PPGEC

Elective Course (L3): Study of current topics in the relationship between technologies and education, including social, historical, cultural, philosophical, and/or epistemological perspectives. Contemporary theoretical perspectives on research at the interface between science education and technologies.

Elective Course (L2): Historical approaches to theoretical and methodological perspectives relating socio-environmental themes to the field of Science Education. Contemporary approaches to socially relevant themes within Science Education. Current perspectives on socio-environmental issues from the standpoint of Science Education. The field of Environmental Education: thematic, theoretical, and methodological trends and perspectives.

Elective Course (L1): Current research topics in Teacher Education Processes and Pedagogical Practices; contemporary research methodologies in science and mathematics teacher education; emerging themes in research on pedagogical practices in science and mathematics.

Elective Course (General): The course provides opportunities for diversified production of academic genres aimed at developing linguistic-discursive competencies and authorial writing skills. It addresses the formal, aesthetic, and ethical dimensions of academic and scientific text production.

Elective Course (L3): Presentation, analysis, and application of technology-mediated active methodologies within the context of digital culture, aiming to develop skills for application in diverse educational settings.

Elective Course (L1): Historical development of research in science and mathematics teacher education; perspectives on teacher education in these fields; teacher education processes, including initial and continuing education; specialized knowledge of science and mathematics teachers, including models for different subject areas; teacher learning and professional development.

Elective Course (L1): Historiography of science and mathematics; history in science and mathematics education; nature of science and mathematics; historical episodes in Mathematics, Chemistry, Physics, and Biology.

Elective Course (General): Models of the universe—from Earth to galaxies; cardinal points; seasons—day and night, phases of the Moon and eclipses—tides and calendars; the Solar System: physical characteristics—scales of size and distance; the celestial sphere—apparent motions—constellations; characteristics of Earth—the greenhouse effect—ozone layer depletion; stellar evolution; transposition and analysis of these themes in the context of high school classrooms; galaxies; cosmology; angular measurements; simple astronomical instruments; lenses and telescopes.

Elective Course (L1): Conceptual aspects and terminology related to science communication; discourse in science communication; the role of science communication in formal and non-formal contexts; state-of-the-art research on science communication in science education; science communication in school and non-school settings; science communication in teacher education; research production in science communication within science education.

Elective Course (L2): Public understandings of Science and Technology; implications of Science–Technology–Society–Environment (STSE) interactions in contemporary contexts (social, cultural, political, economic, and environmental dimensions); history of the STSE movement; STSE Education: objectives, conceptions, and curricular configurations; relationships between STSE and Scientific and Technological Literacy (STL); STSE themes and socioscientific issues.

Elective Course (L3): The role of experimental activities mediated by digital technologies in science education, with emphasis on active learning strategies; main forms of technology-supported experimentation, such as digital simulations, virtual laboratories (weblabs), and remote experiments, including their potential and limitations; possibilities for use in distance education and blended learning contexts, considering pedagogical, technological, and methodological aspects; planning, assessment, and integration of technology-based experimental activities in innovative teaching proposals aligned with contemporary demands.

Elective Course (L1): Social exclusion: concepts of discrimination, prejudice, and stereotypes; social inclusion: values, democracy, and human rights; the inclusion/exclusion dynamic across dimensions of race/ethnicity, social class, gender, and physical characteristics; study of disabilities, including the evolution of the concept and different types of developmental conditions; the teacher’s role in working with individuals with disabilities, particularly regarding social and school inclusion; challenges and possibilities in planning and implementing inclusive teaching practices; recent research on science education and school inclusion.

Elective Course (L2): This course addresses environmental education from a critical and reflective perspective, seeking to understand the consequences of historically constructed human–nature relationships and the current context of environmental degradation; topics include the understanding of environmental issues, the history of environmental education, and its philosophical and political foundations; it also explores the essential relationship between environmental issues and educational processes, as well as environmental education proposals in formal and non-formal educational settings.

Elective Course (General): Discussion of the role of experimental activities in formal and non-formal environments; skills related to experimentation and scientific inquiry; use of materials and instructional guides for experimental activities in science teaching (Physics, Chemistry, and Biology) in school contexts.

Elective Course (L3): Discussion of the concept of technology, historical milestones of techniques and technologies, and their connections with education; public policies for technologies in education and open-source software; the potential of Digital Information and Communication Technologies (DICT) in teacher education and basic education; trends, themes, and theoretical approaches in research on technologies in education.

Elective Course (L1): Concepts of teaching and learning; study of the main theories of teaching and learning; analysis of the complementary perspectives among different theoretical approaches to the teaching–learning process: traditional, behaviorist, humanistic, cognitivist, and sociocultural; implications of learning theories for science teaching; technology-mediated teaching and learning.

Elective Course (General): Discussion and critical analysis of theoretical approaches to the didactics of natural sciences and mathematics, and application of these frameworks to specific problems and issues in Science Education, with emphasis on themes such as Didactic Transposition, Representations, Didactic Contract, Models and Modeling, Conceptual Fields Theory, Anthropological Theory of the Didactic, and Scientific Literacy.

Required Course (by Research Line): Connections between epistemological approaches and methodological perspectives in Science Education; research approaches and types; theoretical and methodological development in the field of research in Education and Technologies; ethical procedures in educational research; scientific writing: formal and aesthetic dimensions; master’s-level research production, including topic selection, problematization, and dissertation definition; development of a master’s research proposal: justification, problem formulation, scope definition, and literature review; analysis and discussion of master’s research projects within the Education and Technologies research line.

Required Course (by Research Line): Connections between epistemological approaches and methodological perspectives in Science Education; research approaches and types; theoretical and methodological development in the field of research in Education and Technologies; ethical procedures in educational research; scientific writing: formal and aesthetic dimensions; doctoral-level research production, including topic selection, problematization, and thesis definition; development of a doctoral research proposal: justification, problem formulation, scope definition, and literature review; analysis and discussion of doctoral research projects within the Education and Technologies research line.

Required Course (by Research Line): Possibilities and limitations of addressing socio-environmental themes within Science Education; the field of Environmental Education research: thematic, theoretical, and methodological perspectives; research production: topic selection and problematization; writing the research proposal: scientific text as a discursive genre; justification and problem formulation; literature review; aesthetic dimension of scientific writing: internal coherence and textual cohesion; practice of scientific writing; analysis and discussion of graduate students’ research projects within the Socio-Environmental Themes research line.

Required Course (by Research Line): Survey of research addressing Teacher Education Processes and Pedagogical Practices; discussion of data collection techniques and data analysis procedures; dissertation development process.

Required Course: Research in Education as a social practice within the field of the human sciences; the field of educational research in Brazil; specificities of knowledge production in Education; ethical and political dimensions of educational research; research in Science Education as a “scientific field,” drawing on perspectives such as Pierre Bourdieu, Ludwig Fleck, Mikhail Bakhtin, and Cássio Eduardo Viana Hissa; theoretical and methodological foundations of educational research; quantitative and qualitative research; research styles and types; Science Education research as educational research; the field of Science Education research: historical, social, and political context of its development and consolidation in Brazil; overview of the PPGEC-UNIFEI research lines.

Required Course: The nature of knowledge: common-sense knowledge versus scientific knowledge; philosophical perspectives on the nature of science; major epistemological traditions; the field of natural sciences; the field of human sciences; different aspects of knowledge production in natural sciences and human sciences.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Report on academic activities, including completed coursework, development of the work plan, and related activities carried out during the period; defined according to course requirements and the student’s approved work plan.

Foreign language proficiency – English