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

Umberto de Andrade Pinto

Contact | Currículo Lattes

E-mail: uapinto@unifesp.br  

Umberto de Andrade Pinto has graduated in Pedagogy and has a specialization in Philosophy of Education (PUC / SP), a Master’s degree in Higher Education (PUC-Campinas), and he is a Ph.D. in Education (FEUSP). He is responsible for the Didactics area at the Undergraduate Course in Pedagogy. The Postgraduate Program in Education is linked to the research line "Public School, Teacher Training and Pedagogical Practices". Umberto develops and guides research in the area of teacher education (initial and continuing) for basic education and higher education, and on Pedagogy, both in relation to the course and its epistemological field.

Select Field or Degree Concentration for description.

Education

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 3:  Public Schools, Teacher Formation and Pedagogical Practices

Research developed in this concentration focuses on public schools as an element of social change and on the emancipatory possibilities of school knowledge as it relates to (also emancipatory) teaching staff formative processes – bachelor’s courses and continuing professional development – reflecting specifically on how teachers’ formation comes to play into their pedagogical practices. We aim to analyze the relationships between public policies, teacher formation programs and pedagogical practices by means of research on the formation and professional activities of teachers and educationalists involved in K-12 and higher education. Such research problematizes the following aspects: the constitution of a teaching identity; entering the job market; professional development; the approach of socioeconomic class, race and ethnicity, gender and sexuality. This degree concentration is founded on the understanding that pedagogical actions are situated theoretical-practical activities shaped by the material conditions of those involved, in particular the conditions pertaining to their lives and work.


Advisors
Isabel Melero Bello
Itale Luciane Cericato 
Jorge Luiz Barcellos da Silva
Magali Aparecida Silvestre
Marieta Gouvêa de Oliveira Penna
Umberto de Andrade Pinto

© 2013 - 2021  Universidade Federal de São Paulo - Unifesp

Campus Guarulhos da Unifesp • Edifício Arco - Sala 33 • Estrada do Caminho Velho, 333  - Jardim Nova Cidade • CEP 07252-312 Guarulhos - SP •  ppg.educacao@unifesp.br