Master’s Degree in Education
This course was approved by Opinion No. 058/2010 of 24 June 2010 by the Board of Education, Research and Extension - CEPE of UNIVILLE. It was recommended by the Coordination of the Development of Higher Level Academic Staff - CAPES, in the area of Education, in 2010 at the 123rd meeting of the Technical Scientific Council, through Official Letter 156-20 / 2010. It is recognized by Resolution 003/2011 of the State Council of Education of SC, Opinion No. 020 of 15/03/2011 and with the provisions of MEC Ordinance No. 1,364, of 29/09/2011, Official Gazette of 30/09/2011.
Course objective
Contribute to the training of educational researchers committed to the development of scientific investigation and the production of knowledge and who consider public policy, the field of work and teacher training and the environmental, aesthetic, historical and cultural aspects.
Target Public
University graduated teachers and other professionals who have an interest in education.
Educational Policies And Practices
This line aims to investigate the issues of educational policies and different forms of formal and non-formal educational practices involving environmental, aesthetic, historical and cultural aspects.
Work And Teacher Training
This line focuses on research with emphasis on work and teacher training in the various instances of their realization, from multi-determined point of view that considers historical, political and cultural issues.
Class Timetable
Mondays, Tuesdays and Wednesdays from 2pm to 6pm.
The Master’s Degree course in Education takes 24 months, with 24 credits being attributed to disciplines and 6 credits for the dissertation.
Curriculum matrix
Compulsory disciplines
- Education Theories I
• Education Theories II
• Research Seminar I
Elective disciplines
• Sensitivity in Pedagogic Action
• Diversity, Social Interaction and Human Development
• Education and Culture: Formal and Non-Formal Spaces
• Education and Childhood in Contemporary Context
• Education, Genre and Human Rights
• Social Inclusion, Schooling and Disability
• Literacy Practices of the Teacher
Research Line Compulsory disciplines – Work and Teacher Training
• Research Seminar II – Work and Training
• Work and Teacher Training
Compulsory Disciplines in Research Line – Educational Policies and Practices
• Research Seminar II
• Educational Policies and Practices
• Public Policies in Education
Research Lines
- Educational Policies and Practices: This line aims to investigate the issues of public educational policies and different forms of formal and non-formal educational practices involving environmental, aesthetic and historical-cultural aspects.
- Work and Teacher Training: This line focuses on research concentrated on work and teacher training in the various instances of their development, under a multi-determined point of view taking historical, political and cultural issues into account.
Research Groups
GETRAFOR – Group of Studies and Research on Work and Teacher Training
The aim of this research group is to conduct research focused on work and teacher training in the various instances of their development, from a multi-determined point of view taking historical, political and cultural issues into account. Develop research with institutional finances (from UNIVILLE itself) and funding agencies (CNPq and CAPES). This consists of a collective space for researchers for training and constitution of identity regarding methodological and theoretical aspects. The research developed by GETRAFOR members is systematically presented in important educational events such as the National Anped, Regional South Anped, ENDIPE, EDUCERE etc.
Leader: Aliciene Fusca Machado Cordeiro
Márcia de Souza Hobold
Research Group in Policies and Practices for Education and Childhood - GPEI
Research Group on Public Policy and Educational Practices for Education and Childhood - GPEI is linked to the research line for Educational Policies and Practices of the Post Graduate Program in Education from the University of the Joinville Region / UNIVILLE. It consists of teachers: from the Post-Graduation program in Education, Licentiates, Public Education networks and students from the Master’s Degree in Education and graduation as well as research teachers from other universities. The aim of this group is to provide yet another space for discussions, studies, research and systematization of knowledge in relation to policies and educational practices for Brazilian children and for Latin America.
Leader: Rosânia Campos
Nucleus for Research in Art in Education - NUPAE
NUPAE was created and legitimized by UNIVILLE in 2003 and registered with the CNPq in the same year. It aims to develop research activities in the internal and external environment of the institution in partnership with the UMINHO, Braga / Portugal. The group is made up of scholars from undergraduate and post-graduate courses and teachers/coordinators from Visual Art, Pedagogic and Math courses as well as students and alumni from the Master’s Degree in Education and Cultural Heritage and Society at UNIVILLE. This group acts in the following research areas: 1. Public Policy and Educational Practices: investigates art / education and heritage education with a focus on public policies and educational practices; 2. Work and teacher training: investigates formal, non-formal and informal education, curriculum and assessment. It has publications in books and journals.
Leader: Silvia Sell Duarte Pillotto
Educational Policies and Practices
The Study and Research Group in Educational Practices /GEPPPE, is a collective space for researchers for training and constitution of identity regarding methodological and theoretical aspects in the Field of Education. It acts from the perspective of interdisciplinary research dialoguing with the areas of popular education, adult education, rural education, genre and citizenship.
Leader: Elizabete Tamanini
Nelma Baldin
Language practices in the classroom
The purpose of this group is to facilitate the integration of research that somehow focuses on the acquisition of written language, taking into consideration the teaching of reading and writing in a familiar environment, the interaction that occurs between teachers and students as well as emotional and social aspects. These investigations are derived from various fields of knowledge, thus, contributing to the expansion of discussions involving the acquisition of written language. Standing out among these is the circulation in school environments of different discursive genres and the recognition as to how it gives this circulation. There has been special emphasis on the knowledge that the teachers of initial grades have regarding the possibility of working with genres in their classrooms. Interest in discursive genres with a focus on education means a contribution to the current discussions on this topic. From the studies concluded and those in progress, it is possible to develop proposals of a pedagogic nature that could result in a better use of educational action, thus establishing a close link between the University and educational institutions.
Leader: Marly Krüger de Pesce
Rosana Mara Koerner
Subjectivities and (auto) biographies
The scope of the group’s discussions is guided by the challenges of the work 'written lives', and on the understanding that the (auto) biographical record configures a heuristic production. Debates on the rhizomes built with the (auto) biographies in social networks, the democratization of narratives, discourses implied in 'architectures of the other', technologies of the self' or 'or even of the other', the contemporary subjectivity processes are present and run through the investigation of discursive practices in the political field of education and memory. The group is concerned not only with building a network collection of (auto) biographies marked by contemporary discourses related to the subjectivities from successful speeches, professional careers, initial and continuing education, the organization for the future of the epistemological implications of such narrative but also with the political factors of the democratization of "Life Stories" as cultural heritage.
Leader: Raquel Alvarenga Sena Venera