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RESEARCH GROUPS

Contemporary Literacies Studies Collective (CELEC)

Coordination: Adriana Carvalho Lopes

The Contemporary Literacies Studies Collective (CELEC) is an interdisciplinary research group dedicated to educating students/researchers in the fields of education and applied linguistics, at both undergraduate and postgraduate levels, including master’s and doctoral studies. The group is structured around two research lines, bringing together works that critically reflect on contemporary literacies and linguistic performances, both within and outside educational institutions. CELEC aims to contribute to the development of linguistic education committed to human plurality and the fight against racism, sexism, and homophobia.

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Curriculum, Culture, and Politics

Coordination: Patricia Bastos de Azevedo and Rafael dos Santos Lazaro

The research group investigates Teacher Education in dialogue with the fields of Memory and Language, aiming to understand the power dynamics and forces that shape this labor/formative process. To navigate this path, we conceptually engage with authors supporting this triad: 1. Memory – Pollak (1989, 1990), Ricoeur (2010, 2017), Halbwachs (1990); 2. Teacher Education – Nóvoa (1992, 1997, 2009, 2010), Tardif (2007, 2008); 3. Language – Bakhtin (1998, 2002, 2003, 2006), Freire (1968, 1996, 1985, 1987, 1992). Methodologically, we employ tools that allow us to deepen the evidence constructed in the research field, using the Indiciary Paradigm (GINZBURG, 1998), the Biographical Workshop (DELORY-MOMBERGER, 2006, 2016), and Conceição Evaristo’s “Escrevivência.” Investigating Teacher Education in contemporary times is not only a fundamental issue but also a political act. The research conducted by undergraduate, master’s, and doctoral students, along with collaborating professors, is an integral part of this group, leading to further developments and exploring additional research areas to complement and expand the theoretical, methodological, and research field.

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Contemporary Freirean Studies and Curriculum (FRECON)

Coordination: Aristóteles Berino and Fabiana Rodrigues

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Study and Research Group on Environmental Education, Diversity, and Sustainability (GEPEADS)

Coordination: Ana Maria Dantas Soares and Mauro Guimarães

GEPEADS aims to deepen the understanding of environment-society relationships, explore perceptions of Environmental Education in various settings (both educational and non-educational), and analyze the implementation of public policies focused on socio-environmental sustainability. The group has established itself as an institutional reference point, integrating research and extension activities, with the goal of influencing the rethinking of professional training provided by the university. Additionally, it contributes to the reflection on pedagogical practices in Basic Education and the training of environmental educators. GEPEADS actively participates in various events, sharing the outcomes of its discussions and actions. Since 2008, the group has expanded its work to the Multidisciplinary Institute – UFRRJ Campus in Nova Iguaçu, under the coordination of Prof. Mauro Guimarães. The group seeks important interfaces, such as Agroecology, and partnerships with other research groups.

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Study and Research Group on ICT in Mathematics Education (GEPETICEM)

Coordination: Marcelo Almeida Bairral and Alexandre Rodrigues de Assis

The Study and Research Group on Information and Communication Technologies (ICT) in Mathematics Education – GEPETICEM – aims to develop research and innovations in Basic and Higher Education, focusing on the initial and continuing training of mathematics teachers and the use of ICT. The central focus of GEPETICEM is to identify and analyze the contributions of ICT to professional teacher training and mathematics learning (for both students and teachers) from various perspectives and learning contexts. Founded in October 1999 by Dr. Marcelo Almeida Bairral (mbairral@ufrrj.br), André Luis Loureiro, Emílio Togashi, Felipe Sylvestre Ribeiro, and Renata Macedo, GEPETICEM is linked to the Department of Teaching Theory and Planning (DTPE) at the Institute of Education, UFRRJ.

The group welcomes undergraduate students from different areas (Mathematics, Computer Science, Pedagogy, etc.) interested in developing studies in mathematics education using ICT. At the postgraduate level, GEPETICEM conducts research within the “Contemporary Studies and Educational Practices” line of the PPGEDUC (Graduate Program in Education, Contemporary Contexts, and Popular Demands), a program developed in partnership between the Institute of Education (Seropédica campus) and the Multidisciplinary Institute (Nova Iguaçu campus) at UFRRJ. The group includes university faculty, postgraduate students, and elementary and high school teachers. Membership depends on available slots and the coordinator’s approval.

The group’s research has received funding (scholarships and research grants) from various funding agencies (Capes, CNPq, Faperj, and MEC/SESu), as well as support and scholarships from UFRRJ. Since 2006, GEPETICEM has been collaborating with the Department of Education at Rutgers University (USA) and Drexel University (Philadelphia, USA). In 2013, a partnership was initiated with the University of Turin (Italy) for work with touchscreen devices.

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Study and Research Group on Psychosocial Aspects of the Body (GEPAC)

Coordination: Fabiane Frota da Rocha Morgado

The Study and Research Group on Psychosocial Aspects of the Body (GEPAC) is affiliated with the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEduc), the Institute of Education (IE), and the Department of Physical Education and Sports (DEFD) at the Federal Rural University of Rio de Janeiro (UFRRJ). It is coordinated by Prof. Dr. Fabiane Frota da Rocha Morgado and mainly includes students from PPGEduc and the Bachelor’s in Physical Education program at UFRRJ. The group also comprises teachers from public and private schools in Seropédica and surrounding areas, as well as from the State of Rio de Janeiro, and researchers from other educational institutions across the country.

Contemporary themes and educational practices in the field of Education, particularly in Physical Education, are the focus of research in GEPAC. Key areas of interest include: psychosocial aspects of human movement, body image and corporeality, diversity, social representations, psychometrics, and school physical education.

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Study and Research Group on Rural Education, Social Movements, and Pedagogy of Alternation

Coordination: Ramofly Bicalho dos Santos

The purpose of this research group is to continue the debate on rural education and teacher training, particularly in relation to social movements and the pedagogy of alternation in Brazil. We believe that the critical production of knowledge in rural schools redefines memories, identities, and life stories of both educators and students. This approach also helps to overcome the lack of emancipatory projects in rural Brazil. In this project, we focus on the history of rural social movements in Brazil and their struggle for popular education. The group examines the phases of strengthening and retreat of social movements in the country, public policies for rural education, and their relationship with peasant communities, social movements, and rural schools. Additionally, we explore the history of pedagogy of alternation as a project of integral education, self-formation, and development of the environment. The group’s research investigates how social movements in Brazil have appropriated the pedagogy of alternation, especially in the context of struggles for agrarian reform.

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Study and Research Group on Language, Childhood, and Differences (GEPELID)

Coordination: Flávia Miller Naethe Motta and Carlos Roberto de Carvalho

GEPELID was established in Baixada Fluminense at the Nova Iguaçu Campus of the Federal Rural University of Rio de Janeiro. It evolved from GRUPIs – the Research Group on Childhood up to 10 years old – as some of its researchers chose a Bakhtinian theoretical-methodological framework. Initially focused on childhood, the group expanded its scope to include research that also addresses teacher education. Currently, GEPELID comprises doctors, doctoral students, master’s graduates, graduate students, and students in Scientific Initiation.

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Research Group on Afroperspectives, Knowledge, and Childhood (AFROSIN)

Coordination: Renato Noguera and Luciana Pires Alves

AFROSIN is a research group that advocates for racial pluralism, the affirmation of differences, and the fight against racism through multiple forms and in various spheres. The group aims to contribute to ensuring that the phenotypes of all populations that compose Brazilian society are placed on the same social, political, ethical-moral, aesthetic, and emotional level.

Through its five lines of research, AFROSIN seeks to encourage, promote, develop, disseminate, and implement investigations and partnerships with other sectors of society in order to promote ethnic-racial equity. AFROSIN is part of the Laboratory of Afro-Brazilian and Indigenous Studies at UFRRJ and brings together people from various institutions interested in developing research in the field of Human Sciences, involving UFRRJ, UERJ, and UFF.

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Research Group on Teaching and Cyberculture (GPDOC)

Coordination: Edméa Santos

The Research Group on Teaching and Cyberculture conducts research and develops studies and projects on contemporary teaching and the practices and processes of Cyberculture, particularly Online Education and teaching-learning processes. It connects the fields of Education, Communication, and Information Technology. Its main focus is on the training of researchers and teachers through both initial and continuing education processes. The primary objectives of GPDOC include: Understanding sociotechnical and cultural phenomena mediated by digital information and communication technologies and their implications for learning and teaching processes; Developing research methodologies and teaching-learning projects that connect school curricula and other educational networks with communicational practices in cyberculture; Developing curricula and curricular acts for the practice of online teaching; Mapping teachers’ knowledge for online teaching; Understanding how digital interfaces can contribute to the production and management of knowledge.

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Research Group on Higher Education and Ethnic-Racial Relations (GPESURER)

Coordination: Ahyas Siss

The Research Group on Higher Education and Ethnic-Racial Relations registered in the CNPq Directory of Research Groups, is led by Professor Ahyas Siss. The website https://gpesurer.ufrrj.br/ states that it was created in 2006, within the Universidade Federal Rural do Rio de Janeiro – UFRRJ – at the Nova Iguaçu campus. It is currently composed of researchers from UFRRJ and other universities, students and alumni of the Graduate Program in Education, Contemporary Contexts, and Popular Demands at UFRRJ (PPGEduc), as well as undergraduate students from various courses at UFRRJ, many of whom are beginning their research with resources from CNPq (Pibic) and other funding agencies.

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Research Group on Physical Education Teaching (GPDEF)

Coordination: Rodrigo Lema Del Rio Martins

The Research Group on Physical Education Teaching (GPDEF) brings together professors with different levels of education (PhDs, doctoral students, master’s students, specialists, and graduates) and undergraduate and graduate students interested in studying the issues surrounding the teaching and learning processes in physical education. The group is characterized by the participation of teachers and students involved in contexts of basic education.

Housed at the Institute of Education of the Universidade Federal Rural do Rio de Janeiro (IE-UFRRJ), GPDEF develops coordinated actions in teaching, research, and extension. In the teaching realm, the group works in undergraduate and graduate courses in areas such as didactics, teaching practices, NEPEs, supervised internships, physical education issues, research seminars, and early childhood education. In the field of university extension, the group is involved in projects such as Residência Pedagógica, PET-Saúde, Baixada Social, and Atletas Inteligentes, among others. Regarding research, the group’s main study themes are linked to the research lines of the Graduate Program in Physical Education (ProEF) and the Graduate Program in Education (PPGEduc), focusing on pedagogical practices, the curriculum of basic education and higher education, teacher training, public policies, and educational sports.

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Research Group on Childhood Up to 10 Years (GRUPIS)

Coordination: Anelise Nascimento and Nazareth Salutto

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Research Group on Work, Politics, and Society (GTPS)

Coordination: José dos Santos Souza

The GTPS is a research group from the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC) at UFRRJ. It brings together faculty members, undergraduate and graduate students—both within and outside the institution—who investigate contemporary forms of work organization and production management, social relations of production, collective organization and action of workers, the social history of labor, and the relationship between work, education, and public policies. The concept of “work” serves as the unifying element of the group’s various research activities. Its mission is to provide researchers from diverse fields with a productive environment for articulating reflections and generating knowledge about work, not only in its economic dimension but also in its sociological, political, and cultural aspects. In addition to research activities integrated with teaching and university extension, the GTPS also contributes to the formation of new researchers by mentoring students on scientific initiation programs (PIBIC/CNPq, FAPERJ, and the UFRRJ Institutional Program for Scientific Initiation Scholarships – PROIC) and advising master’s and doctoral students working on research aligned with the group’s lines of inquiry.

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Laboratory of Gender, Education, and Sexualities Studies (LEGESEX)

Coordination: Joyce Alves da Silva Junior

LEGESEX (Laboratory of Gender, Education, and Sexualities Studies – CNPq/UFRRJ) has existed since 2018, under the coordination of Prof. Jonas Alves da Silva Junior. In its first year, weekly meetings were held, and from 2019 onwards, bi-weekly meetings have been held at the Nova Iguaçu campus. The idea of forming this group – which is quite diverse, with members ranging from high school students to PhDs in Education, as well as professionals from various academic backgrounds – arose from the perception that in different social territories, the cultural reproduction of gender models often highlights the difficulty individuals face in discussing issues related to masculinity/femininity and their diversity in social grammar. The complexity of human sexuality, as well as the legitimization of gender relations, has often been rejected in schools, leading to discrimination and marginalization of individuals who do not fit into socially valued cis-heteronormative prototypes. In this group, gender and sexuality issues in education are discussed and problematized with the aim of, through research and extension activities, deconstructing prejudices, re-signifying sexist and LGBTphobic representations, and enabling practices grounded in human rights and democratic principles.

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Laboratory of Studies and Research in Education, Diversity, and Inclusion (LEPEDI)

Coordination: Allan Rocha Damasceno

This laboratory brings together different epistemic and methodological perspectives from its researchers, with the main objective of promoting research and knowledge production at the interfaces of the areas of Education, Diversity, and Inclusion, in all levels and modalities of education, considering the following epistemological axes:* Education, Inclusion, and Human Rights; *Education, Inclusion, and Sexual and Gender Diversity; *Education, Inclusion, and People with Specific Learning Needs; *Education, Inclusion, and People/Groups in Social Vulnerability Situations. Its mission is the production and dissemination of scientific-academic knowledge in the dimensions of cultures, policies, and practices of inclusion in education, stimulating social transformation, fostering intercultural relations, contributing to a more equitable society, promoting reflections/actions on/for school/educational inclusion, and (re)inventing new/other ways of educating for human emancipation. Its objective is to promote within the scope of the Universidade Federal Rural do Rio de Janeiro and in academic-scientific debates, scientific knowledge in the dimensions of cultures, policies, and practices of inclusion in education, carrying out studies and projects that enhance the full educational participation of the laboratory’s research subjects, overcoming historical-political-social processes of exclusion.
Online Presence

Laboratory of History of Latin American Education (LHELA)

Coordination: Fernando César Ferreira Gouvêa and Maria Angélica da Gama Cabral Coutinho.

The Laboratory of History of Latin American Education aims to expand the field of studies in the History of Education to encompass Latin America and facilitate partnerships with different institutions and actors in the consolidation of a project that brings together “neighbors” that are both close and, at the same time, so “distant” in terms of constructing an identity project for a historical, geographical, political, social, and educational bloc. Furthermore, it will host comparative studies on teacher training, research institutions, and education between Brazil and other Latin American countries.

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State, Power, and Education Research Laboratory (LIEPE)

An interinstitutional research group, based in the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEduc) at the Federal Rural University of Rio de Janeiro (UFRRJ). Research Project – “Teacher Work and Health in the State of Rio de Janeiro”
This project results from an interinstitutional research effort conducted in the state of Rio de Janeiro by a group of researchers, faculty members, and graduate and undergraduate students from various public educational institutions. The aim of this project is to analyze the working conditions and health of teachers working in municipal and state public networks in the state of Rio de Janeiro. The research will investigate the relationship between working conditions and teachers’ health, identifying the forms and scope of this illness, how psychological suffering is managed within public education systems, and the individual and collective forms of resistance undertaken by teachers, their collectives, unions, and movements. The research will also address the differences and similarities within the public education system, considering both the continuities and the particularities of the teaching networks in the state of Rio de Janeiro. This qualitative and exploratory research will be based on literature reviews and a historiographical balance of previous studies conducted in Brazil regarding the relationship between teacher work and health. The investigation will also triangulate sources using three research instruments: a) a survey of official data on teachers’ health in public education networks, through documentary research and the transparency portal database; b) an online questionnaire to be applied across the state of Rio de Janeiro in partnership with the State Union of Education Professionals (SEPE-RJ); c) semi-structured interviews with teachers. This research is part of the work conducted by the State, Power, and Education Research Laboratory (LIEPE) since 2017. LIEPE consists of researchers from various public higher education institutions in the state of Rio de Janeiro (UFRRJ, UFF, UERJ, IFF, IFRRJ) and has spent these seven years investigating the changes brought about in the context of the teaching work process within public schools, in light of recent educational reforms. These reforms have introduced profound changes in the organization and conditions of teaching work, impacting the very nature of this labor, leading to a metamorphosis of teaching work, which, as a consequence, deepens teachers’ malaise.
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Research and Extension Center on Education, Aging, and Social Work

Coordination: Fabrícia Vellasquez Paiva and Simone da Cunha Tourino Barros.

The group seeks to discuss education and rights from the perspective of public policies, particularly focusing on language, especially considering the most vulnerable populations, such as aging workers. To achieve this, the group aims to assist in the implementation and development of actions by the elderly rights councils and promote training on aging, social control/council, and public policies. This is carried out through four main areas of work: study groups; educational activities within the groups; research and Training Course for Councilors; extension activities.

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Observatory of Special Education and Educational Inclusion (OBEE)

Coordination: Marcia Denise Pletsch and Maira Gomes de Souza da Rocha.

The Observatory of Special Education and Educational Inclusion (ObEE) was created in 2009, linked to the Center for Technological Innovation and Inclusive Education (CITEI), based at the Multidisciplinary Institute of the Federal Rural University of Rio de Janeiro (UFRRJ) – Nova Iguaçu Campus. Since its creation, ObEE has been dedicated to the development of research and extension programs in the field of Special Education, focusing on topics such as inclusive education policies in Basic Education and Higher Education, teaching and learning processes for individuals with intellectual and multiple disabilities, curriculum practices, teacher training, accessibility, and technological innovation applied to Special Education.

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