Integração com a graduação
Indicators of integration with graduation: The PPGMPE carries out a set of actions seeking to bring graduation and post-graduation closer together. The composition of events (round tables, lectures and conversation networks) involving undergraduates, graduate students and Basic Education professionals around theoretical and practical reflections on issues that challenge teacher training and Education in a broader sense stands out.
In 2017, we carried out the following didactic-academic activities involving graduate and undergraduate students:
a) Historical-Cultural Psychology and people with disabilities – we had approximately 200 participants, among them PPGMPE students, technicians from the Departments of Education and professionals from schools, in addition to students from the Pedagogy Course at Ufes. Among the participants, we have around 60 undergraduate students.
b) Teacher training and the contributions of professional master's degrees in Education. This is a lecture given due to the opening of PPGMPE activities and inaugural class, involving graduate and undergraduate students. The lecture was delivered by Prof. Dr. Tânia Maria Hetkowski - Federal University of Bahia (UNEB) and former Deputy Coordinator of the Professional Master's Degree in Education at Capes, with the aim of enabling postgraduate students to broaden their know-how about the objectives of Professional Master's Degrees and for undergraduate students to perceive the
possibilities for continuing their training activities.
Teacher Internship:
The Professional Master's Degree in Education Postgraduate Program is aimed at education professionals who are in effective exercise in Basic Education schools, in Education departments and also technicians and teachers who work in higher education institutions, based on theoretical- methodologies that value professional experience and the articulation between theory and practice.
The fact that the PPGMPE articulates a training process with Education professionals in effective professional practice and that the master's students are partially released and their workplaces favor the composition of another logic of internship in teaching: the activities are carried out in the spaces where master's students work, being accompanied by their respective advisors.
With that, articulation of the theories consolidated in the course of classes/guidelines with the pedagogical work experienced in their workplaces is constant. The space-times and orientation also promote the articulation between the theoretical debates unleashed in the classes, the research projects of the master's students, the composition of the products and new perspectives of action in their workplaces. Thus, the articulation between theory and practice is permanent.
In 2017, we had the first group of master's students from the PPGMPE and all of them carry out professional activities in Departments of Education, Municipal Councils of Education and teaching, pedagogical coordination and school management in units of Early Childhood Education, Elementary and High School. We also have master's students who are administrative technicians in Basic Education and Higher Education. In this way, the “internship activities” are permanent, considering that master's students are not absent from their workplaces, constantly promoting the articulation between theory and practice.
Bearing in mind that the preparation of dissertations and products maintains a fruitful dialogue with the issues present in the workplaces where the master's students work, the PPGMPE advisors have closely followed the activities of these subjects, as well as inserting themselves in the space-times in that they act, composing, in a way, monitoring/intervention processes in the students' work locus.
