Selective process 2023 - Subscribe! - MPE

Selective process 2023

Capes Concept: 4

Registration period: 17/10/22 a 13/01/23

Registration: 27/02/23 a 06/03/23

Workload: 660h

Duration: 24 months

Registration fee: R$200,00

Opening class and beginning of the course: 11/03/2023

vacancies: 30

Investment: Registration fee of R $ 1,300.00 + 23 monthly fees of R $ 1,300.00

classes on saturdays. In the context of a pandemic, classes are being taught at a distance, synchronously. We still don't have a forecast that this model will last for next year..
The other activities of the program, like seminars, speeches, guidelines and study group meetings, develop throughout the week, about everything, on tuesdays and thursdays, in the afternoon and at night.

The Professional Master's in Education was approved by MEC / CAPES in the year 2013 as a note 4. The first class started in March 2014. In the four-year evaluation of 2016 the master also got the grade 4 by Capes.

The objective of the course is to study and research teacher training for Education, analyzing the teacher training itself, the public policies that influence this formation, the cognitive and learning processes that underlie it, pedagogical alternatives, methodological and technological support.

The MPE is a master's in the strict sense with two years of duration during which the master's students must take courses in the program's concentration areas and prepare a dissertation to be defended before a panel of doctors in the area.


OBJECTIVES

The Professional Master's in Education has the fundamental objective of training education teachers committed to overcoming educational problems in Brazil and prepared to adapt their educational practices to different socio-cultural realities, favoring the inclusion and learning of all students. Its specific objectives:

  • Promote knowledge about pedagogical theories and practices that provide support for the improvement of pedagogical strategies used in professional practice;
  • Train a teacher capable of relating the theories and practices studied to the diversity of students in order to promote an educational process that guarantees everyone's learning;
  • Offer knowledge about educational alternatives for educational intervention that seek adaptation to socio-cultural diversity, integrating students' experience and knowledge;
  • Foster dialogue and permanent exchange with Graduate Programs and research teams, nationals and internationals, as well as with government and civil society institutions working in the area of ​​teacher education for Education.


PROFESSIONAL PERFORMANCE

The professional ex-MPE has theoretical and practical skills in the teaching-learning processes for Education, being qualified to work in this area of ​​knowledge. It will be a professional capable of articulating, in a joint and integrated way, interdisciplinary knowledge from the different areas that make up the program. It can act in different spheres of private organizations, public and non-governmental, with a view to training professionals focused on Education.

General coordinator: prof. Dr. Juliana Marcondes Bussolotti

Deputy Coordinator: prof. Dr. Mariana de Souza Aranha

Course research lines

The Professional Master's in Education focuses on the area of ​​“Teacher Training for Education”. This area of ​​concentration brings together research and work on teacher training and professionalization, from studies on the impact of educational policies and proposals on training to the analysis of educational practices in context. A privileged perspective of these studies is that of school inclusion, focused on students' cognitive and learning processes and on teacher training and practices.

Within that area, the research unfolds in two lines:

Inclusion and Sociocultural Diversity

The projects developed in this line include studies on guidelines, programs and / or proposals for inclusive education, focused on teacher training and practices for inclusive education; in the analysis and development of technological and pedagogical alternatives for educational intervention seeking adaptation to socio-cultural diversity; in history, in the development and specific processes of rural education; e, in the cognitive and learning processes of students. Research in this line is based on the theoretical contributions of Sociology and Educational Psychology. Empirical studies are characterized by a combination of techniques combining quantitative and qualitative data collection and analysis instruments.

Teacher Training and Professional Development

It is intended to address issues related to the initial and continuing training of teachers, from studies on the profession and the constitution of the identity and professionality of teachers. Public policies and proposals for teacher training will be discussed; teaching methodologies and strategies; the production and use of teaching resources for teaching, including the use of new technologies. The investigation of these aspects will have the school institution, teaching practices and concrete teaching-learning situations in Education as sources of study and reflection.

Compulsory subjects

  • Education Research Methodology

Credits: 4 Workload: 60h

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

Credits: 4 Workload: 60h

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

Credits: 4 Workload: 60h

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

Credits:3 Workload:45h

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 Education, by invited researchers and professors of the program, usually based on ongoing research.

Elective courses

  • Inclusive Education and Diversity

Credit: 3 Workload: 45h

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

Credit: 3 Workload: 45h

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

Credit: 3 Workload: 45h

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.

  • Teacher Training Policies and Proposals

Credit: 3 Workload: 45h

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

Credit: 3 Workload: 45h

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

Credit: 3 Workload: 45h

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

Credit: 3 Workload: 45h

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 labs for the course.

The Dean of Research and Graduate Studies (PRPPG) aims to encourage teaching and research activities carried out by professors and students at the University of Taubaté. The PRPPG organizes and regulates teaching and research activities through the opinions of the General Commission for Research and Graduate Studies, composed of representatives of the Lato and Stricto Sensu. Prepares teaching and research plans, oversees the lato sensu and stricto sensu graduate courses, scientific journals and teacher training programs. Promotes staff selection and composition of examining boards and proposes the movement of graduate teaching staff. In addition, analyzes and approves the conduct of research with animal models, laboratory research and clinical research from the perspective of Human Research Ethics Committees and Ethics Commission in the use of animals.

Pro-Rector: prof. Dr. Monica Franchi Carniello

Department of Postgraduate Courses and Location of Classes

Address: Visconde do Rio Branco Street, 210 - Center - Taubaté / SP
telephone: (12) 3624-1657
E-mail: posatende@unitau.br
Opening Hours: from Monday to Friday, 8h às 12h, e das 14h às 18h

Office of the RESEARCH AND POST-GRADUATION OFFICE PRPPG

telephone: (12) 3625-4217
Fax: (12) 3632-2947
E-mail: prppg@unitau.br
Opening Hours: from Monday to Friday, 8am to 12pm and 2pm to 6pm

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