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Stricto Sensu

Stricto Sensu



Postgraduate Program in Education

The program is developed through studies and investigations related to the research lines that articulate, among other aspects, social, historical and cultural perspectives about educational issues.

Learn more about USF’s Degree-Oriented Postgraduate Program in Education. To access Program Regulations, click here.

Selective Process

Stage
Date
Application for admission
To begin application:

Master's Degree - Click here.
PHD Degree - Click here.
 
Master's Degree - By November 27, 2017
PHD Degree - By November 17, 2017
Document submission Master's Degree - By November 27, 2017
PHD Degree - By November 17, 2017
Exam By December 12, 2017
Language exam By December 12, 2017
Interview By December 13, 2017
Results By December 18, 2017
Class registration
To register for classes online, click here.

 
Master's Degree - By December 28, 2017
PHD Degree - From December 20 to 22, 2017
Classes begin March, 2018
To access complete program information: Master's Degree | PHD Degree 
 

Lines of Research

The Graduate Program in Education was accredited in 2002 by CAPES in the broad area of Education and with area of concentration: Education. By 2014, the program was organized into three research areas: 1) Language, Discourse and Educational Practices; 2) Mathematics, Culture and Pedagogical Practices; 3) History, Historiography and Educational Ideas.

It was noted that with these three lines, organization of the program was guided by disciplinarity:

Languages; Mathematics and History. However, the ever-increasing complexity of global society led researchers and educators to the consideration of interdisciplinary and transdisciplinary as processes that are essential to the development and innovation of science, technology and teaching.

What is highlighted in this context is education as a core locus for implementation of research projects that articulate the interfaces of national problems and cross-cutting themes, and – based on the primacy of interdisciplinarity – can contribute to a reflection on the historical dynamics and social complexity by introducing new forms of knowledge production.

In light of the foregoing, starting in 2015, the Program is now organized into two lines:

1. Discursive practices, cultural and educational processes
Research developed in this line place education within the context of discursive studies from the cultural-historical perspective. The topics investigated involve the following: reading and writing; textual genres; constitution of subjects; conditions and possibilities of development for students with and without disabilities; school and non-school social practices, and cultural studies. The approach is multidisciplinary, involving studies based on discourse analysis and interactive processes.

Professors:
Dr. Ana Paula de Freitas, Dr. Carlos Roberto da Silveira, Dr. Luzia
Bueno, Dr. Marcia Aparecida Amador Mascia, and Dr. Milena Moretto.

2. Education, Society and Formative Processes
Research developed in this line place education in its broad sense in the context of socio-cultural relations. The approach is multidisciplinary, involving research in the ambit of history, philosophy, sociology and educational psychology, with an emphasis on the following themes: math education; teacher and student training; ethics, aesthetics and education; the work of teaching; history, memory and narration.

Professors:
Dr. Adair Mendes Nacarato, Dr. Daniela Dias dos Anjos, Dr. Luzia
Batista de Oliveira Silva, Dr. Maria de Fátima Guimarães, and Dr. Nilo Agostini.

Professors

Prof. Ana Paula de Freitas, PhD
Brief curriculum vitae
Dr. Freitas earned a Master’s degree and PhD in Education from Universidade Estadual de Campinas (1996; 2001). She earned a Bachelor’s degree in Speech Therapy from Pontifícia Universidade Católica de Campinas (1989), and has experience in Speech Therapy and Education, with an emphasis on School Education. Her studies and research are based on the historical-cultural theory and enunciative-discursive perspective, working in the following topics: conditions and possibilities for the education of students with or without disabilities, learning disabilities, educational relationships, oral and written language, and continuous teacher training.

Information about Research Projects:
Professor Freitas develops research projects based on the historical-cultural theory, with a focus on the issue of conditions and possibilities of school-based learning by students with and without disabilities. The studies are developed in two areas of research: 1) Educational practices and processes of interaction; and 2) Training and work of teachers. In line with the assumed theoretical perspective, the investigation of interpersonal relations is focused on the processes of social mediation and language, focusing on the issue of dialogism and discourse.

Prof. Carlos Roberto da Silveira, PhD
Brief curriculum vitae
Dr. Silveira earned a Bachelor’s degree in Business Administration from FAI-MG, and non-degree-oriented (lato sensu) graduate studies in Clinical and Institutional Psychology at UNIVÁS-MG. He earned a Master’s degree in Philosophy (concentration in Ethics) from PUC-CAMP, and a PhD in Philosophy from PUC-SP/CAPES. Postdoc in education through the Graduate Program in Education, CAPES/USF – Itatiba-SP. Served as member of the Institutional Review Board at UNIVÁS-MG and MG-EEWB. Faculty member at USF in the Graduate Program in Education, in the research line of “Discursive Practices, Cultural and Educational Processes”.

Information about Research Projects:
Professor Silveira develops research on “Education Programs against Domestic Violence”, process of Formal and Non-Formal Education/Learning, and conformity with Public Policy in the spheres of Justice, Safety, Citizenship and Human Rights. Participates in the Research Group on Foucault Studies (GPEFE) of the Graduate Program in Education at USF. Develops research in Education, Philosophy, and Philosophy of Education in the areas of Ethics, Aesthetics, Culture and Discourse. Participates in the “Research Group on Education, Language and Cultural Practices” (PHALA), in the line of “Curriculum and Cultural Practices” at UNICAMP.

Prof. Luzia Bueno, PhD
Brief curriculum vitae
Dr. Bueno earned a PhD in Applied Linguistics from PUC-SP. She is deputy leader of the ALTER-AGE group (Analysis of Language, Education Work and Its Relations, and Textual Gender Analyses); LAF (Language, Action et Formation) under the leadership of Jean Paul Bronckart, and GPPL (Research Group on Thought and Language) under coordinators Ana Luiza Smolka and Luci Banks Leite. Develops research in the areas of language, discourse and educational practices with a primary focus on the relationships of language and work, language and teaching of the mother tongue, language and textual genres. She earned a Bachelor’s degree in Literature from Universidade Estadual de Campinas (1991), graduate certification in Social Sciences from Universidade Estadual de Campinas (1994), Master’s degree in Applied Linguistics from Universidade Estadual de Campinas (2002), and a doctoral researcher in Educational Sciences at the University of Geneva (2006), under the supervision of Professor Jean-Paul Bronckart.

Information about Research Projects:
Professor Bueno develops research on the relationships of language and teaching, literacy, and teaching–learning of textual genres supported by the following theoretical contributions: Socio-Discursive Interactionism, New Studies of Literacy, Ergonomics of Activity and Clinic of Activity.

Prof. Márcia Aparecida Amador Mascia, PhD
Brief curriculum vitae
Dr. Mascia earned a bachelor’s degree in Literature, a Master’s degree in Linguistics and Portuguese Language from UNESP, a PhD in Applied Linguistics from UNICAMP, and has sandwich PhD and postdoc in Education from the University de Wisconsin-Madison (USA), in the Department of Curriculum and Instruction, under the supervision of Professor Thomas Popkewitz. Works as a professor in the Graduate Program in Education at Universidade São Francisco, Itatiba, in the area of Discursive Practices, Cultural and Educational Processes. Served as Program Coordinator in 2012 and 2013. Leader of the “Foucault Studies and Education” Research Group and member of the groups “PHALA - Education, Language and Cultural Practices” and “From the Ivory Tower to the Tower of Babel”.

Information about Research Projects:
Professor Mascia develops projects on educational discursive practices from the perspective of Discourse Analysis, Foucault Archeo-Genealogy, Deconstruction, Psychoanalysis and Post-Critical Studies; addressing the following themes: language teaching–learning (native and foreign, spoken languages and visual-spatial languages), production of identities and subjectivities in the contemporary world, external assessment and digital literacy.

Prof. Milena Moretto, PhD
Brief curriculum vitae
Dr. Moretto earned a Bachelor’s degree in Literature, a Master’s degree and PhD in Education from Universidade São Francisco. She works as a professor in the Graduate Program in Education at Universidade São Francisco, Itatiba, in the line of Discursive Practices, Cultural and Educational Processes. Author of the book “Produção de textos em sala de aula: momento de interação e diálogo” [“Production of texts in the classroom: Time of interaction and dialogue”], published by Paco Editorial, as well as chapters and articles related to language. Researcher of ALTER-AGE-CNPQ groups and the RELATIONSHIPS OF EDUCATION AND TEACHING-CNPQ Research Group.

Information about Research Projects:
Professor Moretto’s research is focused on the relationship between language and teaching the mother tongue, literacy practices, plus development and analysis of teaching materials. She has experience in Applied eLinguistics Education, working mainly with the following topics: reading, composition, teaching textual genres, and linguistic analysis.

Adair Mendes Nacarato, PhD
Dr. Nacarato earned a Teaching Degree in Mathematics from PUC/Campinas, a Master’s degree in Education and a PhD in Education from FE/Unicamp. She worked as primary school math teacher. Currently works as professor in the Graduate Program in Education at Universidade São Francisco. Works in the following line of research: Education, Society and Formative Processes.

Information about Research Projects:
Professor Nacarato’s research focuses on two axes: 1) practices of schooling, focusing on the processes of teaching and learning of mathematics from a historical-cultural perspective; and 2) teacher training, focusing on educational processes, biographical studies, life narratives, teacher training cases, and teaching condition. CNPq Productivity Researcher, level 2.

Prof. Daniela Dias dos Anjos, PhD
Brief curriculum vitae
Dr. Dias dos Anjos earned a Bachelor’s degree in Pedagogy, a Master’s degree and PhD in Education from the College of Education, Universidade Estadual de Campinas (UNICAMP). She has experience in education as a teacher of primary school and early grades of elementary school and higher education. Currently a professor in the Graduate Program in Education at Universidade São Francisco, and works in the “Education, Society and Formative Processes” line of research. Participates in the following research groups: GPPL (Thought and Language Research Group); NEPHEB (Center for Studies and Research on Ethics, Politics and History of Brazilian Education), and the Teaching Relations and Work of Teachers Research Group.

Information about Research Projects:
Professor Dias dos Anjos has developed studies and research about the education and teaching at different levels: elementary education and higher education, from a cultural-historical perspective, and the Clinic of Activity as the main reference.

Prof. Luzia Batista de Oliveira Silva, PhD
Brief curriculum vitae
Dr. Silva earned a Bachelor’s degree and Master’s degree in Philosophy from Pontifícia
Universidade Católica de São Paulo – PUC/SP (1994/1997); a PhD in Education from the College of Education, Universidade de São Paulo - FE/USP (2004); a Postdoctorate in Anthropology from the College of Social Sciences at PUC/SP (2012), and postdoctorate in Aesthetics and Epistemology, School of Philosophy, Université de Bourgogne - Dijon/France (2012). Professor in the Undergraduate and Graduate Programs in Education at Universidade São Francisco - line of research: Education, Society and Formative Processes. Areas of interest: Ethics, Aesthetics and Education; Epistemology and Education; Poetics of Childhood and Education; Narration, Education, Higher eLearning; Imaginary and School Violence.

Information about Research Projects:
Professor Silva has developed studies and research about the relationship between ethical management of nursing homes, humanity and education; formal and non-formal education, and formative processes; Walter Benjamin and Gaston Bachelard in the relationship between autonomy and poetics in childhood; slumification, school learning and educational experience – analyses based on Walter Benjamin and the authors of the Critical Theory of Society.

Prof. Maria de Fátima Guimarães, PhD
Brief curriculum vitae
Dr. Guimarães earned a PhD in Education from Universidade Estadual de Campinas (2007), a Master’s degree in Information Sciences from Pontifícia Universidade Católica de Campinas (1995), Graduate Certification in Archives from the College of Education, Universidade Estadual de Campinas (1989), a Bachelor’s degree in Pedagogy from Faculdade de Ciências e Letras Plínio Augusto do Amaral (1990), and a Bachelor’s degree in History from Universidade Estadual de Campinas (1984). She is an Assistant Professor at Universidade São Francisco, where she works in the Graduate Program in Education, and is the managing coordinator of the CDAPH-USF collection.

Information about Research Projects:
Professor Guimarães is dedicated to the following topics: teaching history, education of the body in relation to sociability and urban sensibilities, in light of matters of cultural heritage, in modern times. Currently pursuing postdoc at Centro de Memória - UNICAMP (CMU).

Prof. Nilo Agostini, PhD

Brief curriculum vitae
Dr. Agostini earned a PhD in Theology from the University of Human Sciences in Strasbourg, France (1989), with doctoral dissertation on the topic of “awareness-building”, where he also earned Advanced Studies Diploma in 1986 and a Master’s degree in 1985. Conducts research on Ethics, educator Paulo Freire, and the current “change of epoch”, and currently works as Professor of the Graduate Program in Education at Universidade São Francisco. He has authored over ten books, dozens of articles in specialized professional journals, and a good number of participations in collective works. He has also published articles in magazines and newspapers. Most noteworthy among his works is the following publication: Ética: diálogo e compromisso [“Ethics: dialogue and compromise”] (São Paulo: FTD, 2010). Also relevant is his participation in the work Direito Ambiental [“Environmental Law”] (Brasilia: Embrapa, 2014), with the essay “Ética e moral: por um equilíbrio entre o ser humano e a natureza” [“Ethics and morality: for a balance between humans and nature”]. Also published the essay Cambio de época: oportunidades y desafios [“Change of times: challenges and opportunities”], as part of a book published in Rome, Italy.

Information about Research Projects:
Professor Agostini develops research on the relationships between ethics and education, religion and education, education and human formation in contemporary times, and is dedicated to studies of Paulo Freire and his contributions to the field of Education.

Master’s Theses Defended

To see the theses written by our Master’s candidates: click here.

Doctoral Dissertations Defended

Doctoral Dissertations Defended in 2014

To see dissertations written by our Doctoral candidates, click here.

Laboratories

CDPAH

The Center for Documentation and Support to Research in the History of Education (CDAPH), linked to the Graduate Program in Education at Universidade São Francisco, is a references resource for research on history and historiography of Brazilian education. It gathers documentary collections of diverse origin and nature, and offers a wide range of documents for different areas of research.

The CDAPH develops activities focusing on identification, collection, preservation, processing and dissemination of collections of an archival and bibliographical nature, promoting and offering support not only to undergraduate, graduate, certification and enhancement research, but also to society at large, through:

• Access to and dissemination of its collection;
• Promoting exchanges between researchers from various institutions and related areas of knowledge, in order to stimulate the production of scientific papers and academic debate;
• promoting different activities, such as courses, events, and monitored visits, aiming to expand and assure access to and dissemination of the knowledge produced in academia to society at large;
• Participation in initiatives of conserving historical and cultural heritage.

On par with the trajectory and dynamics of its various areas, the CDAPH has been engaged in producing and contributing to the consolidation of a strong editorial policy, to assure access to and dissemination of work essential to teaching and developing research in the History of Brazilian Education.

>> Click here for more details on the CDAPH


NEPEM: Laboratory and Center for Studies and Research in Mathematics Education

The Center for Studies and Research in Mathematics Education (NEPEM), since its inception in 1984, has worked in extension studies (free), serving students from the University’s Education program and from other institutions, as well as math teachers at various levels of public and private educational systems in the Itatiba region, through courses, workshops and individual guidance, among others.

In the field of research, it also serves Master’s and PhD students, both in their individual work and in conducting collective research. Its infrastructure and research-supporting materials (technical books, sound recorders, two computers, teaching materials, physical space, etc.) are available to participating students, teachers and researchers.

NEPEM also includes the Center of the Brazilian Society of Mathematics Education, São Paulo Regional Chapter (SBEM/SP) for the Itatiba region. This center was created based on the First Meeting of Mathematics Education at USF in 2007. Extension activities are held at NEPEM, aimed at training teachers from the Itatiba municipal public school system.

GRUCOGEO/GRUCOMAT

This is a research laboratory, the equipment of which was acquired through funding from MCT/CNPq, in the Universal funding line, for two research projects.

The physical space includes a room equipped with six computers, two laptops, one netbook, two multipurpose printers, two multimedia projectors, MP3/MP4 players, three camcorders and one digital camera, and is fully furnished. It also has the license for two software packages: CabriGéomètre and Phanton (both for working with Statistics). This equipment is used for field research by Scientific Initiation, Master’s and PhD students, linked to the Graduate Program in Education.

The physical space is used for graduate classes, TCC, IC and graduate guidance, as well as meetings of research groups (from the Graduate Program or Grucomat).

SAEDU: Students of the Graduate Program in Education use the facilities.

SAEDU - Study Room of the Graduate Program in Education, with computers and tables for study and group meetings.

PhD Dissertations Defended

To see the dissertations written by our doctoral candidates: click here.

Laboratories

The Graduate Program in Psychology currently has six laboratories, two for each of its three lines of research. Every year there are more investments in equipment, with research grants funded by CNPq and FAPESP, as well as an increased number of students in the laboratories, enabling the activities of the research lines to be developed with higher quality.

See further details on each of the laboratories below:

LABAPE

LabAPE is a research laboratory linked to the Master's and PhD Graduate Programs in Psychology. The program has played a pioneering role in Brazil in this area of concentration and received a score of 6 (on a scale from 1 to 7) from the Brazilian Agency for the Improvement of Higher Education Faculty and Staff (CAPES). The laboratory was established in 1999 and consolidated in 2001, with financial support from the São Paulo State Research Support Foundation Program (FAPESP) for Young Researchers in Emerging Centers (Project titled "Computerized Componential Assessment of Fluid Intelligence" Process no. 2000/05913-4, Ricardo Primi). Currently, it develops new research and receives support from the National Council for Scientific and Technological Development (CNPq) and from the Brazilian Agency for the Improvement of Higher Education Faculty and Staff (CAPES). LabAPE develops several research projects and services related to psychological assessment, with the participation of undergraduate and graduate students, as well as postdoctoral researchers, most of whom receive grants from FAPESP, CAPES and CNPq. Website: http://www.labape.com.br/labape/

LAPSaM

LAPSaM has been under activity since 1999, and it currently is held by professors from the line of Psychological Assessment in Mental Health contexts. Research projects in this lab have a focus on validity of psychological assessment tools in the context of mental health and health in a broad sense. Research receives funding from FAPESP, CAPES and CNPq in the form of grants for (undergraduate and graduate) students and professors. Some projects currently under progress:

• Studies focusing on projective techniques, particularly Rorschach, Pfister and Zulliger;
• Therapeutic assessment and consequential validity of the assessment tools;
• Correlational study between quality of life and social support in cancer patients;
• Assessment of cognitive functions and symptoms of depression in patients with brain injury;
• Assessment of Family Support for senior citizens.

LAPE

The Educational Psychology Laboratory (LAPE) is linked to the Assessment in Educational Psychology line of research. The lab researchers develop studies in the area of assessment of cognitive and affective constructs in educational contexts related to learning, development, schooling and career development. Professors Acácia Aparecida Angeli dos Santos, Ana Paula Porto Noronha and Rodolfo A. M. Ambiel participate in this line of research.

LAPOT

The Occupational Psychological Assessment Laboratory is linked to the Occupational Psychological Assessment line of research. At this laboratory, studies are developed in the field of organizational and occupational psychology, focusing on the construction and psychometric studies of tools for measuring different constructs, such as organizational climate, workers’ quality of life, occupational health, workplace harassment, among others.

Horizontes journal

The Horizontes journal is an publication for dissemination and debate on scientific production in the area of Education, and is linked to the Graduate Program in Education at Universidade São Francisco. The purpose of the Journal is to serve as a forum for the presentation of research developed, theoretical studies and reviews in the area of Education, in its historical, cultural and educational practice aspects. In order to maintain a dialogue with national and international researchers, the Journal accepts publications in Portuguese, English, French and Spanish. The published texts are subject to assessment by blind peers, members of the Editorial Board or ad hoc consultants. The contents do not reflect the views, opinions or philosophy of the Graduate Program in Education or Universidade São Francisco.

The Journal consists of briefs with educational themes consistent with the editorial policy thereof and/or articles of spontaneous demand submitted and approved for publication. The rights of Horizontes publications are held by Universidade São Francisco, permitting only the author to reproduce his/her own material, previously authorized by the editors. Transcriptions and translations are allowed, provided they do not exceed 500 words and mention the source.

To access the Horizontes Journal, click here.


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