Introduction

The Masters Program in Education of UFSCar Campus Sorocaba (PPGEd-So) has been:
 Recomended by CAPES (portuguese accronym for Coordination for College People
Development) in the 131st meeting of CTC/ES, held between 21st and 25th of November,
2011.
 Recognized by MEC (portuguese accronym for Education Ministry) (Ordinance nº
1.324, 0f 2012, November 08th, DOU 2012/11/09, section 1, page 8e)
 Created by CONSUNI-UFSCar in the 190 th Ordinary Meeting; Resolution Cons-Uni-
UFSCar nº 706 of 2011, November 16th.
The Masters Program in Education of UFSCar-SO – PPGEd-So has been structured
according to the UFSCAR’s General Statute of Post-Graduate Programs, embracing
studies, researches and academical formation in Masters level. The objectives of the
program are:
I – provide conditions to students for developing works, studies and investigation in the
Education field, wich may demonstrate mastering of fundamental conceptual and
methodological instruments, as well as social, political and ethical commitment,
qualifying them for educational research.
II – develop skills, attitudes, knowledge and values necessary for a permanent analysis
and reflection on Education, which can ensure a process of critical, creative and
responsible decision-making, considering situations of professional or socio-community
nature, with the purpose of optimizing university teaching performance, or even other
levels of teaching.
III – foster conditions for studies and research in Education field articulated to the
educational practice that may lead to continuous improvement of scientific, technical
and didactic quality standard of school and non-school education, as well as to the
formation process of teachers and educators that work educational environments outside
of school.
Concentration Area
PPGEd is structured in the concentration area named Education.
It is constituted by 3 (three) research lines:
I – Research line 1: Teachers Formation and Educational Practices
II – Research line 2 – Education, Community and Social Movements
III – Research Line 3 – Theories and Fundamentals of Education
Objectives of the Program
The objectives and the research lines of PPGEd aim at graduating 3 (three) different
(although articulated) profiles, which are:
 Researcher in the educaton field
 Teacher with expertise for working in university level, in particular, as well as in other
levels of teaching.
 Educator with expertise for working in non-school education environments
Graduate profiles
Researcher profile
It is the main scope of the formation process developed in PPGEd-So. As a researcher, the
graduate of PPGEd-So will be able to take not only the education as an “abstract” knowledge
object, but also the educational practice itself as a reflection object. Therefore, the researcher
profile will not be the one of a person which is distant from the reality, who understands it as
an “object” to be investigated through a research based on the assumption of scientific
neutrality. On the contrary, the researcher who is expected to graduate is a subject who makes
of his or her scientific activity an element in the elevation process of his or her own conscience
as well as of the other people who share the experienced reality with him or her. This is
indispensable for an expected action as praxis, that is, as a process that can understand and
transform itself and the world around it. This process is committed to the intersubjective
dialogue and to the pursuit of the overcoming of alienated consciences, of the indifference and
the political passivity, of the ethical neutrality and of the action that reproduces structures
which reproduce the exploitation of the human being.
Teacher profile
PPGEd-So presents the teacher profile as a goal for two reasons: firstly, because PPGEd-So took
the current graduation courses of the UFSCar campus in Sorocaba as one of the references for
its own articulation; finally, it is a primary task for the strictu sensu post-graduation programs,
especially the ones of the Education field, the qualification of the teaching staff of Universities
or basic education. Therefore, graduates of PPGEd-So are expected to use the skills and
knowledge acquired and exercised in the program to unveil the fundamentals, the
perspectives, the practices and the contradictions of his or her educational action in the formal
environment of teaching, so that he or she would have conditions of overcoming problems that
may present in the dynamics of working context. That way, graduates of PPGEd-So must be
committed not only to the quantitative measurement of his or her classroom performance,
that is, to “how much is taught”, but mainly to the qualitative aspects that are immanent to
education. In conclusion, the graduates must show competence for the production of
knowledge in education combined with knowledge of pedagogical curriculum as well as
pedagogical knowledge of the curriculum.
Educator profile
The profile of the educator who works in non-school environments aims to attend a crescent
demand for professionals and volunteers that work in different socio-educational
organizations. Because of this, graduates of PPGED-So are expected to have the knowledge and
the skills necessary for unveiling of educational processes that take place outside of schools;
the graduates are also expected to be able to act in these realities with the commitment of,
through education, intervene in order to transform the consciences and the practices of both
the people and of the social groups. In turn, these transformations are intended to create other
realities, considering yet the accomplishment of teacher and researcher functions in these non-
school educational spaces.
As one can infer from the profiles that have been presented here, PPGEd-So intends to
articulate in its scientific-academical dynamics teaching, research and extension, contributing
for the formation of researchers, teachers and social or communitarian educators able to
follow the same guideline, which is believed to be beneficial for the improvement of national
education, provided it is taken as a method of formation and improvement of professional who
work in the education field.
Line 1: Teachers Formation and Educational Practices
The line 1 of PPGED-So covers investigations of processes and politics of teacher’s initial and
continuous formation, as well as of educational practices and the knowledge produced to guide
it. This line also contemplates studies about the historical perspectives of teacher work
professionalization, curricular development and implementation, and contemporary
technologies for information and communication, for both formal and non-formal educational
systems.
Professors
 Prof. Dra. Bárbara Cristina Moreira Sicardi Nakayama
 Prof. Dr. Fabrício do Nascimento
 Prof. Dr. Hylio Laganá Fernandes
 Prof. Dr. Ivan Fortunato
 Prof. Dr. Izabella Mendes Sant'Ana
 Prof. Dr. João Batista dos Santos Junior
  Prof. Dr. Maria Walburga dos Santos
 Prof. Dr. Renata Prenstteter Gama
 Prof. Dr. Rosa Aparecida Pinheiro
Study and research groups
 NEPEN (Portuguese acronym for Center of Studies and Research on Educational
Narratives, Formation and Teacher Work)
 GEPRAEM - (Portuguese acronym for Group of Studies and Research on Fomative and
Educational Practices in Mathematics)
 Research Group – Images in Action
 Research Group School Routine and Meanings of Pedagogical Work
 GIAPE - (Portuguese acronym for Research Group on Childhood, Art and Psycho-Social
and Educational Practices)
 FOPETEC - (Portuguese acronym for Teachers Formation for Basic, Technical,
Technological and Higher Education)
 ETNS (Portuguese acronym for the Research Group Education Black Territories and
Health)
Line 2 – Education, Community and Social Movements
The line 2 of PPGED-So focuses on investigations of the relations between education,
community and social movements. This research line presumes education is a social-
historical phenomenon that happens in a field of power dispute and deeply characterized
by political, economic and social kinds of organization. The approached themes are
concerned to educational processes in different communitarian and institutional contexts;
education and popular culture; work and education; work and solidarity economy; feminist
studies, gender and sexuality; educommunication; youth culture; youth and the world of
work; mental health and education; medicalization of life; education and subjectivation
processes.
Professors
 Prof. Dr. Dulcinéia de Fátima Ferreira
 Prof. Dr. Kelen Christina Leite
 Prof. Dr. Marcos Roberto Vieira Garcia
 Prof. Dr. Maria Carla Corrochano
 Prof. Dr. Teresa Mary Pires de Castro Melo
 Prof. Dr. Viviane Melo de Mendonça
Study and research groups
 GECOMs – (Portuguese acronym for the Research Group Education, Community and Social
Movements)
Line 3 – Theories and Fundamentals of Education
The line 3 of PPGED-So is dedicated to studies and researches on educational theories and
ontological, epistemological and axiological fundamentals of the educational praxis in its
multiple historical contributions. The objective of this research line is to promote reflection
and create conditions for the production of knowledge about both school (in different
levels and modalities of teaching) and non-school educational phenomenon, in order to
identify their principles, purposes, methods, contradictions, limits and possibilities, in
permanent dialogue with the sciences of education. In its investigative dynamics, line 3 will
approach the following themes: fundamentals of education; theories of education;
ontology and education; epistemology and education; ethics, moral and education; politics
and education; culture and education.
Professors
 Prof. Dr. Antonio Fernando Gouvêa da Silva
 Prof. Dr. Juliana Rezende Torres
 Prof. Dr. Kátia Regina Moreno Caiado
 Prof. Dr. Marcos Francisco Martins
 Prof. Dr. Maria José Fontana Gebara
 Prof. Dr. Paulo Gomes Lima
 Prof. Dr. Sílvio César Moral Marques
Study and research groups
 GEPLAGE – (Portuguese acronym for Group of Studies and Research on State, Politics,
Planning, Evaluation and Managing of Education)
 GPTeFE - (Portuguese acronym for the research group Theories and Fundamentals of
Education)
 NEPEDE-EEs - GPTeFE - (Portuguese acronym for Center of Studies and Research on
Right to Education – Special Education)
 Study Group Paulo Freire
 Research and Science Teaching Integration Group
Contact Us
Coordinator
Coordinator
Prof. Dr. Marcos Francisco Martins
Email: ppgedsorocaba.coord@ufscar.br
Vice-Coordinator
Prof. Dr. Izabella Mendes Sant'Ana
Email: izabellams@ufscar.br

Secretary
Fernanda Mara Battaglini de Campos
Email: fher.mara@gmail.com
Telephone: (15) 3229-7475

Trainee
Beatriz Fernanda Jorge
Email: beatrizfernandajorge@ufscar.br
Telephone:(15) 3229-7475

Location: Campus Sorocaba, Building AT - CCHB - oom 1108 – second floor

Public Attendance: Monday to Friday - from 09:00 to 13:00