It deals with the social genesis of the processes of knowledge and constitution of cognitive subjects according to the historical-cultural theory developed from the conceptions of Vygotsky on learning and development. The focus of studies lies in the context of theoretical production in the 20s and 30s of the last century through the partial reading of Vygotsky's work, with a critical reaffirmation of his ideas in current educational research.

It should be considered a continuity in the studies carried out in Educational Research I, now focused on the examination of investigations carried out on pedagogical practices and analyzed according to principles of the Historical-Cultural Approach reconstructed by current scholars and theorists. Theoretically, it mediates pedagogical mediation, social formation of the mind, learning and development, individualization of the subject in social interactions.

This discipline has as an object of study the dimensions of the culture in the constitution of the school subjects and in the production of meanings that demand curricular actions. It problematizes the pedagogical and institutional discourses that guide identity politics and signal the relationships between childhood, youth, and power in curricular practices, calling into question the social role in popular education.

To reflect philosophically on some of the main recurring themes of education, including their conditions of possibility, their processes, and purposes, in order to theoretically and critically subsidize the performance in higher education and the insertion in processes of human formation in general.

The discipline proposes to re-read the philosophical and pedagogical presuppositions of modernity with the pretension of investigating the possibility of new rationalities for the contemporary pedagogical and educational process based on the presuppositions of complexity theory. The intention is, through an epistemological dialogue, to expand the theoretical/practical pretensions of school education, having as a category of analysis the cognitive principles of complexity theory. The discipline will prioritize the understanding of the contributions and implications of complexity theory in the pedagogical and educational field. The theory, paradigm and logic of complexity postulate and enable a reform of simplistic, reductionist and disjunctive thinking by promoting the contextualization and globalization of knowledge through an inter / transdisciplinary approach. The understanding of reality, under the watchful eye of complexity, is a fundamental presupposition for understanding the logic of life, a science with a conscience, a politics of the human, an ethics of solidarity and a global co-citizenship.

The mastery of scientific theories is a necessary condition for the professional educator to act, which implies knowing the process of producing such theories as one of his instruments of work. For this, Thomas Kuhn, Karl Popper, Imre Lakatos, Paul Feyerabend, Gaston Bachelard and Edgar Morin, who propose a constructive understanding of Science, in which knowledge is the fruit of non-neutral interaction between subject and object, always marked Interests and knowledge of the observer. It discusses the "status" of scientific knowledge, as historical human production, not as "truth observed by the senses". The vision of Science is ready, finished and immutable, discovered in the real, as well as the dogmatisms of it and its implications in the teaching of Sciences. Also discussed are understandings about the specificity of the nature of typically school knowledge, as well as professional teacher knowledge.

Continuance of Epistemology and Eduction. The mastery of scientific theories is a necessary condition for the professional educator to act, which implies knowing the process of producing such theories as one of his instruments of work. For this, Thomas Kuhn, Karl Popper, Imre Lakatos, Paul Feyerabend, Gaston Bachelard and Edgar Morin, who propose a constructive understanding of Science, in which knowledge is the fruit of non-neutral interaction between subject and object, always marked Interests and knowledge of the observer. It discusses the "status" of scientific knowledge, as historical human production, not as "truth observed by the senses". The vision of Science is ready, finished and immutable, discovered in the real, as well as the dogmatisms of it and its implications in the teaching of Sciences. Also discussed are understandings about the specificity of the nature of typically school knowledge, as well as professional teacher knowledge.

This discipline offers support, especially in the direction of writing / academic authorship, in a subjective process become an author. The theoretical assumption of authorship is the understanding that writing - a thesis - in academia is a process of inscription in a discursive community, with certain requirements (consistency, consistency, originality, objectivity, ethics). The meaning of writing a thesis requires a certain pedagogy, ranging from studying, reading, consulting (specialized dictionaries to a specific literature of subject matter (of concepts) with competence and a theoretical and methodological articulation.

It deals with questions related to the concepts of time, space, group, identity, nation, territory, tradition, place, daily, global and regional. These concepts are analyzed from the perspective of the social sciences and the organization of space in the current scientific-technological information world. The importance of these concepts in the construction of territorial/national identity in the globalized world (considering nature and society), constituted by networks and their importance in research in education, is discussed.

This component presents some studies of childhood in interdisciplinary relationships, from the field of sociology, anthropology, and history to dialogue with pedagogy. These studies intend to promote investigative practices in education about childhood to problematize conceptions that allow discussing the relations between childhood and power, pointing out how pedagogic discourses guide identity politics. It focuses on childhood as a social category of the generational type and the child as a cultural subject, an active member of society and the institutions that participate, be they schools or other such as family, social movements.

The aim of this course is to approach, discuss and reflect on pedagogical and educational practices present in social movements, associations and cooperative organizations, such as places of culture, politics, economy, in the light of different theorizations about social processes of popular education. Recovers the history of Popular Education in Latin America and Brazil; Discusses the interweaving between Popular Education, Youth and Adult Education, and Field and Urban Periphery Education, based on conceptions and methods historically legitimized and culturally situated practices. It goes through the tools of Popular Education and its use, giving special emphasis to Participatory Planning, Participating Research, Action Research and Systematization of Experiences. In dealing with the historical, theoretical and methodological dimensions of educational processes, it emphasizes the relation between subject, knowledge, and culture.

The curricular component Hermeneutical Critical Approaches to Language and Education II, aims to provide the public presentation and debate of the texts produced by the participants of this component during the previous semester. It takes place in the form of weekly seminars in which the following objectives are pursued: to practice writing in relation to topics that are in tune with the subjects addressed during the previous semester; Present and discuss written essays on topics chosen by each participant; To jointly submit the publication of the text Language, Writing and World, of the collection, Academic - Scientific Works, Education in Science Series.

The curricular component Critical-hermeneutical approaches of Language and Education II aims to provide the public presentation and debate of the texts produced by the participants of this component during the previous semester. It takes place in the form of weekly seminars in which the following objectives are pursued: to practice writing in relation to topics that are in tune with the subjects addressed during the previous semester; Present and discuss written essays on topics chosen by each participant; To jointly submit the publication of the text Language, Writing and World, of the collection, Academic - Scientific Works, Education in Science Series.

The curricular component relates subjects related to education and citizenship with themes stemming from the tradition of critical and hermeneutic philosophy and from philosophical and political reflection on democracy. The themes chosen for this are language, finitude, understanding, historicity, action, plurality, freedom, politics and democracy. The component also investigates specific aspects involved in the relationship between education and citizenship. The notions privileged by this movement of analysis are authority, power, violence, discourse, ideology, enlightenment, emancipation, responsibility and the world in common. Essentially, it is a matter of bringing to the discussion texts that offer insights into the human condition and enable us to examine, under broad perspectives, current issues of education, democracy, and planetary life

Reflect on the daily life of the School, its subjects, their interactions, their spaces. Possibilities and roles, with emphasis on the teacher. Think of school as an area that has influence and influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher. Their roles, their functions, their implications. To understand didactics with a "new role" of describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as to the transformations of the own knowledge and the specific phenomena that these transformations produce relating to the pedagogical processes. Differentiate didactics and pedagogy, searching for intersections. The complexity of the educational process. Understanding the concept of Didactic Transposition. Teacher professionalization and teacher knowledge.

The purpose of this course is to broaden the discussion and reflection about everyday school and the classroom, its subjects, their interactions, their spaces, possibilities, and roles; to understand the school as a space that is influenced by the society and influences it; to understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher; their roles, their functions, their implications. Understanding didactics with a new role, describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as the transformations of the knowledge itself and the specific phenomena that these transformations produce relating to the pedagogical processes. Extension of the understanding of the concept of Didactic Transposition, knowledge, and teacher professionalism.

The purpose of this course is to broaden the discussion and reflection about everyday school and the classroom, its subjects, their interactions, their spaces, possibilities, and roles. To understand the school as a space that has influence and that influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students, and the teacher. Their roles, their functions, their implications. Understanding didactics with a new role, describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as the transformations of the knowledge itself and the specific phenomena that these transformations produce relating to the pedagogical processes. Extension of the understanding of the concept of Didactic Transposition, knowledge and teacher professionalism.

The discipline seeks to understand how in the Western tradition the "operation of reason" has been understood, leading, in turn, to different ways of understanding knowledge and, by extension, the very meaning of educating. By understanding what the mode of operation of reason in our culture would be, the so-called "paradigms of knowledge" are made explicit. The term "paradigm" is therefore used in a very broad sense, meaning the often unreflected structure of references and constraints that span an entire historical epoch. We value ourselves in this attempt of systematizing texts of the thought of authors/works that characterize in a paradigmatic way the philosophical and pedagogical thought.

The discipline addresses issues related to planning as an educational strategy and instrument of human emancipation in school and non-school spaces. It focuses the dimension of pedagogical work as a process of education and training in a popular perspective. It prioritizes the study of pedagogical instruments of social intervention, analyzing the management of educational plans, programs, and projects, identifying the implications that they generate.

The discipline discusses the social constitution of the subject, taking as reference the theoretical assumptions of the sociology of the individual of Bernard Lahire. It locates the sociology of the individual in the field of knowledge of sociology and, in particular, in the sociology of education. It analyzes the processes of contemporary socialization and the links with the constitution of social dispositions. It proposes to study how this approach interprets the forms of interiorization and exteriorization of habits and the incorporation of heterogeneous dispositions. In particular, two dimensions of the dispositions directly linked to the school universe: the transfer and constitution of social dispositions. The discipline also addresses the epistemological and methodological assumptions that underpin the research in this research program.

It investigates the theoretical assumptions of the critical theory, as it is presented in modern and contemporary thought, evidencing its relations with education. It aims the ethical, epistemic and political presuppositions that constitute critical theory through the fundamental concepts of this tradition, such as criticism; emancipation; majority; citizenship; autonomy and freedom. It takes as classic authors of reference: Kant; Adorno; Horkheimer; Habermas, Castoriadis, and Bauman, as well as their commentators, especially those who mediate with the educational field in a critical perspective.

It studies the history of the curriculum, from its origin in a perspective of the analysis of the different conceptions of curriculum associated with socio-cultural moments. It seeks to understand the curricular reforms that have taken place in Brazil and the resulting changes in the organization of Basic and Higher Education.

It studies curricular ambientization in the different Teaching Institutions, in an Environmental Education (EA) perspective based on complexity, ecological literacy and epistemological analysis. It proposes reflective research on the scientific and social relevance of environmental education in the promotion of changes in subjects' attitudes, in the interaction between society and environment, in order to understand the diversity of situations of recovery and prevention of environmental impacts, aiming at sustainability in a quality life.

The curricular component examines philosophically the problem of human training and ethics in educational settings, particularly at interfaces with school education. Reflections, these, fomented by the approach of subjects such as paideia; Areté; Telos; Ethos; Praxis; Bildung; culture; education; Normativity; humanity; citizenship; freedom; historicity; plurality; sociability; subjectivity; tolerance; violence; Clarification; Emancipation; Universality. To this end, he uses texts written by classical, modern and contemporary authors who wrote about these themes, among them: Plato, Aristotle, Immanuel Kant, Hannah Arendt, Hans-Georg Gadamer, Hans-Georg Flickinger, Nadja Hermann, Fernando Savater, Manfredo Araújo de Oliveira, Jayme Paviani, Odílio Alves Aguiar.

Considering the expanded notion of health, health promotion and the diversity of meanings produced in the different socio-cultural contexts, health education and its relation with health promotion are thematized, seeking to make explicit the presuppositions and the power relations that are inherent. It studies educational practices and processes that seek to promote health in the spaces of formal and non-formal education and health care. The group is discussed, its characteristics and its role as space / educational scenario and health promoter. It critically analyzes the guiding documents of the National Health Promotion Policy and the Popular Health Education Policy.

The curricular component discusses the study of Brazilian education within the framework of the social formation of the Brazilian people and the historical constitution of the course of their educational and pedagogical thinking. It is understood as a social formation of the Brazilian people the process of historical delineation of the praxis of the construction of cultural and scientific knowledge that characterizes the Brazilian society. Educational thought, in this sense, is one of the cultural forms that express a certain philosophical, social and political awareness of the intellectuals about the problems of Brazilian society and its links with education. Pedagogical thinking, in turn, constitutes a specific form that aims not only to explain the relationship between education and society but also to envisage a certain form of intervention in education. Under this assumption, the curricular component aims to: a) understand and investigate education from the different modes of historical constitution of Brazilian society; B) analyze the different approaches to the relationship between education and society present in educational and pedagogical theories and discourses in different historical configurations; C) identify and locate the different pedagogical approaches and specific ways of understanding intervention in school and non-school education from its interface with the social formation of the Brazilian people. The methodological approach prioritized for this course of study is based on the reading, analysis, and discussion of works and classic texts of social, educational and pedagogical thinking. It is about understanding the historical and social course of education from the texts that explain the historical, social, economic and cultural constitution of Brazil. In a similar way, it is a question of understanding the history and genesis of Brazilian society, based on the different modes of thematization of the links between education and society that have been established in the course of the constitution of educational and pedagogical thinking.

It studies the interaction of the concomitant processes of socialization through which children and adolescents cross contemporaneously, in the moment they circulate in various social institutions and establish links with different social agents. It takes as reference the assumptions of Bernard Lahire's theory of socialization and deepens sociology on an individual scale in interface with the sociology of institutions. It studies the constitution of the dispositions of the individuals, with emphasis in the update, hybridization and suspension of the dispositions. It analyzes the epistemological and methodological assumptions that underpin the research in this research program.

Human society, bringing together spaces of life, is constantly being built and reconstructed, driven by the production of knowledge about different social practices and processes. From these practices and processes are born, in different times and places, movements, associations and social organizations. They are born as spaces of culture, politics, economy, housing education. The discipline seeks to reflect on the technical-political and pedagogical dimensions in popular education, present especially in associative and cooperative processes. In dealing with the historical, theoretical and methodological dimensions of the production and validation of knowledge in educational processes, it emphasizes the relation between subject, knowledge and culture.

With the educational reforms implemented since the 1980s in various parts of the world, the teaching exercise, more focused on the skills and knowledge required to meet the new demands, came to dominate political debates and academic studies, involving the media, educational spaces and of public policies, scientific associations, social movements and trade unions. The widespread criticism about the low quality of education, reflected in the lack of knowledge and skills of public school graduates, has been systematically addressed to teachers, who have little regard for definitions of educational quality, about their education, and the working conditions they need . The proposed solutions are systematically based on technical rationality and quality standards are defined in this same rationality, outside the context of the school. At the same time, studies carried out with the participation of education professionals point out that the process of constitution of teacher knowledge goes far beyond the logic of academic space and State policies, most often based on the logic of power and control. In this scenario, the discipline encompasses a review of approaches developed from the nineties on the knowledge of teachers in their training in the various contexts and areas of knowledge, with critical analysis in view of new possibilities for understanding and teachin

Considering, on the one hand, the fundamental role of the education of the new generations for the realization of the purposes of modern republican societies and, on the other hand, the difficulties of justifying formation projects in the face of the many relativisms that contemporary thought and culture present, discipline points to new forms of objectivity to be built on an intersubjective basis. Relying on a philosophical tradition that bets on the production of agreements between the different subjects about the ways of being and of interacting, it seeks to visualize a sense of education that no longer is based on metaphysical presuppositions, but that nevertheless abandons its goals and responsibilities. Thus, in the wake of the republican educational project, and based on authors of the critical and hermeneutical tradition, the discipline points to the conditions of possibility of the educational task in the contemporary world, in the sense that forms of education guarantee the gains of civilization, but that the normativity inherent in it does not mean withdrawing the new generations from their innovative potentialities.

The University is a social institution and, therefore, its legitimacy is based on the principle of autonomy and the indissociability between teaching, research and extension. With the promulgation of the Law of Directives and Bases of National Education (LDBEN - Law 9.394 / 96), the scenario of Higher Education gains other understandings, in the sense of the nature of the institution, ie University, College, University Center and Federal Institute, its supervision and regulation, as well as the teacher's performance. In addition to the enactment of the LDBEN, the expansion of Higher Education in the last fifteen years triggers the need to understand the role of the teacher from the different dimensions that he assumes in higher education. Current research concentrates the discussion of higher education, mainly in the analysis of evaluation processes, management, understandings and propositions of legislation, the form of access and the formation of the egress. In this discipline we propose to understand the different institutions of higher education, considering the origin of the University in Brazil and the changes triggered by the promulgation of the Federal Constitution of 1988, LDBEN 94/96 and the constitution of the professor of higher education, from the understanding that the its performance presupposes the dimensions of teaching, research and extension, differentiating it from the Basic Education teacher in terms of formation, constitution and identity.

Foucault and Research in Education Initial theoretical-methodological discussion of concepts (discourse, biopolitics, governance, self care) present in the work of Michel Foucault and related authors and their possibilities for research in Education.

Since 1990, public education policies in Brazil have marked the globalization processes with strong reflexes in the dynamics of educational systems, as well as in the production and development of curricula at all levels of education. Hence why to think critically about education presupposes, among other aspects, to know and problematize the interfaces of local culture and subjectivities with the policies directed to school education, whose dynamics produces, in curriculum development, educational practices that constitute a "school culture '. In this perspective, this discipline proposes a critical reflection on the epistemological principles that guide the formulation of Public Policies of Education implemented in Brazil from 1990, its articulation with the dynamics of the global society, its reflexes in the construction of political and cultural democracy in scope place, and its consequences in school culture.

Historical, theoretical and methodological dimensions of production and validation of knowledge in educational processes, emphasizing the relation between subject, knowledge and culture. Technical-political and pedagogical dimensions in popular education practices.

The Thesis Seminar is a mandatory component for the Ph.D. student that marks the moment (of collective discussion) of the definition of the research project regarding the delimitation of the topic, the definition of the problematic, the theoretical-methodological mediation. Foreseen for the third semester of the course, the Thesis Seminar consists of an expanded and collective discussion of the doctorate's research intentions, offering contributions from colleagues and teachers. Proposes a theoretical-methodological discussion about the construction of Thesis Projects from the initial pre-projects.

It approaches curricular analysis considering the different areas of knowledge, in basic and higher education. It discusses curricular practices from the epistemological foundations on the curriculum and its articulation with the teacher formation. It seeks to understand the trajectory of curriculum conceptions, knowledge and problematization as content of planning, reading and re-reading curricular experiences as critical emancipatory alternatives.

The component intends to contribute with significant reflections in the sense of constructing other educational and civilizational perspectives with a view to the construction of a planetary citizenship. The grave civilizing and humanitarian crisis in which humanity finds itself requires, in order to overcome it, other ways of understanding reality and new avenues for the future of humanity. In the ongoing planetary crisis, the fate of mankind and humanity is at stake.

It studies the history of the curriculum, from its origin in a perspective of analysis of the different conceptions of curriculum associated with socio-cultural moments. It seeks to understand the curricular reforms that have taken place in Brazil and the resulting changes in the organization of Basic and Higher Education.

The discipline proposes to re-read the philosophical and pedagogical presuppositions of modernity with the pretension of investigating the possibility of new rationalities for the contemporary pedagogical and educational process based on the presuppositions of complexity theory. The intention is, through an epistemological dialogue, to broaden the theoretical / practical pretensions of school education, having as category of analysis the cognitive principles of complexity theory. The discipline will prioritize the understanding of the contributions and implications of complexity theory in the pedagogical and educational field. The theory, the paradigm and the logic of complexity postulate and enable a reform of simplistic, reductionist and disjunctive thinking, promoting the contextualization and globalization of knowledge through an inter / transdisciplinary approach. The understanding of reality, under the watchful eye of complexity, is a fundamental presupposition for the understanding of the logic of life, of a science with conscience, of a politics of the human, of an ethics of solidarity and of planetary citizenship.

The component emphasizes the different challenges (ethical, political, epistemic and social) of education in the context of contemporary society (liquid / flexible modernity). It seeks above all to think of the constitution and genesis of forms of education that are constitutive of modern and contemporary societies in order to situate the emergence of emancipatory presuppositions and perspectives (modern universalism), as well as emerging philosophical perspectives that emphasize the value of differences (postmodern culturalism). The theoretical-methodological approach starts from a presupposition that problematizes the ambivalence and the constitutive contradiction of the project of modernity in its solid (rigid) and liquid (flexible) phase. It points out the ambitions of the modern project, highlighting the place of education, rationality, the individual and the subject in the constitution of the logic of the nation-state. From this, he problematizes the social crisis of solid modernity, evidencing the new contemporary social scene, and the crisis of modern thought in the context of late capitalism, the crisis of real socialism and the crisis of metaphysics. In this course, we highlight a critique of positivist, metaphysical and essentialist conceptions in education. Also, the hermeneutic, critical and post-critical approaches in education are valued. In this sense, it is a matter of reconfiguring the agenda of the educational project of modernity, in view of a new scenario in which both emancipatory (macro-political and social) issues of a universal nature continue to have their scope and value, as well as issues the meaning of cultural difference and diversity (micro-political and cultural). Analyzing the conditions of possibility of reconstructing modern and postmodern discourses and educational theories, considering the contemporary social, economic, philosophical and political scenarios (and their challenges) is the central objective of the discipline.

Study of the work of Foucault, in order to allow the student to understand the course of his thinking from some concepts, such as: discursive formation, governmentality, aesthetics and self care.

To deepen discussions about the concepts of gender and sexuality, taking as reference authors and authors of Feminist Studies, to explore them as tools of analysis in research in education. Thematic will be developed as: 1) Feminist Studies and the emergence of the concept of gender: political implications, theoretical-analytical potentialities, deconstruction of polarities and affirmation of pluralities in gender relations; 2) Imbrication of the areas of education and health (both knowledge and educational practices linked to them) in the processes of (re) production of social differences and inequalities; 3) Some possibilities of insertion of these theoretical approaches in research in the areas of education.

Reflect on the daily life of the School, its subjects, their interactions, their spaces. Possibilities and roles, with emphasis on the teacher. Think of school as an area that has influence and influences society. Understand the relations established, considering the knowledge of the different areas of knowledge, the students and the teacher. Their roles, their functions, their implications. To understand didactics with a "new role" of describing and explaining the activities linked to the communication of knowledge and the transformations of this communication, as well as to the transformations of the own knowledge and the specific phenomena that these transformations produce relating to the pedagogical processes. Differentiate didactics and pedagogy, searching for intersections. Complexity of the educational process. Understanding the concept of Didactic Transposition. Teacher professionalization and teacher knowledge.

The discipline seeks to understand how in the Western tradition the "operation of reason" has been understood, leading, in turn, to different ways of understanding knowledge and, by extension, the very meaning of educating. By understanding what the mode of operation of reason in our culture would be, the so-called "paradigms of knowledge" are made explicit. The term "paradigm" is therefore used in a very broad sense, meaning the often unreflected structure of references and constraints that span an entire historical epoch. We value ourselves in this attempt of systematizing texts of the thought of authors/works that characterize in a paradigmatic way the philosophical and pedagogical thought.

The discipline addresses issues related to planning as an educational strategy and instrument of human emancipation in school and non-school spaces. It focuses the dimension of pedagogical work as a process of education and training in a popular perspective. It prioritizes the study of pedagogical instruments of social intervention, analyzing the management of educational plans, programs and projects, identifying the implications that they generate.

It studies the interaction of the concomitant processes of socialization through which children and adolescents cross contemporaneously, in the moment they circulate in various social institutions and establish links with different social agents. It takes as reference the assumptions of Bernard Lahire's theory of socialization and deepens sociology on an individual scale in interface with the sociology of institutions. It studies the constitution of the dispositions of the individuals, with emphasis in the update, hybridization and suspension of the dispositions. It analyzes the epistemological and methodological assumptions that underpin the research in this research program.

Study of the theoretical presuppositions of the theory of the activity, with emphasis for the human activity and its interlinking with the conscience. It deals with the vital relationships of men, of the ways in which they have produced and produced their existence through activity. It seeks to understand the process of development of human consciousness as a result of transformations in the structure of its activity. It analyzes contributions of the theory of the activity to the understanding of the processes of teaching and learning, school and teacher, in its relations with the qualification of the educational practices, focusing on the development of the subjects.