The PPGE, created in 1978 and accredited on February 2, 1999 (Ordinance MEC 182), is the only Stricto Sensu graduate program in Education in Espírito Santo that offers an academic doctorate. In 1978, the program started offering only the Master's course, which was organized into two areas of concentration: Administration of Educational Systems and Evaluation of Educational Systems.
From 1981, the first defenses started to happen. The need for graduate school increased and the program felt the need to change its organization. Thus, from 1985, there was a transformation of the administration area in the area of ​​Educational Policy and Administration and the creation of the Human Development and Educational Processes area.
In 1992, the organization based on areas of concentration was replaced by thematic nuclei (Knowledge and Educational Praxis, Contexts of Special Education and Early Childhood Education, Education and Socio-Educational Change) that covered lines of research (Socio-Philosophical Foundations of Education, Training and Pedagogical Political Praxis of the Teacher, Social Psychological Determinants of School Performance, Special Education, Early Childhood Education, Alternation Pedagogy).
In 1999, the thematic nuclei and lines were reconfigured and the program started to have the following nuclei and lines: Knowledge and Educational Praxis Nucleus (Teacher Formation and Praxis lines, Mathematical Education, Education and Languages) and Sociopedagogical Contexts of Education Nucleus (Special Education lines: approaches and work, Psychosocial Context of Educational Work and Learning Processes and, finally, Work, Education and Qualification).
In 2003, the lines started to articulate around the Fundamentals and Education Praxis nuclei (with the lines History, Society and Philosophy of Education, Teacher Training and Pedagogical Practices, Education and Languages ​​and Mathematical Education) and the Subject of Education : knowledge, learning and contexts (instituting processes, educational action and learning, special education, environmental education and group processes).
The model based on nuclei was replaced by lines of research and, in 2004, with the creation of the Doctorate in Education, there was a new reorganization of the lines of research and curricula of the Courses. The program started to be organized in 4 lines: Fundamentals of Educational Theories and Practices, School, Curriculum, Society and Culture, Mathematical Education and Education and Languages. All the changes mentioned were the result of collective analyzes that pointed out the need to adapt the program's organization to the emergence of new themes and inflection points in the academic debate and the consolidation of new fields of investigation. In this context, they were rethought as lines and their menus. Thus, during the last three-year period (2010-2012), PPGE was organized into the following lines: Culture, Curriculum and Educator Training; Diversity and Inclusive Educational Practices; Education and Languages; History, Society, Culture and Educational Policies, with no changes in research groups. The curricular organization was maintained around subjects, advanced seminars, independent studies, research activities, qualification exams and preparation of dissertation or thesis, as well as the nucleation of activities around the lines and groups.
As of 2008, the Post-Doctoral Internship offer began.
Current Program Structure
PPGE is organized according to its Internal Regulations. The program has the participation of 30 permanent professors organized in four lines of research.
1-Teaching, Curriculum and Cultural Processes;
2-Education and Languages;
3-Special Education and Inclusive Processes;
4-Education, Human Formation and Public Policies.
Graduated and Enrolled Students:
The program has already trained 569 masters and 260 doctors and has 169 students regularly enrolled, 55 in the master's degree and 114 in the doctorate.
Name of coordinators and assistant coordinators:
Period: 2018 - 2020
Coordinator: Eliza Bartolozzi Ferreira
Assistant Coordinator: Edson Pantaleão Alves
Period: 2016 - 2018
Coordinator: Eliza Bartolozzi Ferreira
Deputy Coordinator: Martha Tristão Ferreira
Period: 2014 - 2016
Coordinator: Cleonara Maria Schwartz
Assistant Coordinator: Eliza Bartolozzi Ferreira
Period: 2012 - 2014
Coordinator: Cleonara Maria Schwartz
Assistant Coordinator: Eliza Bartolozzi Ferreira
Period: 2010-2012
Coordinator: Sonia Lopes Victor
Assistant Coordinator: Moema Lúcia Martins Rebouças
Period: 2008-2010
Coordinator: Denise Meyrelles de Jesus
Assistant Coordinator: Regina Helena Silva Simões
Period: 2006-2008
Coordinator: Cláudia Maria Mendes Gontijo
Assistant Coordinator: Cleonara Maria Schwartz
Period: 2004-2006
Coordinator: Carlos Eduardo Ferraço
Assistant Coordinator: Janete Magalhães de Carvalho
Period: 2002-2004
Coordinator: Janete Magalhães de Carvalho
Assistant Coordinator: Carlos Eduardo Ferraço
Period: 2000-2002
Coordinator: Regina Helena Silva Simões
Assistant Coordinator: Denise Meyrelles de Jesus
Period: 1998-2000
Coordinator: Circe Mary Silva da Silva Dynnikov
Assistant Coordinator: João Eudes Rodrigues Pinheiro
Period: 1996-1998
Coordinator: Regina Helena Silva Simões
Assistant Coordinator: Denise Meyrelles de Jesus
Period: 1994-1996
Coordinator: Angela Maria Monjardim
Assistant Coordinator: João Eudes Rodrigues Pinheiro
Period: 1992-1994
Coordinator: João Eudes Rodrigues Pinheiro
Assistant Coordinator: Angela Maria Monjardim
Period: 1988-1992
Coordinator: Leda Maria Couto Nogueira
Assistant Coordinator: Denise Meyrelles de Jesus
Period: 1986-1988
Coordinator: Janete Magalhães Carvalho
Assistant Coordinator: Liney Orlandina Lucas
Period: 1984-1986
Coordinator: Liney Orlandina Lucas
Assistant Coordinator: Janete Magalhães Carvalho
Period: 1982-1984
Coordinator: Elizabeth Maria Pinheiro Gama
Period: 1978-1982
Coordinator: João Eudes Rodrigues Pinheiro
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Resultados de tradução
History of the CAPES concept of the program:
Evaluation period: . . . . . Concept:
2013-2016. . . . . . . . . . . . . . 5 (Very good)
2010-2012. . . . . . . . . . . . . . 4 (Good)
2007-2009. . . . . . . . . . . . . . 5 (Very good)
2004-2006. . . . . . . . . . . . . . 5 (Very good)
2001-2003. . . . . . . . . . . . . . 4 (Good)
1998-2000. . . . . . . . . . . . . . 4 (Good)
1996-1997. . . . . . . . . . . . . . 3 (Regular)
1994-1995. . . . . . . . . . . . . . C (Regular)
1992-1993. . . . . . . . . . . . . . SC (no concept, as new courses did not receive an initial concept)
There are three practical objectives that justify the need to offer efficient and high quality masters and doctorates:
training of competent teachers who can meet the demand in basic and higher education, guaranteeing, at the same time, the constant improvement of quality;
to stimulate the development of scientific research through the adequate preparation of researchers;
ensure effective training of technicians and intellectual workers of the highest standard to meet the needs of national development in all sectors.
CAPES Ordinance No. 321, OF APRIL 5, 2018 regulates in its Art. 1º The performance of the stricto sensu postgraduate programs will be evaluated in terms of the minimum standard required for its full functioning, for the validity of the teaching and diploma registered.
In the last evaluation of the quadrennium (2013-2016), the PPGE was rated with a grade of 5, which makes it a very good Graduate Program.
The evaluation of the Program by CAPES is detailed on the Agency Portal:
Transparência Pública
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