Research Themes and Projects

RESEARCH LINE 1 – EDUCATION AND SOCIETY

LP1 – AXIS 1. PEDAGOGICAL PRACTICES AND EMERGING TECHNOLOGIES

This Integrative Project/Research Axis centers on pedagogical practices and digital technologies in diverse educational settings, bringing together studies on initial and continuing teacher education as well as innovative, creative, and critical pedagogical practices. It emphasizes themes such as curricula, methodologies, and teaching-learning strategies; the interplay between theory and practice and between cognition and emotion; educational practices and assessment and self-assessment processes; digital technology and its social and pedagogical implications from critical and philosophical standpoints; and dialectical and interdisciplinary curricular actions as forms of educational praxis.

LP1 – AXIS 2. FOUNDATIONS OF EDUCATION AND EDUCATIONAL PUBLIC POLICIES

This Integrative Project/Research Axis thematically focuses on the foundations of education and educational public policies within social, historical, and political contexts. It brings together studies from the perspectives of philosophy, history, and sociology of education, with emphasis on the following themes: (a) state, power, and social relations; (b) education, labor, and social movements; (c) teacher education and the purpose of school and education; (d) state, society, government, and democracy in educational contexts; and (e) educational policies and human rights in Brazil and Latin America.

LP1 – AXIS 3. EDUCATION, DIVERSITIES, AND INCLUSION

This Integrative Project/Research Axis examines education in its relationship with diversities and both social and educational inclusion. It brings together studies aimed at understanding education as a complex human phenomenon across various contexts, with emphasis on the following themes: (a) human rights from an ecosystem perspective; (b) the ethics of human identity and diversities (including gender, sex, sexuality, race, ethnicity, religion, disability, age, and health); (c) inclusive processes and educational practices focused on otherness; and (d) experiences and practices in teacher education guided by principles of inclusion and diversity.

RESEARCH LINE 2 – LANGUAGE AND SOCIAL PRACTICES

LP2 – AXIS 1. LINGUISTIC EDUCATION

This Integrative Project/Research Axis thematically focuses on linguistic education in its multiple dimensions: teaching, learning, teaching praxis, didactic-pedagogical processes, and language teacher education. It brings together studies developed from different theoretical-methodological perspectives, with emphasis on the following topics: (a) social, political, cultural, and systemic aspects of teacher education; (b) critical linguistic education; (c) post-structuralist (onto)epistemologies; (d) decoloniality in linguistic education; (e) critical and activist/resistance literacies; (f) pedagogical practices and educational processes situated in diverse educational contexts.

LP2 – AXIS 2. LANGUAGE, DISCOURSE, AND SOCIETY

This Integrative Project/Research Axis is thematically focused on language and discourse in their linguistic, social, cultural, political, and ideological dimensions. It brings together studies focused on post-structuralist and critical analyses of language and discourse from the perspective of diversity and sociocultural transformation, with emphasis on the following topics: (a) language/discourse, multi-/trans-/interculturality, and decolonialities; (b) language/discourse, identities, and performativity; (c) language/discourse in gender and sexuality studies, race, and racism; (d) language/discourse and school knowledge/practices; (e) constitution and material functioning of language/discourse: language, text, discursive genre, and media.

LP2 – AXIS 3. LANGUAGE, ARTS, AND DIGITAL CULTURE

This Integrative Project/Research Axis focuses on the relationships among language, arts, and digital culture, viewed from inter-/trans-/multicultural and interdisciplinary perspectives. It brings together studies on language and its connections with various artistic expressions, as well as on language and the universe of digital culture, with emphasis on the following topics: (a) artistic languages and multicultural approaches; (b) digital poetics and cyberliterature; (c) digital culture and multisemiotic and transmedia narratives; (d) digital culture and literacy; (e) critical and artivist literary literacies; (f) critical digital literacy and multiliteracies.

THEMATIC AXES – QUADRENNIUM 2021–2024

LINE 1. EDUCATION, SCHOOL, AND TECHNOLOGIES

Thematic Axis	Description / Scope
1. Teacher education and pedagogical practices	Research on initial and continuing teacher education and pedagogical practices investigates curricular, didactic, assessment, and self-assessment aspects, as well as the complex relationship between theory and practice, cognition, and emotions. These inquiries also examine innovative and creative approaches to pedagogy developed collaboratively by teachers and students. Furthermore, they analyze intentional teaching and learning practices grounded in education as a social activity and in knowledge as a historical and social construct, formed through the dialectical interaction between practice and theory, content and form, and interdisciplinary perspectives. Additional studies address curricular actions involving the development and implementation of curricula, lesson planning, methodologies, instructional strategies, evaluation processes, and the organization of learning time and space, always emphasizing critical, innovative perspectives and conceiving educational practice as praxis.
2. Foundations of Education	Research that discusses the theoretical foundations of education, as well as the understanding of society, culture, and education itself. These studies are dedicated to the theoretical and critical production in the field of education, grounded in the principles of philosophy, sociology, and history.
3. Educational processes and diversity	Research in this area is grounded in the understanding that educational processes extend beyond the boundaries of schools, taking place in a variety of settings such as families, circles of friends, and public spaces for interpersonal interaction—whether face-to-face, online, via radio, or in virtual environments. These studies address processes that are intrinsically linked to the development of awareness concerning human rights, community, the environment, citizenship, and other everyday issues. Further research focuses on educational processes guided by the ethics of diversity, otherness, and inclusion, as well as the relationships between education and gender, sex, sexuality, identity and sexual orientation; education and ethnic-racial relations; education and special needs; and education and religion. Projects also address Brazilian legislation regarding inclusive education.
4. Educational public policies	Research on the history and philosophy of modern politics, liberalism and neoliberalism, the state, society, government, and democracy, with emphasis on Brazilian educational policy, including studies addressing the right to education and human rights. Investigations encompassing educational policies in Latin America and Brazil, as well as studies on the development, implementation, and evaluation of public and educational policies. Research proposals on the old and new republics. Studies on the state and power: concepts and relationships. Research in the field of education and work, discussing the dimensions of work and education and the interconnections between social movements, education, and school. In the context of higher education, studies focus on the constitution and genesis of universities, investigations into Brazilian universities, and issues related to teacher education and professional education.

LINE 2. LANGUAGE AND SOCIAL PRACTICES

Thematic Axis	Description / Scope
1. Language education and language teacher education	Research on language education in its various facets: teaching, learning, teaching praxis, didactic-pedagogical processes, and language teacher education. This axis aggregates studies developed under multiple theoretical-methodological perspectives and in different contexts of (critical) language education, including didactic and curricular aspects of teacher education, critical language education, post-structuralist epistemologies, decoloniality, critical literacies, and multiple literacies, among others.
2.Critical text/discourse analysis	Research addressing discourse and its linguistic, social, cultural, political, and ideological aspects. This axis brings together studies focused on the analysis of discursive practices of institutions and individuals in situated contexts, with emphasis on the following themes: (a) discourse and its relationship with processes of sociocultural construction, reproduction, and transformation; (b) discourse and decolonialities; (c) discourse, representation, and social identities; (d) discourse and knowledge/practices within educational institutions; (e) constitution and material functioning of discourse: language, text, genre, and media.
3. Language, culture, and society	Post-structuralist linguistic research from the perspective of social and/or cultural diversity, with emphasis on the following themes: language and multi-/trans-/interculturality; power relations and identities in diverse contexts; gender and sexism; race and racism; language and performativity; and other linguistic practices of difference at the intersection with cultural, decolonial, queer, and/or diversity studies.
4. Interdisciplinary studies in literature and multiple languages	Research into transcultural and aesthetic-formal dimensions and their implications for multicultural approaches to literature teaching is developed through comparative studies of literature and the arts (including visual, performing, kinetic, and cyber arts). This axis encompasses investigations into literary literacy, digital poetics, and cyberliterature. It also welcomes projects on digital humanities, digital culture, and transmedia narratives, establishing an interdisciplinary research praxis through methodological approaches that connect language and technology in contemporary contexts