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por Edinalva - PPGE.ENG publicado 09/09/2021 09h33, última modificação 09/09/2021 09h33

The Graduate Program in Education at the Federal University of Paraíba (PPGE/UFPB) started in 1977, with the creation of the master's course in Adult Education. In 1997, it was renamed Graduate Program in Education, with the title of Master in Popular Education and four lines of research: Youth and Adult Education, Education and Social Movements, Basic Education, and Education, State, and Public Policies. In 2002, the doctoral degree was established, with an area of specialization in Popular Education, Communication, and Culture and five lines of research: Foundations and processes in popular education, Youth and adult education, Public policies and educational practices, Education and social movements, and Cultural studies and information and communication technologies. In 2007, it expanded the area of concentration to Education and reorganized the lines: 1) Popular Education, 2) History of Education, 3) Educational Policy, 4) Teaching-Learning Processes, and 5) Cultural Studies of Education. In 2017 the Graduate Program in Education completed 40 years of activities, maintaining the structure proposed in the CONSEPE Resolution 52/2007, outlined in a new Resolution, the 09/2016- CONSEPE, which brings adaptations to the New Regulation of the Strictu Sensu Graduate Program of the UFPB, approved in 2013 (Resolution 79/2013 of CONSEPE).


The descriptions for the five lines of research are:

LINE 1 - POPULAR EDUCATION: Processes of popular education in social policies and social movements, with emphasis on youth and adult education, health, solidarity economy, and university extension.

LINE 2 - HISTORY OF EDUCATION: Subjects, institutions, legislation, and printed materials in the histories and memories of Brazilian education at the primary, secondary, and higher levels in the imperial and republican periods, with the Northeastern and Paraíba educational experiences as locus.

LINE 3 - EDUCATIONAL POLICIES: Analysis perspectives on Education, State, and Society. Educational and school policies and practices. Management policies, financing, participation, and social control in education. Curricular policies, teacher training and evaluation, and evaluation of education.

LINE 4 - TEACHING AND LEARNING PROCESSES: Foundations, methodologies, and teaching and learning processes focused on the production of didactic knowledge, on the training and performance of teachers and educators, on school and non-school practices, on curriculum development, and on experiences of human formation for diversity in different modalities and levels of education.

LINE 5 - CULTURAL STUDIES OF EDUCATION: Cultural, Pedagogical, and Communicational Processes: foundations and interfaces. Identity(ies), difference(s), inequality(ies): gender, sexuality, social class, race/ethnicity, age/generation, and disabilities (dis)constructions. Cultural pedagogies, public space, and democracy. Digital Culture(s) and Learning Technologies. Discourses and visual images.



The Graduate Program in Education (PPGE) at the Federal University of Paraíba (UFPB) has as its main objective to train masters and doctors with a solid theoretical and methodological background in the Education Sciences field to act as researchers, teachers, and technicians in specialized educational and research institutions, and leaders in organizations and social movements, as well as in other spheres of society. Therefore, it intends to contribute to the training of new generations of researchers in the education field in Brazil, professionals with a level of excellence, able to act both in formal and non-formal education spaces, in school institutions and in non-school educational spaces, in dialogue and interaction with experiences, knowledge, and national and international projects, in a perspective that, based on a regional reality (the Brazilian Northeast), is also universal.

The specific objectives that derive from its research lines are:

1  - To investigate the Popular Education processes in policies and social practices of youth and adult education, health, solidarity economy, university extension, non-governmental organizations, and social movements.

2  - To visualize and analyze Brazilian education memories and histories, based on the theoretical and methodological plurality of the History and Education fields, with emphasis on the Northeastern and Paraíba educational experiences in the imperial and republican periods, addressing all levels and school subjects, emphasizing gender and ethno-racial perspectives, educational (auto) biographies and memories of education scholars.

3  - To develop studies on the relationships between State, Education, and Society, focusing on educational and school policies and practices in the management, participation and social control, teacher training, financing, and evaluation of education dimensions.

4  - To investigate the teaching-learning foundations, methodologies, and processes aimed at the didactic knowledge production, contemplating issues involved in the training and work of educators, in school and non-school practices, curriculum development, and experiences of human formation for diversity, within different modalities and levels of education.

5  - To problematize, according to the Cultural Studies of Education foundations, questions on public space and democracy, diversity and differences from an intersectional perspective: gender and sexuality; social class; race/ethnicity; age/generation and disabilities; digital culture; visual culture.



The competencies that form the graduates profile are organized around the axes of training for research, teaching, and educational leadership, contemplating intellectual, operative, ethical, and aesthetic dimensions to integrate theory and practice organically and functionally.


AXIS I- Training for research involves the development of competencies for the critical, creative, and autonomous scientific thinking practice and the mastery of theoretical and methodological tools in the Education field to solve socially relevant problems. These competencies are distributed into:

a)          To systematically understand the epistemological identity of the educational research field, in terms of its theories and methods.

b)           To conceive and operate scientific research projects with attention to the parameters of investigative rigor and quality, contributing to the expansion of knowledge repertoires in the educational field.

c)          To analyze educational situations under multi-referential approaches and produce possibilities for innovation in pedagogical policies and practices, based on an ethical bylaw that links science to the propositional critique of the social development contradictions.

d)           To actively participate in the investigative community through the dissemination of studies and research for scientific, technological, social, and cultural advancement at local, regional, national, and international levels, and contribute to the popularization of science, especially in the educational field, through programs, projects, and a variety of initiatives.

Axis 2: Training for teaching concerns the requirements for the teachers performance in Higher Education, as well as in Basic Education, in view of the political, epistemological, didactic-curricular, and relational challenges that emerge in classroom contexts and in the management of educational institutions. The competencies associated with this axis are:

a)          To conceive the teaching problematic in its different interfaces, placing it as a theoretical-methodological issue with a pedagogical identity.

b)          To plan, execute, and evaluate plans, projects, and formative situations, recognizing the audience's specificities and context.

c)          To articulate the production of knowledge resulting from specialized research with the pedagogical decision-making that constructs the teaching context.

d)          To develop themselves in collaborative contexts based on the principles of democratic and participative management of educational institutions.

e)          To develop action methodologies that contemplate the constitutive diversity of individuals and groups, as well as specific social and institutional situations.

f)           To respond to challenges of pedagogical practice based on ethical principles and innovative perspectives.

g)          To integrate different resources and forms of knowledge to provide contextualized and dynamic teaching practices, reflecting the complexity of knowledge and the human condition.

Axis 3: Training for educational leadership unfolds in competencies aimed at the exercise of positive influence, by the master or doctor, on people and organizations, seeking to conduct processes supported by scientific knowledge resulting from specialized research in Education and the graduate's ethical and political engagement and commitment. These competencies bring together:

a)          To engage in social and community problem-solving initiatives, demonstrating expertise in critiquing and proposing technical and scientific alternatives.

b)          To channel references produced at the interface between local, regional, national, and international research to the creation of educational strategies, in school and non-school institutions, and subsidies for the educational policies formulation.

c)          To actively participate in the public debate on education, making a critical and ethically responsible defense of intellectual propositions.

d)          To disseminate knowledge and technologies in the educational field derived from investigative activity to different audiences at the local, regional, national, and international levels.

e)          To exercise intercultural dialogue to value differences and promote educational experiences that imprint new values and meanings to coexistence inspired in Human Rights and democratic construction.



The PPGE/UFPB curricular proposal is inserted in its five lines and several research groups, registered in the CNPq's Research Groups Directory.

The curriculum is organized into:

(1)  required courses common to the lines, specific for the master's and doctoral programs, one with a theoretical approach, the other with a methodological approach, totaling 8 credits.

(2)  required courses common to both programs, specific to the lines, one with a theoretical approach and the other with a methodological approach, totaling 8 credits.

(3)  several elective courses, offered by the lines, completing 4 or 8 credits, depending on the level.

(4)  research practices, corresponding to supervising activities, at 4 credits for the master's degree and 8 credits for the doctoral degree.

(5)  Teaching Practicum, along with the undergraduate programs, with 2 credits for the master's degree and 4 credits for the doctoral degree.

Therefore, it totals a minimum of 24 credits for the master's degree and 32 for the doctoral degree.