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

Débora Cristina Goulart

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PhD in Social Sciences from UNESP (2011), with doctoral internship at École des Hautes Études en Sciences Sociales. Master's Degree in Sociology from Unicamp (2004) and University Degree in Social Sciences from PUC-SP (1998). Professor at the Department of Social Sciences at EFLCH-Unifesp, researcher at the Study and Research Group on Education and Social Classes (GEPECSO), at the Study and Research Group on Education and Social Criticism - GEPECS and at the Study and Research Group on Educational Policy and School Management (GEPPEGE) where she researches the influence and intervention of private agents in the national educational policy and in the state public network of São Paulo. She participates in the Public School and University Network (REPU) and in the Public School and Democracy Group (GEPUD) extension project. Currently, she has been dedicating to the research on the 2017 Secondary Education Reform, its consequences in the state of São Paulo. She is interested in research on social classes, neoliberalism and education, private agents, State and privatization, social movements and educational policy, and secondary education and teaching in sociology.

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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 2:  Education, State, Work

This degree concentration is structured around the belief that in order to study the school, the politics and social relationships that shape institutional education, it is necessary to reflect on the broad categories that play a part in human formation, such as work, culture, economics, education and the State as one possibility for contemporary social organization. Therefore, this concentration encompasses research of different theoretical, epistemological and methodological approaches on the relationships between Work, State and Education, using the theoretical frameworks of disciplines such as Social, Political and Economic Sciences, as well as History. This concentration welcomes research on the implementation and evaluation of educational public policies; on international educational policy and reforms; on policy pertaining to syllabi and educational evaluation; and finally, on the work conditions faced by teachers and educational management professionals. This concentration is structured around the right to education, educational democratization and the interfacing between educational policy and practices.

Ana Paula Santiago do Nascimento
Celia Maria Benedicto Giglio

Claudia Barcelos de Moura Abreu
Débora Cristina Goulart

Luiz Carlos Novaes 
Márcia Aparecida Jacomini
Maria Angélica Pedra Minhoto

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