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

Learning to teach. Organization of teaching as a teacher activity. Teaching knowledge and know-how.

Biosciences (great discovery: without insistence on learning processes, life disappears. To live is to be able to ensure a learning dynamic). Operability of living beings (it's the effective conduct of a living being in its existential domain, since all acting is knowing and all knowing implies acting). Learning contexts and vital contexts (because educating implies ensuring vital niches. Without vital niches and learning contexts, life is deprived). Living spaces: life (on a biological level, life wants to remain life. Educating means keeping the dynamic flame of the desire to stay alive burning. It means becoming entangled in the web of life. Educating implies wanting to live together, to live in spaces that are being created, because when the child/learner accepts the educator's hand, they agree to start building spaces of coexistence with the other).

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.

Conceptions of ethics as they relate to education. The space for experience and aesthetic formation in educational processes. On the link between the arts, cultural elevation and humanity. Rationality, knowledge and formation in theories of ethics and aesthetics. Aesthetics, ethics and formation 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.

History as a field of possibilities. Jesuit education. Enlightenment thinking and the Pombaline reform. Liberalism, education in the Empire and the formation of the National State. The Old Republic and education as a mediator between state and nation. The New School. The process of nationalizing education. The developmentalist model and education. The reception in Brazil, over time, of the ideas of the main educational thinkers.

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.

Fundamental aspects of Paulo Freire's conception of education. The challenges of adapting Freire's conception of education to school education. Examination of initiatives to use the Freirean perspective in public education networks, particularly in education in natural sciences and technology. The dynamics of continuing teacher training for the implementation of educational practices from a Freirean perspective.

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.

The different theoretical conceptions of teaching and learning: behaviorist; meaningful verbal; constructivist and social-interactionist. Intrapersonal, socio-environmental and interpersonal factors in the teaching and learning process. Psycho-educational analysis of the teaching and learning process.

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.

A course with a variable syllabus, designed to provide courses on specific topics related to the research projects of the Program's professors.