PPGEdu has consolidated its position as one of the leading trainers of masters and doctors in the South region of Brazil. The first graduates of the Master’s Degree Program completed their training in other courses of Brazil and abroad, and many are part of the current faculty of this Program or of several others throughout Brazil and the South region. The Graduate Program in Education (CPGEDU) presented a curriculum structure composed of basic compulsory disciplines, grouped in three areas: Teaching and Curriculum; Education Planning; Educational Psychology. In 1986, it started to be called Graduate Program in Education, after a collective process of reflection on curriculum and assessment, seeking alternatives to the construction of a profile that met local, regional, and national demands and that expressed the plurality and theoretical progress in the area. The curriculum has become more flexible, the basic disciplines have lost their compulsory nature, and the Research Lines were expanded.
Since its creation, the Program has been guided by three fundamental commitments: academic and scientific excellence and rigor; addressing of the challenges of the area; expanded understanding of education as a formal education system, in particular the public school, and as formative processes included in sociocultural movements of society as a whole.
The organization around several topics favors the presence of different theoretical approaches from teachers and students from diverse backgrounds, experiences, and professional trajectories, which helps the consolidation of a PPGEdu in line with contemporaneity and in an ongoing search about its institutional continuity.
The Program has favored dynamics that value the autonomy and organicity of the Research Lines, curricular structure, research projects, bibliographic production, and theses and dissertations produced. The effects of these dynamics can be evidenced in several areas of the institutional arrangement and of the identity of PPGEdu, especially in the accountability of the Research Lines regarding: the offering of diversified training spaces; the management of student admission selection processes and the monitoring of the curriculum of each student; the predominance of training activities offered for both master’s and doctor’s students; the allocation of resources to be managed by each line, aiming to promote formative (organization of events) and participatory actions (dislocation and participation in events) and support for research (fellows, equipment).
We highlight the following important movements carried out in recent years: the implementation of the new statute; the new policy of accreditation and reaccreditation of professors; the expansion of the number of scholarship students; the increase in the number of professors with productivity scholarship; and the increase of actions for the internationalization of the Program.