Learn more about the program 

HISTORY OF THE PROGRAM 

The program was approved by Opinion no. 058/2010, of June 24, 2010, by the Univille’s Council for Teaching, Research, and Extension (CEPE). It was recommended by the Coordination for Improvement of Higher Education (CAPES), in the field of Education, in the 123rd meeting of the Technical-Scientific Council, in 2010, by the Letter 156-20/2010. It is recognized by the Decree no. 198, published on the State Official Journal of Santa Catarina of the 29 of April of 2011, according to the Order of the Ministry of Education no. 1,364, of September 29, 2011, *UNION* Official Journal of the 30 of September of 2011. The recognition was renewed by the Order of the Ministry of Education no. 609, of March 14, 2019, *UNION* Official Journal of the 18 of March of 2019. 

 

OBJECTIVE OF THE PROGRAM 

To contribute to the formation of researchers in education compromised with the development of scientific investigation and the knowledge production that involves public policies, field of work, teacher education, and the aesthetical, historical, and cultural aspects.  

 

STUDENTS’ PROFILE 

Undergraduate professors and other professionals that are interested in the field of education. 

 

MASTER’S IN EDUCATION’S PROFILE 

The Master’s in Education will be a researcher with theoretical and methodological autonomy and political-social commitment able to contribute to the field of education, emphasizing the teacher education and work in education policies, and in technology curriculum. S/he will be competent to work in teacher education, as well as in different stages and/or educational stages. Therefore, s/he must have rigorous theoretical and methodological foundations, in order to produce research questions that may help the production of local, national and international knowledge, fomenting useful **s to the field of education in its distinct aspects. This way, it is expected the Master’s in Education by the Univille’s Post-Graduation Program in Education will be capable of having qualified communication with different educational institutions, and social movements and organizations, spreading the scientific knowledge, and not limiting her/his studies, investigations, and productions to a specific group. The Master’s in Education will present fundamental scientific reflections and elaborations to an actuation involved with the production and socialization of new knowledges and in agreement to the socioenvironmental, ethical, aesthetical, and social demands, considering the horizon of a democratic society.  

 

COORDINATION 

Coordinator  

Profa. Dra. Jane Mery Richter Voigt 

 

SECRETARIAT 

Secretary 

Cleide Martins/ Sarah F. de Carvalho Ribeiro

 

Curriculum 

The program has duration of 24 months, being 24 credits for the subjects and 6 credits for the dissertation. The students’ selection is annual, 20 students each class. 

The mandatory subjects are 15 credits in total, and the elective subjects are 21 credits. The student must take the minimum of 9 credits. One credit of theoretical, practical, or theoretical-practical class corresponds to 15 hours/class. 

The maximum of 6 credits in elective subjects may be attributed to subjects taken in other master’s programs, as long as evaluated and authorized by the collegiate of the program.  

 

Curricular structure 

The Master’s in Education Program presents one concentration area: EDUCATION. The program has duration of 24 months, being 24 credits for the subjects and 6 credits for the dissertation. The students’ selection is annual, 20 students each class. 

The mandatory subjects are 15 credits in total, and the elective subjects are 21 credits. The student must take the minimum of 9 credits. One credit of theoretical, practical, or theoretical-practical class corresponds to 15 hours/class. 

The maximum of 6 credits in elective subjects may be attributed to subjects taken in other master’s programs, as long as evaluated and authorized by the collegiate of the program.  

Curricular structure Class XI?(click here) 

 

Lines of research 

 

Curriculum, Technologies, and Educational Practices  

The line of research contemplates the curriculum, the technologies, and the educational practices in their theoretical-methodological foundations, contributing to the comprehension of the educational phenomena. Among the investigated issues, there are: literacy; educational practices and digital information technologies; curriculum and curriculum practices; formal and non-formal education; and aesthetical education. 

 

Education policies, work, and teacher education 

The line of research contemplates education policies, work, and teacher education considering their regulatory frameworks and epistemological foundations associated to education in different stages, levels, and teaching modalities. Among the investigated issues, there are: State; education policies; teaching work, formation, and professional development; diversities, inclusion, and special education; and teaching-learning process.