The psychology of learning: from conductivism to cognitivism. The process of organizing knowledge. The school, the teacher and the construction of knowledge.

Contemporary pedagogical approaches. Relationships between teaching and learning processes and pedagogical practices. The place of the educator and the learner in the pedagogical relationship.

The historical relationship between school and work in the capitalist system of production. Educational challenges in relation to contemporary forms of work organization and their different meanings in the face of productive reordering.

Study of the relationship between school, memory and culture in the socio-political, economic and educational context and the process of transmission and (re)construction of social practices and meanings. Culture, knowledge and school practices from the perspective of everyday thinking and doing.

State and capitalist society. The welfare state. State and public policies for Brazilian education. Education and neoliberalism. The main education reforms and their consequences for the different levels of education. The paradoxes of educational inclusion policies in Brazil.

History of Aesthetic Education. Aesthetic worldviews and contemporary education. Foundations of appreciation, perception, expression, creativity and imagination. Aesthetics, ethics and education as an intimate articulation in the formative processes of ways of being.

To analyze, from the perspective of the right to education, public policies for teacher training and professionalization in the country, especially after the educational reform of the 1990s.

Conceptions of education, culture and language. Language and its interfaces with education in different trends and theories. Differences in linguistic codes, discourses and narratives.

Understanding the university as a space/place for the production of knowledge and subjectivities, from a historical, political and social perspective. Analysis of teaching as a complex activity, including teachers' knowledge and commitments in a society in tension. Approach to the epistemological and didactic bases of pedagogical practice involving planning, methodology and assessment.

Public policies for education in the context of globalization. Guidelines from international organizations for educational management. Educational management and regulatory mechanisms: introduction of regulatory mechanisms based on business management. The effects of management policies on teacher training and work.

Organization and development of pedagogical, teaching and learning processes. Curriculum models and national curriculum guidelines. Knowledge production processes and innovative methodologies. The theory of practice: from a linear view to complexity. The relationship between teacher, student and knowledge. Learning assessment.

Space for discussion of emerging themes in education, research results and topics related to the needs and interests of graduate students and research lines and groups, led by researchers from the Program and/or invited guests, especially those linked to institutions with which the Program has partnerships. For each offering, the name and syllabus of the complementary activity will be approved by the Program Board.

Space for discussion of emerging themes in education, research results and topics related to the needs and interests of graduate students and research lines and groups, led by researchers from the Program and/or invited guests, especially those linked to institutions with which the Program has partnerships. For each offering, the name and syllabus of the complementary activity will be approved by the Program Board.

Space for discussion of emerging themes in education, research results and topics related to the needs and interests of graduate students and research lines and groups, led by researchers from the Program and/or invited guests, especially those linked to institutions with which the Program has partnerships. For each offering, the name and syllabus of the complementary activity will be approved by the Program Board.

Analysis of educational thought in the field of the curriculum, explaining the trends and theoretical matrices that produce it. The constitution of school subjects in the context of the historical construction of the curriculum. Approach to the field of curriculum and its articulation with pedagogical practices. Relations between curriculum and assessment, especially considering the institutionalization of the national assessment system.