Meet the faculty of the Postgraduate Program in Education :
Holds a degree in Mathematics from PUC/Campinas, a Master’s and PhD in Education from FE/Unicamp. Completed postdoctoral studies in biographical studies at UFRN. Former mathematics teacher in basic education. Currently a faculty member of the Graduate Program in Education at Universidade São Francisco, working in the research line: Teacher Education, Teaching Work, and Educational Practices. She is the leader of the research groups: Histories of the Education of Mathematics Teachers (HIFOPEM) and the Collaborative Mathematics Group (Grucomat). Actively participates in the Brazilian Society of Mathematics Education (SBEM – GT 7 Teacher Education) and the National Association for Graduate Studies and Research (Anped-GT 19 Mathematics Education). She is a CNPq Productivity Researcher, Level E.
Professor Nacarato’s research focuses on the following areas:
Research Projects
Narratives as Formative Processes and Professional Constitution
This research project, developed under the research line “Teacher Education, Teaching Work, and Educational Practices” of the Graduate Program in Education, focuses on the formative processes of students and teachers through the production of narratives. The project encompasses all research carried out by undergraduate, master’s, doctoral, and postdoctoral students under the supervision of the researcher. It aims to understand how narrative, in its various forms, serves as a powerful tool for raising awareness of learning and development processes. Specific objectives include:
Data sources include various types of narratives:
i) narratives produced in narrative interview contexts or conversational interviews;
ii) oral and pedagogical narratives from teachers;
iii) oral and written narratives from students;
iv) formative memoirs.
The theoretical framework is based on the historical-cultural perspective and the biographical method. Data analysis is guided by different perspectives depending on the focus of each investigation: comprehensive and interpretive analysis; monadic analysis; narrative analysis; critical incident analysis, among others. It is expected that the data produced may broaden the discussion on the role of narratives as formative processes in human and professional development.
Keywords: Learning; Human development; Professional development; Educational practices; Teaching knowledge.
Collaborative Practices for Learning and Teaching Mathematics
This project is part of the Graduate Program in Education (PPGSSE) at Universidade São Francisco, within the line “Teacher Education, Teaching Work, and Educational Practices.” The research setting is the Collaborative Mathematics Group (Grucomat), certified by the CNPq Research Groups Directory and affiliated with PPGSSE/USF under the leadership of the project coordinator. The group has existed since 2003 and brings together basic education teachers who identify as teacher-researchers. It includes around 15 participants from different cities (Itatiba, Jundiaí, Bragança Paulista, Campinas, Morungaba, Goiânia, and Natal) and from Colombia.
The group adopts the research methodology known as Design Research. This methodology consists of cycles: studying a specific mathematics topic; designing tasks for classroom implementation (from early childhood to high school); implementing the tasks; collecting records from students and teachers through pedagogical narratives; discussing and analyzing the records; and making decisions on the tasks—rewriting or adding them to the group’s database. All cycles are recorded through video or audio and constitute the data set for analysis.
Keywords: Collaboration; Design Research; Problematizing practices; Teacher education; Pedagogical narratives.
Research Groups
Stories of Teacher Education in Maths (HIFOPEM)
Maths Collaborative Group - Grucomat
Professor Allan da Silva Coelho holds a degree in Philosophy from UniFAI – Assunção (2002), a Master’s (2006), and a PhD in Religious Studies from the Methodist University of São Paulo – UMESP (2014). He completed a doctoral internship at CEIFR-Paris and received an honorable mention from the CAPES Thesis Award in the field of Philosophy/Religion. Between 2018–2019, he undertook postdoctoral research at the Centre d’études en sciences sociales du religieux (Césor) at the École des hautes études en sciences sociales (EHESS), France, under the supervision of Michael Löwy.
He researches critiques of Modernity from a decolonial perspective, focusing on the critique of “capitalism as religion” in Latin America. He is a member of the research groups “Capitalism as Religion” and CLACSO's “Ethics, Politics and Theology,” within the project “The Future of Work and the Care for the Common Home.” His research interests include liberation Christianity and education; popular education, citizenship, and human rights; pedagogies alternative to capitalism; and the relationship between fetishism and formative processes.
He has a degree in Philosophy (2002) from Assunção/UniFAI, a master’s (2006), and a doctorate (2014) in Religious Studies from UMESP, with a doctoral research internship at CEIFR of EHESS/Paris-France (CAPES-PDSE Program). He received an Honorable Mention from the CAPES Thesis Award in the Philosophy/Religion area. He conducted postdoctoral research (2018–2019) at the Centre d’études en sciences sociales du religieux at EHESS, Paris, supervised by Michael Löwy. He was a researcher in the Graduate Program in Education at UNIMEP (2015–2020). He is a professor and supervisor of master's and doctoral students in the Graduate Program in Education at Universidade São Francisco (USF).
Research Projects
Formative Processes and Utopia: Relations Between Categorical Frameworks and Education
This project aims to discuss the relationship between anthropological conceptions and utopias: on one hand, this relationship is traditionally associated with enlightening those unaware of their state of ignorance; on the other, it implies a certain condition for the teaching profession.
Our interpretive approach is based on conceptions of education and formative processes, defined since Ancient Greece as pharmakon of the soul—in the dual sense of remedy and poison—aiming at human transformation. Based on these traditional elements, we ask whether it is possible to construct an ethical-mythical paradigm—a sort of "inclined plane"—to articulate understandings of education, anthropology, and utopia.
We aim to explore whether a categorical framework with mythical-religious origins, reinterpreted in modernity, might affirm education as a transformative process in human being. Using a dialectical-comprehensive methodology, we seek to deepen the study of this framework, which shapes the understanding of humanity, society, and education, and from which we derive educational practices.
Secondarily, we aim to study whether this framework is reproduced in contemporary Philosophy education—whether teachers today recognize or employ such a conceptual structure. We also seek to identify alternative models, such as those suggested by Latin American theorist Paulo Freire.
Key questions include:
Critiquing this model involves questioning its utopian reasoning and seeking its surpassing through alternative conceptions of education and Philosophy teaching.
Research Groups
Graduated in Speech Therapy (Fonoaudiologia) from the Pontifical Catholic University of Campinas (1989). Master’s and PhD in Education from the State University of Campinas (1996; 2001). Completed postdoctoral research at the Institute of Education of the University of Minho (Portugal), in the field of Educational Sciences, specializing in Sociology of Education and Educational Policy (2018), and at the Graduate Program in School and Developmental Psychology at the University of Brasília (2022–2023).
Professor at Universidade São Francisco – SP, working in the Graduate Program in Education (PPGSSE), in the research line "Teacher Education, Teaching Work, and Educational Practices," and in the Pedagogy undergraduate course (2015–present). She develops research projects in the fields of Special Education and Educational Psychology, focusing on the schooling of students with disabilities, teaching relationships, school inclusion, language, and narrative, grounded in the theoretical-methodological assumptions of the historical-cultural psychology.
She is a researcher and vice-coordinator of the Interinstitutional Research Network on Human Development, Education, and Special Education based on Vygotsky (REPEDE) and leader of the Research Group on Teaching Relationships and Teaching Work (CNPq). Coordinator of the research project "Children with Intellectual Disabilities and the Regular School: Experiences and Meanings in a Post-Pandemic Scenario" (CNPq). CNPq Productivity Scholar, Level E.
Professor Ana Paula de Freitas investigates the teaching-learning processes in schools, focusing on teaching relationships involving children, adolescents, teachers, and school managers. Her research explores the relationship between learning and development, especially in the context of inclusive education, as well as the processes of child development, with an emphasis on narrative language and play.
Research Project
Learning and Development of Children, Adolescents, and Adults in the Context of School Social Practices
This thematic project is part of the research line “Teacher Education, Teaching Work, and Educational Practices.” It builds upon ongoing studies involving basic and higher education teachers and students, with a focus on the teaching and learning of individuals with various developmental pathways.
It includes children, adolescents, and adults diagnosed with intellectual disabilities, deafblindness, and autism spectrum disorder, as well as children developing language skills. The project’s general objective is to understand how teaching relationships enable and constrain learning and teaching in school settings.
It is based on the historical-cultural perspective of human development, particularly Vygotsky’s studies and those of his commentators on child development (pedology) and studies on disabilities (defectology).
The methodological resources involve: literature reviews, school-based situations recorded through video/audio or narrative reports; interviews with managers, teachers, and/or students across various educational modalities (Special Education, Early Childhood Education, Elementary Education, and Higher Education).
The research seeks to address challenges in contemporary schools:
This project encompasses various studies within the Graduate Program in Education – master’s, doctoral, and undergraduate research – focusing on topics such as play in early childhood education, the impact of disability diagnosis on child development, learning paths for students with disabilities, and initial and continuing teacher education in the context of inclusion.
Research Groups
Teaching Relationships and Teaching Work Research Group – GP Teaching Relations
Postdoctoral researcher in Education at Universidade São Francisco (USF-SP, Brazil) and at the University of the Azores (Portugal). PhD in Philosophy from the Pontifical Catholic University of São Paulo (PUC-SP). Master’s in Philosophy from the Pontifical Catholic University of Campinas (PUC-CAMP).
Professor and researcher in the Graduate Program in Education (Stricto Sensu) at USF-SP. Undergraduate professor at USF-SP. Leader of the Research Group on Education and Latin American Critical Theories (GPETECLA). Vice-leader of the Research Group on Foucauldian Studies in Education (GPEFE), part of the Graduate Program in Education at USF (CNPq-certified). Member of the Public Policy Observatory Research Group (GPOPP) at the Federal Technological University of Paraná, Cornélio Procópio campus (UTFPR-CP). Research member of the Interdisciplinary Center for Childhood and Adolescence Studies (NICA) at the University of the Azores (UAc–Portugal).
Professor Carlos Roberto da Silveira conducts research on the foundations of education, philosophy of education, and specific educational topics. The latter is addressed within NICA (UAc–Portugal). He also works with the issue of domestic violence, within the context of both formal and non-formal education, aligned with public policies related to Justice, Security, Citizenship, and Human Rights, in schools and communities.
His research interests include classical Western, modern, and contemporary philosophy, as well as Latin American critical theories and Southern epistemologies focused on coloniality. These inform debates and actions in education regarding ethics, bioethics, the constitution of the contemporary subject, decoloniality, and technologies, aiming to generate academic, social, cultural, and community impact.
Research Projects
Education, Latin American Critical Theories, and Southern Epistemologies
This project belongs to the research line “Education, Society, and Formative Processes” of the Master’s and Doctoral Program in Education at USF. Its goal is to promote research and critical analysis of contemporary education through the lens of Latin American Critical Theories, incorporating historical, cultural, epistemological, geopolitical, and philosophical perspectives proposed by global thinkers.
These include critical pedagogy, the Philosophy of Liberation, Southern Epistemologies, and decolonial thought—concepts explored by thinkers such as Enrique Dussel, Aníbal Quijano, Walter Mignolo, Boaventura de Sousa Santos, Paulo Freire, and Catherine Walsh.
The project explores a diversity of existing knowledges, decolonial pedagogies, and liberation philosophies that contribute to broader projects for the recognition of alternative forms of knowledge, education, and cultures beyond those of the Global North.
It aims to delve into the “paradigm of concrete life,” grounded in praxis, through an “ecology of knowledges” within the context of transmodernity, otherness, and the decolonialities of power, knowledge, and being.
Keywords: Decolonial Pedagogy; Decoloniality; Southern Epistemologies.
Education, Foucault, and Contemporary Dialogues
Also part of the research line “Education, Society, and Formative Processes” of the Graduate Program in Education at USF, this project aims to bring our present time into dialogue with Michel Foucault’s later thought and with Ancient Western Philosophy.
In his “late phase” or “third phase,” Foucault returns to Ancient Greek sources to explore concepts from The Use of Pleasure and The Care of the Self. The idea of care of the self (epimeleia heautou) comes from Plato’s First Alcibiades and outlines practices and techniques individuals should follow to care for themselves. In the Hellenistic/Roman period, this care integrates the maxim “know thyself” (gnôthi sauton), transforming into an ethical ideal, a project of knowledge, and an “aesthetics of existence”—to make life a work of art.
This project seeks to explore key elements of Antiquity, from Paideia and mythic and philosophical reasoning to the thought of the pre-Socratics, Socrates, Plato, the Hellenistic schools, and the Roman-Hellenistic schools. In parallel, it investigates Foucault’s thought and its relevance to current educational issues, including the decoloniality of knowledge, being, and power.
The project aims to deepen studies on educational theories, practices, and discourses in light of these philosophical foundations.
Keywords: Educational Processes; Discursive Practices; Foucault; Paideia.
Research Groups
Research Group on Education and Latin American Critical Theories (GPETECLA/USF)
Professor in the Graduate Program in Education (PPGSS) at Universidade São Francisco. Completed postdoctoral studies in Education, Culture, and Subjectivity at the Federal University of São Carlos (UFSCar), and another postdoctoral program in Teacher Education, Teaching Work, and Educational Practices (USF–CAPES, Academic Solidarity). He holds a PhD and a Master’s in Education from Universidade São Francisco (USF–CAPES), a postgraduate certificate in Special Education with an Emphasis on Intellectual Disability from Centro Universitário Padre Anchieta, and a degree in Pedagogy from Universidade Paulista (PROUNI).
He is a member of the Interinstitutional Research Network on Human Development, Education, and Special Education in Vygotsky (REPEDE).
Professor Daniel Novaes investigates how pedagogical mediation in (special) education, combined with educational technologies, impacts educational processes. His studies are grounded in Vygotsky’s historical-cultural theory. His research mobilizes the concepts of semiotic mediation, human development, techn(é)ologies, and constitutive singularities in pedagogical practices with students with autism, disabilities, and both typical and atypical development.
Research Project
Singular Semiotics: Pedagogical Mediation in (Special) Education, Human Development, and Educational Technologies
This project questions how pedagogical mediation in (special) education and the use of educational technologies affect educational practices. It begins from the premise that although social practices in schools are intended for everyone, when they homogenize the constitutive singularities of subjects, the “everyone” becomes “only a few.”
These “few” are the result of a society that privileges (im)material goods—this refers not only to access to technological tools like tablets and smartphones, but also to access to historically accumulated cultural knowledge.
These privileged “few” are often seen as competent, skilled, and capable of meeting predetermined educational standards. However, this raises questions about inclusive education:
To explore these questions, the project draws on Vygotsky’s historical-cultural theory and his interlocutors, focusing on key concepts such as human development, semiotic mediation, and constitutive singularities.
Research Groups
Teaching Relationships and Teaching Work – GP Relações de Ensino (USF)
Instagram: @gp.relacoesdeensino.usf
Study and Research Group on Education, Subjectivity, and Culture (GEPESC) (UFSCar)
Study and Research Group in Historical-Cultural Psychology (GEPHISC) (UNB)
Instagram: @gephisc
State, Educational Policies, and Teacher Education (EPEFOP) (UEM)
Instagram: @epefop_uem
Holds a degree in Pedagogy and a specialization in Gender and Diversity in Schools from the Federal University of São Carlos (UFSCar). Master’s and PhD in Education (PPGE/UFSCar), with postdoctoral studies at the Center for Education and Human Sciences at UFSCar, funded by FAPESP.
She is a member of the National Association of Graduate Studies and Research in Education (ANPEd), and currently vice-coordinator of GT6 Popular Education (2023–2025). She is a higher education professor, faculty member of the Graduate Program in Education (PPGSS) and the Pedagogy program at Universidade São Francisco (USF). She is also the leader of the Research Group "Popular Education, Social Participation, and (Re)Existences" (USF), vice-leader of the Research Group on Education and Latin American Critical Theories (USF), and a researcher with the Research Group on Social Practices and Educational Processes (UFSCar).
Professor Fabiana Rodrigues de Sousa investigates educational processes shaped through different social practices. Her studies and practices are grounded in the principles of Popular Education, inspired by the legacy of Paulo Freire and by Gender and Sexuality Studies in Education.
Her research mobilizes concepts such as: dialogue, humanization, democratic management, problem-posing education, and transgressive sexual education.
Research Project
Popular Education and the Legacy of Paulo Freire: Contributions to the Development of Dialogical and Humanizing Research Proposals
This research is based on the theoretical foundations of Popular Education and Latin American Participatory Research, aiming to uncover ways of being, existing, and producing knowledge that are hidden by the coloniality of gender/being/power/knowledge.
The objective of the study is to map and analyze the influence of Paulo Freire’s legacy and the principles of Popular Education in shaping dialogical, humanizing, and problem-posing educational practices, as a form of resistance to neoliberal logic.
The study seeks to gather theoretical and methodological contributions that may support the construction of a critical current in the human sciences—one that affirms education as a right and promotes the integration of popular and scientific knowledge in the pursuit of social equity.
Research Groups
Holds a degree in Languages (1991) and Social Sciences (1994) from the State University of Campinas (UNICAMP), a Master’s (2002) in Applied Linguistics from UNICAMP, and a PhD (2009) in Applied Linguistics from PUC-SP. She completed a doctoral internship in Education Sciences at the University of Geneva (2006), supervised by Professor Jean-Paul Bronckart. She also conducted postdoctoral studies:
a) on Literacy at UNICAMP, under the supervision of Professor Angela Kleiman, and
b) on Oral Didactics at the Haute École Pédagogique de Lausanne (Switzerland), under the supervision of Roxane Gagnon.
She is the leader of the ALTER-LEGE research group, based at USF, and vice-leader of the ALTER-AGE group (Language Analysis, Educational Work and their Relationships; and Learning, Text Genres and Teaching), based at USP-SP. She is one of the coordinators of the Brazilian Laboratory of Orality, Training, and Teaching, which brings together Brazilian and international researchers focused on orality and oral genres. She is a member of the Ethics Committee and has experience in the fields of Education and Applied Linguistics.
Professor Luzia Bueno’s research primarily focuses on:
Research Project
Academic Literacy Laboratory and Textual Genres in the Pedagogy Program: (De)constructing Students' and Teachers’ Relationships with Academic Writing in Connection with Reading and Orality
There is a growing body of research on literacy in Education, particularly concerning basic education, but there remains a gap in studies on academic literacy in higher education.
This project focuses on the activities of an Academic Literacy Laboratory linked to a Pedagogy program at a private, faith-based university. Such laboratories can significantly contribute to teacher training, as they foster the appropriation of the texts through which scientific discourse is constructed and disseminated.
General objective:
To investigate the formative potential of the laboratory’s actions (both online and in-person) to enhance students’ and teachers’ relationships with academic writing, particularly in connection with reading and orality.
Specific objectives include:
The theoretical framework includes the historical-cultural perspective and views literacy as a social practice (Kleiman, 1995, 2006, 2007, 2016; Street, 1984, 2014; Barton & Hamilton, 2004). The research also draws on Socio-discursive Interactionism (Bronckart, 1999, 2006, 2008, 2019) and the Sciences of Work (Activity Ergonomics and Activity Clinic), based on Clot (2006, 2010), Clot et al. (2021), and Saujat (2004).
Research Groups
Completed postdoctoral studies at the University of Wisconsin–Madison. Holds a PhD in Applied Linguistics from UNICAMP, a Master’s in Linguistics and Portuguese Language from UNESP, and a degree in Languages from UNESP.
She is a professor in the Graduate Program in Education (PPGSS/USF), working in the line “Education, Society, and Formative Processes,” with research focusing on educational political discourse (including external assessments like PISA and Agenda 2030), national and international policy-influencing agencies, curriculum, identity and subjectivity formation in education, and contemporary discourses on education.
She is the leader of the Research Group on Foucauldian Studies and Education (certified by CNPq), editor of the journal Horizontes (USF), and editor of the book series (Post-)Critical Global Childhood Youth Studies published by Peter Lang. She is a CNPq Productivity Scholarship holder – Level PQ III (2023–2026).
Professor Márcia Amador Mascia’s research is grounded in a discursive theoretical framework and post-critical studies, with key research areas including:
Research Project
Public Educational Policies and Contemporary Subjectivities: A Discursive Analysis
This project draws from discursive theory (Pêcheux and Orlandi), in dialogue with Foucault’s archaeological-genealogical studies and other post-critical authors (e.g., Bhabha, Mbembe), and integrates insights from psychoanalysis (Freud and Lacan). It aims to examine the emergence of educational identities and subjectivities in contemporary educational policy discourses in Brazil and globally.
Research questions include:
The project works with both formal and informal educational discourses, such as: political-educational discourse (including external assessments like PISA and Agenda 2030), national and international policy agencies, curriculum, identity and subjectivity formation in education, and contemporary education discourses during and after the COVID-19 pandemic, including distance and hybrid education and education in contexts of violence and poverty.
The project seeks to expose often-hidden conflicts that underpin the rationality sustaining national and international public education policies. It aims to problematize them through post-critical lenses to better understand contemporary educational dynamics in Brazil and contribute to more effective and equitable education in the 21st century.
Research Group
Holds a degree in Languages (2001), a Master’s (2005), and a Doctorate in Education (2014) from Universidade São Francisco. She has been a faculty member in the Stricto Sensu Graduate Program in Education – Master’s and Doctorate – at the same university since September 2014. She works within the research line entitled “Teacher Education, Teaching Work, and Educational Practices” and participates in several research groups: ALTER-AGE – USP/CNPQ (Language Analysis, Educational Work and its Relations; Learning, Textual Genres, and Teaching); GPLIMES USP/CNPQ (Research Group on Language, Memory, and Subjectivity); she is the leader of the GPLIDE group (Research Group on Language, Interaction, and Dialogues in Education); vice-leader of the ALTER-LEGE group USF/CNPQ (Language Analysis, Educational Work and its Relations; Literacy, Textual Genres, and Teaching), and also vice-leader of the Teaching Relations and Teaching Work group – USF/CNPQ. Her research focuses on the relationship between language and mother tongue teaching, literacy practices, development and analysis of teaching materials, and teacher education. She has experience in the field of Education, mainly working with the following topics: Reading, Writing, Literacy, Textual Genres, Narratives, and Teacher Training.
Professor Milena Moretto conducts research focusing on: 1) the relationship between language and teaching; 2) social practices of reading and writing; 3) academic literacy; 4) development and analysis of teaching materials; and 5) teacher education. Her studies and research are grounded in the socio-historical and enunciative-discursive perspectives.
Research Projects
Reading and Writing Practices in Basic and Higher Education
This research project aims to investigate the practices related to reading and writing work in school contexts. Specific objectives include: 1) analyzing literacy practices developed in basic and higher education; 2) examining the potential (or lack thereof) of teaching materials regarding the development of different language skills related to reading and writing; 3) discussing the design of didactic sequences that enable the production of different textual genres. Our investigations are based on the socio-historical, enunciative-discursive perspective, and socio-discursive interactionism, which consider language as dialogical and subjects as beings constituted within social, cultural, historical, and ideological processes. We use qualitative methodological approaches for data production and analysis, taking into account the enunciative analysis of interactive moments occurring in the classroom environment. The results of our research contribute to the groups with which we are affiliated: GPLIDE (Research Group on Language, Interaction, and Dialogues in Education) coordinated by Milena Moretto and Renata Helena Pucci; Bakhtin Circle (coordinated by Fábio Marques de Souza and Ivo Di Camargo Junior); ALTER-AGE (Language Analysis, Educational Work and its Relations - Learning, Textual Genres, and Teaching) coordinated by Professors Eliane Gouvêa Lousada and Luzia Bueno; ALTER-LEGE (Language Analysis, Educational Work and its Relations: Literacy, Textual Genres, and Teaching) coordinated by Professors Luzia Bueno and Milena Moretto (USF); Teaching Relations and Teaching Work group coordinated by Professors Ana Paula de Freitas and Daniela dos Anjos; and the Research Group on Language, Memory, and Subjectivity (GPLIMES) coordinated by Prof. Elizabeth dos Santos Braga.
Teacher Constitution and Education: An Analysis of Initial and Continuing Teacher Training Practices
This research project aims to understand the process of teacher constitution and education. Specific objectives are: 1) to analyze how individuals become teachers through their relationships with others during their life trajectories; 2) to comprehend how professional development of basic and higher education teachers occurs; 3) to understand the concrete working conditions of teachers within their contexts; 4) to analyze the relationships and meanings emerging in interactions with others and how this process contributes to teaching and learning. Our investigations are grounded in the socio-historical and enunciative-discursive perspectives, as well as autobiographical method considerations. The results of our research contribute to the groups with which we are affiliated: GPLIDE (Research Group on Language, Interaction, and Dialogues in Education) coordinated by Milena Moretto and Renata Helena Pucci; Bakhtin Circle (coordinated by Fábio Marques de Souza and Ivo Di Camargo Junior); ALTER-AGE (Language Analysis, Educational Work and its Relations - Learning, Textual Genres, and Teaching) coordinated by Professors Eliane Gouvêa Lousada and Luzia Bueno; ALTER-LEGE (Language Analysis, Educational Work and its Relations: Literacy, Textual Genres, and Teaching) coordinated by Professors Luzia Bueno and Milena Moretto (USF); Teaching Relations and Teaching Work group coordinated by Professors Ana Paula de Freitas and Daniela dos Anjos; and the Research Group on Language, Memory, and Subjectivity (GPLIMES) coordinated by Prof. Elizabeth dos Santos Braga.
Research Groups
Faculty member and researcher in the Stricto Sensu Graduate Program (PPGSS) in Education at Universidade São Francisco (USF), working in the research line of Teacher Education, Teaching Work, and Educational Practices. She holds a Master’s and Doctorate in Education from Universidade Metodista de Piracicaba (PPGE/UNIMEP), with a postdoctoral degree in Education from the same university. She graduated in Social Communication and holds a teaching degree in Portuguese/English Languages. She is the leader of the Research Group Life Stories, Narratives, and Subjectivities - HiNaS (USF), vice-leader of the Study and Research Group on Teacher Education - GEPEFOP (UNIFESP), and vice-leader of the Research Group on Language, Interaction, and Dialogues in Education - GPLIDE (USF). Her research focuses on teacher education, teaching work, educational public policies, discourse analysis, and educational practices.
Prof. Renata Pucci investigates teacher education, teaching work, and educational practices in relation to educational public policies. The theoretical-methodological framework mobilized in her research involves Historical-Cultural Theory, the enunciative-discursive perspective, and the (co)narrative research approach.
Research Projects
Teacher Education in the Face of Contemporary Educational Policies: Meanings Produced About/In Training Processes
This project is situated within research on teacher education. With the implementation of contemporary educational policies such as the National Common Curricular Base (BNCC), which outlines the competencies students should develop and the content to be taught—guiding states and municipalities in developing or adapting their curricula—and the New High School (NEM), based on the yet unfulfilled promise of choice, interdisciplinarity, and flexibility of school content for youth, the following questions arise: a. How do these changes influence the characteristics of initial teacher education at universities and continuing education in schools? b. What is the space for teacher autonomy and authorship? c. What role is assigned to education, schools, and teachers? The objective here is to understand and analyze the meanings teachers produce about the training processes experienced in schools and universities in the contemporary context. It is assumed that understanding the discourse of official documents concerning teaching practice, when confronted with the critical-theoretical knowledge historically produced in educational literature, contributes to expanding teachers' repertoire, fostering reflection and collaboration among subjects, and encouraging investigation of teaching practice and its continuous formation process. The object of study is the discourse of subjects in training, and the methodological procedures used include interviews, reports, and narratives produced by the subjects. The theoretical framework for the development and analysis of this study is based on contributions from Vygotsky, in the historical-cultural perspective, and the Bakhtin Circle, in language philosophy, which understand human development as social and cultural, shaped in concrete contexts, in correlation with otherness, since the constitution of the subject and consciousness is social and mediated by language.
Teacher Constitution in Initial Training: A Look at Relationships
This research project is situated in the field of teacher education studies, focusing on teacher education in the Pedagogy course. Since the implementation of the National Common Curricular Base, teacher education policies have been published to align teacher training with the BNCC, not without resistance and criticism from the academic community. The most recent National Curricular Guidelines for Initial Higher Education of Basic Education Teaching Professionals, from 2024, are still under study by researchers in the field but are already provoking changes in the curricula of teaching degree courses, including Pedagogy. Teacher education, as understood in this study, goes beyond the acquisition of skills and encompasses the unique knowledge of the teaching profession which, in initial training, begins to be developed and reflected upon from the first encounter with others. It is this process that the study proposes to examine, aiming to understand the constitution of future teachers in the Pedagogy course through the relationships established in this context, anchored in historical-cultural and enunciative-discursive theoretical perspectives, and using a (auto)biographical methodological approach.
Research Groups
Completed a postdoctoral fellowship in Education, in the research line History and Philosophy of Education, at the Faculty of Education of the State University of Campinas - Unicamp. She holds a PhD in Education, with a concentration in Fundamentals of Education, from the Federal University of São Carlos - UFSCar; a Master’s degree in Education from the Pontifical Catholic University of Campinas - PUCCamp; a degree in Pedagogy; and a specialization in Education from the Instituto de Ensino Superior de Mococa - IESMoc. She is a faculty member linked to the Stricto Sensu Graduate Program in Education (2020-present), associated with the research line: Education, Society, and Formative Processes. She is the Editor-in-Chief of the Horizontes Journal/USF, Coordinator of the Research Ethics and Integrity Commission of ANPED, and leader of the Study and Research Group on Ethics, Politics, and History of Brazilian Education. She is also a member and collaborator of the Study and Research Center on Fundamentals of Education at the Federal University of Uberlândia - UFU. Her research focuses on the Fundamentals of Education, with an emphasis on Ethics in Education, Research and Integrity; the History of Brazilian Education; and the History of School Institutions and Educational Policy.
Prof. Sônia Aparecida Siquelli studies, researches, and supervises research projects focused on the Fundamentals of Education, emphasizing Ethics in Education, Research and Integrity; the History of Brazilian Education; and the History of School Institutions and Educational Policy.
Research Projects
The Formative Ethical Dimension of Integrity in Educational Research
This project inaugurates the initiative of the Study and Research Group on Ethics, Politics, and History of Brazilian Education - GEPHEB, registered with CNPq, to allow free participation of young researchers, including undergraduate, Master’s, and Doctoral students in Education, interested in researcher training regarding integrity in research. Understanding the researcher’s craft as the result of a historical and philosophical constitution that supports shaping researcher actions based on ethical foundations built through otherness within the context of investigations conducted in Basic Education institutions, Higher Education, and Stricto Sensu postgraduate programs. The project seeks to inquire which actions are developed by these researchers that can foster an ethical consciousness that caring for ethical conduct in research projects involving human participants goes beyond knowing the regulations that guarantee researcher conduct. The hypothesis is that speaking about integrity in Educational research often only refers researchers to Resolutions 466/12 to 510/16, among other regulations, assuming the ethical posture of the researcher is solely a matter of regulation and ignoring that ethical integrity is established in the relation of otherness between the researcher and participants, whether adults, youth, or children. The qualitative methodology will involve two stages: first, a literature review on integrity in educational research, addressing legislation since the late 20th century, including ethics resolutions and emphasizing the instrumental approach to research—from project protocol approval on the Plataforma Brasil to ongoing discussions on research integrity limited to GEPHEB. Second, using the focus group technique, it will investigate when integrity in research is addressed in researchers’ training. The study expects to trigger actions that raise researchers’ awareness that research does not end at the defense stage, but that feedback to participants, in various forms, is also part of the researcher’s ethical posture regarding research integrity.
Keywords: Research Integrity. Ethics. Researcher Training. Educational Research. Otherness.
The Role of the History of Education of School Institutions in the Formation of Brazilian Society in Different Contexts
This research project is situated in the field of Brazilian Education History of School Institutions and aims to bring together projects supervised within the Study and Research Group on Ethics, Politics, and History of Brazilian Education - GEPHEB. It investigates possible conservations and transformations in educational institutions from Basic Education to Higher Education that mark the constitution of Brazilian society across different historical, political, and social periods. It questions the historical and political commitment of educational formation during different periods and contexts of educational phenomena. It highlights the different historical research methods employed to contribute to the advancement of research in the field and Brazilian education. The project carefully approaches primary and secondary sources, evidencing through description possible analyses of what is conserved or transformed in educational formation. It prioritizes selecting and describing research instruments that reveal what is maintained or changed in educational formation, dialoguing with historical foundations for studies of educational public policies that prioritize equality of access, permanence, and quality of education across diverse school institutions, from Basic to Higher Education, under various research themes.
Keywords: History of Education; School Institution; Formation; Educational Policies.
Research Groups
