Master in Transdisciplinary Education
ABOUT THE MASTER PROGRAM IN TRANSDISCIPLINARY EDUCATION SCIENCES AND ITS OBJECTIVES
The Educator today resorts to facts about the proposed content, to stimulate the student to develop and to have clearer learning, showing the ability of each one, and to develop their knowledge are substantially know how to "make the student learn", starting from the notion that he is The proof of successful learning. The Religious Educator is necessarily a researcher, that is, professional of the reconstruction of the knowledge for future having as educational principle. It is necessary to be formulator of own proposal, that is, needs to know how to prepare contents for students to know if about leaving with their development in the classroom and teacher has to know take care of the student's learning and have mastery of the activity, and that hold their attention knowing about The theory of learning, having mature reflection on how to evaluate and guide.
The proposal to create the MASTER PROGRAM IN TRANSDISCIPLINARY EDUCATION SCIENCES is based on the process where the candidate will be submitted to a documentative evaluation and participation of seminars with themes inherent to the various lines of the Transdisciplinary Sciences with the development of studies directed in the Learning Modality Based on Problem - PBL.
Transdisciplinarity is a movement, a concept and a practice that is in the process of building and developing within the sciences and the teaching of the sciences, these being two distinct fields in which interdisciplinarity is present.
Defining an object that is under construction, coexisting with the one who studies it is a difficult task and to some extent partial, once this object is changing and changing, thus, all discussion about interdisciplinarity is capable of comparative analysis with The contemporary material on the subject until it is better developed and articulated, much more by practice than by theory, once interdisciplinarity is happening, and from that, a theory has been developed.
An epistemological study is useful for delimiting the theme: There are four words that are particularly related to each other and all delimit a scientific and educational approach that are Pluridisciplinarity; Multidisciplinarity, Interdisciplinarity and Transdisciplinarity.
What is in common in these words is the word Disciplinarity / Discipline, which should be understood as parts of scientific studies and school subjects, such as mathematics, biology, natural sciences, humanities, health, history
, etc., and an effort In overcoming all that is related to the concept of discipline. Thus, interdisciplinarity is part of a movement that seeks to overcome disciplinarity, focusing on Transdisciplinary Sciences.
The MASTER PROGRAM IN SCIENCES OF TRANSDISCIPLINARY EDUCATION has as main objective the formation of professionals with the necessary qualifications to work in the Field of Research, Academic Activities and Religious Professionals. Nowadays, Teaching in the different areas of Sciences has increased a lot and, for that reason, it is necessary the professionalization and the Training of new professors with content and technique able to educate of professional form, according to the present necessities, the vocations Are the focus of this work.
The objective of the course is to train and scientifically direct the researcher to a set of activities listed in an integration of data that extend the horizon of his knowledge, passing through the understanding of the complexity of the development of the formation of the social and psychological intellect of the individual, , At the same time, to understand the relation of the being and the interferences in its pedagogical psycho with the evolving social disturbances.
The program includes the training of the researcher in the educational area as a whole, emphasizing the socio-historical, religious, management, psychological, clinical educational knowledge of the individual and other related areas, where Epistemological, Philosophical approaches; Psychological, Psychoanalytic, Intellectuals, Social, and Religious permeate interdisciplinarily and are addressed in the integration of research and science.
The MASTER PROGRAM IN TRANSDISCIPLINARY EDUCATION SCIENCES have a duration of 24 (Twenty-four) months, with a duration of 2 years, with start scheduled for the month of October 2017 and ending for the month of October 2019, With a 12-hour Time Load, on Saturdays and Sundays and the other through Independent Studies in a Group of Studies and Research - GEPs and Individuals and other On Line Disciplines in the same modality of Studies.
EDUCATION AND HIGHER EDUCATION IN THE GLOBALIZED WORLD
THEORY OF KNOWLEDGE AND CULTURAL IN EDUCATIONAL PRACTICES
METHODOLOGY OF SCIENTIFIC AND ACADEMIC RESEARCH AND PRODUCTION
CRITICAL ANALYSIS OF THESES AND DISSERTATIONS
LAW APPLIED TO MISCELLANEOUS SCIENCES
INTERACTIVITY OF THE RESEARCHER IN THE CRITICAL SENSE OF LEGAL SCIENCES
ETHICS APPLIED IN THE SCIENCES OF EDUCATION
PHILOSOPHY OF EDUCATION AND RELIGION
STATISTICS IN EDUCATION
DESIGN AND EVALUATION OF EDUCATIONAL TEST PERFORMANCE
ADMINISTRATIVE MANAGEMENT IN EDUCATIONAL SERVICES
PLANNING AND EVALUATION OF EDUCATION SERVICES
PSYCHOLOGY APPLIED IN EDUCATION
14. EPISTEMOLOGY OF SOCIAL SCIENCES AND HUMANITY
15. EDUCATION IN HISTORY AND HISTORIOGRAPHY
16. MISSIOLOGY APPLIED IN TRANSDISCIPLINARITY
17. SCHOOL AND NON-SCHOOL LEARNING PROCESSES
18. POPULAR EDUCATION, FORMAL, NON-FORMAL AND SOCIAL EDUCATION
19. EDUCATION PROFESSIONAL: TRAINING AND WORK
20. EDUCATION, CULTURE AND SOCIETY
21. FUNDAMENTALS OF EDUCATION FOR CHILDREN, YOUTH AND ADULTS
22. CHEFIA AND LEADERSHIP IN TEACHING SYSTEMS
23. EDUCATION IN THE HEALTH AND DISEASE PROCESS
24. SCHOOLS, CHURCHES AND RELIGIOUS FREEDOM
Line 1: Education, History and Politics
It focuses on policies and processes linked to education in different historical configurations. It addresses different levels and modalities of teaching, as well as educational processes that transcend school spaces. It investigates issues related to the history of education, management and educational policies in dialogue with the international scenario.
Line 4: Education in Identity, Memory and Culture
This research line is characterized by the study of the specificities of cultural and educational practices of groups and / or institutions. Collective memories, individual, groups and / or institutions. Identity, memory, diversity and culture and their articulations with the processes of school and non-school learning. History and historiography of Education. Subjectivity and sociocultural representations in school and in other educational spaces. Teaching identity and profession. Knowing the teacher; Beliefs and pedagogical practices cultural, social, discursive aspects of teaching and learning practices of reading and writing. Verbal language and other languages; Literacy and literacy; Orality and writing; Conditions of production and reading of texts. Teachers' training frameworks for teaching and learning practices in reading and writing cognitive, cultural, social, historical, pedagogical and discursive aspects of teaching and learning practices in reading and writing.
Line 2: Education in Teacher Training, Curriculum and Pedagogical Practices
It focuses on curricular issues and teacher training in different educational spaces, levels and schooling modalities. It investigates the constitution of the subject and that of difference, approaching them in the context of the policies that engender them and in their historical links.
Line 5: Education in the Prevention, Diagnosis and Treatment of Human Health Changes
This line proposes to carry out practical studies on health promotion, health education practices and the environment, taking into account the social and cultural factors that determine the health and the quality of life of the populations in a multidisciplinary approach.
Line 3: Education, Development, Administration and Technologies
It focuses on the relationships between education, development and technologies in the context of school and non-school educational processes in different modalities. It questions political, socio-historical, cultural and technical questions. Research and produces methodologies in the interface with the formation of citizenship, technologies and development projects.
Line 6: Education in Nutritional, Food and Environmental Resources for Human Health.
This line proposes to conduct research in a multidisciplinary approach in view of the educational, cultural, social, nutritional (food), political and ethical aspects involved in the health of the population.
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