Graduate Studies

The Professional Master's Degree is understood as a distinct modality from the Academic Master's Degree, as it contemplates a pedagogical perspective that emphasizes and prioritizes technical-professional training to improve the knowledge acquired in the undergraduate course, added to that arising from professional practice.

The main characteristic of the PPGE/UNICAMP's distinctive identity is its exclusive focus on training professional educators and researchers to work in educational institutions. Students should develop their dissertation in this direction, articulating theory, the object of study, and its professional application in relation to one of the following areas: Research lines to which it is linked.

Namely:

1) Policy, planning, management and evaluation of basic education and;

2) Pedagogical Practices in Basic Education, which will be described below.

The program aims to train basic education professionals to act in a transformative way in the procedures included in professional practice, through reflection on experience, professional practice and the incorporation of scientific procedures dedicated to the study of policy, planning, management and evaluation and pedagogical practices in basic education.

The proposal follows a set of common mandatory disciplines and electives offered by the Research Lines that address specific dimensions of the MP axes. There is the possibility that master's students take disciplines from the FE academic course, as well as taking electives in other Unicamp Postgraduate courses.

The course is organized with a workload of 360 hours. Based on the Regulations of the Postgraduate Program in Education at FE/UNICAMP, its minimum duration is 12 (twelve) months and maximum duration is 30 (thirty) months.

Area of ​​concentration: School Education

The program consists of two research lines. One is aimed at studies related to policy, planning, management and evaluation of basic education; and the other is dedicated to analyses of pedagogical practices in basic education. These are specified below.

Line 1. Policy, planning, management and evaluation of basic education

Coordination: Prof. Dr. Sandra Fernandes Leite

Menus

The aim is to analyze the policy and management of basic education considering the national, regional and local context in which they are developed. In this sense, the actions related to policy, planning, financing, evaluation, legislation, curriculum and management of education at its different levels and stages (early childhood education, elementary education and secondary education), teaching modalities (education for young people and adults, distance education and professional education) are privileged aspects of investigation.

Objectives

1. Improve the knowledge of education professionals in the area of ​​management in basic education institutions;

2. Allow education professionals to: analyze, investigate and reflect on the performance of the educational manager, through the articulation between theoretical references and educational practices;

3. Enable education professionals to develop alternative proposals and intervene in dealing with political, administrative and management issues in the school context.

Rationale

Understanding that the role of the educational manager involves political, administrative and pedagogical aspects, new educational issues arise in the daily school routine, demanding the configuration of equally differentiated practices and professional performance. The educational legislation in force in Brazil, with emphasis on the Federal Constitution of 1988, the Law of Guidelines and Bases of Education No. 9.394/96, the National Fund for Basic Education and Appreciation of Professionals in Education - FUNDEB - Law No. 11.944/2007 - the National Education Plan (PNE), Law No. 13.005/2014 have emphasized democratic school management as a mandatory form of organization for public educational institutions at the basic level, thus highlighting the need to redefine the attributions, practices and construction of the professional identity of the educational manager. Organizing the school space and its activities is no longer the exclusive job of the “principal”/”administrator”, as this process must involve the school community through the implementation and legitimacy of a collegial and participatory process, configured by the principle of democratic management. Given this educational context, the Basic Education Policy, Planning, Management and Assessment Line aims to contribute to the training of education professionals, particularly in the Professional Master's Degree in School Education, with the aim of contributing to the analysis, research and educational practices in the areas of educational policy and management, in basic education institutions.

Thematic axis and syllabus: Policy, planning, management and evaluation of basic education

Axis 1. Education policy, management, planning and evaluation

Promote research into the policy and management of basic education, considering the national, regional and local context in which they are developed. The studies developed in this area will focus on actions related to policy, planning, financing, evaluation, legislation, curriculum and management of education at its different levels, stages and modalities of Basic Education. Namely: early childhood education, teaching
elementary and secondary education and teaching modalities, including youth and adult education, distance education, professional education and special education.

Line 2. Pedagogical Practices in Basic Education

Coordination: Prof. Dr. Lilian Cristine Ribeiro Nascimento

Vice-Coordination: Prof. Dr. Rosemary Passos

Menus

Pedagogical practices in basic education; Academic production (applied research) and the production of knowledge directed at the organization of didactic work, content and pedagogical processes; theories and practices reinterpreted in early childhood education, elementary education, secondary education (including specific content and practices of teaching philosophy, for example), as well as other modalities of basic education, such as technological and professional education.

Objectives

1. Enable studies and research on educational problems, more specifically, related to the school context and educational practices;
2. Contribute to the ongoing training of qualified professionals for teaching in basic education and for the development of research in daily school life;
3. Promote practical-theoretical-practical thematization of school educational dynamics;
4. Create an environment for reflection on educational proposals and practices, as well as on research methodologies and production of scientific knowledge in the area of ​​education in the work context.

Rationale

Understanding that educational practices are social practices, the purpose of this line of research is to contribute to the understanding and practice of the formation of the subject in the school institution. We understand subjects because we believe that the school assumes the basic function of equipping individuals to be autonomous users of the reading and writing system, and capable of interacting with the knowledge accumulated by the various scientific disciplines and with the way of constructing knowledge that is peculiar to science. In view of the above, the Pedagogical Practices in Basic Education Line aims to contribute to the formation of professionals in basic education, during the Professional Master's Course in School Education, with the aim of collaborating in the analysis, investigation and practical proposals in basic education.

Thematic axes and syllabuses: Line 2 – Pedagogical Practices in Basic Education

Axis 1 – Art, Body and Digital Technology in Education

Art in the training of educators. The different artistic and corporal languages. School educational practices mediated by digital technology. The use of Information and Communication Technologies (ICTs) in education, in the practice of Educational Robotics in the context of Elementary, Secondary and Technical Education.

Axis 2 – Teacher Training and the Teaching Profession

Teaching, training and profession: history and policies. School routines and professional practice. Reading, writing and subjectivity. Inclusive practices in basic education.

Axis 3 – Teaching Knowledge and Teaching and Learning Practices in Basic Education 

Study and analysis of pedagogical proposals and practices in/in the teaching of mathematics or in/in the teaching of philosophy; Analysis and understanding of the teaching work of teachers who teach mathematics or philosophy in Early Childhood Education, Elementary Education and High School, focusing on initial and continuing education; Professional development of teachers; Research of their own practice.

To consult the contact information and CVs of some of these FE teachers, visit:

https://www.fe.unicamp.br/institucional/pessoas/docentes