Research Lines

This research line proposes the generation and dissemination of knowledge from diverse theoretical and methodological perspectives on teacher education, curriculum, and pedagogical praxis, focusing on both formal and non-formal education in the Amazon region. It promotes investigative approaches into the initial and continuing education of educators working in higher education as well as in the various stages and modalities of basic education provided by Amazonian institutions. It discusses the epistemological, historical, and philosophical foundations of this training, along with the processes involved in professionalization and pedagogical praxis. It connects issues related to the education of Amazonian teachers and their pedagogical praxis with the curricular debate on the production and social distribution of knowledge, curriculum policies, curricular practices, and the regional specificities of curriculum history and school subjects. Furthermore, it explores emerging knowledge production processes supported by networked technologies and the paradigms guiding pedagogical praxis within the context of cyberculture, cooperative and collaborative work, and the development of collective intelligence through symbolic exchanges in virtual environments and the didactic resources created for this context.

This line develops studies and research on public education policies—including formulation, implementation, and educational evaluation—educational administration, and educational systems, with an emphasis on the relationships between the State and Society. It focuses on planning, evaluation, legislation, funding, and management of Basic Education at its various stages (early childhood education, elementary education, and secondary education) and Higher Education.

It also addresses different modes of education (youth and adult education, and vocational education), as well as their forms of organization between civil society and the political sphere; social movements and education; and the study of the relationship between labor and education in its multiple dimensions, both in school and non-school contexts, including education and professional training.

This line studies the relationship between knowledge, language, and education within the Amazonian context, focusing on educational practices that emphasize teaching, learning, discursive interaction, literacy, reading, writing, and numeracy in the construction of school knowledge. It encompasses the educational process in its historical, social, cultural, aesthetic, cognitive, and political dimensions, both in school and non-school environments, across different levels, stages, and modalities. It also explores socially produced knowledge in the Amazon and the processes of human development and formation.