Courses

EDU 600 – Research methodology in education (mandatory)

EDU 612 – Contemporary Education (mandatory)

EDU 797 – Seminar (mandatory)

Other area of expertise courses or related field courses offered in the semester

2nd Semester

EDU636 – Public Education: Sociological Analysis (mandatory for Line 1)

EDU 686 – Routes of Qualitative Research in Education (mandatory for Line 2)

EDU 629 – Knowledge, Social Being and Power Relations (mandatory for Line 3)

EDU 776 – Teaching Internship I (mandatory for scholarships)

EDU 797 – Seminar (mandatory)

Other area of expertise courses or related field courses offered in the semester

3rd Semester

EDU 777 – Teaching Internship II (mandatory for scholarships)

EDU 797 – Seminar (mandatory)

EDU 799 – Research

Other area of expertise courses or related field courses offered in the semester

4th Semester

EDU 797 – Seminar (mandatory)

EDU 799 – Research

SYLLABUS

EDU 600 – Research Methodology in Education 4 (3-2) I. The course aims at supporting the processes of scientific work building. Focuses on the following topics: the epistemological assumptions of the research in education ; the different paradigms of interpretation of educational reality; methodological approaches of research in education and the research process. (MANDATORY TO ALL LINES)

EDU 612– Contemporary Education. 4(3-2) I The course will address the main issues of contemporary education by studying the following contents: education and democracy; Public education systems; education as a mass phenomenon; the educational reforms in the contemporary world; Brazilian education nowadays. (MANDATORY TO ALL LINES)

EDU 623 – Educational Policies in Brazil. 4(3-2) I and II The course will focus on the formulation of educational policies in the post-1988 period, implementation and evaluation of educational policies for basic and higher education, in order to know the public policies in education through the current studies produced on the subject, in order to base the research proposals of students and enable their further development.

EDU 627– Education and daily life. 4(4-0) I and II Introduction; “reality” as a research problem; the daily dynamics as a product / producers of plural realities. The uses of the concept of daily life in education; research in daily school.

EDU 628 – Agents, History and Education. 4(4-0) I and II Working with historical sources. Memory and oral history. Daily life, experiences and narratives.

EDU 629 – Knowledge, social being and power relations. 4(4-0) II Axiology and epistemology as constituents of the social being. Reasons and types of validity. Emerging knowledge, experience and intuition. Power relations and instituting possibilities. (MANDATORY FOR LINE 3)

EDU 636 – Public Education: sociological analysis. 4(4-0) II Sociology of the teacher and the teaching profession. Educational institutions and their agents. Sociological perspectives of educational practices. Inclusion and social justice in education. (MANDATORY FOR LINE 1)

EDU 638 – Sociology of Contemporary Education: theories and research. 4(3-2) I and II The school and the social and cultural inequalities (Bourdieu and Brazilian researchers). Ethnic-racial membership inequalities (Nilma Lino) and gender (Raewyn Connel and Marilia Carvalho). Socio-spatial dimensions of school inequalities (Agnès Van Zanten, Choukri Ben Ayed and Márcio Costa). Sociology of the Individual (Norbert Elias, Danilo Martucelli, Bernard Lahire and Mary Grace Setton). Sociology of Experience (François Dubet and Claudio Nogueira).

EDU 640 – Teacher Training: current perspectives. 4(3-2) I and II The course will address the current issues in the field of teacher education focusing on the following contents: trends in teacher training – epistemological matrices and implications for theoretical and practical dimensions in the field of training and professional practice; prospects for training and professional development of teachers in the context of educational policies; state of the art teacher training: contemporary research trends.

EDU 641 – Teacher Training and Teaching Work. 4(3-2) I and II The purpose of this course is to explore the relationships and mediations between teacher training and teaching work. Discusses the professional socialization as a process of formation of professional identity of the teacher and the acquisition of professional knowledge. It has the following study units: teacher training and teaching work; socialization and professional socialization, teaching knowledge: characteristics and perspectives.

EDU 643 – Teaching Higher Education 4(3-2) I and II. The course addresses issues related to teacher training for higher education, with the basic axes of discussion: the connections between theory and practice, teaching and research; planning and evaluation as intersecting fields of pedagogical practice; teaching techniques as teaching tools.    

EDU 686 – Theoretical and methodological paths of qualitative research in education 4(4-0) II Theoretical and methodological paths of qualitative research in education Biographical methods in research. Active research methodologies. (MANDATORY FOR LINE 2)

EDU 692 – Science, technology and education. 4(4-0) I and II Scientific Education. Technological Education. Technologies and Education. Curriculum and technical training. Decolonial knowledge and educational institutions.

EDU 696 – Rural Education, Teacher Training and Alternations. Rural Education: Background, Fundamentals, Principles and Movement Identity in Construction; Pedagogical Practices in Construction: The Alternations in Focus; Challenges and Perspectives of Rural Teacher Training; State of the Art of Research on Alternations & Rural Teacher Training.

EDU 699 – Education and the oppressed reasons. 4(4-0) I and II Alternative epistemologies or new paradigms. Border or injunction reason. Mestizo reason Creole reason. Hybrid reason. External reason. Overwhelmed reason.

EDU 776 – Teaching Internship I 1(0-2) I and II The purpose of the course is to enable the graduate student to gain experience in teaching, planning and teaching theoretical and practical classes in undergraduate courses related to the Department of Education, under the supervision and guidance of the teacher responsible for the course.

EDU 777 – Teaching Internship II 2(0-4) I and II The purpose of the course is to enable the graduate student to gain experience in teaching, planning and teaching theoretical and practical classes in undergraduate courses related to the Department of Education, under the supervision and guidance of the teacher responsible for the course.

EDU 790 – Special Topics I 1( – ) I and II. Course with non regular offer, taught by visiting professors or from the institution itself, concentrated or not. Variable content covering topics important to the overall formation of the student, not covered in other courses offered at UFV.

EDU 791 – Special Topics II 2( – ) I and II. Course with non regular offer, taught by visiting professors or from the institution itself, concentrated or not. Variable content covering topics important to the overall formation of the student, not covered in other courses offered at UFV.

EDU 792 – Special Topics III 3( – ) I and II. Course with non regular offer, taught by visiting professors or from the institution itself, concentrated or not. Variable content covering topics important to the overall formation of the student, not covered in other courses offered at UFV.

EDU 794 – Special Issues I 1( – ) I and II. The course aims ar enabling the student the opportunity to study issues specific to your area of research and relevant to their training.

EDU 795 – Special Issues II 2( – ) I ans II The course aims at enabling the student the opportunity to study issues specific to your area of research and relevant to their training.

EDU 797 – Seminar 1( – ) I and II.

EDU 799 – Research