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Registration period: 17/11/2025 a 10/02/2026

Offering period: 01/03/2026 a 30/06/2026

Menu: This course offers an integrated introductory training in computational thinking and artificial intelligence literacy, focusing on teaching practice in basic education. It covers theoretical foundations, plugged-in and unplugged pedagogical practices, and the challenges of implementation in schools. It also integrates the principles of Psychodramatic Pedagogy, exploring its components and techniques based on dramatization and sociodrama to foster the collective construction of knowledge and the development of teaching spontaneity. The training combines synchronous and asynchronous moments, based on interdisciplinary experiences, reflective practices, and the conduction of experiential activities.

Workload: 36h

Course type: Extension

Purpose of the course: To empower basic education teachers to understand the concepts and challenges related to teaching and assessing computational thinking, as well as introductory concepts of artificial intelligence and its relevance in the educational context. Furthermore, to offer training in the fundamentals of Psychodramatic Pedagogy, as a pedagogical approach aimed at promoting active, creative, and contextualized learning in teaching practices.
Target Audience: Elementary and high school teachers from public or private schools.

Course format: At a Distance

Registration period: 03/11/2025 até 09/11/2025

Offering period: 19/11/2025 até 10/12/2025

Menu: The problematization of the concept of childhood by pedagogy made possible, from the 1990s onwards, a series of theoretical and epistemological shifts in research on early childhood education in Brazil. By questioning biology and psychology as the knowledge that guided the training and practice of early childhood education teachers, pedagogy introduced other concepts of childhood, which were forged by other fields of knowledge, mainly from history, sociology, and philosophy. The so-called pedagogies of childhood emerge, in this sense, from these shifts that reconfigure the knowledge and daily practices in children's education.

Workload: 8h

Course type: Diffusion

Purpose of the course: This course aims to 1) address the critique made by educational research that initiated the problematization of the concept of childhood in early childhood education and 2) present the main theoretical and epistemological components that made possible the emergence of the so-called pedagogies of childhood.

Target Audience: Education professionals, education researchers, and others interested in education, childhood studies, and philosophy (no prerequisites, minimum training, or qualifications required).

Course format: Online

Registration period: 06/10/2025 até 24/10/2025

Offering period: 03/11/2025 até 24/11/2025

Menu: Refounding basic education in the face of the Anthropocene challenge. Introduction to environmental education, legislation, and theoretical and practical repertoires. Knowledge exchange and development of the Climate Educators Network.

Workload: 12h

Course type: Diffusion

Purpose of the course: Discuss with educators and students the necessary changes in education in the current era (Anthropocene). Provide an environment for exchanging experiences. Build, based on autonomy and horizontality, a climate educators' coalition.

Target Audience: Basic education educators, public education network managers, pedagogy and higher education undergraduate students.

Course format: blended

Offering Period
11/09/2025 até 29/09/2025.

Menus

Algebraic thinking is a type of mathematical thinking that supports the subsequent understanding of algebraic processes and generalizations. Therefore, its development is essential from early childhood education onward, with a view to future formal learning. Focusing on developing teachers' interpretative and specialized knowledge to teach this thinking in early childhood education and the early years, this course will discuss tasks that allow for the development of knowledge regarding, among others: similarities and differences between algebra and arithmetic; characteristics of algebraic thinking and algebraic thinking, including properties and relationships of integers and operations involving them; meanings of equality; discovering functional relationships; attending to structure rather than just the result; predicting unknown results using known data; and identifying and describing numerical and geometric patterns.

Workload
40h

Type of course
Extension

Course Objective

Prepare and discuss tasks that contribute to an understanding of the core aspects of Algebraic Thinking,- Identify and discuss the potential of thinking algebraically in daily work,- Build a repertoire of knowledge for preparing and implementing tasks that aim to develop Algebraic Thinking,- Promote the development of interpretative and specialized knowledge of the teacher who teaches mathematics in Early Childhood Education and the Early Years.

Audience

Teachers, teacher trainers, managers.

Course Format
the distance