Discipline: Scientific Research Methodology - Hours: 60 hours.
Menu: Concept of Research: Reading and analysis of text and bibliographic research. Understanding the logical and practical research process. The various classifications of the research; Adequate research tools; How to formulate problems; Build hypotheses; How to prepare a research project. Methodological path of the research: Forms of scientific work - guidelines for the elaboration of a monograph.
DEMO, Pedro. Research: scientific and educational principle. 14 ed. São Paulo: Cortez, 2011 (Education Library. Series 1. School; V.14)
GIL, Antonio Carlos. How to develop research projects . 4th ed. São Paulo: Atlas, 2002.
GONÇALVES, Elisa Pereira. Conversations about initiation to scientific research . 4th ed. - Campinas, SP: Alínea, 2003.
SEVERINO, Antonio Joaquim. Methodology of scientific work. 23ed. São Paulo: Cortez, 2007.
TRALDI, Maria Cristina. Monograph step by step. Campinas, SP: Alínea, 7th ed; 2011.
Philosophy, Epistemology and Education - Hours: 40 hours.
Menu : Historical introduction to the philosophy of science. The Epistemology of Human Sciences and the understanding of the educational phenomenon. Political philosophies, Democracy. Forms of expression of contemporary culture. Levels of knowledge and their knowledge. The Brazilian exercise of philosophy. Knowledge theory and practice.
Alves, Rubem. Philosophy of science : Introduction to fire and its rules. 7th edition, Loyola 2003.
CHAUI, Marilena. Introduction to the history of the philosophy of the pre - Socratics to Aristotle. v. 1, 2. ed., Defendant and ampl. São Paulo: Companhia das Letras, 2002.
______________. Philosophy. 1st ed. (New high school series). São Paulo: Ática, 2003.
______________. Invitation to philosophy. São Paulo: Ática - 14 ed. - 2010.
LUCKESI, Cipriano Carlos. Introduction to philosophy : learning to think. 7th ed. São Paulo: Cortez, 2000.
SEVERINO, Antonio Joaquim. Philosophy . São Paulo: Cortez, 1994 / Magisterium Collection. 2nd Degree. General Training Series. 2nd ed. 2007.
Higher Education Didactics - Hours: 60 h
Menu: The purpose of the University, limits and perspectives. Higher education in the new millennium. Teaching activity in teaching, research and extension. Interdisciplinarity and higher teaching. Planning and organization of teaching competence practice, pedagogical matrices of teaching. Reflective teacher and collaborative research.
ARROYO, Miguel G. Master's craft: images and self-image. Petrópolis - RJ: Vozes, 2000.
FELDMAN, Daniel. Helping to teach: relations between didactics and teaching. Porto Alegre: Artmed, 2001.
GHEDIN, Evandro (orgs). Reflective teacher in Brazil: Genesis and criticism of a concept. 2nd ed. - São Paulo: Cortez, 2002.
IMBERT, Francis. For a pedagogical praxis. Tradition of Rogério de Andrade Córdava. Brasília: Plano Editora, 2003.
PERRENOUD, Philippe. PAQUAY, Léopold, ALTET, Marguerete, CHARLIER, Évelyne (organizers). Training Professional Teachers: What strategies? What skills. Ed. Ver. - Porto Alegre: Artmed Editoras, 2001.
PEPPER, Selma Garrido. Pedagogical knowledge and teaching activity. São Paulo: Cortez, 8. Ed. 2012.
RIOS, Terezinha Azevedo. Understand and teach, by teaching the best quality. São Paulo: Cortez, 8. Ed. 2010.
Educational Assessment - Hours: 40 hours
Menu: Trajectory of learning assessment: quantitative and qualitative approaches; Theoretical assumptions and the emancipatory evaluation paradigm: A constructive and critical practice. Measurement and evaluation. Dialogic evaluation; stages, content and form of evaluation. Pedagogical assessment and practice. How to build knowledge from error. The role of error in learning. Characteristics of investigative evaluation. Institutional assessment and change.
LUCKESI, Cipriano Carlos. Evaluation of school learning. 22nd ed - São Paulo: Cortez, 2013.
ROMÃO, José Eustaquio. Dialogical evaluation: challenges and perspectives. 9th ed. - São Paulo: Cortez, 2011. (citizen school guide: v. 2)
SANT'ANNA, Ilza Martins. Why evaluate ?: How to evaluate ?: Criteria and instruments. Publisher: Petrópolis RJ: Vozes, 1995.
SAUL, Ana Maria. Evaluation and emancipation: challenges to the theory to the practice of curriculum evaluation and reformulation. 6th ed. - São Paulo, publisher: Cortez, 8. ed. 2010.
VASCONCELLOS, Celso dos Santos. Evaluation: Dialectical conception - liberating the school evaluation process. 11th ed. - São Paulo: Libertad, 2000 - (Cadertos Pedagógicos do Libertad; v.3).
Educational Psychology - Hours: 40 hours
Menu: Theories and psychological systems: behaviorism, gestaltism, humanistic psychology, constructivism and psychoanalysis. Human development: Wallon, Vygotsky, Piaget.
Disturbances in the different stages of human development. Learning Theories and Learning Disabilities.
BOCK, Ana Mercês Bahia. Psychology: an introduction to the study of Psychology. 14 ed. reformulated and expanded. Editora Saraiva, 2008.
CAMPOS, Dinah Martins de Souza. Psychology and Human Development. 13th ed. Petrópolis. Voices, 2008.
LATAILLE, Yves de. Piaget, Vygotsky, Wallon: psychogenetic theories under discussion. 22 ed. São Paulo: Summus, 1992.
Technology and Pedagogical Innovations - Hours: 40 hours
Menu: Conception of educational technology. Paper.
MOREL, Marco / BARROS, Mariana Monteiro. Word, image and power. Rio de Janeiro: DP&A, 2003
PILLAR, Analice Dutra. Child and television: image reading. Porto Alegre: Mediação, 2001.
Public Policies and School Management - Hours: 40 hours
Menu: public policies for education. Challenges of inclusion, youth and adult education, early childhood education and school evaluation. School Management Models. Shared Educational Management; Democratic management under construction.
BRANDÃO, Carlos da Fonseca. LBD step by step: law of guidelines and bases of national education (Law No. 9394/96) commented and interpreted article by article. São Paulo: Avercamp, 2003.
LUCKESI, Cipriano. Doing University: a methodological proposal. [et. Al] - 17th. - São Paulo: Cortez, 2012 ..
MOREL, Marco. Word, image and power: the rise of the 19th century printer in Brazil. Rio de Janeiro DP&A, 2003.
Educational Planning - Hours: 40 hours
Menu: Planning and planning conception in the development of pedagogical actions. Relationship, planning and teaching strategies. Pedagogy of teaching projects and strategies. Pedagogy of interdisciplinary projects. Learning strategies. Pedagogical Political Project.
ALVES, Nilda-GARCIA, Regina Leite (orgs.). The Sense of the school. 2nd ed. - Rio de Janeiro: DP&A, 2000.
HERNANDEZ, Fernando. The organization of the curriculum by work project / trad. Jussara Hanbert Rodrigues. 5th ed. - Porto Alegre: Artes Médicas, 1998.
PADILHA, Paulo Roberto. Dialogic planning : how to build the political project, school pedagogy. 5th ed. - São Paulo: Cortez, 2005 (Citizen school guide: V.7).
VASCONCELLOS, Celso dos S. Coordination of Pedagogical Work : from the political pedagogical project to the daily classroom: São Paulo: Libertad, 2002.
_________. Planning: Teaching project - Learning and political - pedagogical project. 16th ed. - São Paulo: Libertad, 2006. (Cadertos Pedagógicos do Libertad).
Teaching Practice - Hours: 40 hours
Menu: Educational practices in higher education; Knowledge-building process dialectical approach; Didactic projects in higher education; teaching research. Analysis of pedagogical practices.
CANDAU, Vera. Reinvent the school . 7. Ed. Petrópolis, Rj: Vozes, 2010.
DEMO, Pedro. Research : scientific and educational principle. 10th ed. Sao Paulo. Publisher: Cortez, 2003 (Education Library. Series 1. School; V.14)
FREIRE, Paulo. Pedagogy of Autonomy . Editora Paz e Terra, 2010.
HERNANDEZ, Fernando. The organization of the curriculum by work project / trad. Jussara Hanbert Rodrigues. 5th ed. Porto Alegre: Medical Arts, 1998.
PERRENOUD, Philippe. Teach: act in urgency, decide in uncertainty. Porto Alegre, Artmed Editora, 2001.
PEPPER, Selma Garrido. Teaching in higher education. 4. ed. São Paulo: Cortez, 2010.