Research Lines

1. Foundations of Teaching, Curriculum, and Educational Policies

The research developed in this graduate program is structured around a specific practical intervention, which may result in educational processes or products with the potential to be implemented in new, real teaching situations. The “Foundations of Teaching, Curriculum, and Educational Policies” line conducts research on the conceptual, curricular, and political aspects of philosophy teaching. It examines the philosophical-pedagogical foundations of philosophical education, considering its historical, institutional, and social dimensions, as well as the political bases that underpin and guide national and/or regional curriculum proposals. It includes studies on: different conceptions of philosophy teaching, the historical paths of philosophical education, national and state curricula, and policies for teaching and teacher education.

2. Practices of Philosophy Teaching

The professional master’s degree is characterized by a practical intervention, resulting in an educational process or product to be implemented in real teaching contexts. The “Practices of Philosophy Teaching” line develops theoretical and practical investigation into issues related to the various dimensions and content of philosophy teaching in Basic Education. This line includes studies and research on pedagogical and philosophical methodologies, assessment, technologies, media, games, arts in all their forms, teaching materials, philosophical reading and writing, experiences and experiments, and philosophical laboratories. It discusses issues that permeate the daily life of the school environment in its multiple internal and external developments, in both formal and informal learning spaces. It also considers the relationship between teaching practice and the traditional areas of philosophical knowledge, such as Ethics, Ontology, Aesthetics, Political Philosophy, Logic, Epistemology, Philosophy of Language, Philosophy of Science, and Philosophy of Technology.