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

Claudia Panizzolo

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Graduated in Pedagogy from the University of São Paulo (1991), Specialization in Early Childhood Education from the Methodist University of São Paulo (1998), Master in Education: History, Politics, Society from the Pontifical Catholic University of São Paulo (2001) and Doctorate in Education: History, Politics, Society by the Pontifical Catholic University of São Paulo (2006). Post-Doctoral Internship at the University of Caxias do Sul (Brazil) and at the Università degli Studi Del Molise (Italy) in 2019. Professor of the Pedagogy course, in the area of Early Childhood Education. Extension Program Coordinator: The child, the adult and the playful: cultural implications in the community. Professor of the postgraduate studiesProgram in Education at the Federal University of São Paulo -UNIFESP, working in the line of History of Education: Subjects, Objects and Practices. Topics of interest for research and guidance: History of Education; immigration history; Italian ethnic schools; childhood history, schooling processes, production and circulation of knowledge about childhood; history of reading and book in Brazil; history of early childhood education in São Paulo. Coordinator of the Study and Research Group CHILDHOOD, CULTURE, HISTORY- GEPICH; research member of the Study and Research Group “History of Education, Immigration and Memory” - GRUPHEIM; research member of the Research Group “TRANSFOPRESS BRASIL- Study Group on the Press in a foreign language in Brazil”; Researcher member of the Study and Research Group History of Education: intellectuals, institutions, printed matter.

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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 4:  History of Education: Subjects, Objects and Practices

As the result of a comprehensive and thorough review of education historiography, Brazilian Education History studies have undergone a significant change since the 1990s. The field has grown to include new research objects and approaches, and existing topics have been reshaped by the profitable exchanges between education historians and contemporary historiographic studies. In line with that reconfiguration, this degree concentration encompasses educational research that approaches historically the educational processes that take place both in and outside schools, using the theoretical frameworks provided by History, Philosophy and Social Sciences to discuss regional matters considering the national and international theoretical debate. We foster research on the following topics: (a) institutions (school, academia etc.); teacher and student formation; educational policy, practices and cultures (subjects, spaces, temporalities, knowledges, syllabi, school and academic disciplines, architecture and furniture); (b) Education intellectuals; (c) national and international processes of production, circulation and appropriation of pedagogical models and standards that influence (i) educational practices, (ii) temporal and spatial organization of schools and (iii) the establishment of memories (textbooks, pedagogical literature, press, educational press, education journals, literature etc.). Our preferred approach to those topics makes use of concepts and research procedures borrowed from Cultural History, Intellectual History and History of intellectuals, as well as New Political History.

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