This is an Academic and In-Person Program whose mission is to produce knowledge and promote the training of professors, professionals, and researchers with expertise in the field of Education and leadership capacity. It is aligned with the UTP Institutional Development Plan (PDI), which defines its mission as the production of knowledge, human development, and the training of professionals with expertise and management capacity, in line with the pedagogical project of undergraduate, graduate (lato and stricto sensu) programs, and institutional policies for teaching and outreach.

The program has a critical perspective in the educational field and is predominantly engaged with regional social inclusion.

GENERAL OBJECTIVES:

1. To deepen studies and research in the field of Education, particularly within the themes of the Research Lines: Public Policies and Education Management and Pedagogical Practices: Articulating Elements.
2. To prepare students for research and foster intellectual autonomy.
3. To train higher education faculty with solid theoretical foundation and growing mastery in educational research, aiming to promote their intellectual independence.

SPECIFIC OBJECTIVES:

1. To deepen studies on pedagogical practices and educational policies.
2. To produce knowledge on themes such as teacher training; educational policies; history of educational institutions; school culture; school curriculum; education and labor; rural education; environmental education; and multiliteracies.
3. To enhance articulation between graduate program activities and Basic Education, through research involving state and municipal teachers.
4. To strengthen articulation between undergraduate and graduate programs.
5. To provide formative processes through the organization of Thematic Seminars throughout the academic year.
6. To strengthen national and international inter-institutional research activities aimed at debating Brazilian education.

The social impact of the PPGED is focused on activities carried out with Higher Education institutions and Basic Education institutions within state and municipal education systems in Paraná and other Brazilian states. The program maintains relationships at local, national, and international levels with educational institutions, research organizations, and professional entities.

Notable highlights include:

• A significant number of Master’s students connected to Basic Education;
• Alumni who seek pedagogical support and consulting services for public policy management;
• Lectures, conferences, and consulting related to research projects in education;
• Lato sensu postgraduate specialization courses;
• Extension and research projects involving Basic Education teachers, undergraduates, Master’s and Ph.D. students.

PPGED also engages in continuing education initiatives in municipalities of the Curitiba Metropolitan Region, particularly in public schools located in rural areas. It has national-level engagement through the actions of research groups and centers.

Sucupira Platform – insert the link

The program is structured into two Research Lines (RL):

PUBLIC POLICIES AND EDUCATION MANAGEMENT

This research line investigates public policies and the management of educational systems and processes in Basic and Higher Education. Key topics include:

• State relations
• Formulation and implementation of educational policies
• Initial and continuing teacher training
• Pedagogical Political Project (PPP)
• Curriculum guidelines
• Educational processes
• Inclusion/exclusion
• Educational financing
• Privatization of education
• Comprehensive education

PEDAGOGICAL PRACTICES: ARTICULATING ELEMENTS

This line investigates pedagogical practices and their connecting elements, which include:

• Literacy and multiliteracies
• Teaching and learning
• Initial and continuing teacher training
• Teaching materials and educational technologies

Contexts of investigation:

• Basic and Higher Education
• Environmental Education
• Rural Education
• Special Education

RESEARCH GROUPS AND CENTERS

Research Group: State and Educational Policies
Prof. Dr. Anita Helena Schleser

Study and Research Group: Connections – Education, Digital Culture, and Innovation
Prof. Dr. Eduardo Fofonca

Public Policies and Education Management
Prof. Dr. Fausto dos Santos Amaral Filho

Sur Paideia
Prof. Dr. Fausto dos Santos Amaral Filho

Epistemology and Education
Prof. Dr. Fausto dos Santos Amaral Filho

Education, Art, and Public Policies
Prof. Dr. Josélia Schwanka Salomé

Work, Education, and Educational Policies
Prof. Dr. Maria de Fátima Rodrigues Pereira

Study and Research Group on Language, Literacy, and Multiliteracies
Prof. Dr. Maria Alzira Leite

Environmental Education and Pedagogical Practices: Challenges and Perspectives (EDAPP)
Prof. Dr. Maria Arlete Rosa

Study and Research Group on Special Education and Diversity
Prof. Dr. Rita de Cássia Gonçalves – UTP
Prof. Dr. João Henrique da Silva – UFRRJ

Teacher Training, Educational Territories, and Social Representations – FOTERS
Prof. Dr. Sueli Pereira Donato

Research Center on Rural Education, Social Movements, and Pedagogical Practices – NUPECAMP
Prof. Dr. Maria Antônia de Souza

Research Group on Work, Education, and Educational Policies – TEPE

RESEARCH LINE: PUBLIC POLICIES AND EDUCATION MANAGEMENT

• Anita Helena Schlesener– Accredited for Doctorate and Master’s
  Lattes CV
• Fausto dos Santos Amaral Filho– Accredited for Doctorate and Master’s
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• Josélia Schwanka Salomé– Accredited for Doctorate and Master’s
  Lattes CV
• Maria de Fátima Rodrigues Pereira– Accredited for Doctorate and Master’s
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• Rita de Cássia Gonçalves– Accredited for Doctorate and Master’s
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• Dra. Silvana Elisa de Morais Schubert
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RESEARCH LINE: PEDAGOGICAL PRACTICES – ARTICULATING ELEMENTS

• Eduardo Fofonca– Accredited for Doctorate and Master’s
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• Maria Alzira Leite– Accredited for Doctorate and Master’s
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• Maria Antônia de Souza– Accredited for Doctorate and Master’s
  Lattes CV
• Maria Arlete Rosa– Accredited for Doctorate and Master’s
  Lattes CV
• Sueli Pereira Donato– Accredited for Doctorate and Master’s
  Lattes CV

DOCTORATE PROGRAM

The Doctoral Program curriculum is structured through mandatory courses, seminars, research activities, qualification preparation, and thesis defense.

DOCTORAL PROGRAM: 36 credits

28 credits composed as follows:

• 8 credits in mandatory courses (MC)common to both research lines:
  Educational Research: Theoretical and Methodological Deepening and
  Brazilian Education: Theoretical and Methodological Deepening.
• 8 credits in two Advanced Seminars (AS)chosen jointly with academic advisors, offered each semester based on student demand.
• 12 credits – Research Activities (RA):contribute to the development and refinement of the thesis production, totaling six activities throughout the 48 months of the program.

8 credits are related to the thesis defense.

MASTER’S PROGRAM

The Master’s curriculum is structured through mandatory courses (both common and specific to the research lines), elective courses (Special Topics), seminars, program events, qualification preparation, and dissertation defense.

MASTER’S PROGRAM: 36 credits

28 credits in mandatory courses, composed as follows:

• 8 credits in two common mandatory coursesfor both research lines:
  Educational Research and Brazilian Education.
• 8 credits in two specific mandatory coursesfor each research line:
  • For the linePedagogical Practices: Articulating Elements:
    Curriculum Theories and Foundations of Pedagogical Practice
  • For the linePublic Policies and Education Management:
    Education Management and Public Policies in Education
• 8 credits in two mandatory courses:Research Practice and Dissertation Seminar, taught within each research line.
• 4 credits in Special Topics (ST):various ST courses are offered for Master’s students to choose at least one during their program, as guided by their advisors.

8 credits are allocated to the dissertation.

COMMON MANDATORY COURSES:

• Educational Research
• Brazilian Education

SPECIFIC MANDATORY COURSES:

Research Line: Pedagogical Practices – Articulating Elements

• Curriculum Theories
• Foundations of Pedagogical Practice

Research Line: Public Policies and Education Management

• Education Management
• Public Policies in Education

Elective courses – Special Topics (ST) are worth 4 mandatory credits. They are offered by the research lines, and students select them based on advisor recommendations.

In addition to required and elective courses, students participate in seminars and events organized by the Program. Qualification for dissertation/thesis occurs after completion of all credits. Final defenses are held after all academic requirements are fulfilled.

Stages:

1. Curriculum and Research Project Analysis
2. Oral Examination (Defense of the Thesis Project)

Candidate classification will consider performance in both stages of the selection process.

The program admits special students each semester, who may enroll in Advanced Seminar courses or participate in Research and Study Groups.

Master’s Selection Process

Stages:

1. Curriculum and Research Pre-Proposal Analysis
2. Oral Examination (Defense of the Dissertation Pre-Proposal)

Candidate classification will consider performance in both stages of the selection process.

The program admits special students each semester, who may enroll in Special Topics courses or participate in Research and Study Groups.

The Universidade Tuiuti do Paraná (UTP) regards internationalization as a fundamental premise for the quality of higher education. It is a broad academic and cultural engagement encompassing teaching, research, and service delivery, involving cooperation with universities, companies, and governments. Internationalization is treated as an institutional policy.

In line with the opportunities offered by university internationalization, UTP seeks to integrate this process into its teaching and research efforts as well as into social needs, through bilateral/multilateral cooperation for courses, research activities, extension programs, seminars, and joint publications. The university is committed to developing cooperation instruments that ensure the quality of these actions, aligned with diverse international models of higher education. However, it is also mindful of preserving certain local cultural characteristics and needs, avoiding blind standardization of global academic practices.

1) CORII – Office of Institutional and International Relations

The Office of Institutional and International Relations (CORII) is linked to the University’s Rectorate and aims to foster institutional cooperation at national and international levels.

CORII’s responsibilities include:

• Developing, proposing, and coordinating the implementation of scientific, technological, cultural, artistic, and sports exchange policies between UTP and other national and international institutions;
• Supporting professors, researchers, and students from international institutions engaged in activities at UTP, and supporting UTP affiliates engaged in activities abroad.

Office of Institutional and International Relations (CORII)
Coordinator: Rodolfo Enrique Perdomo Freitas
Email: [email protected]
Hours: Monday to Friday, 9 a.m. to 12 p.m.

2) Cooperation Agreement between Universidade Aberta (Lisbon, Portugal) and Universidade Tuiuti do Paraná (Curitiba, Brazil)

Term: May 12, 2015 – May 12, 2018 (renewable for the same period)

This cooperation agreement aims to establish partnerships in areas such as research development, scientific, cultural, and technical capacity building, and professional training in both institutions. It promotes:

• Faculty and technical staff mobility;
• Internships for faculty, technicians, researchers, and students;
• Continuous training through joint research activities, seminars, and academic meetings;
• Implementation of projects that contribute to the socioeconomic development of the institutions’ respective regions.

3) Cooperation Protocol between Universidade do Minho (Portugal) and Universidade Tuiuti do Paraná (Brazil)

The goal is to develop and collaborate on activities such as:

• Student exchanges;
• Faculty and researcher exchanges;
• Technical, administrative, and management staff exchanges;
• Joint teaching and training projects;
• Joint research and publication in academic journals;
• Outreach and community interaction projects;
• Joint organization of conferences, workshops, and other scientific events;
• Other mutually beneficial forms of cooperation.

Faculty members responsible for international articulation:
Dr. Maria de Fátima Rodrigues Pereira and Dr. Eduardo Fofonca
Agreement signed: April 10, 2024

4) Cooperation Protocol between the Polytechnic Institute of Leiria (Portugal) and Universidade Tuiuti do Paraná (Brazil)

This agreement includes:

• Exchange of technical, scientific, and pedagogical bibliography;
• Student and faculty mobility;
• Joint course organization;
• Joint research projects;
• Technical and administrative staff training activities;
• Service provision and other actions within the scope of the protocol.

Responsible researcher at PPGED: Dr. Maria Arlete Rosa
Agreement signed: October 12, 2018