Teaching, Curriculum, and Teaching Knowledge

The area will develop studies concerning the relations between teaching, curriculum and teaching knowledge that are built from the daily experiences that reflect in the way professors teach and guide pedagogical practices.

Research lines:

• Line 1 – Teaching-learning Languages

This Research Line aims to cover projects that deal with the constructions of knowledge from the very performance of the subjects in social practices, focusing on language
mediations, in the production of meaning and social attachment, in contemporaneity. Teacher training for didactic-pedagogical practices aimed at teaching languages and their codes. In this perspective, the aspects of transmission, reception and cognitive processes that tangle the field of language will be specially studied, in the reinvention of the processes of construction of the rituals of social attachment and autopoiesis.

• Line 2 – Theoretical and Methodological Foundations and curricular approaches to teacher training and School Education

It aims to develop studies in the theoretical-methodological perspective based on the educational assumptions linked to teaching and learning, also proposing to investigate the curricula and respective practices. The studies developed in this line also include ways of elaboration and application of educational proposals involving formal and/or non-formal spaces. The emphasis is on directing strategic actions to improve teaching action at different levels and modalities of teaching.

• Line 3 – Teaching and learning Mathematics and Natural Sciences

The research line is characterized by studies and research on the teaching of Sciences and Mathematics highlighting the epistemological, didactic and historical-cultural points of view. It investigates the history of the teaching of Sciences and Mathematics; the foundations of the process of construction of the students or teachers’ school knowledge in the teaching and learning in Sciences and Mathematics; the curriculum, its curricular components and the forms of evaluation in the teaching of Sciences and Mathematics; the initial and continuing education of teachers for the teaching of Sciences and Mathematics and their interrelations with Basic Education; the teaching and learning processes, in the scope of formal and non-formal education, at different levels of education; study and proposition of teaching and learning strategies in Sciences and Mathematics; the relations between science, technology, society and environment and their implications for the teaching of Sciences and Mathematics.