Historic
The PPGE, created in 1978 and accredited on February 2, 1999 (MEC Ordinance 182), is the only stricto sensu graduate program in Education in Espírito Santo that offers an academic doctorate. In 1978, the program began offering only a Master's degree, which was organized into two areas of concentration: Educational Systems Administration and Educational Systems Evaluation.
Starting in 1981, the first defenses began, and demand for graduate programs increased, leading to organizational changes within the program. Thus, starting in 1985, the Administration area was transformed into the Educational Policy and Administration area, and the Human Development and Educational Processes area was created.
In 1992, the organization based on areas of concentration was replaced by thematic centers (Knowledge and Educational Praxis, Contexts of Special Education and Early Childhood Education, Education and Socio-Educational Change) that encompassed the research lines (Socio-Philosophical Foundations of Education, Teacher Training and Political-Pedagogical Praxis, Socio-Psychological Determinants of School Performance, Special Education, Early Childhood Education, Pedagogy of Alternation).
In 1999, the thematic centers and lines were reconfigured, and the program now includes the following centers and lines: Knowledge and Educational Praxis (Teacher Training and Praxis, Mathematics Education, Education and Languages) and Socio-Pedagogical Contexts of Education (Special Education: Approaches and Work, Psychosocial Context of Educational Work and Learning Processes), and Work, Education, and Qualification).
In 2003, the tracks began to be organized around the Foundations and Praxis of Education core (with the tracks History, Society, and Philosophy of Education, Teacher Training and Pedagogical Practices, Education and Languages, and Mathematics Education) and the Subject of Education core: knowledge, learning, and contexts (institutional processes, educational action and learning, special education, environmental education, and group processes).
The core-based model was replaced by research tracks, and in 2004, with the creation of the Doctorate in Education, the research tracks and course curricula were further reorganized. The program was organized into four tracks: Foundations of Educational Theories and Practices; School, Curriculum, Society, and Culture; Mathematics Education; and Education and Languages.
All of the aforementioned changes resulted from collective analyses that highlighted the need to adapt the program's organization to the emergence of new themes and turning points in academic debate and the consolidation of new fields of research. In this context, the program lines and their syllabi were redesigned. Thus, during the three-year period (2010-2012), the PPGE was organized into the following tracks: Culture, Curriculum, and Teacher Training; Diversity and Inclusive Educational Practices; Education and Languages; History, Society, Culture, and Educational Policies, with no changes to the research groups. The curricular organization around courses, advanced seminars, independent studies, research activities, qualifying exams, and dissertation or thesis preparation, as well as the nucleation of activities around the tracks and groups, remained.
In 2016, a committee comprised of faculty and students was organized to evaluate and propose a new curriculum for the master's and doctoral programs. In 2017, the PPGE Board approved the new curriculum and a new organization of the research lines, which were named as follows:
Education and Languages
Education, Human Development, and Public Policy
Special Education and Inclusive Processes
Teaching, Curriculum, and Cultural Processes
The curricular changes brought more and better coordination between disciplines and research lines, achieving greater coherence, consistency, interdisciplinarity, comprehensiveness, and updating of the educational process for our master's and doctoral students. The emphasis placed on research activities strengthens the goals of the Academic Program and has promoted greater participation of our students in scientific events and the publication of articles in scientific journals and book chapters. Over a historical period, we have observed a significant increase in the number of publications by our students and alumni in scientific journals and books, which reveals the strengthening of the educational process carried out by the PPGE, not only in teaching but also in knowledge production.
Postdoctoral internships began in 2008.
During the 2021-2024 four-year period, it was determined that there was no need to change the names of the research lines or their syllabi. It is worth noting that the research lines are inspired by contemporary knowledge in education and are aligned with the mission and vision of the Program. In this regard, the self-assessment conducted with faculty, students, and alumni showed that 90% of respondents considered the research lines and their articulation with research groups, research projects, curriculum, and training offered by the Program to be adequate. In other words, the PPGE/UFES research lines are integrated with the research groups, promoting interdisciplinary/transdisciplinary research, which strengthens the educational process developed in the master's and doctoral programs.
The research lines align with both the objectives established by the PPGE and the strengthening of research groups, fostering greater identity among faculty and their research, in addition to consolidating the principles of consistency, innovation, interdisciplinarity, and transdisciplinarity.
Current Program Structure:
The PPGE is organized according to its Internal Regulations. The program has 40 permanent faculty members and 3 collaborators, organized into four research lines:
1-Teaching, Curriculum, and Cultural Processes;
2-Cultural Studies; 2-Education and Languages;
3-Special Education and Inclusive Processes;
4-Education, Human Development, and Public Policy.
Students Graduated and Enrolled:
By the end of 2024, the program had graduated 1,027 master's and 388 doctoral students and had 179 regularly enrolled students, 55 in the master's program and 124 in the doctoral program.
Names of Coordinators and Deputy Coordinators:
Term: 2025-2027
Coordinator: Tânia Mara Zanotti Guerra Frizzera Delboni
Deputy Coordinator: Edson Pantaleão Alves
Term: 2024-2025
Coordinator: Tânia Mara Zanotti Guerra Frizzera Delboni
Deputy Coordinator: Sandra Kretli da Silva
Term: 2023 - 2024
Coordinator: Wagner dos Santos
Deputy Coordinator: Sandra Kretli da Silva
Term: 2021 - 2023
Coordinator: Wagner dos Santos
Deputy Coordinator: Edson Pantaleão Alves
Term: 2020 - 2021
Coordinator: Edson Pantaleão Alves
Deputy Coordinator: Wagner dos Santos
Term: 2018 - 2020
Coordinator: Eliza Bartolozzi Ferreira
Deputy Coordinator: Edson Pantaleão Alves
Term: 2016 - 2018
Coordinator: Eliza Bartolozzi Ferreira
Deputy Coordinator: Martha Tristão Ferreira
Term: 2014 - 2016
Coordinator: Cleonara Maria Schwartz
Deputy Coordinator: Eliza Bartolozzi Ferreira
Term: 2012 - 2014
Coordinator: Cleonara Maria Schwartz
Deputy Coordinator: Eliza Bartolozzi Ferreira
Term: 2010-2012
Coordinator: Sonia Lopes Victor
Deputy Coordinator: Moema Lúcia Martins Rebouças
Term: 2008-2010
Coordinator: Denise Meyrelles de Jesus
Deputy Coordinator: Regina Helena Silva Simões
Term: 2006-2008
Coordinator: Cláudia Maria Mendes Gontijo
Deputy Coordinator: Cleonara Maria Schwartz
Term: 2004-2006
Coordinator: Carlos Eduardo Ferraço
Deputy Coordinator: Janete Magalhães de Carvalho
Term: 2002-2004
Coordinator: Janete Magalhães de Carvalho
Deputy Coordinator: Carlos Eduardo Ferraço
Term: 2000-2002
Coordinator: Regina Helena Silva Simões
Deputy Coordinator: Denise Meyrelles de Jesus
Period: 1998-2000
Coordinator: Circe Mary Silva da Silva Dynnikov
Deputy Coordinator: João Eudes Rodrigues Pinheiro
Period: 1996-1998
Coordinator: Regina Helena Silva Simões
Deputy Coordinator: Denise Meyrelles de Jesus
Period: 1994-1996
Coordinator: Angela Maria Monjardim
Deputy Coordinator: João Eudes Rodrigues Pinheiro
Period: 1992-1994
Coordinator: João Eudes Rodrigues Pinheiro
Deputy Coordinator: Angela Maria Monjardim
Period: 1988-1992
Coordinator: Leda Maria Couto Nogueira
Deputy Coordinator: Denise Meyrelles de Jesus
Period: 1986-1988
Coordinator: Janete Magalhães Carvalho
Deputy Coordinator: Liney Orlandina Lucas
Period: 1984-1986
Coordinator: Liney Orlandina Lucas
Deputy Coordinator: Janete Magalhães Carvalho
Period: 1982-1984
Coordinator: Elizabeth Maria Pinheiro Gama
Period: 1978-1982
Coordinator: João Eudes Rodrigues Pinheiro
History of the program's CAPES rating:
Three practical objectives justify the need to offer efficient, high-quality master's and doctoral programs:
1. Training competent faculty who can meet the demand in basic and higher education while ensuring constant quality improvement;
2. Stimulating the development of scientific research through the adequate preparation of researchers;
3. Ensuring 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 Article 1: "The performance of stricto sensu graduate programs will be evaluated in terms of the minimum standard required for their full operation, for the validity of the education provided, and for the registered diploma."
In the last evaluation of the four-year period (2017-2020), according to MEC Ordinance No. 398, of May 29, 2025 (Published on: 06/02/2025 | Edition: 102 | Section: 1 | Page: 41), the PPGE was evaluated with a score of 6, which makes it a Postgraduate Program of excellence.
