SUBJECTS – LINE 1 – Inclusion and Sociocultural Diversity
MANDATORY SUBJECTS
Education Research Methodology
The discipline discusses fundamental methodological issues in studies in Education and Social Sciences. It seeks to problematize the scientific method through collection techniques, coding and analysis of both qualitative data - based on interviews, focus groups and life stories -, quantitative - based on questionnaires and public databases, using specific analysis software.
Teaching Profession and Professional Development
The course discusses the contributions of authors who have been investigating teaching work, the constitution of professionalism and professional development, the theme of teaching skills and knowledge, having as a backdrop the context of social and cultural changes that has been changing the role of schools and teachers in contemporary society.
School, Curriculum and Diversity
The discipline is based on the critical theory of the curriculum and seeks to understand the curriculum in the complexity of its expression at school with the school-culture relationship as its axis. It aims to deepen theoretical references that focus on the school as an object of study.
Interdisciplinary Seminars
The seminars are developed over two consecutive periods of the course. They are designed to function as a space for discussing ongoing projects. The seminars are organized on two levels: the collective discussions, involving students and teachers, about dissertation projects; and lectures and discussions on the theme of Teacher Education for Basic Education, by invited researchers and professors of the program, usually based on ongoing research.
ELECTIVE COURSES
Inclusive Education and Diversity
The discipline is based on theoretical subsidies of the sociology of education and aims to discuss and analyze social diversity at school and the historical and political trajectory of school inclusion / exclusion processes in their different paths, having the contemporary school and, in particular, the Brazilian school as a central focus of studies.
Inclusive Education Practices
The discipline studies the processes of development and learning, in view of its understanding and its implications for inclusive education, understood in a broad sense, both for socio-cultural inclusion and for the inclusion of students with special needs.
School Knowledge and Diversity
The course aims to study the processes of knowledge construction. Offers alternatives for reflection on the needs for changes in pedagogical practices, seeking new attitudes towards the socio-cultural diversity of learners and building knowledge based on that diversity.
SUBJECTS – LINE 2 – Teacher Training and Professional Development
MANDATORY SUBJECTS
Education Research Methodology
The discipline discusses fundamental methodological issues in studies in Education and Social Sciences. It seeks to problematize the scientific method through collection techniques, coding and analysis of both qualitative data - based on interviews, focus groups and life stories -, quantitative - based on questionnaires and public databases, using specific analysis software.
Teaching Profession and Professional Development
The course discusses the contributions of authors who have been investigating teaching work, the constitution of professionalism and professional development, the theme of teaching skills and knowledge, having as a backdrop the context of social and cultural changes that has been changing the role of schools and teachers in contemporary society.
School, Curriculum and Diversity
The discipline is based on the critical theory of the curriculum and seeks to understand the curriculum in the complexity of its expression at school with the school-culture relationship as its axis. It aims to deepen theoretical references that focus on the school as an object of study.
Interdisciplinary Seminars
The seminars are developed over two consecutive periods of the course. They are designed to function as a space for discussing ongoing projects. The seminars are organized on two levels: the collective discussions, involving students and teachers, about dissertation projects; and lectures and discussions on the theme of Teacher Education for Basic Education, by invited researchers and professors of the program, usually based on ongoing research.
ELECTIVE COURSES
Teacher Training Policies and Proposals
The course proposes the analysis of public policies and proposals for teacher training, based on studies on teaching professional knowledge and the action of teaching. As a result of the discussions, proposals will be prepared by the students that meet the needs of teacher education in their professional practice space..
Teaching and Learning Strategies
Having as a reference the theorizations about the learning processes, the discipline analyzes the theoretical and methodological dimensions of the act of teaching, addressing the concept of teaching and the set of procedures and strategies that favor student learning.
Didactic and Technological Resources in Teacher Education
The discipline promotes reflection on the relationship between technology, education and teacher training. It presents the main technological and communication resources and their applications in diverse educational environments, including in this set the actions with students with special educational needs. The teacher subsidizes the use of diverse resources of Virtual Learning Environments for the elaboration of activities for basic education.
Special Topics in Education
The menu of this course is variable depending on the evolution of research in the program. Involves discussion on topics relevant to the area of education, including public policies for the sector, initial and continuing formation, inclusive training, among others. Infrastructure There are no specific laboratories for the course.
SUBJECTS – LINE 3 – Pedagogical practices for equity: MATHEMATICS TEACHING
MANDATORY SUBJECTS
Education Research Methodology
The discipline discusses fundamental methodological issues in studies in Education and Social Sciences. It seeks to problematize the scientific method through collection techniques, coding and analysis of both qualitative data - based on interviews, focus groups and life stories -, quantitative - based on questionnaires and public databases, using specific analysis software.
Teaching Profession and Professional Development
The course discusses the contributions of authors who have been investigating teaching work, the constitution of professionalism and professional development, the theme of teaching skills and knowledge, having as a backdrop the context of social and cultural changes that has been changing the role of schools and teachers in contemporary society.
Interdisciplinary Seminars
The seminars are developed over two consecutive periods of the course. They are designed to function as a space for discussing ongoing projects. The seminars are organized on two levels: the collective discussions, involving students and teachers, about dissertation projects; and lectures and discussions on the theme of Teacher Education for Basic Education, by invited researchers and professors of the program, usually based on ongoing research.
Introduction to PED
This course aims to introduce participating teachers to the principles, fundamentals and methodology of PED Brasil. Participants will be introduced to the curriculum structure and program expectations, initiate the formation of a learning and practice community and make connections between the experience and the construction of equitable interactions in the subjects of PED Brasil and in schools.
Classroom Management and Organization
It aims to provide participating teachers with an overview of classroom management and organization., understanding it as the creation of an environment capable of sustaining challenging and equitable learning opportunities. Based on theoretical foundations and reflections on their own experiences, participating teachers will develop their own approaches to establishing a well-structured learning environment, inclusive and productive, enabling rigorous intellectual work in the classroom.
Student-Centered Teaching and Learning
Focusing on the principles of learning and development of children and adolescents in family contexts, school and community, this discipline aims to allow participating teachers to observe and understand children and adolescents from the psychological perspectives, social, cognitive and physical. It discusses how teachers' integral knowledge of students can contribute to their pedagogical practices and, as a consequence, for student learning.
Group Work in Heterogeneous Classrooms
Aims to prepare teachers to build equitable classrooms through the pedagogical approach of group work. Based on a solid theoretical basis, teachers will learn and practice: how to build group-appropriate activities that support intellectual and social goals into their classrooms, how to evaluate group productions and individual contributions of group members and how to intervene to equalize student status relationships so that interactions during group work are more equitable.
Curriculum, Teaching and Assessment in Mathematics I
This course aims to promote reflection on the nature of mathematics and the meaning of the process of “doing mathematics”, recognizing it as an activity that involves creativity, flexibility, communication and collaboration. The course teachers will explore and implement in their classrooms a pedagogical practice that aims to develop flexibility and a deep understanding of the four operations – the Numerical Conversations –, in addition to deepening their pedagogical knowledge of content on the subject of Numbers in school mathematics.
Curriculum Planning
It aims to deepen the knowledge and practices of participating teachers on curriculum planning, from the theoretical perspective of planning for the understanding and use of the reverse planning methodology. throughout the classes, participants will review lesson plans and curriculum guidelines, identifying what students know and what they need to know; map evaluative activities that are suitable for verifying learning and adjusting training paths; and design lesson plans and implement them with their classes.
Curriculum, Teaching and Assessment in Mathematics II
It aims to enable teachers and professors to plan open and productive mathematical activities, focusing on students' understanding, and implement lessons based on the pedagogical problem-solving approach. Teachers will study the learning expectations described by the National Common Curriculum Base and the Great Mathematical Ideas as a planning aid tool, in addition to deepening their pedagogical knowledge of content on the subject of Algebra in school mathematics.
Assessment of, for and how Learning
Aims to develop the knowledge base, participating teachers' skills and strategies for designing an assessment system that supports the learning and performance of all students in their classrooms. By developing an assessment plan, participants will learn to relate planning, Implementation, assessment and reflection through connection with the teaching plan created in the Curriculum Planning module.
Curriculum, Teaching and Assessment in Mathematics III
It aims to support teachers and professors who take part in the development of mathematics learning communities in which students' discourse is valued.. Teachers and course teachers will learn planning practices and implementation of productive mathematical discussions with the whole class, focusing on connecting ideas, students' reasoning and understanding, in addition to deepening their pedagogical knowledge of content on the themes of Geometry and Quantities and Measurements in school mathematics.
