Story

Description

This program involves advanced research activities in preparation for a career in academia, industry or the nonprofit sector. The uniqueness of this program replaces regular classes and involves researching the knowledge of the student who participates in quarterly meetings on campus or on the web and the instructions that accompany it. The chosen area of concentration is under supervision and must be approved by the Faculty Mentor and the Research Committee.

Programs Offered

Master;
Doctorate degree;
Post doctoral.

This Program is Offered in

English;
Portuguese;
Spanish.

Goals

The chosen objectives will provide the advanced development of the student’s educational skills:

I – train teachers and doctors in education to act as teachers and researchers, committed to the advancement of knowledge for the exercise of research science and other professionals; and

II – encourage the academic to create scientific production formulations in the field of education through publications and other forms of knowledge socialization.

Skills

Build interfaces between formal and non-formal education, through the production of knowledge about educational processes, considering the movement of society and its contradictions;

Develop research aimed at guaranteeing the Rights (Education, Health, Assistance, Work) of the population of children, adolescents and their families;

Conduct research on the implementation, implementation and evaluation of public policies aimed at children and adolescents;

Offer subsidies for the elaboration of public policies (innovative knowledge and practices), especially those aimed at children and adolescents;

Produce knowledge about educator training in formal and non-formal education situations.

Registration Requirements

Application for admission.
Choice of the program to be carried out.
Curriculum.
Statement of the field of study and objectives to be achieved in the chosen field of research.
Qualification and admission exam.
Foreign language proficiency exam.

Subjects

Schedule

1 -Theory of History
Credit Hours: 60
Credits: 4
Menu: The epistemological status of history. History, historiography and historicity. Historical time and experience. Uses of context. Objectivity and subjectivity in history. The particular and the general. History, truth and proof. Rhetoric and historical knowledge. History and memory. History and social identities. The historical narrative. The historical method. The use of concepts by the historian. The construction of the historical object. The historiographical operation: social place, practices and text. Archive, understanding / explanation and representation. The ancient and modern concepts of history. The problem story. Analysis scales. Theories and philosophies of history. The disciplining of history. History as a social science.

2 – History of History Teaching
Credit Hours: 60
Credits: 4
Menu: The emergence of history as a disciplinary field in the 19th century. The debates about the place of teaching history. The different conceptions about teaching, learning and historical knowledge necessary for school history. The trajectory of history teaching in basic education. The creation of university history courses and the professionalization of teachers. Historiographical production and the articulation between academic and school knowledge. Social demands and history teaching.

3 – Didactics of History: Trajectory, Challenges and Perspectives
No Credit Hours: 60
Credits: 4
Menu: Didactics of history as a field of research and academic discipline. History of History didactic construction. Different didactic conceptions and their implications for the history teaching-learning process. History Planning and Evaluation. The History classroom. Didactic resources as supports for historical knowledge recontextualized in a teaching object. Roles and uses of the textbook in the classroom. School as a training space for history teachers .

4 – Teaching African History and Afro Culture
Credit Hours: 60
Credits: 4
Menu: History of legal measures (laws and opinions) that made it mandatory to include these contents in the curricula of Brazilian schools. The reflections on the definition of parameters for the teaching of African History and Afro Culture and its consequences in the formation of History teachers, as well as the analysis of experiences of implementing these contents in school curricula, considering the themes and approaches privileged by teachers of History in schools and the production of teaching materials. History of Africa as an academic discipline: discussion of themes and debates present in university education. The production of knowledge from subjects external to the university environment: projects, programs and the performance of social movements and black communities in the construction of knowledge in this field.

5 – Teaching History and the Question of Temporalities
Credit Hours: 60
Credits: 4
Menu: Historical time as a structuring element in the production of historical knowledge. Concept of historical time in different theoretical matrices. Historical time: duration, rhythm, succession, simultaneity, permanences and continuities. History teaching and historicity regimes. Pedagogical challenges in the didactic recontextualization of historical time. Concepts such as: historical narrative, narrative identity and historical awareness. Historical time and taught history: curricular proposals, textbooks, narratives of teachers and students in the classroom.

6 – Heritage Education and History Teaching
Credit Hours: 60
Credits: 4
Menu: Teaching History and the field of material and immaterial Cultural Heritage. Exploration of the connections of memory institutions with the fields of culture, market, science and education. Based on case studies and general surveys on the situation of Brazilian museums, the new conceptions of history teaching in museums brought about by the contemporary discussion on heritage, memory, cultural identity and education are examined.

7 – Production of Teaching Material and the Virtual Universe
Credit Hours: 60
Credits: 4
Menu: Study of technological supports applied to the teaching of History, such as virtual learning environments, collaborative text editors, applications, games, among others. Construction of virtual environments for carrying out research and teaching activities in History in Basic Education.

8 – Narrative, Image and the Construction of Historical Fact
Credit Hours: 60
Credits: 4
Menu: Delimitation of the field of meaning of historical fact: fact as narration, fact as condensation of historical time. Conceptualization of visual narrative and its supports. Media and the factualization of history, resources for criticism and analysis methodologies. Strategies for presenting the historical fact through visual narratives.

9 – Methodology in the Teaching of History: the Researcher-Professor and the Professor-Researcher
Credit Hours: 60
Credits: 4
Menu: The method of researching history and the method of teaching history. Historical research in the teaching of history. The importance of the teacher-researcher. The importance of student-researchers. The use of workshops in the classroom. Research and the internet. Development of specific projects.

10 – History Curriculum: Memory and Production of Identity / Difference
Credit Hours: 60
Credits: 4
Menu: Different curriculum concepts and their implications for the reflection on the teaching of history. Relationship between curriculum and memory as contested territories. Differentiation between memory and history. School historiography, taught history and the contemporary political debate that involves the question of identity. Articulations between the different identification processes (national, sociocultural) in didactic historical knowledge . History curriculum and the question of otherness in time and space.

11 – Research Seminar
Credit Hours: 45
Credits: 3
Menu: Discipline for discussion and development of research by all students, with a view to developing the final work project. Bibliography: Not applicable .

12 – Tutorial Seminar
Credit Hours: 45
Credits: 3
Menu: Monitoring of the student’s work by the teacher-advisor with a view to preparing the final work and its defense. Bibliography: Not applicable .

13 -Eletiva Level: Master
Credit Hours: 60
Credits: 4
Menu:

14 – History as a difference: indigenous history and culture
Hours: 60 hours
Credits: 4
Summary: Reflections on the difference and val the r and s aggregated to it in the construction of historical knowledge. Identification of the historical trajectory of the construction of the difference of the indigenous (by non-indigenous) in Brazilian social formation . Identification of the current legislation that guides the teaching of indigenous history and culture with reflection on the social and academic mobilizations that underpin it . Indigenous speeches and actions in the construction of a place in Brazilian society. History, memory and construction of identity / otherness.

15 – Teaching of (e) Indigenous History
Hours: 60 hours
Credits: 4
Menu: Teaching Indigenous History. The New Indigenous History. Indigenous and Indigenous Policy. Indigenous Narratives. Native American History and Cultures.

16 – Teaching History and Decolonial Thought
Hours: 60 hours
Credits: 4
Menu: Decolonial thinking and the challenges of understanding history from different perspectives beyond the Eurocentric approach. Cultures, identity (s) and difference (s) at school. Issues and tensions in everyday school life: gender, race, and sexual and religious orientation. Theories of critical multiculturalism and critical interculturality. Critical Intercultural Education: concept and assumptions. The decolonization of historical knowledge and its teaching. The coloniality of power and its consequences as the coloniality of knowledge, being and nature and its decolonial counterpart . Critical intercultural perspective and colonial pedagogies in the teaching of history.