TEACHING WORK, CARE, AND SOCIAL CLASS
Group Leaders: Moacir Fernando Viegas and Marcelo Éder Lamb (IFFar–Santa Rosa).
Description: The group’s main research theme is teaching work, with a focus on issues related to care, particularly from the perspective of the sociology of labor. Its originality lies in the approach that seeks to connect education, care, and work. Consequently, studies on gender and domestic labor are also central to the group. The main objective is to understand the arrangements, conditions, and educational processes involved in this articulation, especially concerning basic education teachers and workers from other productive sectors. The theme of social classes is essential, as the contradictions present in class struggles constitute the main source of movement in the phenomena that intertwine work, education, and care.
IDENTITY AND DIFFERENCE IN EDUCATION
Group Leaders: Mozart Linhares da Silva and Larissa Scotta (IFFar–Santa Maria).
Description: This group develops research on culture and subject formation in education, addressing issues related to identity-difference, power-knowledge relations, and biopolitical strategies of governance. From an interdisciplinary perspective, the group investigates topics such as health, social assistance, race and ethnic relations, gender and sexuality, childhood, inclusion, spatialities, curriculum, public policies, and teacher education. The analyses are guided by the understanding that cultures, subjects, identities, as well as curricula and knowledge, are fluid and permeated by multiple crossings. The group also recognizes that subjects are formed in relations with others, being subjected and positioned within places of normality/abnormality, inclusion/exclusion, and visibility/invisibility.
LinCE: LANGUAGES, CULTURE, AND EDUCATION
Group Leaders: Felipe Gustsack and Alexandre Wegner.
Description: This group constitutes a theoretical and methodological space for networked investigative actions on educational issues stemming from cultural practices involving dimensions of language and mathematics education in teaching and learning processes. Its aim is to propose and articulate studies around teaching experiences mediated by multimodal languages and technologies in Basic and Higher Education.
Research focuses on the complex articulation of ways of thinking and practicing contemporary education, drawing on perspectives such as ethnomathematics and language studies. These actions allow for critical examination of hegemonic rationalities in different teaching fields within schools and universities in Brazil, while proposing alternative ways of teaching and learning.
PUBLIC POLICIES, INCLUSION, AND SUBJECT FORMATION
Group Leaders: Betina Hillesheim and Camilo Darsie de Souza.
Description: Linked to the Graduate Program in Education at UNISC, this group investigates, from an interdisciplinary perspective, processes of subject formation through the articulation of public policies and the contemporary imperative of inclusion. Researchers from different fields—particularly Education, Psychology, Geography, and Health—have produced a wide range of works in recent years, including articles, book chapters, conference presentations, study meetings, and open seminars. They have also contributed to the training of undergraduate research fellows, Master’s students, and more recently, Doctoral students. Building on a solid trajectory of joint research, the group seeks to consolidate studies in the field of public policies and inclusion.
POPULAR EDUCATION, PARTICIPATORY METHODOLOGIES, AND DECOLONIAL STUDIES
Group Leaders: Cheron Zanini Moretti and Edla Eggert (PUCRS).
Description: The group “Popular Education, Participatory Methodologies, and Decolonial Studies” aims to understand, through the plurality of subjects and their experiences, the construction of educational, epistemological, and methodological alternatives grounded in the popular sphere. It engages with debates on modernity/coloniality, emancipation/liberation/dependence, and education/work, in relation to issues of class, gender, and ethnicity. The group’s work is intended to contribute to the articulation of studies developed by its members; to the strengthening of the Research Area “Education, Work, and Emancipation”, in dialogue with decolonial and critical perspectives in/for Latin America; and to the consolidation of interinstitutional initiatives and the internationalization of research in the field of popular education and participatory methodologies.
CURRICULUM, MEMORIES, AND NARRATIVES IN EDUCATION
Group Leaders: Éder da Silva Silveira and Diego Orgel Dal Bosco Almeida (UNOCHAPECÓ).
Description: This group investigates, from an interdisciplinary perspective, educational phenomena and themes with an emphasis on experiences and narratives of education policies, as well as on individual, collective, and institutional trajectories in both formal and non-formal education, privileging qualitative methodologies. The group has established multiple partnerships and collaborations, resulting in high-quality publications and interinstitutional academic actions, including international initiatives. Research themes are anchored in the fields of Education Policy and the History of Education. The group examines curriculum policies for Secondary Education in Brazil, the history and memories of clandestine education, and the implications of policies and regulatory practices for the school curriculum and Integral Education. Keywords: education policies; curriculum policies and experiences; public schools; full-time secondary education; integral education.
POETIC STUDIES: EDUCATION AND LANGUAGE
Group Leaders: Sandra Regina Simonis Richter and Ângela Cogo Fronckowiak.
Description: Since 2000, studies on the poetic dimension of language—initiated from Gaston Bachelard’s phenomenology of the poetic imagination—have informed both the teaching and outreach practices of faculty researchers and the research projects currently developed within UNISC’s Graduate Programs in Education (PPGEdu) and in Language Studies (PPGL). At present, the group brings together projects that connect Literature, Visual Arts, Dance, Theater, Music, and Childhood Education, based on the philosophical premise that the poetic experience of language serves as their common thread. The central philosophical question that emerges concerns the intersubjectivity of living together in a shared world as a way of questioning and reflecting on the directions of educational research through dialogue with the arts. By articulating reflexivity, description, and interpretation, the group has been fostering an educational perspective that acknowledges playfulness, imagery, pleasure, sensibility, and cognition as inseparable from the linguistic act of coexisting in the shared world from childhood onward.
PEABIRU: AMERINDIAN EDUCATION AND INTERCULTURALITY
Group Leaders: Maria Aparecida Bergamaschi (UFRGS) and Ana Luisa Teixeira de Menezes.
Description: “Peabiru: Amerindian Education and Interculturality” emerged in the early 2000s from research, actions, and reflections conducted in collaboration with Indigenous communities, their educational practices, schools, and epistemologies, as well as from the intercultural relations between Indigenous and non-Indigenous peoples and groups. Peabiru participants engage collaboratively and rhizomatically in Indigenous schools and territories, in the mentoring and support of Indigenous undergraduate and graduate students, in the training of Indigenous teachers (through the Indigenous Knowledge in Schools Program) and non-Indigenous teachers (Working Group 26a), as well as in the development of theses, dissertations, and undergraduate research. The knowledge produced on epistemologies, Amerindian education, and intercultural education contributes to improving school education and the education of race and ethnic relations (Law no. 11.645/2008). The group’s outcomes include articles, books, scientific communications, and courses, thereby enacting both interculturality and inter-science.
