History
The Graduate Program in Science Education (PPGEC/UFRPE) was initially established as an independent and multidisciplinary center, bringing together professors from the Departments of Biology, Physics, Chemistry and Education. It was approved by CAPES in 2001, having been proposed as an academic master's degree, with the objective of qualifying, at the stricto sensu graduate level, preferably professors working in the areas of Sciences (Physics, Biology, Chemistry), Mathematics and related areas. The doctoral level was approved by CAPES in 2009 and the first class began in the second semester of 2010.
Mission, Objectives and Values
The mission of the Postgraduate Program in Science Education at UFRPE (PPGEC) is to train teacher-researchers and develop research of high academic and social relevance in the area of Science and Mathematics Education, aiming at improving the quality of basic and higher education. To this end, its objectives are:
- To offer scientific training and develop research of high academic and social relevance in the area of scientific and technological education, seeking to develop training processes for teachers and researchers committed to improving the teaching and learning of science in different social and cultural spaces.
- Establish the interface between the specific areas of Biology, Physics, Chemistry and Mathematics with Education, advancing towards encompassing interdisciplinary relationships that mark the face of the world's current problems, associated with social, cultural, scientific and technological transformations.
- To consolidate, on contemporary epistemological and methodological bases, its main focus on formal education in its various levels and modalities, as well as to advance the critical training of teachers and researchers attentive to the sociocultural emergencies of our time and the impact of science and technology on society, the environment and the individual.
The PPGEC values: a critical view of the social processes involving contemporary science and technology and their effects on culture, society and the environment; social relevance of academic research in the PPGEC; autonomy of thought and action for teaching in different cultural and educational contexts; creativity to face adverse social, political and educational situations; complex, systemic and ecological thinking in the development of alternatives, strategies and innovative practices for traditional and emerging teaching problems; intercultural dialogue as a fundamental value for human and social development; environmental education as an intrinsic dimension of academic, school and community education; socio-environmental sustainability integrated into the understanding of social, scientific, technological and innovation development; solidarity for the development of the area of Science and Mathematics Teaching in the Northeast Region.
CAPES Concept and Scholarships
The Program currently has a Concept 5 from Capes and receives grants from the Coordination for the Improvement of Higher Education Personnel (CAPES), the National Council for Scientific and Technological Development (CNPq) and the Foundation for Science and Technology Support of the State of Pernambuco (FACEPE), in addition to having postdoctoral scholarship students.
Teaching Science and Mathematics - Master's Degree
Ordinance of Creation:
- Recognition - Triennial 2010: Concept 4
- Recognition - Triennial 2013: Concept 4
- Recognition - Quadrennial 2017: Concept 5
Teaching Science and Mathematics - Doctorate
Approved by CNE (Ordinance No. 1045/2010)
The Postgraduate Program in Science and Mathematics Teaching has as its area of concentration: Science and Mathematics Teaching
On January 23, 2008, through CAPES ordinance no. 9, the GREAT MULTIDISCIPLINARY AREA was created, within which interdisciplinary areas were defined. Among these we have the area of EDUCATION. In the CAPES table, we have:
Assessment area: EDUCATION
90200000 - EDUCATION
90201000 - TEACHING SCIENCE AND MATHEMATICS
Curricular Structure: Master's and Doctorate