Permanent Faculty Member

Lattes: http://lattes.cnpq.br/4837755740137182

A woman embracing multiple social roles, Ana Maria Marques Santos holds a Licentiate and Bachelor’s degree in Psychology from UFRJ/FAHUPE (1992) and a Professional Psychology Qualification from UFRJ/FAHUPE (1993). She specialized in Education (UFRRJ) and Differential Psychopedagogy (PUC-Rio). She earned her Master’s degree in Education, with a concentration in Education, Work, and Environment, from UNESA/RJ (2005). In 2012, she completed her PhD in Psychosociology of Communities and Social Ecology through the EICOS Graduate Program at the UNESCO Chair/UFRJ, focusing on the research line of Communities, Development, Environment, and Social Inclusion.

Currently, she is an Associate Professor in the Department of Education and Society (DES) at the Federal Rural University of Rio de Janeiro (UFRRJ), within the Multidisciplinary Institute of Nova Iguaçu (IM). She teaches in the Pedagogy program and other licensure courses, covering topics such as Psychology and Education, Psychology and Educational Demands, Analytical Psychology, Research, Teaching and Extension Units, Knowledge, and Society.

Her work focuses on teacher training, Psychology and Education, Socio-Historical Psychology, Social-Environmental Ecologies, Human Rights, and Public Policies. She coordinated the UFRRJ Teacher Training Program for Basic Education (PARFOR) from 2012 to 2020 and served as its deputy coordinator from 2016 to 2019. In 2020, she resumed the role of General Coordinator of PARFOR-UFRRJ. Between 2018 and 2020, she was Vice-Coordinator of the Pedagogy Program at the Multidisciplinary Institute of Nova Iguaçu. She has also contributed to several forums, including the National Forum for Teacher Training in Basic Education (FORPARFOR-National) as the Southeast representative and the Permanent Forum for Teacher Training in Rio de Janeiro (FEPAD-RJ), where she served as an alternate representative to the State Education Forum (FEERJ).

From 2010 to 2020, she was part of the Study and Research Group on Environmental Education, Diversity, and Sustainability (GEPEADS-IM/UFRRJ). She is currently a researcher in the GRUPEFOR—Group for Studies and Research on Educational Policies, Teacher Training, Democracy, and the Right to Education (INTERINSTITUTIONAL). Previously, she was a permanent professor in the UFRRJ Graduate Program in Geography (PPGGEO) until December 2021. She now serves as a permanent professor in the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC-UFRRJ). Her research, teaching, and extension activities address teacher training, public education policies, women, social-environmental ecologies, space and territory, and peripheral communities and minorities.

CONTACT INFORMATION

E-mail: anamarques@ufrrj.br

RESEARCH LINE

• Line 3: Ethnic-Racial and Gender Education: Afro-Diasporic Studies and Languages

RESEARCH GROUP

• GRUPEFOR – Group for Studies and Research on Educational Policies, Teacher Training, Democracy, and the Right to Education (INTERINSTITUTIONAL)
  Coordination: Lucília Augusta Lino and Ana Maria Marques Santos

The group, composed of teachers from federal, state, and municipal public education networks in Rio de Janeiro, aims to contribute to knowledge production about public policies for initial and continuous teacher training. It examines their relationship with democratic processes, particularly management and the expansion of the right to education from an inclusive perspective. The group functions as a formative space for teachers and the construction of their professional identity.

Focus:
The group investigates the impact of public educational policies on teacher training, the expansion or restriction of the right to education, democratic management of systems, schools, and educational institutions, and the career paths of education professionals. It also explores the broader context of public education and social rights.

RESEARCH PROJECTS

• Educational Trajectories, Social-Historical Ecologies, and Teacher Training in Baixada Fluminense (Anchor Project)
  Period: 2019 – Present

This project investigates the processes, conditions, and contexts of teacher and educator training in Baixada Fluminense, RJ. It aims to align these processes with public policies for teacher education, particularly focusing on women from popular classes, minorities, and traditional populations. The project draws on the concepts of totality (Karel Kosik) and recognition, distribution, and ethics (Nancy Fraser), exploring how social configurations of power shape educational dynamics.

Keywords: Teacher Training, Social-Historical Ecologies, Women and Peripheral Minorities

Funding: CNPq-UFRRJAPES IC

• Cartographies and Pathways of Women Teachers in the PARFOR/UFRRJ Pedagogy Program (Year II)
  Period: 2020 – 2021

This research highlights the formative trajectories of women teachers in public schools in Baixada Fluminense and Rio de Janeiro, examining how teacher training impacts the professional and personal development of women within marginalized communities.

Keywords: Teacher Training, Women Teachers, Power and Empowerment, Teacher Education Policies, Public Schools

Funding: CNPq-UFRRJ

• Cartographies and Pathways of Women Teachers in the PARFOR/UFRRJ Pedagogy Program (Year I)
  Period: 2019 – 2020

The project maps the pathways of women teachers enrolled in the PARFOR/UFRRJ Pedagogy Program, focusing on their roles in municipal and state education networks in Baixada Fluminense and the Rio de Janeiro Metropolitan Region.

Keywords: Teacher Training, Formative Pathways, Educational Reach

Funding: CNPq-UFRRJ – IC