The PPGEd, whose concentration area is Education, is organized into five research lines, considering educational research as the central axis of researcher training, requiring the full involvement of postgraduate students in all academic activities.
Line 1: Educational Public Policy. The research line is constituted from the articulation of investigations that encompass education as public policy. It researches the management of schools and educational systems; the planning, implementation, financing, and evaluation of educational policies; teacher training policies and resulting governmental actions; teacher appreciation and work; social movements and their educational processes, as well as conducting comparative studies in educational policies.
Line 2: Curriculum, Educational Practices, and Difference. Studies curricular thought in different theoretical-methodological approaches. Investigates curriculum policies articulated to agencies, state instances, and curricular practices aimed at basic and higher education. Researches educational practices as social practice, in school and non-school education spaces, focusing on how their different configurations imprint norms of conduct. Addresses difference including questions about the processes of subjectivation and signification in the field of curriculum.
Line 3: Training, Language, Memory, and Subjectification Processes. Studies at the interface between education, playfulness, language, memory signification, literacies, and subjectification processes. The relationship between human experience and the elaboration of knowledge involving historical, social, spatial, cultural, and discursive aspects in curriculum, human formation, and educational practices.
Line 4: Knowledge and School Practices. Develops research through different theoretical-methodological frameworks that have as their central object the teaching and learning processes with emphasis on: curricular practices in school; schooling and meanings of school knowledge for life; relationship between specific knowledge and pedagogical knowledge; teacher training; history of school subjects; teaching knowledge.
Line 5: Educational Processes, Teacher Training, and Inclusion. Studies educational processes and their constitutional dimensions, as well as educational approaches and psychological, historical, cultural, and social aspects. It contemplates investigations on teacher training at different levels and environments, professionalization, organization of teaching work, and educational processes. Conducts research on inclusion in different contexts, the dimensions of inclusive education, society, teaching, and learning processes. It addresses interdisciplinary and critical studies and their relationships with education.