Campus Guarulhos • Escola de Filosofia, Letras e Ciências Humanas
Postgraduate Program in Education

Claudia Lemos Vóvio

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Claudia Lemos Vóvio is a Ph.D. in Applied Linguistics from the State University of Campinas (UNICAMP), Master in Education from the University of São Paulo, Graduated in Pedagogy from the Pontifical Catholic University of São Paulo. As a professor in the graduation course, she works with subjects in the area of Language and Didactics of Portuguese Language and Literacy, in addition to working in the field of teaching internship. She conducts research on Alphabetization and Literacy in school and social education contexts have guided investigations that focus on pedagogical practices, the curriculum, teacher training, and the implementation of programs and projects aimed at teaching native language and literacy, in contexts of social vulnerability. It integrates the Research Line of the PPGE, "Languages and knowledge in formative contexts”, which focuses on investigations on the epistemological aspects involved in the constitution of contemporary social subjects, with emphasis on the themes that permeate the teaching and learning objects of Language Portuguese, develops the extension project, "Literacy and social participation: children. adolescents and youth and the cultures of writing ", which addresses theoretical and practical foundations aimed at public school teachers and educators of social education programs that work directly in the democratization of written cultural productions.

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Education is a core element of a human being’s constitution and comprises the social formation processes involved in gaining access to a group’s culture and to ways of being, acting and reflecting. Educational processes and practices occur intentionally or not in different socialization settings. Education happens in relationships between human beings with the goal of forming individuals and it is tied to the civilization process. Starting at the modern era, schools have concentrated the social responsibility to form subjects so as to ensure their participation in the productive system as well as in public life. Educational action presupposes a specific set of conceptions about what is to be human, and such conceptions vary according to social and historical contexts. Education is also related to culture, to values shared by human groups and communities. Education transmits, perpetuates and changes the human experience of culture through the teaching and learning relationship.

Concentration 5:  Languages and Knowledges in Formative Contexts

This degree concentration focuses on the production of contemporary social actors, especially its epistemological aspects related to teaching and learning. We aim to critically investigate the challenges posed by contemporary knowledge production and appropriation, through the exam of relationships between the production of knowledge in different settings (academic or not) and the transformations that have taken place in multiple historical, social and cultural contexts. We propose that the conceptual frameworks from different fields of study – such as Philosophy, Sociology, Linguistics, Psychology and the specific Didactic areas – be employed to investigate formal and non-formal educational processes, especially matters related to: a) knowledges produced in various formative contexts; b) teaching and research methods applicable to teaching and learning processes in multiple levels and settings; c) the constitution of scientific and mathematical knowledge; d) the specific and pedagogical knowledges necessary to the production of knowledge; e) how to incorporate scientific formation in K-12 syllabi; f) the production of textbooks and other learning resources; g) the mechanisms by which meaning is produced in a variety of languages (written, oral, imagetic, cartographic, hypermedia, scientific etc.); h) teacher formation and continuing professional development aiming at the integration of media to the social practices that comprise the educational ethos; i) digital inclusion actions and/or programs that work towards social inclusion; j) teacher formation and continuing professional development geared towards conceptual teaching and learning; k) the constitutive elements of pedagogical activity in general and teaching and learning processes in particular.

Claudia Lemos Vóvio 
Emerson Izidoro dos Santos
Érica Aparecida Garrutti de Lourenço
Jerusa Vilhena de Moraes
Lucila Maria Pesce de Oliveira
Sandro Luis da Silva

Vanessa Dias Moretti 

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