10 Research Lines
Line 1: Curriculum, Evaluation and Teaching
Studies and research on curriculum, evaluation and teaching in their socio-political-cultural relations. Its purpose is research (1) formal education in basic and higher education and (2) non-formal education.
Line 2: Education and Social Sciences
This line of research deals with education from different theoretical and methodological perspectives of the social sciences. The researcher and educator formation in this line takes place through interdisciplinary dialogues in different fields and research themes.
Line 3: Education and Cultural History
This research line develops works in the theoretical and methodological perspective of cultural history and problematizes different objects and themes of the educational field in two dimensions: (1) the school institution with its rhythms, times and spaces, its knowledges and its practices; (2) education as a cultural process that implies the insertion of individuals and groups in different spheres of public life, turning to investigations in the field of health, gender and sexuality, as well as the different manifestations and representations of the body, arts, among others . It also deals with the investigation of education as a manifestation of powers and counter-powers of different institutions and social groups.
Line 4: Education in Science, Mathematics and Technologies
It includes studies and research related to: the field of Science Education, Mathematics and Technologies understood as cultural practices under historical, philosophical and sociopolitical perspectives; different approaches to language in this field; professional, curricular and pedagogical practices development in this field.
Line 5: State, Public Policies and Education
It contemplates local, national and international studies and research in the analysis of educational public policies (formulation, implementation and evaluation), educational administration and educational systems, with emphasis on relations between State and Society, planning, evaluation, legislation, financing, Basic education governance and comparative education in its different stages (kindergarten, elementary and high school) and Higher Education, teaching modalities (youth and adult education and professional education), as well as in cultural networks and their forms of organization between Civil and political societies.
Line 6: Philosophy and History of Education
It includes studies and research on education, carried out from a historical and philosophical point of view. Preserving the relative autonomy of each of these fields of knowledge, in their plurality, searching in an articulately way, the knowledge and discussion of education, both in its historical contextualization and in the light of its ethical, political and / or epistemological assumptions.
Line 7: Teacher Formation and Teaching Work
This line builds its research themes with the action of teaching/educating and its implications in the formation of teachers and their policies as a principle. In the production of knowledge; in the practices of memories and stories; in work and in teacher professionalization, in contexts of formal education (basic and superior) and non-formal, in the perspective of education for all.
Line 8: Language and Art in Education
It includes studies and research on the connections and/or relations of Language and Art in different educational contexts, understanding them in their methodological and thematic dimensions. Approach of the multiple aspects by which they are thought, materialized in practices such as reading, writing, literature, visual and body arts, cinema - as well as in the senses and perceptions of plurality and interpenetration of contemporary languages, assuming Art and Language as producing powers of difference in Education.
Line 9: Psychology and Education
It includes studies on psychological processes involved in educational, social and cultural phenomena with a view to development and learning.
Line 10: Work/Labor and Education
Studies and research that analyze the relationship between work/labor and education, having as theoretical reference the human and social sciences such as sociology, anthropology, political science, history, economics, social and work psychology. Its main objects of study are the relations between work and education in its multiple dimensions: public policies related to work and education; social and international division of work/labor; labor market and its dynamics; organization, management and working conditions, as well as the characteristics of employment; moral harassment and bullying; subjectivity, identity and health of the worker; formative actions taken in school and non-school spaces; professions and occupations; social movements, work and education; workers; relations of class, gender, ethnicity and generation.
33 Research groups
ALLE/AULA - Literacy, Reading and Writing/Teaching Work Research Group in Initial Education
ALLE was created in 1998 and its challenge is to "reflect on written culture and reading, their forms of existence in societies, at different times and places, their production, circulation and reception, inside and outside institutions, their relations with other languages and technologies and the constitution processes of readers". AULA emerged in 2002 and its focus is on the initial and continued teacher education experienced within and outside the university. It takes initial education as a deliberate process of insertion and continuity in a cultural community circumscribed by a broad historical-social context in which different practices and discourses circulate. This process, constitutive of educators in training, is directed by the teacher educators and marked by the practices and discourses circulating in the broader socio-historical movement. In 2016, the two groups merged to work collaboratively, optimizing research work and other activities.
CIVILIS - Group of Studies and Research in History of Education, School Culture and Citizenship
The CIVILIS Group of Studies and Research in History of Education, School Culture and
Citizenship emerged from the need to give visibility and institutional legitimacy to the works of researchers from the History of Education area, which in their research have prioritized new approaches and theoretical perspectives, arising from the historiographical renewal proposed, especially from the 80's, by the New History. New categories of analysis are introduced, moving from a social and economic history to a cultural history, which has the concept of representation as its centrality, wherein historical time is founded on the concrete experience of the subjects. It proposes to revisit sources hitherto neglected by studies in education, aiming at the study of school material culture, above all, to problematize school cultures with emphasis on subjects, especially teachers and students, seeking the history of professional and school education, knowledge and school practices experienced.
DiS - Study and Research Group Differences and Subjectivities in Education: Deaf, Racial, Gender and Child Studies
DiS aims to produce knowledge in the transversality of fields of knowledge that have as perspective the human condition with Philosophy, Sociology, Social Psychology, Psychoanalysis, Linguistics, and Pedagogy. DiS is currently organized around the following study groups: Deaf Study Group, coordinated by Professor Regina Maria de Souza and Professor Lilian Cristien Ribeiro Nascimento; Psychoanalysis Study Group - Object Relations Theory, coordinated by Professor Ana Archangelo. Social Representations Study Group, coordinated by Professor Ângela Soligo, Poststructuralist Studies and Research Group on Childhood, Babies and Public Policies for Early Childhood Education, coordinated by Prof. Gabriela Tebet. Among the group's recent publications, we highlight the books Fundamentalismo e Educação (Autêntica, 2009) and As diferentes faces do racismo e suas implicações na escola (Leitura Crítica, 2014).
FOCUS - Research Group on Education, Institutions and Inequality
The works produced by Focus researchers have been published in the form of books and articles in Brazilian and foreign journals (see the Lattes CV of participants). The significant participation of the students is articulated to the collective research developed in the group. These works have benefited from strong exchanges with researchers and teams in Latin America and Europe.
FORMAR - Science Teacher Education Studies and Research Group
Since its inception in 1997, it has been conducting research and extension work, the results of which have contributed to the field of science and environmental education teacher education at the levels of basic and higher education: curriculum, public policies, guidelines for teacher education, history of teacher education and research in the area, methods, strategies and teaching materials. The work of the group includes the orientation of theses, dissertations and scientific initiation with the discussion of themes related to the relationship of science teacher training and official curriculum proposals, environmental education, the role of teaching materials in classroom dynamics, production of school knowledge and continued teacher education programs. Among the research projects is the Science Teaching Documentation Center, which aims to systematize more than 45 years of Brazilian academic production in the area of nature sciences and environmental education.
GEPALE - Educational Policy and Assessment Study and Research Group
The Educational Policy and Assessment Study and Research Group (GEPALE) is an interinstitutional space specializing in studies and research in the field of educational policy and evaluation. It aims to promote public policy analysis (epistemology, formulation, implementation) and educational assessment (large-scale, external, institutional) in local, national and international schools and educational systems, as well as multi-lateral bodies, covering different stages, levels and teaching modalities.
GEPCE - Science and Teaching Study and Research Group
The Science and Teaching Study and Research Group conducts studies and research in the fields of basic education, higher education, postgraduate education and non-formal education, aimed at the production and dissemination of cultural elements related to science and the understanding of dimensions of scientific and technological production and the workings of their school entering process. The group is developing works mainly in the research areas: Science and Language; Culture and Imaginary; Teacher Training; Environmental Issues and Science Teaching; History of Science in Science Education.
GEPEC - Continued Education Study and Research Group
The GEPEC - Continued Education Study and Research Group is part of the Graduate Program of the Faculty of Education of UNICAMP and has as its perspective the initial and continuous formation of teachers and education professionals. We seek the understanding of everyday knowledge and practices within the complexity of the organization of educational and pedagogical work, using references from the fields of Language, Psychology and History. It is assumed that research and work are inseparable, with emphasis on narrative research and research-based education. Experience, reflexivity and responsibility in everyday work are hallmarks of research conducted in recent years. In addition to the orientation of graduate students and internal events (Study Groups), GEPEC organizes courses, lectures, seminars and meetings, which may eventually include international guests. We highlight the Seminar “Fala Outra Escola!”.
GEPECS - Study and Research Group: Education and Social Criticism
The group has no website or description in the CNPq Groups Directory.
GEPEDISC - Study and Research Group on Education and Sociocultural Differentiation
At GEPEDISC, all research is developed at the intersection of Education with the Social Sciences. Sociocultural differences, especially those of class, gender, ethnicity/color, age and generation constitute its central focus. GEPEDISC has contributed to the development of research (course completion, mid-course papers, dissertations and theses) aimed at understanding the transformations that mark contemporary societies, especially those related to labor relations, migratory flows, life courses and educational cycles, culture and education beyond the school space, and cultural history (print, literature, reader, visual arts, public), and to the social dimensions that organize the principles that build differences and hierarchize them.
GEPEJA - Study and Research Group on Youth and Adult Education
GEPEJA focuses its study and research activities in the area of Youth and Adult Education (EJA). It is linked to two lines of research (2 and 5) at the UNICAMP Faculty of Education. In the first one, it is characterized by interdisciplinary dialogues in an emancipatory perspective, with classic and contemporary authors as interlocutors, with special emphasis on Paulo Freire's thinking. In the second part, it critically examines the public policies for EJA, highlighting the role of the State, the articulating elements of the policy, at the national and international level (funding, teacher and manager training) as well as the networks and their intersectoral relations. Both perspectives are based on theoretical and methodological approaches that examine the processes carried out in the area of EJA and the public policies that focus on the principle of socially referenced education and respect for diversity.
GEPESP - Psychopedagogy Study and Research Group
Producing theoretical and practical knowledge in Psychopedagogy, focusing on learning and school performance and their relationship with the cognitive, affective and social development of students.
GEPES - Higher Education Study and Research Group
The GEPES, created in 1992 at the Faculty of Education/Unicamp, develops studies and research on different areas of higher education: university policy, general education, university reforms, institutional evaluation, teacher training, university pedagogy, distance education, curriculum, epistemological parameters of modernity and postmodernity. GEPES has contributed to studies and accompanied European higher education policy in the constitution of the European Higher Education Area. Maintains contact with similar national and international research institutions.
GPPES - Studies and Research Group on Public Policy, Education and Society
The Public Policy and Education Studies and Research Group (GPPE), which originated in 1995, is a space for education, debate and research on educational policies at local, national, regional and international levels. GPPE studies educational policies in Brazil and other countries based on the following themes: the process of formulation, regulation and implementation of public policies; institutional changes at the different levels and modalities of the educational system and school; the socio-political theories that address the relations between State, Society and Education and the internationalization processes and the participation of social movements; always from an interdisciplinary perspective. GPPE enables participation in bilateral agreements and national and international academic-scientific associations.
GPPL - Thought and Language Research Group
Since its inception, the work of the Thought and Language Research Group is based on the theoretical assumptions of the historical-cultural perspective in psychology, always maintaining an intense dialogue with authors from other fields, fields of knowledge, and theoretical affiliations. Among the main topics addressed by the Group, most recently, the following stand out: issues related to human development in formal and non-formal education contexts; school practices, discursive practices; significance; literacy; argumentation; emotion, memory, imagination; art and aesthetic sense.
GREPPE - Educational Policy Studies and Research Group
GREPPE has been conducting interinstitutional research in the field of educational policy, nationally and internationally, prioritizing contemporary public-private relations for the provision, management and financing of basic education and the consequences of these relations for the right to education; advised civil society entities in defending the right to education; trained researchers and submitted to debate their productions through participation in national and international events. In addition, it organizes research seminars with external guests as a way of complexifying the analysis of the topics investigated and stimulating the publication of research results in academic and scientific journals.
HISTEDBR - Study and Research Group: "History, Society and Education in Brazil"
The Group is defined by the broad field of research in which the theme of education has been worked on from the basis of History, with its own methods and theories that are characteristic of this area of knowledge. The denomination “History, Society and Education” is linked to an understanding that attributes to the historian - the one who exercises history with his methods, theories and instruments - the task of dedicating himself, among other objects and research problems, to an education that, in turn, is not a mere abstraction, but rather is socially, geographically and historically determined.
LABORARTE - Art, Body and Education Studies Laboratory
The Art, Body and Education Studies Laboratory (LABORARTE) develops studies on art, body and education, in their different languages, times and spaces, dealing with themes that include aesthetic education, physical education and cultural policies. It consists of 3 teachers of the Department of Education, Knowledge, Language and Art (DELART) of the Faculty of Education, invited researchers from other Brazilian and foreign universities, postgraduate (master and doctorate) and undergraduate (TCC and IC) students, as well as former students working in teaching and research projects developed by the group. The group organizes regular national and international events. The group had its first double degree in the area of humanities at Unicamp, with Université Rennes 2/France and has a joint supervision with Universidade Lisboa/Portugal. Highlights include the publication of the dossier of ProPosições Magazine/2010 and the book Entrelugares do Corpo e Arte/2011. It currently has two full-time faculty members.
LAGE - Educational Management Laboratory
LAGE, created on August 28, 1996, aims to build a space for the planning and development of collective and individual research. Books with research results LAGE (FAPESP funding) GIUBILEI, S. Decentralization, Municipalization and Educational Policies São Paulo: Alínea, 2001. OLIVEIRA, C. (Org.); GANZELI, P. (Org.); GIUBILEI, S. (Org.); BORGES, Z. P. (Org.). Conselhos Municipais de Educação: um estudo na Região Metropolitana de Campinas. Campinas: Alínea, 2006. GANZELI, P. Reinventando a escola pública por nós mesmos. 1. ed. Campinas: Alínea, 2011. GANZELI, P.; OLIVEIRA, C. (Org.); A. S. Abbiati (Org.); ANDREATO, A. C. (Org.); EVANGELISTA, S. R. (Org.). Políticas Educacionais na Região Metropolitana de Campinas: regime de colaboração. Curitiba: CRV Editora, 2015. LUDWING, A. C. W. [et al] Regime de colaboração: um olhar sobre as políticas educacionais nos municípios da Região Metropolitana de Campinas, SP: Edições Leitura Crítica; 2015.
LANTEC - Laboratory of Applied Technological Innovation in Education
The Laboratory of Applied Technological Innovation in Education, Faculty of Education, is contextualized in the interaction between Education, Science and Innovation, aiming both to develop research in applications and educational content using digital technology in classroom and virtual learning environments, as well as to the study of qualitative and quantitative research methodologies in education.
LAPPLANE - Laboratory of Public Policy and Educational Planning
LAPPLANE's performance through individual targeted research by graduate students and group research has contributed to the production of knowledge on the state of the art of educational planning and management, the development of methodologies for policy analysis and evaluation, evaluation of vocational training policies, the creation of an interinstitutional network of researchers through the European Union Alpha Project and the international comparative analysis of educational systems, and through associated Postgraduate Research Centers - CAPG. In addition to its research activity, LAPPLANE has also been working in the consulting and training of directors of Municipal Secretariats of Education, training of Professional Technical Education managers, training of state education network managers and dissemination of planning methodologies with public agencies and non-governmental organizations.
LEPED - Laboratory of Studies and Research on Teaching and Difference
Our intention is to discuss schooling and cultural practices, aiming to eliminate barriers that exclude students from their educational pathways. We seek to realize an education based on the right to present differences. We are moving towards new perspectives of common and special education, based on the principles of inclusion and human rights. LEPED has participated in the national and international discussion on problems affecting Brazilian education, and has developed an intense research, teaching and extension activity, aiming at the implementation of projects based on innovative educational proposals.
LOED - Observational and Descriptive Studies Laboratory
The impact of the group can be felt in an initial action that lasted 4 years (1996/2000) with the public education network, funded by FAPESP through the Fapesp Program and Public Education, which reached more than 40 network teachers during the period. The actions were funded for US$ 400,000 by the Ford Foundation. The action continued with projects funded by the Education Observatory Program to this day, reaching all schools in the Campinas City Hall. This has allowed a transfer of technology to the public network, in the form of participatory evaluation process organization, as well as to LOED, which can incorporate quantitative and qualitative research techniques in its work.
LPG - Genetic Psychology Laboratory
The studies and works of the LPG (Genetic Psychology Laboratory) Group have repercussions on: Training of new researchers; Training of students to use the clinical method; Constitution of the collection of bibliographic material, games, teaching materials and videotapes for study; Production of master's and doctoral dissertations; Diagnostic Activities of Operative Reasoning; Publication of books, texts and scientific papers and Proceedings of Events promoted from 1995 until then; Holding of a national event, annually, since 1981, called National Meeting of PROEPRE Teachers; International events such as: International Symposium on Genetic Epistemology, in partnership with the USP Institute of Psychology, from 1993 to 1998; Promotion of Research Seminars, bringing together undergraduate students, graduate students and national and international researchers; Conducting continuing education courses at Unicamp Extension School.
MEMORY - Memory, History and Education Research Group
The group develops research in the history and memory of education, focused on educational representations and practices, the production and circulation of pedagogical knowledge and objects, training processes, teaching professionalism and school culture. FE-UNICAMP Postgraduate Research Line: Education and Cultural History https://www.fe.unicamp.br/pesquisa/linhas-de-pesquisa.
NETSS - Work, Health and Subjectivity Study Group
Given the close interdependence between education, living conditions, work and health, studies, research and interventions in this area have a strong transdisciplinary vocation, with emphasis on the socio-cultural factors indispensable for understanding the organic-functional and psychic aspects involved in such process. In theoretical terms, the center privileges contributions from critical social psychology, the social sciences – especially from the sociology of work – and from the psychodynamics of work, as a reference for research. Its general objectives are to understand the context of collective public health movements and guidelines and the theoretical, technical, and political inflections arising from educational systems and proposals. It also intends to study the relations between education, work and mental health from the theoretical and methodological perspective proposed by the psychodynamics of work.
OLHO - Audiovisual Studies Laboratory
The group has no description in the CNPq Groups Directory or its website.
PAIDEIA - Educational Philosophy Study and Research Group
The group covers studies and research in Philosophy of Education with the prioritization of the production of knowledge on the theoretical-methodological problematic of education or educational thinking, mainly Brazilian, on issues that have as their object the understanding of the relationship between Ethics, Politics and Education and about the teaching of philosophy. Research Lines: Ethics, Politics and Education, and Epistemology and Theories of Education. The Paideia Research Group has been disclosing its production through a series of events corresponding to the research lines. The Epistemology and Theories of Education line conducts the Epistemology and Theories of Education Seminars - EPISTED. I in 2005, II in 2006, III in 2008 and IV in 2012. The Teaching of Philosophy line promoted its first event, the 1st National Symposium of Teaching of Philosophy - I SIMPHILO in 2007. The Ethics, Politics and Education line organized the 1st National Symposium on Politics, Ethics and Education - I POIETHOS in 2008, with 2 Seminars in 2014.
PES - Psychology and Higher Education Research Group
The works developed by this group focus on the study and investigation of processes present in higher education from the contributions of Psychology. Members of the group have disseminated their work through participation in various scientific events as well as through written production.
PHALA - Research Group: Education, Language and Sociocultural Practices
The constitution of the group Education, Language and Cultural Practices was motivated by a common concern expressed in the research and teaching work of teachers from different higher education institutions: Universidade de Campinas (UNICAMP), Universidade Federal de São Carlos (UFSCAR), Universidade São Francisco (USF) and Universidade Federal do Rio Grande do Sul (UFRGS). The understanding that the problematization of the relationship between language and cultural practices could represent a breakthrough in the ways of thinking school education and teacher education, whether in the context of pedagogical actions or in the context of academic research, has become the basic dialogue between these teachers, even considering the diversity of their research fields. More specifically, there was an interest in the repercussion of the linguistic turn and the assumption of the constitutive role of language on the ways of conceiving subjectivity, cultural practices, human activities, teacher education, among others, as well as on the exploration of new methodological-conceptual frameworks for research in education.
PRAPEM - Mathematical Pedagogical Practice Research Group
PRAPEM emerged in 1995, and is currently investigating the teacher education and professional development processes of/and teaching mathematics in generally exploratory-investigative and collaborative contexts, involving university-school partnerships, from Early Childhood Education to teacher educator, having focuses of study: (1) teacher learning and the development of the teacher's professionality and identity; (2) the interpretative and specialized knowledge of the teacher who teaches mathematics. Also, it has as epistemological perspectives the sociocultural approach, learning situated in learning or research communities, and the production of specialized knowledge of the practice of teaching and learning mathematics. In these almost 25 years, the group has included about 35 doctors and 40 masters in Mathematical Education. It has also published 16 books and over 250 book articles and chapters.
PSIEM - Mathematical Education Psychology Research Group
Research conducted in the Mathematical Education Psychology group focuses on the analysis of beliefs, values and attitudes towards mathematics and statistics, as well as mathematical skills and their relationship to learning, performance, mental representation, automatism and memory during the acquisition and development of mathematical thinking. From these studies, the group included the subject of educational assessment, and hence it builds, applies and validates measuring instruments usable at various levels of education. Although the theme of evaluation has been recurrent since 1984, with the adoption of SINAES, some researchers from the group began to develop studies focused on this subject, particularly those related to the Brazilian Student Performance Exam (ENADE). Research is carried out by the group members at different levels of education and includes the acquisition and development of mathematical and statistical knowledge, particularly those involving the formation of concepts, principles and problem solving. The works are based on cognitive conceptions and the research methods used attempt to combine quantitative and qualitative aspects. Linked to ANPEPP), PSIEM conducts research work preferably in public schools. Studies on assessments (SINAES) and large-scale exams such as ENEM and ENADE are developed, linking the Curriculum Guidelines, the test guidelines and the exam, as well as the professional profile of various courses. PSIEM studies can be considered to have anticipated many topics. Ex: studies on affects and skills. Research on student achievement and the study of attitudes and mathematical anxiety were shown in press reports ("Correio Popular" and "Folha de São Paulo").
SENSO - Study and Research Group on Philosophical Thinking and Philosophy Teaching
The SENSO group was created in 2013, together with the Graduate Program of the Faculty of Education of UNICAMP, and is dedicated to studies and research on philosophical perspectives of education and philosophy teaching, developed according to the principle of plurality of trends and theoretical-methodological currents.
At Unicamp and the Faculty of Education, all research involving human beings in the data collection must request authorization from the Research Ethics Committee (CEP), linked to the Dean of Research and currently based at the Faculty of Medical Sciences.
Since August 2015, all students entering Unicamp's graduate courses must sign, upon enrollment, a statement of awareness of the need to obtain the necessary permits to begin the development of research involving human subjects. The statement is provided by the graduate program. The CEP approval opinion must be inserted in the final version of the dissertation or thesis. Projects are sent to CEP entirely through the Plataforma Brasil.
For more information on submitting projects to the Committee, go to the CEP website, read the FAQ below or contact the Ethics Committee on Human and Social Sciences Research - CEP/CHS at: email@example.com and by telephone + 55 19 3521-6836.
+55 19 3521-5565