Graduate Program in Education
The Graduate Program in Education (GPE) problematizes the historical, philosophical, sociocultural and political dimensions, as well as the organizational, formative and didactic-pedagogical dimensions. It favors the development of studies and research on issues of public policies in education, educational practices, diversities, training and pedagogical practice of the teaching profession, which allow the articulation between the lines of research and the intellectual production of professors and students, as well as dialogue with interinstitutional projects. The GPE provides opportunities for students to disseminate their scientific production in the community, in events and in specialized national and international publications, enabling them to teach and research through a work of cooperation and exchange of information with other national and international graduate programs.
Target Audience: Professionals from education and related areas
Area of concentration: Education
I - PUBLIC POLICIES IN EDUCATION, EDUCATIONAL PRACTICES AND DIVERSITY
Overview: Studies of the public policies in education and their articulations with other social policies. The educational management in its different approaches, levels and modalities of teaching, as well as the working conditions and the organization of the school space. It contemplates investigations of educational practices and problematizes the formative processes that produce identities and differences.
- Alex Sandro Gomes Pessoa
- Danielle Aparecida do Nascimento dos Santos
- Erika Porceli Alaniz
- Maria Eliza Nogueira Oliveira
- Marcos Vinicius Francisco
II - TEACHER TRAINING AND PRACTICING
Overview: Institutional processes of teaching and learning involving theoretical studies and analysis of pedagogical practices related to the different areas of the curriculum of basic education and higher education. Studies on initial and continuing training of teaching professionals by analyzing the construction and development of their identity, conceptions, professionalism and working conditions. Studies on contemporary information and communication technologies, in face-to-face and distance teaching situations, and its impacts on school educational practice.
- Camélia Santina Murgo Mansão
- Carmen Lúcia Dias
- Maria de Lourdes Zizi Trevizan Perez
- Raimunda Abou Gebran
- Raquel Rosan Christino Gitahy
FACULTY´S EMAIL AND RÉSUMÉ
- Alex Sandro Gomes Pessoa (email@example.com)
- Camélia Santina Murgo Mansão (firstname.lastname@example.org)
- Carmen Lúcia Dias (email@example.com)
- Danielle Aparecida do Nascimento dos Santos (firstname.lastname@example.org)
- Erika Porceli Alaniz (email@example.com)
- Marcos Vinicius Francisco (firstname.lastname@example.org)
- Maria Eliza Nogueira Oliveira (email@example.com)
- Maria de Lourdes Zizi Trevizan Perez (firstname.lastname@example.org)
- Raimunda Abou Gebran (email@example.com)
- Raquel Rosan Christino Gitahy (firstname.lastname@example.org)
CURRICULAR STRUCTURE AND COURSES
The Graduate Program in Education has a Curricular Structure with a workload of 1,350 hours (90 credits) distributed in thematic axes of formation with compulsory and elective courses, plan of activities, complementary activities, research activities, general qualification examination, and the development and presentation of Master dissertation, distributed as follows: Compulsory Courses: 18 credits (3 courses); Elective Courses: 18 credits (3 courses); Master dissertation: 52 credits; Complementary Activities: 2 credits.
Research Seminars I (6 credits) – Professor: Marcos Vinicius Francisco
Research Seminars II (6 credits) – Professor: Camélia Santina Murgo
Educational Theories and Trends in Brazil (6 credits) – Professor: Danielle Aparecida do Nascimento dos Santos
Line I: Public Policies in Education, Educational Practices and Diversity
Fundamentals and Practices of Inclusive Education - (6 credits) – Professor: Danielle Aparecida do Nascimento dos Santos
Management of Systems and School Units in the Democratic Context - (6 credits) – Professor: Maria Eliza Nogueira Oliveira
State and Public Policies in Education - (6 credits) – Professor: Erika Porceli Alaniz
School education, violence and social inequality in the context of neoliberal policies – (6 credits) – Professor: Marcos Vinicius Francisco
Trajectories of Schooling of Children and Adolescents in Situation of Social Exclusion - (6 credits) – Professor: Alex Sandro Gomes Pessoa
Elective Courses Line II: Teacher Training and Practicing
Pedagogical Practice, Learning and Human Development - (6 credits) – Professor: Carmen Lúcia Dias
Semiotics, Education and Teacher Education: Teaching and Learning of Verbal and Visual Languages - (6 credits) – Professor: Maria de Lourdes Zizi Trevizan Perez
Professor Subjective Well-being and Self-Efficacy - (6 credits) – Professor: Camélia Santina Murgo
Teacher Action and its Foundations - (6 credits) – Professor: Raimunda Abou Gebran
Teaching Practice and New Technologies - (6 credits) – Professor: Raquel Rosan Christino Gitahy
Research Groups and Centers
SCHOOL CONTEXT AND TEACHING AND LEARNING PROCESSES: ACTIONS AND INTERACTIONS
The aim of the research group is to integrate studies that basically involve themes related to school education and its consequences, namely: political pedagogical project, teaching and learning processes, interdisciplinarity, teacher training (initial and continued), pedagogical practices, relationship teacher / student, among others.
Professor: Raimunda Abou Gebran (leader)
Professor: Carmen Lúcia Dias (vice-leader)
TEACHER TRAINING AND CONSTRUCTION OF SUBJECTIVITY PROCESSES
The aim of the research group is to study the expression of the subjectivity of teachers in order to obtain subsidies to point out ways that provide effective changes in the conditions that cause illnesses in the exercise of teaching. Two lines of research were delimited: a) teacher self-efficacy in which the influence of self-efficacy in student-teacher relation and professional development of the teacher are investigated; b) subjective teacher well-being is investigated in order to analyze components of the subjective well-being of teachers and their implications in pedagogical praxis.
Professor: Camélia Santina Murgo (leader)
Professor: Marcos Vinicius Francisco (vice-leader)
EDUCATIONAL INSTITUTION: ORGANIZATION AND MANAGEMENT
The research group includes research on public policy in education and educational institution, considering its philosophical, political, social, psychosocial, cultural, managerial and technological aspects, within a context of complexity of society, knowledge and education. The themes studied are articulated with: Educational Policies; School Institution (management, curricular organization, evaluation, school culture); Education and Work; Sociocultural Processes of Production of Differences and Inequalities.
Professor: Erika Porceli Alaniz (leader)
Maria Eliza Nogueira Oliveira (vice-leader)
RESEARCH GROUP WITH POPULATIONS IN THE SITUATION OF SOCIAL VULNERABILITY
The group emphasizes research and intervention with populations exposed to situations of social vulnerability. The theoretical models used explain the human being from the historical and cultural determinants that operate systematically in the promotion of psychosocial risk indicators of certain groups. In this sense, the group encourages the conduction of studies and interventional models that focus on the critical understanding of how oppressive realities and modes of psychological functioning are structured, marked by the naturalization of structural violence and oppressive mechanisms. Subdivided into three fronts of actions: 1) Violence against children and adolescents; 2) Human Development: Resilience, risk and protection; 3) Public Policies of Education and Social Assistance: Multidisciplinary Actions.
Professor: Alex Sandro Gomes Pessoa (leader)
Professor: Renata Maria Coimbra (vice-leader)
GROUP OF STUDIES AND RESEARCH IN EDUCATION, CURRICULUM AND TECHNOLOGIES
The group conducts a research program focused on research projects and / or actions that integrate Digital Information and Communication Technologies (DICT) to the Curriculum, contextualized in the reality of educational environments structured in face, distance and hybrid modalities. It aims to analyze and understand the fundamentals, referrals, impacts and perspectives for the construction of knowledge in the different ways of learning and teaching with contemporary technologies. It discusses and analyzes the initial and continuous training of teachers in relation to work with digital technologies in the school context, from Early Childhood Education to Higher Education. The research studies in focus are: changes in pedagogical practices and educational contexts in the face of practices directed to an Active Pedagogy, articulated to the DICT; Creation of collaborative educational spaces through Virtual Learning Environments (VLI); Integration of technologies into the curriculum and in school management; Curriculum and digital mobility; The work with the DICT, the development of skills, knowledge and teacher training; The production and analysis of educational materials and open educational resources; Including the pedagogical use of assistive technologies in the construction of knowledge and the feasibility of accessible educational spaces, aimed at educational, social, cultural and digital inclusion.
Professor: Raquel Rosan Christino Gitahy (leader)
Professo: Adriana Aparecida de Lima Terçariol (vice-leader)
Candidates may submit an application or fill out a prospective form online for further contact from the University.
MAIN RESEARCH PROJECTS
- A correlational study on self-efficacy and burnout in teaching work in higher education
- Agroecological technical training for settled people in PONTAL DO PARANAPANEMA
- Analysis of social assistance policy in the perspective of professionals who work in basic protection
- Associations between self-efficacy beliefs and inclusive strategies adopted by professors in higher education
- Contribution of class assemblies in the development of the moral autonomy of students of fundamental education I
- Culture, organizational climate and school management: correspondences and incongruences in the production of satisfactory performance in ENEM of students in a state public school.
- Educational training: social networks, inclusion and teaching sign language
- Gender and child education: analysis of pedagogical work in a municipal pre-school in the western of SÃO PAULO state
- Perceptions of school and community mediator (PMEC) in relation to violence in schools
- Research teacher: training opened by social networks
- Resilience processes in universities with disabilities
- School and community mediator teacher (PMEC): analysis of the considered good practices in a school belonging to a board of education in SÃO PAULO state
- Sense of schooling for children with history of school failure
- Teaching action and geography education: limits and possibilities for the applicability of the curriculum in the full-time teaching program
- The (un)educated body: narratives on sexualities in a group-sharing out of the school environment
- The digital information and communication technologies in educational care specialized for deaf
- The importance of the teacher´s feedback in self-regulation of learning
- The musical pedagogical practices of teachers in child education.
- The relationship between theory and practice in the training of the professional critical and reflective nurse: from intention to action
- The work of program coordinators of a public university: interface with the discussions on explicit and tacit knowledge
POST DOCTORAL POSITIONS
The Graduate Program in Education receives Ph.D. professionals for postdoctoral internships. Applications should include a proposal containing: a pre-research project, a personal statement describing the applicant’s interest in the educational studies and career goals and a letter of recommendation from the researcher’s primary faculty advisor. The application should also indicate who would be the researcher’s program advisor, who must be a member of the program faculty.
Please submit your application or proposal to the addresses listed at the "CONTACT US" section.
VISITOR INFORMATION AND STUDENT LIFE
Founded in 1972, the University of Western São Paulo – UNOESTE is committed to building character, modeling values, and ensuring that students graduate with not only hands-on experience in their field of study, but also with the necessary life skills to be successful.
Rooted in the major areas of knowledge, UNOESTE is a private comprehensive institution with around 18,000 undergraduate and graduate students. Its mission is to provide educational experiences that enlighten, challenge, and prepare students to lead lives of significance in complex global communities, being recognized for the excellence of its academic programs, the depth of its values-based culture, and the breadth of its inclusiveness.
The city of Presidente Prudente is located in the Western region of São Paulo State, and is recognized as presenting one of the highest HDI values in Brazil. In this city, every citizen receives extraordinary opportunities for high level education in an inspiring environment.
Although it is a modern and cosmopolitan city, it still maintains many aspects of a small inner city, where people are welcoming, willing to dialogue and mutual understanding, under excellent levels of public safety. In addition, the city has a recognized high cultural level, with theaters, cinemas, artistic and musical presentations, as well as excellent facilities for daily activities, such as an efficient transportation system, and a wide availability of department stores, shopping malls, recreational clubs, gardens and public parks.
Our responsibility is to help prepare students with the knowledge of how to live at the highest of their potential. As a member of our university community, we want you to know that we are committed to making your experience the best it can be.
For more information, please contact:
International Cooperation Office (ICO)
Tel: +55 18 3229-3288
Fax: +55 18 3229-2080
Dean of Research and Graduate Studies
University of Western São Paulo – UNOESTE - Campus II
Rodovia Raposo Tavares, km 572
CEP 19.067-175 Presidente Prudente (SP)