, J. P. Um levantamento de produtos técnicos e tecnológicos desenvolvidos na pós-graduação. Manaus, Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico, v. 8, e196722, 2022. RINCK, F.; BOCH, F.; ASSIS, J.A. (Org.). Letramento e formação universitária: formar para a escrita e pela escrita. Campinas, SP: Mercado de Letras, 2015. RODRIGUES, W. Orientações para a escrita de artigos científicos. Revista Humanidades & Educação, p. 91-99, 2021. VALENTIM, D. Y. de Q.; PAIVA NETO, J. E. de; BESSA, J. C. R. Uso de fontes de pesquisa na escrita de artigos científicos de pesquisadores experientes. Entrepalavras, [S.I.], v. 10, n. 2, ago. 2020.
Thesis Guidance
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Individual meetings between advisor and advisor whose centrality is the construction of the thesis through monitoring and guidance for the development, conclusion, and presentation of the final research report.
Bibliography
OLIVEIRA, M.O. de. How to “produce flashes” in education research? Journal of Public Education [online]. v.24, n.56, p.443-454, 2015. LA SALLE UNIVERSITY. Manual for the presentation of academic papers from La Salle University [electronic resource]/[elaboration by Cristiane Pozzebom, Samarone Guedes Silveira]. - 3rd ed. - Electronic data. 2021. Specific references for each thesis.
Elective Disciplines
Cultural, Technological and Educational Conceptions in Contemporaneity
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Introduction to research and to cultural, technological and educational conceptions, with an emphasis on different languages and technologies, as ways of mediating the construction of knowledge/knowledge and its cultural expressions today. New paradigms for understanding the relationships between education, culture and technology in the information and communication society. Didactic and pedagogical implications of the notion of digital cultures.
Bibliography
BENJAMIN, W. Magic and Technique, Art and Politics. Selected Works Vol. 1. São Paulo: Brasiliense, 1987. BARON, Georges-Louis. Technologies in school education: retrospective view and perspectives. Les Sciences de l'Éducation-pour l'ère nouvelle, v. 52, n. 1, p. 103-122, 2019. BECK, U. The metamorphosis of the world: new concepts for a new reality. Translation by Maria Luiza Borges. 1 ed. Rio de Janeiro: Zahar, 2018. NUSSBAUM, M. Nonprofit. Why democracy needs the humanities. Buenos Aires: Katz Editores, 2010. CANCLINI, Nestor Garcia. Hybrid Cultures: Strategies for Entering and Exiting Modernity, Mexico: Grijalbo, 1989. CHARLOT, B. Education or Barbarism? A choice for contemporary society. São Paulo: Cortez, 2020. PINTO SCALLOP, THERE. The Concept of Technology. v. 1. Counterpoint: Rio de Janeiro, 2005. PRETTO, N. de L. Educations, Cultures, and Hackers: Writings and Reflections. Salvador, BA: Edufba, 2017. LEVY, Pierre. Cyberdemocracy. Paris: Odile Jacob, 2002. SIBILIA, P. Networks or walls: the school in times of dispersion. Rio de Janeiro: Contraponto, 2012.
Directed Reading
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Aprofundamento teórico e incursão analítica-reflexiva de presuspostos basilares atinentes a temática investigativa do pós-graduando, visando o desenvolvimento da dissertação ou tese.
Bibliography
MENDES, M. das D. N.; MATOS, J. W. V. A leitura acadêmica como prática discursiva para o ensino de metodologia científica. Revista da ABRALIN, [S. I.], v. 20, n. 3, p. 1104-1118, 2021. PIRES. Ε.Α. de N. A importância do hábito da leitura na universidade. Florianópolis, Revista ACB: Biblioteconomia em Santa Catarina, v. 17, n. 2, p.365-381, 2012. RODRIGUES, S.C. ETD [online], v. 16, n. 1, p.36-47, 2014. Referências a serem definidas, observando-se a temática investigativa do pós-graduando.
Education, Pedagogy, and Educational Science
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Reflexão sobre o status epistemológico, o reconhecimento e a prática do campo de saber denominado Ciência da Educação. Abordagem das interações e interfaces entre: História da Educação, Ciência da Educação, Educação, Pedagogia, Conhecimento Científico e Pesquisa em Educação.
Bibliography
BRANDÃO, C. R. O que é educação? São Paulo: Brasiliense, 2013. BURBULES, N. C; RAYBECK, N. Philosophy of education: current trends. In: Encyclopedia of education, 2.ed, New York: Macmillan, 2012, . 1880-1885. CASAGRANDE, C. A.; FLORES, C. G. C. Educação e prática pedagógica em tempos de crise: revisitando alguns conceitos do campo educacional. In: CASAGRANDE, C. A.; BIELUCZYK, J. A.; FLORES, C. G. C. (Orgs.). A educação lassalista no contexto da pandemia: práticas, impactos e transformações. Canoas, RS: Ed. Unilasalle, 2022, p. 13-24. CHARLOT, B. A questão antropológica na Educação quando o tempo da barbárie está de volta. Educar em Revista, Curitiba, Brasil, v. 35, n. 73, p. 161-180, jan./fev. 2019. CHIZZOTTI, A. As ciências humanas e as ciências da educação. Revista e-Curriculum, São Paulo, v.14, n.4, p. 1556-1575, 2016. FRANCO, M. A. do R. S. Pedagogia como ciência da educação. 2.ed. São Paulo: Cortez, 2008. FRANKENA, W. K. Philosophy of education: historical overview. In: Encyclopedia of education, 2.ed., New York: Macmillan, 2012, p. 1877- 1880. GAUTHIER, C.; TARDIF, M. (orgs.). A pedagogia: Teoria e práticas da antiguidade a nossos dias. 3. ed., Petrópolis: Vozes, 2014. HERMANN, N. Pensar arriscado: a relação entre filosofia e educação. Educação e Pesquisa. São Paulo, v.41, n.1, p. 217-228,2015. MIALARET, G. Ciências da Educação. São Paulo: Martins Fontes, 2013. TARDIF, M. A Profissionalização do ensino passados trinta anos: dois passos para a frente, três para trás. Educação e Sociedade, v.34, 2013.
Information and Communication Society, New Technologies and Teacher Training
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Research on the global informational society in networks and teacher education: obstacles, complexities, dilemmas and challenges. Analysis and discussion of public policies and teacher training proposals related to new technologies.
Bibliography
CASTELLS, M. The networked society. v. 1. 7th ed., São Paulo: Peace and Earth, 2003. CHARDEL, P-A. Société du Risque, Nouveaux Médias et Conscience Moral. Pour une écologie informationnelle. In: Conflit des interpretations dans la société de l'information. Ethics and environmental politics, Pierre-Antoine Chardel, Bernard Reber and Cédric Gossart (under the direction of), Paris, Hermès Editions, 2012. ENEAU, J.; SIMONIAN, S. Social challenges in adult education in the digital age. Equity and Ethics. The use of ICTs in universities: mirages and dissimulations, Autonomous University of the State of Morelos, 2013. LA ROCCA, F. Hybrid territories: connectivity and techno-metropolitan communication experiences. FAMECOS Magazine (Online) media, culture and technology. Porto Alegre, v. 23, no. 3. 2016. LEMOS, A.; LÉVY, P. The Future of the Internet: Towards a Cyberdemocracy. São Paulo: Paulus, 2010. LÉVY, P. Intelligence technologies: the future of thinking in the information age. 2. ed. Rio de Janeiro: Ed. 34, 2010. MORIN, E. Introduction to complex thinking. Porto Alegre: Sulina, 2011. SANTAELLA, L. Ubiquitous communication: representations in culture and education. Ubiquitous communication: representations in culture and education. São Paulo: Paulus, 2014. SCHLEMMER, E.; MORETTI, G.; BACKES, L. Hybrid and multimodal living spaces: assumptions and challenges for learning. QWERTY - Interdisciplinary journal of technology, culture and training, v. 10, p. 78, 2015. ZUIN, A. THERE. S. Cyberbullying against teachers: dilemmas of educators' authority in the era of dispersed concentration. São Paulo: Loyola Editions, 2017.
Legal Frameworks and Educational Public Policies
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Estrutura e organização do sistema educacional brasileiro. Marcos legais reguladores da educação a partir da Constituição Federal de 1988. Reflexão sobre as políticas públicas educacionais no Brasil: fundamentos, tendências e decorrências para a gestão educacional e das instituições de ensino. Influência dos organismos internacionais nas políticas públicas educacionais.
Bibliography
ARRETCHE, M.; MARQUES, E.; FARIA, C. A. P. (orgs). As políticas da política: desigualdades e inclusão nos governos do PSDB e do PT. São Paulo: Editora Unesp, 2019. BALL, S. J.; MAINARDES, Jefferson. (org.). Políticas educacionais: questões e dilemas. São Paulo: Cortez, 2022. [livro eletrônico]. CUNHA, C. da (coord.) et al. O MEC pós-Constituição. Brasília: Liber Livros, 2016. MOREIRA, L. P. Enfoques e abordagens para a análise de políticas educacionais: primeiras aproximações. Revista de Estudios Teóricos y Epistemológicos en Política Educativa, [S. I.], v. 2, . 1-14, 2017. LIBÂNEO, J. C. Políticas educacionais no Brasil: desfiguramento da escola e do conhecimento escolar. Tema em Destaque. Cadernos de Pesquisa, v. 46, n. 159, 2016. MEJIA GONZALEZ, L., CUJIA BERRÍO, S. E., y LIÑAN CUELLO, Y. I. Políticas educativas en América Latina: Del modelo economicista a la educación para la sustentabilidad. Revista Venezolana de Gerencia, v. 27, n. 100, p.1489-1501, 2022. GUERRA, D.; FIGUEIREDO, I. M. Z. Proposições do Banco Mundial para a política educacional brasileira (2016-2018). São Paulo, Educação e Pesquisa, v. 47, e231359, 2021. SALCEDO FLORES, J. L.; CARBONELL INFANTE, J.; ESCUDERO VÍLCHEZ, F. E. Análisis de la política pública educativa, 2019-2021. Ciencia Latina Revista Científica Multidisciplinar, v. 6, n. 3, p. 838-858, 2022. SAVIANI, D. Políticas educacionais em tempos de golpe: retrocessos e formas de resistência. Roteiro, Joaçaba, v. 45, e21512, 2020. TELLO, C. Es el Estado el objeto de estudio de la política educativa? Contextualizaciones histórico-epistemológicas. Revista de Estudios Teóricos y Epistemológicos en Política Educativa, [S. I.], v. 7, p. 1-26, 2022.
Management of Higher Education Institutions: Foundations and Practices
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Reflection on the Management of Innovation and Entrepreneurship in Higher Education Institutions, its foundations and practices, from administration, through management, to governance. Environmental, Social and Governance (ESG), contemporary trends in education management. The profile of the university manager, foundations and practices of university governance. Management cases of Good Innovation Practices in University Management.
Bibliography
DE QUEIROZ MACHADO, D.; MATOS, F.R.N.; DE MESQUITA, R.F. Relations between innovation management and organisational sustainability: a case study in a Brazilian higher education institution. Environ Dev Sustain, v. 24, p. 11127-11152, 2022. FOSSATTI, P. et al. What do (should) we know to leverage students' employability and entrepreneurship? A systematic guide to researchers and managers. The International Journal of Management Education, v. 21, p. 100788-15, 2023. FOSSATTI, P.; DANESI, L. C. MONTICELLI, J. M. Which scenarios reflect innovation at the Brazilian university? International journal for innovation education and research, v. 10, p. 1 17, 2022. GLOBAL REPORTING INITIATIVE - GRI. Standards. 2023. SEMESP INSTITUTE. Public Policy Guidelines for Brazilian Higher Education. ed. ampl. São Paulo: SEMESP Institute, 2023. SEMESP INSTITUTE. Map of higher education. 13. ed. São Paulo: SEMESP Institute, 2023. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. UNESCO. Policy brief: The contribution of higher education institutions to lifelong learning. 2022. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. UNESCO. Transforming higher education institutions into lifelong learning institutions. 2022. TRUBITSYNA, O.; DEMCHENKO, V. Management of higher education institutions: application of innovation. Social Work and Education, v. 7, no. 3, pp. 383-393, 2020. VAZ, D.; FOSSATTI, P. University Management in times of pandemic: Agile decisions adopted by a higher education institution. Humanities & Innovation. v. 8, p. 137-158, 2022.
Online Education, Networks, and Platforms for Learning
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Reflection on online education based on philosophical and pedagogical conceptions and definition of the modalities of Education through current legislation. Constitution of different contemporary networks and their consequences for educational practices. Different platforms for learning in the configuration of virtual digital spaces and theoretical and methodological issues for in-person and or distance education.
Bibliography
BANNELL, R.I. A double-edged sword. In: FERREIRA, G. M. dos S. et al. (Org.). Education and Technology: critical approaches. Rio de Janeiro: SESES, 2017. p. 17-49. CONTE, E.; OURIQUE, M. L. H. Interlocutions of research on technologies in education. Education and Research (USP), v. 44, p. 1-15, 2018. GOMEZ, M. V. Cyberculture, training and networking: a guide for teachers. Brasília: Liber, 2010. LEMOS, A. L. M.; BITENCOURT, E. C.; DOS SANTOS, J. G. B. Fake news as fake politics: the digital materialities of YouTube misinformation videos about Brazilian oil spill catastrophe. Media Culture & Society, p. 016344372097730-20, 2020. MORIN, E. Epilogue: The mission of education for the Planetary Age. In: MORIN, E. Educating in the Planetary Age: Complex Thinking as a Method of Learning in Human Error and Uncertainty. São Paulo: Cortez Editora, 2003. SANTOS, E.; CARVALHO, F. Initial Theorizations: Networked Digital Educational and Technological Practices. Teaching and Cyberculture Magazine, v. 5, p. 01-11, 2021. SCHLEMMER, E.; BACKES, L. Learning in Metaverses: Co-existing in Real Virtuality. Hershey: IGI Global, 2015, v.1. SCHLEMMER, E.; OLIVEIRA, L.C.; SANTOS, A.W. Digital citizenship and invention: the inhabiting ecosystem of education for social transformation. Journal Of E-Learning And Knowledge Society, v. 18,. 140-150, 2022. SILVA, M. Interactive classroom. São Paulo: Loyola Editions, 2014. TORI, R. Distance education: interactive technologies to reduce distances in teaching and learning. São Paulo: SENAC; School of the Future, 2010.
Right to Education: From Theoretical-Legal Foundations to Public Policies
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Abordagem dos pressupostos sobre o Direito à Educação presentes nos dispositivos legais nacionais e nos internacionais difundidos pela Organização das Nações Unidas (ONU) e pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO). A Educação para os Direitos Humanos, a Educação para o Desenvolvimento Sustentável, a Educação para a Cidadania Global, e a Educação ao longo da vida no contexto do direito à educação. Reflexão sobre o direito à educação do público-alvo da Educação Especial e a perspectiva da Educação Inclusiva. Políticas públicas educacionais relativas a efetividade do direito à educação na Educação Básica.
Bibliography
AUSTRALIAN RESEARCH ALLIANCE FOR CHILDREN AND YOUTH (ARACY). Inclusive Education for Students with Disability: A review of the best evidence in relation to theory and practice. 2013. BOBBIO, Norberto. Era dos direitos. 7 ed. Rio de Janeiro: Elsevier Brasil, 2004. CURY, C.R. J. A qualidade da educação brasileira como direito. Educação e Sociedade, Campinas, v. 35, n. 129, p. 1053-1066, 2014. FIGUEIREDO, R.V.de; BONETI, L.W.; POULIN, J-R. Da epistemologia clássica da educação à inclusão escolar: desafios e perspectivas. Revista Diálogo Educacional, Curitiba, v. 17, n. 53, p. 959-977, 2017. GIL PÉREZ, D; VILCHES, A. Educación para la sostenibilidad y educación en derechos humanos: dos campos que deben vincularse. Teoria de la educación, v.29, n.1-2017, p. 79-100 ORGANIZACIÓN DE LAS NACIONES UNIDAS PARA LA EDUCACIÓN, LA CIENCIA Y LA CULTURA-UNESCO. Educación para um futuro sostenible: una visión transdisciplinaria para una acción concertada. Paris: UNESCO, 1997. ORGANIZACIÓN DE LAS NACIONES UNIDAS PARA LA EDUCACIÓN, LA CIENCIA Y LA CULTURA-UNESCO. Llamado a la Acción de Cork para las Ciudades del Aprendizaje. Objetivos globales, acciones locales: hacia un aprendizaje a lo largo de toda la vida para todos en 2030. UNESCO, 2017. ORGANIZAÇÃO DAS NAÇÕES UNIDAS PARA A EDUCAÇÃO, A CIÊNCIA E A CULTURA -UNESCO. Educação para a cidadania global: preparando alunos para os desafios do século XXI. Brasília: UNESCO, 2015. ROSS, K. N., GENEVOIS, I. J. Cross-national studies of the quality of education:planning their design and managing their impact. Paris: International Institute for Educational Planning. UNESCO, 2006. TORRES, C. A. Fundamentos teóricos e empíricos da educação para a cidadania global crítica. Caxias do Sul, RS: Educs, 2023.
School Management: Foundations and Practices
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Reflexão sobre os fundamentos teórico-legais e a estrutura da gestão escolar na perspectiva democrática. Articulações entre os campos da Administração e da Educação no planejamento com foco em resultados e nas práticas de gestão escolar. Competências da equipe de gestão escolar. A gestão escolar: interfaces com a qualidade social da educação e a efetividade do direito à educação.
Bibliography
HEVIA, F. J.; VERGARA-LOPE, S. ¿Accountability Educativo o Accountability Social en educación? Semejanzas, tensiones y diferencias. Accountability Working Paper, n.5, p. 1-64, 2019. BRASLAVSKY, C.; ACOSTA, F. JABIF, I. Módulos de formación en competencias para la gestión escolar en contextos de pobreza. Orientaciones conceptuales e didácticas. IIPE UNESCO Buenos Aires, 2004. LIBÂNEO, J. C.; OLIVEIRA, J. F. de; TOSCHI, M. S. Educação escolar: políticas, estrutura e organização. 7. ed. São Paulo: Cortez, 2009. LÜCK, H. Dimensões de gestão escolar e suas competências. Curitiba: Editora Positivo, 2009. OLIVEIRA, D. A.; DUARTE, A.W.B; CLEMENTINO, A. M. A nova gestão pública no contexto escolar e os dilemas dos(as) diretores(as). RBPAE, v. 33, n. 3, p. 707726, 2017. OLIVEIRA, I. C.; VASQUES-MENEZES I. Revisão de literatura: o conceito de gestão escolar. Cadernos de Pesquisa, v.48 n.169 p.876-900, 2018. PACCO MIRANDA, R. Z., & Dávila Rojas, O. M. La gestión escolar: una revisión de las investigaciones. Ciencia Latina Revista Científica Multidisciplinar, v.6, n.4. p.3002-3029, 2022. PARO, V. H. Gestão, política, economia e ética na educação. São Paulo: FEUSP, 2023. PASSONE, E. F. K. Gestão escolar e democracia: o que nos ensinam os estudos de eficácia escolar. Sorocaba, Laplage em Revista, v.5, n.2, p.142-156, 2019. VAILLANT, D. Liderazgo escolar, evolución de políticas y prácticas y mejora de la calidad educativa. Education for All Global Monitoring Report 2015. Education for All 2000-2015: achievements and challenges, 2015.
Subjectivities, Cultural Diversity, and Education: Contemporary Sociabilities
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Discussion about the emergence of new forms of subjectivation and sociability in current culture under the impact of the psychosocial transformations characteristic of late modernity, with their ethical, aesthetic and political consequences. Study of the intersubjective nature of educational practices marked by cultural diversity, seeking to understand the formative effects of the multiple ways of existing and living together today. Perspectives of multi, inter and transcultural dialogue.
Bibliography
BERARDI, F. Extremo: Chronicles of Psychodeflation. São Paulo: UBU, 2020. CANCLINI, N.G. Society without a Story: Anthropology and Aesthetics of Imminence. Katz publishers, 2010. DUBET, F. The Decline of Institutions: Professions, Subjects, and Individuals in Modernity. Barcelona: Gedisa, 2006. SIMMEL, G. Philosophy of Modernity. Paris: Payot, 2004. LECCARDI, C. Towards a New Meaning of the Future: Social Change, Youth, and Time. Social Time, São Paulo, v. 17, no. 2, pp. 35-57, 2005. REGUILLO, R. Itineraries (to go out) and strategies (to enter) out in times of storm. Version. Communication and Policy Studies, Special No. 3, p. 183-198, 2019. SENNETT, R. The Decline of the Public Man: The Tyrannies of Intimacy. Translation: Lygia Araújo Watanabe. São Paulo: Companhia das Letras, 1999 SCHÉRER, R. Hospitalités. Paris: Anthropos, 2004. TÜRCKE, C. The excited society: philosophy of sensation. Campinas, SP: Publisher of Unicamp, 2010. WALSH, Catherine. Decolonial Praxis: Sowing existence-life in times of dehumanities. In: International Academy of Practical Theology. Conference Series. 2021.
Teacher Constitution and Trajectories in Teacher Education
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I study the historical basis of the teaching profession. Analysis of the teaching constitution seen from the perspective of personal development, professionalization, socialization, and the process of building professional identity. Reflection on the role of initial and continuing education in teacher constitution.
Bibliography
ACUÑA RUZ, F.; NÚÑEZ-MOSCOSO, J.; MALDONADO DÍAZ, C. Initial teacher education as a culture: exploration and constitution of a field of study based on literature. RMIE, Mexican Journal of Educational Research.vol.28, no.96, Jan. /Mar. 2023. CAMBI, F. History of Pedagogy. São Paulo: UNESP Publishing House, 1999. IMBERNÓN, F.; NETO, A.S.; FORTUNATO, I. (org.). Continuing teacher education: Ibero-American experiences. São Paulo: Hypothesis Editions, 2019. Teacher trainers in six Latin American countries: institutions, practices and visions. Santiago de Chile: Diego Portales/UNESCO University, 2021. GORZONI, S. de P.; DAVISO, C. The concept of teaching professionalism in the most recent studies. Research Papers v.47 n.166 p.1396-1413, 2017. MORALES ESCOBAR, I. del R.; TABORDA CARO, M. A. Narrative biographical research: meanings and trends in the investigation of the teacher's professional identity. Folios, Bogota, no. 53, p. 171-182, 2021. NÓVOA, António (Org.). Profession teacher. 2. ed. Porto [Portugal]: Porto, 1999. REIS, A. T.; ANDRÉ, M. E. A. D; PASSOS; L. F. Teacher Training Policies in Brazil, post LDB 9.394/96. Teacher Training Journal, Belo Horizonte, v. 12, no. 23, pp. 33-52, 2020. SCHERER, R. P. Modes of constitution of Brazilian teaching: traditionalism, competence, technique, and good practices. Research Papers, São Paulo, v. 50, n. 175, p. 274-293, 2020.
Teaching Knowledge and Educational Practices
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Reflection on the relationship between theory and practice. I study teaching knowledge and the epistemology of professional practice. Teaching knowledge mobilized in educational practices in Basic and Higher Education.
Bibliography
ARROYO, M. G. Broken images: trajectories and times of students and teachers. 6th ed. Petrópolis, Rio de Janeiro, Editora Vozes: 2011. FREIRE, Paulo. Pedagogy of Autonomy: Knowledge necessary for educational practice. São Paulo: Peace and Earth, 1996. GAUTHIER, C. et al. Towards a theory of pedagogy: contemporary research on teacher knowledge. Ijuí: Ed. Unujuí, 1998. KEMMIS, S. Understanding professional practice: a synoptic framework. IN: GREEN, B. Understanding Professional Practice. Rotterdam: Sense Publishers, 2009, p. 19-38. NÓVOA, A. Schools and Teachers: Protect, Transform, Value. Salvador: SEC/IAT, 2022. SCHÖN, D. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. 1ed. San Francisco: Jossey-Bass, 1987. TARDIF, M. Teaching Knowledge and Professional Training. 17. ed. Petrópolis/RJ: Vozes, 2014. TARDIF, M; LESSARD, C. Teaching work: elements for a theory of teaching as a profession of human interactions. Petrópolis: Vozes, 2005. MORO, V.; JUNG, H. S. The Contribution of Continuing Education to the (re) construction of Teaching Knowledge. Education XXXI, n. 61, p. 76-92, 2022. VALLADARES, L. “Educational practice” and its relevance as a unit of ontological, epistemological and sociohistorical analysis in the field of education and pedagogy. Educational Profiles, vol. XXXIX, no. 158,. 186-213, 2017.
Teaching and Learning: Theoretical Perspectives and Educational Implications
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Perspectivas teóricas sobre os processos de ensino e aprendizagem. Processos de ensino e de aprendizagem e práticas educativas nos diferentes níveis e modalidades da Educação Básica e da Educação Superior. Diferenças individuais e estilos de aprendizagem.
Bibliography
ARAGÓN GARCÍA, M.; JIMÉNEZ GALÁN, Y. I. Diagnóstico de los estilos de aprendizaje en los estudiantes: Estrategia docente para elevar la calidad educativa. México, CPU-e, Revista de Investigación Educativa, n.9, p. 1-21, 2009. CEPEDA, H. I.F. et al. Análisis crítico del conductismo y constructivismo, como teorías de aprendizaje en educación. Open Journal Systems en Revista. Revista de Entrenamiento, v. 4, n. 1, . 01-12, 2018. FRANCO, M.A. S. Práticas pedagógicas de ensinar-aprender: por entre resistências e resignações. São Paulo, Educação e Pesquisa, v. 41, n. 3, p. 601-614, 2015. GARCÍA, A. E. Estilos de aprendizaje y rendimiento académico. Revista Boletín Redipe, v. 7, n. 7, p. 218-228, 2018. GARDNER, Howard. Frames of mind: the theory of multiple intelligences. New York: Basic Books, 2011. MARTÍN, G.M. et al. Acercamiento a las Teorías del Aprendizaje en la Educación Superior. Revista UNIANDES Episteme, v. 4, n. 1, 2017, p. 48-60. MOREIRA, M.Α. Ensino e Aprendizagem Significativa. São Paulo: Editora Livraria da Física, 2017. PIAGET, J. Aprendizagem e Conhecimento. Rio de Janeiro: Freitas Bastos, 1979. VANHORN, S. et al. Exploring active learning theories, practices, and contexts. Communication Research Trends, v. 38, n. 3, p. 5-25, 2019. VIGOTSKII, L. S. Aprendizagem e desenvolvimento intelectual na idade escolar. IN: VIGOTSKII, L. S., LURIA, A. R.; LEONTIEV, A. N. Linguagem, desenvolvimento e aprendizagem. (Trad. de Maria da Penha Villalobos). São Paulo: Ícone, 1988, p. 103-117.
Thematic Seminar
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Discussão sobre temáticas definidas em parceria com os pós-graduandos, tendo-se presente as problemáticas investigativas dos projetos de pesquisa. Aprofundamento teórico e incursão analítica-reflexiva em presuspostos basilares atinentes às temáticas abordadas, visando o desenvolvimento da Dissertação ou Tese.
Bibliography
ABREU-TARDELLI, L. S.; VOLTERO, K. M. O papel da ficha de avaliação e da escuta no ensino do gênero seminário. Londrina, Entretextos, v. 19, n. 1, p. 13-42, 2019. BUENO, Luzia; COSTA-HÜBES, Terezinha da Conceição (org.). Gêneros orais no ensino. Campinas, SP: Mercado de Letras, 2015. p. 139-168. GONÇALVES, Adair Vieira; BERNARDES, Elizete de Souza. O gênero seminário: usos e dimensões ensináveis. São Carlos, Revista Linguasagem, 2010. Referências a serem definidas, observando-se as temáticas a serem contempladas no Seminário.
Foreign language proficiency
- Maximum term: 12 months.
- Guidance for the Proficiency Exam: This Exam is a CAPES requirement and is provided for by articles 41 and 42 of the Graduate Regulations of La Salle University (CONSUN Resolution No. 667/14).
Dissertation project qualification board
- Maximum term: 12 months;
- Requirement: to have completed all credits of the compulsory subjects; and to have passed the Foreign Language Proficiency Exam.
Dissertation Public Defense Bank:
- Maximum term: 24 months;
- Requirement: to have completed 28 (twenty-eight) credits related to compulsory courses, elective courses, dissertation orientation; to have passed the Qualification Exam
Special Student
Special Students are those who, not being regular, are enrolled in one or more subjects offered by the Program, with up to 09 credits of elective courses under this condition, and may take a maximum of 2 (two) concurrent subjects under this condition.
Current Semester Class Schedule
Details of the courses offered on an intensive basis:
Legend
(2) CLASS DAY: The first number indicates the day of the week (ex: 2 = Monday). The second number indicates the shift (ex: 3 = night). Class day 43 = Wednesday evening or 71 = Saturday morning.
(3) CLASS MODALITY - HYBRID DISCIPLINES: Face-to-face course with the possibility of synchronous meetings and the synchronous participation of students and guests from distant regions
People
Teacher
Docente
Discipant
Discente
Graduate
Egresso
Post-Doc
Estágio Pós-Doutoral
Investment
(1) Educational charges subject to annual adjustments, in accordance with Law No. 9,870, of November 23, 1999 and M.P. No. 2,173-24, of August 23, 2001;
(2) Monthly payments due on the 10th of each month;
(3) Net amounts already deducted from incentives in accordance with the discount policy mentioned in item (2), subject to payment of the monthly fee by the due date. Reference value of the installment after due date is R$ 2,643.29;
(1) Educational charges subject to annual adjustments, in accordance with Law No. 9,870, of November 23, 1999 and M.P. No. 2,173-24, of August 23, 2001;
(2) Tuition due on the 10th of each month. Students enrolled in Master's courses, in the Special Student category in 2025, can receive a special promotional discount of 30%, subject to the payment of each monthly fee by the due date.
(3) Net amounts already deducted from incentives in accordance with the discount policy mentioned in item (2), subject to payment of the monthly fee by the due date. Reference value of the installment after due date is R$ 1003.86;
(4) Semester unit credit amount for special students. For every four credits taken and paid in the semester, the amount corresponding to one (1) of the 30 (thirty) installments to be paid for the completion of the investment in the Master's degree will be deducted, and this amount can only be debited in regular installments after the approval of the student's admission to the Master's degree.
Lines of Research
The Law Graduate Program is consolidated with a focus on researching fundamental issues, such as the affirmation of law and its compliance by society, social transformations and their impact on legislation, and the distance between the regulatory text and the Brazilian reality.
Line 1 - Teacher Training, Theories and Educational Practices
It investigates the educational phenomenon, highlighting the analysis of models of initial and continuing teacher education and their translations into educational practice, learning processes and human development. It seeks to deepen the theoretical conceptions that guide educational actions and proposes intervention strategies in education systems in their different modalities (formal, non-formal, basic education and higher education).
Topics Addressed
• Teacher training;
• Initial training;
• Continuing education;
• Educational practices;
• Teaching;
• Learning;
• Inclusion.
Line 2 - Management, Education, and Public Policies
It investigates the right to education in the context of international and national legal provisions and its articulations with educational public policies in Brazil. It deepens the theoretical foundations, models and practices of educational management and educational institutions, as well as the training of managers.
Topics Addressed
• Right to education;
• Legal devices;
• Educational public policies;
• Educational management;
• School management;
• Management training;
• Democratic management;
• Inclusion.
Line 3 - Cultures, Languages, and Technologies in Education
It investigates digital and virtual technologies, their languages and their impacts on education. It analyzes the implications of these changes on educational practices, the new forms of sociability, mediated by such technologies and languages, in addition to their didactic-pedagogical implications. It studies cyberculture in the educational context. Research from an educational point of view, psychological, philosophical, technological, anthropological and sociological variables of contemporary culture.
Topics Addressed
• Contemporary culture and democracy;
• Languages;
• Technologies;
• Sociabilities;
• Educational practices;
• Innovation and entrepreneurship;
• Artificial Intelligence;
• Inclusion.
Research Groups
Catalisa - Grupo de Pesquisa em Cultura de Inovação, Empreendedorismo e Tecnologia na Educação e Memória Social
O Grupo de Pesquisa em Cultura de Inovação, Empreendedorismo, Tecnologia na Educação e Memória Social, é dedicado ao estudo e desenvolvimento de estratégias que integram inovação, empreendedorismo e tecnologias no campo da educação e dos estudos em memória social. Este grupo investiga como as tecnologias, entre elas as digitais, podem ser empregadas para melhorar os processos educativos e contribuir na construção de uma memória coletiva, promovendo uma cultura de aprendizagem contínua e inclusiva. O foco está em criar soluções sustentáveis que impulsionem o empreendedorismo educacional e social, alinhando práticas pedagógicas inovadoras com a necessidade de registrar as práticas culturais e as práticas educacionais. Por meio dessa abordagem interdisciplinar, o grupo busca influenciar e fomentar a cultura da inovação, do empreendedorismo e da inclusão digital no contexto contemporâneo.
Center for Studies on Educational Technologies - NETE
Led by Dr. Elaine Conte. She develops research on technologies in education in its different training spaces, with reference to the dialogic redefinition of the meanings and of the socio-political and cultural relations of technologies in the pedagogical constitution. Group website: CNPq Directory:h http://dgp.cnpq.br/dgp/espelhorh/8885390885955168Site:Núcleo for Studies on Educational Technologies
Child and Adolescent Protection System: Research and Applications
Linked to UFRGS and led by Dr. Débora Dell'Aglio. The works include the study of positive intervention programs in the school context, family and institutions, based on topics such as positive educational practices and positive parenting, among others. Research is being carried out on combating and preventing bullying, violence in different contexts, and sexual abuse, seeking to guarantee the full development of children and adolescents. CNPq directory: http://dgp.cnpq.br/dgp/espelhorh/6343989319484265
Coexistence and Digital Technology in Contemporaneity - COTEDIC
The Group is built on the dialogic relationship between the participants about living with the other, through the configuration of different spaces (geographical and digital virtual), in the complex contemporaneity. The dialogue is part of the Cultures, Languages and Technologies Research Line and the interactions with researchers from Laboratoire Sciences, Société, Historicité, Education, Pratiques (S2HEP) Université Claude Bernard Lyon 1.
CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/6301625161386664
Website: http://www.convivencia.com.br/
Contemporary Culture, Sociabilities and Educational Practices
Led by Dr. Cleber Ratto. She develops research on the ways in which contemporary culture has constituted new forms of sociability mediated by languages and technologies. At the interface of Education, Psychology, and Social Sciences, it discusses how educational knowledge and practices can welcome, promote, and organize new ways of existing and living together. CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/2642156714590604
Educational Management in Different Contexts
Led by Dr. Paulo Fossatti. It investigates the educational management processes in Basic and Higher Education institutions in the country, through its discourses and practices in different cultural contexts. It is proposed to study institutional identity, management tools, management training, and quality of life at work. CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/5549397267187698
Educational Practices Study and Research Group (GEPPED)
The Study and Research Group on Educational Practices (GEPPED) aims to consolidate itself as a democratic collective space for reflection and discussion on teacher education and the relationship between teaching and learning, as well as a locus of pedagogical experimentation in educational processes and practices that seek meaningful learning. Aligned with Research Line 1 - Teacher training, educational theories and practices of the Graduate Program in Education at La Salle University -, it welcomes researchers from all areas interested in studies and research related to the topics discussed at the GEPPED. The repercussion of these studies occurs at events and through publications in indexed, national and international journals.
CNPq Directory: dgp.cnmq.br/dgp/espelhogrupo/7767959649186071
Intercultural Education
Led by Dr. Gilberto, he takes as a reference for the construction and solidification of the research the discussion recommended by the so-called Modernity/Coloniality Group. It supports your research in the process of decoloniality of knowledge, carrying out research in the field of interculturality and teacher training. CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/5057724567363394
Lasalist Themes
Linked to the Graduate Programs of the La Salle University of Canoas/RS, the Lassalist Thematic Research Group brings together, in an interdisciplinary way, researchers, collaborators, undergraduate and graduate students. Its objective is to develop research and present readings, studies and works, both empirical and theoretical, on the topics of Education, Educational Management, History, Social Memory, Spirituality and Pedagogy, inspired by João Batista De La Salle. CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/7187415721002122
Right to Education and Educational Public Policies
Led by Dr. Dirléia Sarmento. Its investigative focus is the right to quality education, based on what the Regulatory Frameworks of Education recommend, at the national and international levels (published by UNESCO), starting in the nineties, reflecting on the consequences of what these Frameworks establish for public educational policies; the management of education systems and school management at the level of Basic Education; the organization and planning of educational action, in terms, processes and practices, aimed at the effectiveness of the right to education. CNPq Directory: http://dgp.cnpq.br/dgp/espelhorh/0879258035183553
Research Projects
Artificial Intelligence Tools in Education: Review of Scientific Production
Cohabitations and Network (s): Configuration of learning ecosystems
Contemporary Challenges through Mini-Stories: Documentation, Memories, and Pedagogical Narratives
Development of scientific competencies in the curriculum of the Nova Santa Rita municipal school system
Effectiveness of the 2030 Agenda for Sustainable Development: contributions of university social responsibility in the context of Latin America
Entrepreneurial Education: The Convergence of Memory, Innovation, and Digital Technologies
Extension Curricularization: the expansion of the dialogue between university and society and its impacts on student training.
From Ladies of the Sacred to Guardians of Memory: other epistemologies in continuing teacher education
Gestão de Instituições Educativas: Boas Práticas na Educação Básica e Superior
Innovation Management in Brazilian Universities: Successful Strategies
Pedagogical Documentation through Mini-Stories: scientific-technological laboratories and training workshops
Planejamento e Avaliação do Processo Ensino-Aprendizagem: Concepções e Práticas Pedagógicas
Por uma Pedagogia da Expresão: Culturas, Linguagens e as Capacitações no Campo Educacional
Práxis Pedagógica e Educação: uma Leitura Crítico-Reconstrutiva
Teacher education and profession: history, memory and identity
Teacher training and practice: correlations between pedagogical practices and meaningful learning
Temas Emergentes na Formação de Professores: Perspectivas e Desafios Contemporâneos
The Right to Quality Education: Foundations, Public Educational Policies, and Modes of Implementation in Basic Education.
Youth sociability observatory: frontiers of education, clinic and culture [phase IV: psychosocial suffering of young migrant students]
Discover the Program's Productions
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Intensivo do PPG em Educação: 2º Edição
Formação Docente para Professores - Santa Catarina
Banca de Qualificação - Rede La Salle
Doutoranda do PPG em Educação da Unilasalle recebe Troféu Destaque no VII Seminário Internacional sobre a Teoria da Justiça de Amartya Sen 2023
Read our Productions
Estudos Lassalistas Reflexões Teórico-Práticas Sobre a Educação do Presente e do Futuro
Committees and Events
Qualification and Defense Committees for Theses and Dissertations
Events
Self Evaluation
The results of the evaluation processes are disclosed, analyzed and discussed, in order to identify potentialities and weaknesses, which serve as a support for the strategic planning of the Graduate Program, always seeking to implement improvements.
Access the latest program self evaluation results here
AccessRequests and Forms
Entrega da Versão Final da Dissertação/Tese
Manual de Apresentação de Projetos de Pesquisa
Pedido de Exercício Domiciliares
Important Documents
Seminário de Pesquisa Dirigida
Estabelece a isenção de parcelas para concluintes de mestrado que ingressarem no doutorado no semestre subsequente à conclusão
Regulamento do Programa de Pós-graduação Stricto Sensu em Memória Social e Bens Culturais
Orientação do Colegiado Sobre Apresentação de Teses e Dissertações
Regulamento do Programa de Pós-graduação Stricto Sensu em Educação
Regulamento do Programa de Pós-graduação Stricto Sensu em Direito
Termo de Outorga e Aceite de Bolsa
Resolução Reitoria Nº 054/2023
Resolução Reitoria Nº 014/2023
Resolução do Programa Unilasalle de Fomento à Pesquisa e Inovação Científica e Tecnológica
Resolução do Programa de Ações Afirmativas e Permanência
Resolução de reitoria 240/2016
Resolução de Diretrizes de Pesquisa da Iniciação Cientifíca na Unilasalle
Regulamento Geral da Pós-graduação Stricto Sensu da Unilasalle
Regulamento Geral dos Programas de Pós-graduação
Regulamento do Programa de Suporte à Pós-Graduação de Instituições Comunitárias de Educação Superior – PROSUC
Regulamento do Programa de Pós-graduação Stricto Sensu em Saúde e Desenvolvimento Humano
Regulamento de Pós-Doutorado
Regulamentação PROSUC
Portaria N. º 036/2018
Portaria N. º 013/2018
Orientações para Elaboração do Pré-Projeto de Tese
Modelo Declaração de reconhecimento de fluência linguística - Instituição Brasileira
Modelo Declaração de Reconhecimento da Fluência Linguística - Instituição ExteriorInstituição no Exterior"
MODELO DA CARTA DO COORIENTADOR NO EXTERIOR
Manual para Apresentação de Trabalhos Acadêmicos da Universidade La Salle
Isenção da 25ª a 30ª Parcelas para Mestrandos que Realizarem a Conclusão e Defesa da Dissertação do Curso de Mestrado em até 22 (vinte e dois) Meses
Instrução Normativa Nº 002
Instrução Normativa Nº 001
Diretrizes Institucionais para Inserção de Docentes nos Programas de Pós-Graduação Stricto Sensu
Critérios para Permissão de Acúmulo de Bolsas da CAPES com Atividades Remuneradas ou Outros Rendimentos
Concessão e Manutenção de Descontos Institucionais
Comunicado Oficial Edital Nº 077/2021
CAPES Requisitos de proficiência em língua estrangeira
AJURIS - Termo de Parceria
Resolução Reitoria N° 012/2023 - Destaque Acadêmico
Regulamento Desconto parceria com Empresas e Instituições Públicas 2025/1
Regulamento Bolsa Egresso
Diretrizes para Concessão e Acompanhamento de Bolsas de Mestrado e Doutorado da Universidade La Salle - CAPES/PROSUC
Regulamento Bolsa para Colaboradores da Rede La Salle
Resolução para Concessão e Manutenção de Descontos Institucionais
Resolução do Programa de Ações Afirmativas e Permanência
Aluno Regular PPGD 2025/2 Cronograma II
Aluno Regular PPGMSBC 2025/2 - Cronograma II
Aluno Regular PPGSDH 2025/2 - Cronograma II
Aluno Especial PPGSDH 2023/1
Aluno Especial PPGMSBC 2023/1
Vagas Remanescentes PPGSDH 2022/2
Seleção Complementar PPGMSBC 2021/1
Vagas Remanescentes PPGSDH 2022/1
Pós Doutorado PPGMSBC 2020
Programa Move La America 2024/2
Mestrado PPGSDH 2021/2
Mestrado PPGSDH 2020/2
Doutorado Sanduíche no Exterior (PDSE) 2025/1
Doutorado Sanduíche no Exterior (PDSE) 2023
Doutorado Sanduíche no Exterior (PDSE) 2022
Doutorado Sanduíche no Exterior (PDSE) 2020
Doutorado Sanduíche no Exterior (PDSE) 2018
Doutorado Sanduíche no Exterior (PDSE) 2017/2018
Doutorado Sanduíche no Eexterior (PDSE) 2024/1
Doutorado Sanduíche no Eexterior (PDSE) 2023/2024
Desconto Institucional 2021/1
Complementar PPGSDH 2021/2
Complementar PPGSDH 2020/1
Bolsas Afirmativas 2025/1
Bolsas Aluno Regular 2024/1
Bolsa Institucional PPGMSBC 2021/2
Bolsa Institucional 2023/2- Cronograma II
Bolsa Institucional 2023/2- Cronograma I
Bolsa Institucional 2023/1- Cronograma I
Bolsa Institucional 2021/2
Bolsa Institucional 2021/1
Bolsa Institucional 2019/2
Bolsa Institucional 2020/2
Bolsa Institucional 2019/1
Bolsa Estágio Pós-Doutoral PPGSDH 2024/2
Bolsa Institucional 2018/2
Bolsa CAPES/PROSUC 2018/1
Bolsa Estágio Pós-Doutoral 2024/2
Bolsa Aluno Regular Remanescentes 2022/1
Bolsa Aluno Regular PPGSDH 2024/2
Bolsa Aluno Regular PPGSDH 2020/2
Bolsa Aluno Regular 2023/1 - Cronogama II
Bolsa Aluno Regular 2023/1
Bolsa Aluno Regular 2022/2
Bolsa Aluno Regular 2022/1
Bolsa Aluno Regular 2021/1
Bolsa Aluno Regular 2020/2
Bolsa Aluno Regular 2020/1
Bolsa Aluno Regular 2018/2
Bolsa Aluno Regular 2019/2
Benefícios CAPES/PROSUC PPGE 2023/2
Benefícios CAPES/PROSUC Cota Adicional 2022/2
Benefícios CAPES/PROSUC Cadastro Reserva 2024/2
Benefícios CAPES/PROSUC 2025/1
Benefícios CAPES/PROSUC Cadastro Reserva 2024/1
Benefícios CAPES/PROSUC 2024/2
Benefícios CAPES/PROSUC 2024/1
Benefícios CAPES/PROSUC 2024/2
Benefícios CAPES/PROSUC 2023/1
Benefícios CAPES/PROSUC 2023/2
Benefícios CAPES/PROSUC 2022/1
Benefícios CAPES/PROSUC 2021/2
Benefícios CAPES/PROSUC 2021/1
Benefícios CAPES/PROSUC 2020/2
Benefícios CAPES/PROSUC 2020/1
Benefícios CAPES/PROSUC 2017
Benefícios CAPES/PROSUC 2019/2
Benefícios CAPES/PROSUC 2016
Benefícios CAPES/PROSUC 2015
Aluno Regular PPGSDH 2025/1 - CRONOGRAMA II
Aluno Regular PPGSDH 2025/2 - Cronograma I
Aluno Regular PPGSDH 2025/1
Aluno Regular PPGSDH 2025/1 - CRONOGRAMA I
Aluno Regular PPGSDH 2024/2 - CRONOGRAMA II
Aluno Regular PPGSDH 2024/2 - CRONOGRAMA I
Aluno Regular PPGSDH 2024/2
Aluno Regular PPGSDH 2024/1
Aluno Regular PPGSDH 2023/2
Aluno Regular PPGSDH 2023/1
Aluno Regular PPGSDH 2022/2
Aluno Regular PPGSDH 2022/1
Aluno Regular PPGSDH 2020/1
Aluno Regular PPGSDH 2020/2
Aluno Regular PPGMSBC 2025/1 - CRONOGRAMA II
Aluno Regular PPGMSBC 2025/2 - Cronograma I
Aluno Regular PPGMSBC 2025/1 - CRONOGRAMA I
Aluno Regular PPGMSBC 2025/1
Aluno Regular PPGMSBC 2024/2 - CRONOGRAMA II
Aluno Regular PPGMSBC 2024/2 - CRONOGRAMA I
Aluno Regular PPGMSBC 2023/2
Aluno Regular PPGMSBC 2024/2
Aluno Regular PPGMSBC 2023/1
Aluno Regular PPGMSBC 2022/2
Aluno Regular PPGMSBC 2022/1
Aluno Regular PPGMSBC 2021/2
Aluno Regular PPGMSBC 2021/1
Aluno Regular PPGMSBC 2020/2 - Cronograma II