The PPGEC has a CONCENTRATION AREA “Teaching Science and Mathematics” and three LINES OF RESEARCH:
Line 1: Teaching and Learning Science and Mathematics
This line of research is based on critical analyses and positions on theoretical and empirical bases that support educational processes in the field of science and mathematics didactics. This line includes studies and research on didactic phenomena related to teaching and learning processes, at different levels and modalities of education, considering in an articulated manner epistemological, cognitive, pedagogical, historical, social and cultural dimensions, such as:
- Empirical and theoretical studies on systemic, complex and ecological approaches, epistemological pluralism, multi/intercultural approaches to science;
- Empirical and theoretical investigations on the relationship between subjects and knowledge, the formation of scientific concepts, mathematical concepts, processes of conceptualization and meaning of socio-scientific and socio-environmental issues;
- Development and analysis of designs of teaching sequences or activity systems, analysis of teaching practices in teaching systems, production of discourses in different communicative modes – argumentative, dialogic, narrative and others;
- Studies on pedagogical perspectives for Science and Mathematics Education, in formal and informal spaces, with an emphasis on inclusive, critical, humanized educational processes and for human diversity.
Line 2: Training and Pedagogical Practice of Science and Mathematics Teachers
This line of research focuses on processes and public policies for initial and continuing training of science and mathematics teachers for the different levels and modalities of teaching, teaching practices and knowledge in different cultural contexts. The areas of interest of this line are:
- Research on the concepts, training models and construction of practices of teachers in initial and continuing education;
- Studies on the curricula of undergraduate courses related to mandatory supervised internships and other curricular components, programs linked to educational policies and pedagogical practice as a locus of knowledge production;
- Research on the training and pedagogical practice of Science and Mathematics teachers, in formal and informal spaces, focused on inclusive, critical, humanized educational processes and for human diversity.
Line 3: Technologies in the Teaching of Science and Mathematics
A line of research aimed at studying the foundations, developing methodologies and applying Digital Information and Communication Technologies (TDIC) integrated with innovative methods used in educational contexts in the teaching of science and mathematics, in teacher training and in various learning contexts. Furthermore, the line includes educational policies for the integration of DICT, practices for the educational integration of DICT, the construction and use of educational software, digital teaching resources, digital games and virtual teaching and learning environments aimed at the construction of knowledge, as well as providing for the creation, development and evaluation of innovative teaching and methodological practices integrated with the use of DICT. The focuses of interest of this line are:
- Research on the development, application and evaluation of innovative educational practices supported by digital technologies;
- Studies involving scientific evidence on the use of DICT for teaching;
- Research on teaching and learning methodologies and strategies, with a view to the use of DICT; -Research on approaches that allow the innovative production of digital teaching resources in formal, non-formal and distance learning environments;
- Studies involving the relationship between DICT and cognition, in the context of science and mathematics teaching.